Gender in Context: Considering Variability in Wood and Eagly’s Traditions of Gender Identity

Differences in cardiovascular risk factors associated with sex and gender identity, but not gender expression, in young, healthy cisgender adults

Background

Sex differences exist in cardiovascular disease risk factors including elevated blood pressure and arterial stiffness, and decreased endothelial function in males compared to females. Feminine gender expression may be associated with elevated risk of acute coronary syndrome. However, no study has investigated the associations between sex, gender identity, and gender expression and cardiovascular disease risk factors in young adults.

Methods

One hundred and thirty participants (22 ± 3 years) underwent assessments of hemodynamics, arterial stiffness [pulse wave velocity (PWV)], and brachial artery endothelial function (flow-mediated dilation; %FMD). Participants completed a questionnaire capturing sex category (50 male/80 female), gender identity category (49 men/79 women/2 non-binary), and aspects of gender expression assessed by the Bem Sex Role Inventory-30 (39 androgynous/33 feminine/29 masculine/29 undifferentiated). Sex/gender identity category groups were compared using unpaired t-tests and gender expression groups compared using one-way ANOVAs.

Results

Resting systolic and mean arterial pressure (p < 0.01) were elevated in males vs. females. Central PWV was elevated in males [median (interquartile range): 6.4 (1.8) vs. 5.8 (2.2) m/s, p = 0.02]; however, leg and arm PWV were not different between sexes. %FMD was elevated in males vs. females, after accounting for a larger baseline artery diameter in males (8.8 ± 3.3% vs. 7.2 ± 3.1%, p = 0.02); since the majority of participants were cisgender, the same results were found examining gender identity (men vs. women). There were no differences across gender expression groups (p > 0.05).

Conclusions

Sex/gender identity category, but not gender expression, influence cardiovascular risk factors (blood pressure, arterial stiffness, endothelial function) in cisgender adults; further research is needed in gender-diverse populations.

Childhood Gender Segregation in Context: A Cultural Sociocontextual Approach

Childhood gender segregation, the tendency for children to form acquaintanceships and friendships with those of the same gender (Mehta & Smith, 2019), has been proposed to be a universal phenomenon (Maccoby, 1998; Maccoby & Jacklin, 1974). However, as socialization and peer culture vary cross-culturally (Munroe & Romney, 2006), gender segregation may vary according to cultural context. This paper uses a sociocontextual framework to review cross-cultural comparative research on childhood gender segregation, considering cultural similarities and variations in correlates of gender segregation, including behavioral compatibility, age, the homosocial norm, availability of playmates, familiarity with peers, and gendered societal norms and constraints. In closing, the paper reflects on what cross-cultural research tells us about gender segregation and offers recommendations for future research.

Between a boy and a girl: Measuring gender identity on a continuum

Studies of gender development typically use binary, discrete measures of identity. However, growing literature indicates that some children might not identify with a binary gender. We tested a continuous measure of felt gender identity with gender-nonconforming children, socially-transitioned transgender children, cisgender siblings, and unrelated cisgender children. In two studies, we found that transgender and cisgender children did not differ in their degree of identifying as their current gender, that they showed more binary identities compared to gender-nonconforming children, and that the continuum was a valid predictor of other measures of gender development. We also found that children's use of the continuous measure was stable over time. Our results demonstrate the test-retest reliability and validity of a new single-item continuous measure of gender.

Students from single-sex schools are more gender-salient and more anxious in mixed-gender situations: Results from high school and college samples

Gender segregation exists in all walks of life. One of the most common forms of institutionalized gender segregation is perhaps single-sex schooling. Because schooling experience has important influence on students’ psychosocial development, interest in gender-segregated education has been reviving over the globe. Skeptics of single-sex schooling have suggested that such schooling may increase students’ gender salience (awareness of gender in categorizations), reduce opportunities for mixed-gender interactions, and increase mixed-gender anxiety, but little evidence has been found. It is critical to explore how single-sex schooling is associated with these psychosocial outcomes in adolescents and young adults because they are in the developmental stage when the desire and need to establish mixed-gender relationships increase. We report two systematic studies on gender salience, mixed-gender friendships, and mixed-gender anxiety on 2059 high school students and 456 college students from single-sex or coeducational schools. Even with demographic background controlled, results suggested higher gender salience in single-sex school students in the high school sample, and greater mixed-gender anxiety and fewer mixed-gender friendships in these students in both samples. These differences were not moderated by student gender and were similar in first-year versus senior college students. Moreover, mixed-gender friendships, though not gender salience, appeared to engage in a possibly bi-directional mediation relationship with mixed-gender anxiety that is consistent with a vicious cycle of escalating anxiety and lack of mixed-gender interaction among single-sex school students. These findings help fill the knowledge gap about the correlates of gender-segregated schooling and shed light on the precursors of later social and achievement differences between single-sex and coeducational school students.