'I'm Me, and I'm Chinese and Also Transgender': Coming out Complexities of Asian-Canadian Transgender Youth

Autor/inn/en	Tan, Sulin; Weisbart, Cindy
Titel	'I'm Me, and I'm Chinese and Also Transgender': Coming out Complexities of Asian-Canadian Transgender Youth
Quelle	In: Journal of LGBT Youth, 20 (2023) 2, S.326-352 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2022.2071789
Schlagwörter	Self Disclosure (Individuals); LGBTQ People; Sexual Identity; Asians; Foreign Countries; Self Concept; Social Bias; Family Relationship; Immigration; Acculturation; Minority Groups; Stress Variables; Adolescents; Young Adults; Power Structure; Social Support Groups; Community; Activism; Canada + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Selbstkonzept; Akkulturation; Ethnische Minderheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Social support; Soziale Unterstützung; Aktivismus; Politischer Protest; Kanada
Abstract	The complexities of developing and disclosing multiple, marginalized, minority identities is theoretically recognized by Minority Stress Theory and the concept of intersectionality; however, the experiences of people living at these intersections, such as Asian transgender youth, are under-examined. Consequently, they remain a largely erased community, often excluded from the research and services that are assumed to include them. The present study attempted to ameliorate this erasure by examining the coming out experiences of eight Asian-Canadian transgender youth. Interpretative phenomenological analysis (IPA) was utilized from Minority Stress Theory and intersectional perspectives to advance understanding of their coming out experiences and the contexts that maintain their marginalization. Semi-structured individual interviews elicited three themes: (a) Maintaining Family Cohesion; (b) Experiencing Adultism; and (c) Creating Community. Implications for service provision and future research are discussed with emphasis on attending to their whole personhood, which necessarily includes the individual, their community, and the systemic structures that perpetuate oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01