Table 4.
Antecedents of 2nd and 3rd social transitions (combined).
| Code | No. of youth participants who mentioned code | No. of parent participants who mentioned code |
|---|---|---|
| n = 10 youth interviews reporting on 13 retransitions | n = 21 parent interviews reporting on 26* retransitions | |
| n (%)^ | n (%)^ | |
| Child made a statement (e.g., “I am a girl”)/brought it up | 5 (38.5%) | 18 (69.2%) |
| Parent inquired about/suggested/explained the options | 2 (15.4%) | 4 (15.4%) |
| Child’s gender preferences/presentation (peers, toys, clothing, hairstyle) | 3 (23.1%) | 9 (34.6%) |
| Child role-played/identified as different gender in fantasy play (could be on the internet) | 0 (0%) | 0 (0%) |
| Someone else brought it up (e.g., therapist, support group, teacher, parent’s friend) | 0 (0%) | 1 (3.8%) |
| Went to a therapist/support group about gender (child or parent) | 1 (7.7%) | 3 (11.5%) |
| Child mental health/wellbeing/behavior issues that seemed to be related to gender | 0 (0%) | 1 (3.8%) |
| Gender segregation (e.g., boys’ and girls’ sports, boys’ line vs. girls’ line) in school or other activity brought it up | 0 (0%) | 1 (3.8%) |
| Issues related to body/puberty/hormones/blockers | 0 (0%) | 6 (23.1%) |
| Learned about a new identity (e.g., gay men, lesbians, nonbinary) | 3 (23.1%) | 8 (30.8%) |
| Met a role model of a particular gender / LGBT identity | 0 (0%) | 2 (7.7%) |
| Child’s internal gender identity experience | 6 (46.2%) | 5 (19.2%) |
| Child wanted to live authentically | 1 (7.7%) | 1 (3.8%) |
| Peers — acceptance or rejection from peers of one gender (e.g., being bullied by the boys; being accepted by the girls) | 0 (0%) | 5 (19.2%) |
| People were misgendering them/were transphobic toward them in previous gender | 1 (7.7%) | 6 (23.1%) |
| Believed gender expression had to align with gender identity (e.g., believed feminine people had to be girls) | 2 (15.4%) | 2 (7.7%) |
| Child thought it would be cool/edgy/make a political statement to transition | 1 (7.7%) | 0 (0%) |
*
The reason this adds up to such a large number is that sometimes two parents participated, and some youth made second and third transitions. Thus, as an example, two parents reporting on their child’s second and third transitions counted as four possible reports on retransitions.
^
The raw numbers report the number of times a given code was mentioned, summing across second and third transitions. The percentages represent the number of times a code was mentioned out of the total number of times it could have been mentioned.