Gender Nonconformity in School Children

Gender Nonconformity in School Children

Abstract

The diverse nature of the society has played a central role in creating room for individual development as well as the ability to explore their sexual orientation. The behavior of children, especially preadolescent, define their level of growth and behavioral change. Environmental behavior has been influenced by individual parenting and social relations. The values that define individual behavior and wellbeing have been primarily transformed in the current society. Pro-environmental behaviours have been linked to feminine traits although some of the pro-environmental behavior have been associated with masculine characteristics which indicate that gender-bending and gender conformity are possible in both boys and girls. Individual interaction and behavioural development are influenced based individual personality  and development measures. Gender nonconformity presents a different focus on behavioral development, which is perceived differently within society. School children are more likely to develop diverse traits in search of their sexual identity. In the process, they are likely to be attracted to the opposite gender. These attraction entail dressing and behavioral traits. Therefore this paper presents an in-depth assessment of gender nonconformity among school children with a major emphasis on gender roles, manifestations, influence, and approaches that have been developed within both school and home environments. This to assess the level of engagement among children with gender non-conforming behavior. Teachers and parents have a more significant role in the development process of children.

Introduction

Gender nonconformity occurs when an individual develops traits that appear in the opposite sex. Men tend to develop traits that are more associated with women, while women develop traits that normally occur in men. The occurrence of gender nonconformity in children presents a challenging situation, especially among school children who create a mixed environment based on the interactions with their fellow children and teachers (Garofalo, 2018, p.6).  The unique traits of these children make it difficult to help in developing a proper system that can help promote positive social development among children as they begin the adolescent stage.

Gender nonconformity is related to different factors, such as gender prejudice, stigma, and discrimination among students. The vulnerability of children presents a highly engaged system within a learning context where student behavior can be developed (Doiron, 2017, p. 11).  Schools need to develop strategies that can help in defining student behavior and ensure that they are encouraged to express themselves in a way that they see fit and help improve their confidence and overall self-identity.

Sex is an interlinked group of biological traits that define an individual orientation. At the same time, gender includes a set of roles, expectations, and scripts, which help in understanding the predetermined set of traits that define a given group. The association of different factors helps understand individual relations and strategies that promote positive development. The features that distinguish women and men’s roles differ across different cultures (Shutts et al., 2017, p. 49).  The typical gender roles that are developed in this case present a more specific approach to better changes in assessing the performance level. Gender is mainly produced by men and women, where each gender is associated with different responsibilities and roles within society. Men are perceived to be stoic, reliable, and hard workers. Women also are perceived to be gentle, passive, motherly, and emotional (Patterson, 2012, p. 456). However, children have sought to develop diverse strategies that present a different approach in helping promote a more substantial system that improves the level of change.

Sex  and gender roles

Gender and sexuality are different concepts, although they emphasize on similar elements regarding individual orientation and identification of key measures that promote positive level engagement.  Gender identifies with specific roles within society. The consideration of feminism and masculinity present a major platform that can help in maintaining an emphasis on gender inclination (Connell, 2009, p.23).

Dean et al. (2014) stressed that there is a different understanding of gender accomplishments based on everyday interaction. Thus creating this understanding offer a critical assessment on sex and gender with a specific emphasis on the differing individual perception. Sex and gender have been described differently depending on the different level of understanding that exists. Sex involved hormones, physiology, and anatomy, while gender was described as achieved status based on social and cultural perspectives. However, differentiating sex and gender has always been a challenge, with many thinking that they mean the same thing. The existing confusion was mainly defined based on the underlying understanding of complex concepts that described with an emphasis on biology and culture (Dean et al., 2014, p.18)

Gender is an essential concept within social situations that provides a greater understanding of fundamental elements that define a healthy level of emphasis. The level of interaction within the social context is mainly defined by gender differences (Connell, 2009, p. 20). The existing sex classification focus on an individual being either female or male. The criteria for rating, the performance level of male and female individuals include different factors such as genitalia at birth or chromosomal typing before birth, which tend to be changed. Inclusion into a sex category is determined through the application of particular sex criteria, although in a healthy individual, development is defined through social aspects that define individual wellbeing. The personal sex category represents their sexuality (Westbrook and Schilt, 2014, p.35). Gender, on the contrary, is the activity of controlling the situated conduct in consideration of the normative conceptions of attitude, which are essential activities that explain an individual sex category. Therefore sex is an independent aspect from which gender is derived.

In Western cultures, there is a greater diversity when assessing gender inclination among individuals. Brown (2012) states that the division of labor is an important concept that explains the existing masculine and feminine attitudes. The structural arrangement of the society provides a strong emphasis on essential processes that help define the current differences. Many roles in society have been gender marked, which presents a different focus on specific factors within a given social context (Brown, 2012, p.33). Within the medical context, doctors are presumed to be men, while nurses are presumed to be female. This means that the presence of male nurses and female doctors presents a different perspective that is aimed at creating an improved emphasis on individual development. Therefore gender cannot define particular expertise and trait, which is a common assumption that is made within the society.

Manifestations of gender nonconformity in school children

Relating to sex at birth is not always a straightforward thing currently. Children have enough room to exploit their identity and encouraged to make a decision on their sex and gender-based on their abilities and behavioral changes. Most of the children conform to their gender although , a significant number of children has been having difficulties in conforming to their genders which has presented a different emphasis on essential changes that need to be considered in helping maintain a more reliable approach to improve individual wellbeing and sexual identity (Voltas et al., 2016, p.39). The inability to conform to the previously identified sex identity at birth present a profoundly transformed system that defines positive change in embracing the needs of everyone. Thus nonconformity is manifested in different ways based on how a child interacts with their gender.  Children with gender nonconformity tend to cross-gender clothing as well as grooming preferences. These children develop a strong attraction to how the other gender functions hence create strategies that can help them become like the other gender. Cross-gender clothing is the most obvious way that explains gender nonconformity (Collier, Bos, and Sandfort, 2013, p.23). When dressing like the opposite gender makes these children relate to gender, which boosts their confidence. Although the level of influence on others makes it difficult to understand because they do not always understand why individuals develop a liking for the opposite gender to the point of cross-gender clothing adoption.

Children in school also start to play with toys that are primarily associated with the opposite sex.  The development, in this case, provides an understanding of the level of development among individuals who develop an emphasis on the liking of a different gender.  The physical and emotional attachment to the other gender presents a more diverse approach, which is essential in improving individual self-efficiency and identity (Vantieghem and Van Houtte, 2015, p.41).  Children also prefer playing with children from the opposite sex, which presents a highly effective platform that helps promote individual behavior associated with the opposite gender. Identification of characters and stories also play a significant role in influencing individual development and commitment to critical changes that help in understanding the differences that help promote individual growth.

The use of the term gender conformity has been an issue, especially among transgender individuals who want to refer to as a result of the change as a result of non-conforming behavior. Gender nonconformity has been perceived as a challenge, especially the reference of nonconformity, which creates a different approach in individual development. The decision that is undertaken focuses on the overall approach, which helps maintain a more substantial consideration of key changes that improve individual characteristics (Braun and Davidson, 2017, p.38).  The underlying emphasis on the need to categorize people creates a major challenge, especially when it comes to facing individuals with gender nonconformity.

Categorization of gender means that all individuals are identified as either being male or female at birth, which presents a different context within which better decisions can be undertaken. As a child grows, they try to relate with their gender at birth but based on experienced and developmental changes a child begins to understand his or her development gender, which improves the level of performance. These concepts present a profoundly transformed context for an improved level of change and development (Forcier and Haddad, 2013, p. 32).  This categorization creates room for prejudice, which offers a different perspective on society. Being male and associating with female roles or being female and associating with male characters present a very different level of development that is very confusing, especially for those who do not have an idea of this level of development.

The assumptions that explain individual wellbeing provide a specific emphasis on essential processes that can help attain a better understanding of performance based on gender and sex. Therefore the concepts that have been explained have emphasized the underlying assumption that explains a strong emphasis on overall individual development. Sex provides a sufficient understanding of personal wellbeing. A strong approach that has been embraced identifies the underlying differences between gender and sex (Collier et al., 2013, p.15).

The changes in history offer a different understanding of individual development, considering a greater emphasis on the changing perception of sexuality as a critical aspect that defines humanity. Despite the existing rigidity in understanding human sexuality, the authors sought to provide a new perspective concerning different ways that focus on the sociohistorical processes and specific measures that improve individual wellbeing. The authors found to utilize scripts, which are particular forms of metaphor for conceptualizing changes in their behavior within social life (Bragg et al., 2018, p. 17). Thus for a response to occur, something that resembles scripting must happen on three different levels. Developmental, interpersonal, and intrapsychic levels cultural scenario provides a unique emphasis on the individual, collective life. Therefore the enactment of different roles creates a heavy focus on essential changes that help improve individual development. The distinctive cultural concept is explained based on how they interact and perceive things.

Influence of gender nonconformity

Understanding the development patterns among non-conforming student children makes it difficult to comprehend fundamental changes that define positive level integration. The relationship between other students is greatly affected because of the inability to understand these changes. Society creates a problematic emphasis on how humanity is perceived. The underlying consideration, in this case, helps provide an understanding of specific measures that define positive change. Individuals learn to bargain for their identities, which is an important concept that helps create a reliable system that embraces positive development (Shutts et al., 2017, p. 51). Desire thus provides an emphasis on how individuals consider different scripts. Every individual has his or her own identity, which provides a strong focus on essential elements that help improve the level of development.

Bragg et al. (2018) identify that sexuality addresses diverse concepts that define an individual with a specific understanding of specific measures that help improve the underlying level of development. Important elements that are addressed in this case are essential in improving the level of individual development. The concepts that have been addressed in this case emphasize a strong emphasis on a greater understanding of processes that explain a greater level of development. The focus on different sexual scripts defines significant elements that define individual development. These concepts provide a strong emphasis on perceived change (Bragg et al., 2018, p.23).

Pyne (2014) defines a major consideration of different concepts that present a highly influential system that helps maintain a highly defined system that improves the level of performance. Parents play a major role in addressing the gender roles of their children. The analysis that has been done in this case emphasizes the fact that parents are more likely to accommodate gender nonconformity among their children. Parents across different social and racial backgrounds encourage their children to identify with behaviors that they think are atypical for boys (Pyne, 2014, p. 19). However, acceptance integrates essential elements that focus on improving individual wellbeing. The author highlights that parents begin gendering their children by the very first awareness either during pregnancy or after birth. Thus with time, children play an active role in the gendering process after they understand the social consciousness of the social relevance of gender.

Gender does not always involve the normative conception of feminism or masculinity. Many parents always focus on creating a different approach in expanding the particular emphasis on essential elements that help improve the level of development. The author maintains that parents always focus on maintaining the masculine traits which focus on defining a strong emphasis on individual development (Brown, 2012, p. 29). The sexual orientation of the parent describes the conception traits that children are introduced to in their development. Heterosexual fathers play a significant role in accomplishing their sons’ masculine characteristics and ensure that they reinforce their own personalities as well. Heterosexual mothers are likely to enforce aspects of accountability with hegemonic ideas.

Peers have also been associated with influencing the gendering process. Viewing children as active agents rather than passive agents present a different emphasis on elements that need to be defined and help create a diverse focus on individual development. The distinct identity that is calculated in this case presents a more comprehensive perspective within which better decisions regarding individual sexual orientation can be assessed and determined (Meyerowitz, 2009, p.33).  The gender boundaries, despite an emphasis on individual development, provide a better understanding of essential processes that define individual development.

Transgender

Conformity to gender currently has not been an obvious thing, mainly based on the difference in individual decision making and the development of underlying emotions and orientation, which present a different approach in understanding change levels. A transgender individual identifies with different gender that is assigned during birth (Collier et al., 2013, p.24). Transgender women are mainly women who were assigned the male gender at birth, while transgender men were assigned the female gender at birth. Transgender individuals are faced with varied challenges that are associated with their gender and overall wellbeing, which present a specific approach in relation to their identity (Stone, 1987, p.16).  Lack of provision has created a  different approach that presents a well-outlined system that defines a more robust approach for change as well as the integration of various measures that help understand the issues at hand.

Transgender women are often forced to be ultra-feminine manner under which it is easier to help create a more reliable approach in improving individual relations and decision making. Children who are undergoing this stage are difficult to engage since it is not clear to identify specific approaches that present a well-organized system in understanding their sexuality (Kornienko et al., 2016, p. 31). Accomplishment and accountability are particular aspects that help describe the level of interaction between gender and sexuality in terms of performance. Responsibility takes into consideration the need to maintain a strong emphasis on individual development, which helps outline a unique level of engagement. Diversity is a significant factor that helps define a higher level of development. Different individuals have different preferences that define their personality (Meyerowitz, 2009, p. 38).   Sexual and gender performance provides an emphasis on essential elements that improve on personal identity and conception of important normative aspects in gender and sexual performance.

Gender conformity and psychosocial wellbeing

The wellbeing of a child is essential in the present, a more specific approach that defines the level of individual development. School-age children tend to have very weal mental strength, which in turn helps in maintaining a more influential platform for change. In a school environment, there is limited interaction for the development of challenges, which could help in defining a stronger approach to individual development within a school environment. Better changes need to be undertaken in presenting a diverse approach that can offer a highly strategic system for better integration of children’s development (Westbrook and Schilt, 2014, p.55).

In the Western world, children tend to be highly exposed to stereotypes at infancy, which presents a robust system that can offer a well-illustrated system that gives better changes for improved performance. The stereotypes that are held in this case from infancy include the masculine and feminist approach to parenting by parents. There is no allowance for children to choose for themselves their sexual orientation based on an understanding of the complexity of such a move. Children are mainly developed in an environment that enforces specific characteristics based on the gender that is given at birth (Braun and Davidson, 2017, p. 14). The current changes have provided a different approach, which presents a more system that improves on the level of development. Child development is mainly based on friendly approaches for an improved level of performance.

The uniqueness of personal traits helps identify particular measures that improve individual development. Identities provide a reliable platform that can be expressed and enhance the level of their own development. Different identities create a unique system that helps enhance individual development. The complexities that exist in the cultural scenarios provide an emphasis on essential processes that define individual wellbeing—intrapsychic focus on creating fantasies. The reality is determined based on different levels, especially the existing approach to personal desires (Doiron, 2017, p. 16). A unique commitment to these concepts provides a detailed assessment of essential elements that define a higher level of development. The adoption of these concepts helps improve a greater focus on different measures that help understand individual sexuality based on their desires. Child engagement is based on a specific understanding of different measures that promote a successful level of change and social development. Building a strong change process presents a clear path where gender influence can be determined (Stone, 1987, p. 43). A Lack of congruence between the different scripts defines a strong emphasis on essential processes that define an enhanced level of engagement. A unique level of development identifies specific factors that determine individual sexuality.

Stress among gender non-conforming children

Nonconformity brings a different emphasis on the level of child development. The weak mental strength among children means that the extra attention they receive based on the behaviours that are perceived to be unique causes significant stress to their wellbeing. These individuals form a minority group which has been associated with a high level of discrimination. Gender nonconformity individuals tend to ace increased animosity among their colleagues and across the school fraternity (Collier  et al., 2013, p.19). Sexual minority youths identified that gender nonconformity plays an integral role in making their sexual orientation visible, which is shunned in the greater community at large. There is a clear understanding of societal development where individuals only recognize straight relationships. Many children are unable to understand the freedom of relationship based on the underlying family teachings, which have been associated with relationships between male and female rather than same-sex relationships (Meyerowitz, 2009, 48).

Gender non-conforming adolescent children who identify themselves as being heterosexuals also face an increased rate of animosity, which is linked to their gender expression and behavioral differences to individuals of their gender. These issues present a very different perspective base on the level that children are assessed. Extra attention means that there is a different approach to the existing measures that can be utilized in engaging children (Braun and Davidson, 2017, p. 55). Atypical gender expression is associated with an increased individual risk for discrimination since it is normally assumed to be an indicator of sexual minority status. The expression of a typical gender is also shunned mainly because it advances different needs compared to the beliefs and values that are held by the existing gender roles.

Children who express gender nonconformity are faced with severe peer rejection, which leaves them highly isolated and lonely hence influencing their social relations and interactions negatively. The most common forms of discrimination that children face include both physical and verbal harassment. Therefore gender nonconflicting children were more likely to suffer from physical, sexual and psychological harm both family and friends. Therefore gender nonconformity is a major issue that could easily contribute to childhood abuse (Kornienko et al., 2016, p. 46). Childhood abuse is a serious issue that most children are affected both directly or indirectly. Building positive relations presents a stronger system that helps maintain a proper system that helps identify better processes that shape the level of change. Relationships are developed based on key elements that define individual personality. Individual behavioral development presents a well-defined system that can help maintain a positive focus among students. Nonconformity, therefore, creates a deviation on different measures that promote the level of development. Negative perception towards gender nonconformity is based on the underlying imbalance and change in ideology among individuals in society (Connell, 2010, p. 34).

The type of relationship between parents also plays a key role in influencing a child’s behavior. A violent family and negative relationship among parents, especially in violent situations, push a child to dislike a certain gender and develop strong affection to the other gender because they are perceived to be comfortable to be with and less troublesome (Collier et al., 2013, p. 17). The distance that exists between parents and their children as a result of custody laws limit child development that requires a strong focus on the underlying differences that can lead to adverse outcomes. Parents must understand the decisions they make in breaking families have far-reaching implications, especially to young children. These negative implications can be controlled through the adoption of mandated parenting classes.

Parents of troubled or at-risk teens often find it very difficult to have a more significant influence on their developmental process because they are challenging to handle. Thus, such parents require an understanding of essential processes that help define underlying factors that influence child wellbeing and integrate crucial measures. These measures focus on improving individual understanding and commitment to the integration of fundamental concepts that represent a highly effective system (Garofalo, 2018, p. 54). The extra knowledge that is required in this case can be effectively acquired through mandatory parenting classes.  Some parents are always busy, which makes it difficult to interact with their children making them appear to be more distant.

Ideals and expectations about the roles of family and their relationships were shaped by gender differences creating an immense influence on essential concepts, which define the role of males and females in society. These roles were based on many diverse concepts, such as race, class, and marital status. Each of these factors provided an integral focus on the underlying need to achieve a significant understanding of diverse concepts, which shape individual interactions (Voltas et al., 2016, p. 43). The ability to integrate strategic measures within the society provided a better focus on the changes within the society, which provided a vital understanding of essential concepts that were defined within the society.

Gender nonconformity in schools has also been associated with increased victimization of these students within a school setting. The fact that these youths exhibit a different behavior compared to their counterparts creates a source of victimization because they are perceived to alienate themselves from their overall development. Children who possess gender nonconformity tend to present a different approach, especially in boys who are characterized by lower self-esteem and self-confidence (Vantieghem and Van Houtte, 2015, p. 38). Facing rejection as a result of gender association maintains a different approach which presents a highly integral emphasis on the level of development. Decision making among individuals with gender nonconformity is difficult because they are integrated into better access to the level of care.

Negative parental interaction has also been identified as a key factor in defining the current level of engagement among children. The current system identifies that most children do not have strong relations with their parents, which helps in defining a stronger change approach in managing the needs of individuals within a learning context (Collier, Bos, and Sandfort, 2012, p. 21).

Anxiety

Children who show signs of gender nonconformity report increased levels of anxiety. Reduced attachment presents a different context in defining the level of individual development, which is essential in defining a stronger change approach.  Children with gender conformity tend to have difficulty in concentration in class because they are being rejected by their peers and see themselves as being unable to fit in any of the two gender groupings that define individual (Dean et al., 2014, p. 25). Being views as weird presents a different perspective within which decision making presents a highly integrated system that helps improve the level of change. The development of social anxiety disorder presents a different perspective that presents a specific intervention for these children.

Increased familial abuse and peer victimization present a different approach that helps identify different elements that define a child’s level of interaction—being rejected by peer present a complicated situation, especially for children who are trying to embrace their inner emotional self and sense of security. Academic performance is influenced significantly because they are unable to concentrate on their core mandate within the school context. Development within such an environment creates a difficult growth pattern among children (Shutts et al., 2017, p. 28). It is essential to emphasize on better strategies that present a well-organized system that can help promote the level of individual development.

Managing  gender nonconformity in school children

Nonconformity within a learning context presents a different context that helps identify key issues that define individual wellbeing and the level of interaction (Connell, 2010, p. 3). Therefore the diversity within the current business context presents a stronger need for change and development of positive behavior regardless of the underlying gender differences. Parents and teachers have a greater role in helping maintain a strong focus on the wellbeing of child development and any development of unique behaviors.  Understanding and embracing the child’s diversity is a key factor that helps in maintaining a greater emphasis on self-confidence and self-identity.

Corrective approach

This approach is developed based on ancient beliefs that focus on explaining individual gender from birth. This technique is deeply rooted in a cultural context where gender diversity was highly pathologized, and such developments were considered to be difficult to help improve the level of change. The corrective approach emphasizes the need to integrate better methods that help define the level of change and individual development (Garofalo, 2018, p. 8). This method identifies that gender nonconformity is an anomaly that should be a correction and ensure that children do not develop non-heterosexual orientation or transgender identity in adults. The identity of children based on the corrective approach is supposed to conform to their birth identity. However, the development of this approach is associated with strong family values and societal principles which influence the lives of individuals and ensure that they live in a certain way.

The corrective approach has been considered as highly oppressive and inability to help individuals express themselves based on their knowledge. It maintains individual struct reforms and emphasis on a given approach that helps in building a stronger system for change. It means that correcting a male gender who is non-conforming involve preventing the manifestation of the feminine traits (Shutts et al., 2017, p. 28). This approach allows teachers, parents, educators, and clinicians to discipline their children through the token economy,  moral punishments as well as reprimands. It is assumed that reinforcing gender conformity controls the development of nonconformity behavior among individuals. The decisions that are undertaken in this case present a more diverse approach that presents a stronger level of emphasis on better aspects that define an improved level of change in individual behavior.

Despite the corrective approaches focusing on the male and female gender, there is an increased level of commitment to changes that help present a clear approach that defines individual development. However, the approach has been largely considered as being unethical. It has a negative influence on a child’s social, emotional, and cognitive growth as they try to fit in within an organizational context, which improves the level of success in growth patterns (Seidler et al., 2016, p. 19). Discouraging gender nonconformity increases the gender pressure felt by children making it difficult to conform to changes that influence their level of development. According to Griffiths et al. (2015), robust environmental pressure to conform to certain gender norms increases the risk of mental health disorders among children who develop non-conforming behavior. Exerting strong corrective approach to gender non-conforming learners within a school environment is more likely to increase bullying among fellow students and harassment (Griffiths et al., 2015, p. 18). Therefore, it is essential to identify specific measures that can help improve student behavior and level of development.

Affirmative approach

The affirmative approach presents a different perspective in determining the level of change and the ability to help maintain individual behavior and boost their development. This approach encourages acceptance of the changes that are taking place in a child based on gender identity. The approach identifies that gender non-conforming children should be left to express their desires and choices in terms of gender. Every individual has a right to express themselves based on how they want, which is an important factor that helps in building a strong change approach.

Teachers within the learning environment are encouraged to support such students and help promote their confidence and self-efficacy. Maintaining a positive performance level is based on the overall commitment to better processes that help in promoting change. Controlling gender pressure is an important aspect when focusing on the affirmative approach. Coping strategies are developed based on individual mental situations and the ability to make informed decisions based on individual behavior (Amini et al., 2017, p. 10). Children are vulnerable, and thus when they are trying to relate with their orientation and personal development concepts, there is a greater consideration of different factors that define the level of development. Building a stronger change approach presents a higher emphasis on the level of change.

In a school context,  it identifies that to promote the wellbeing of gender nonconformity in children, teachers have a major role in supporting children to identify themselves with positive behavior based on understanding every child with their unique characteristics. Teachers are expected to be supportive and not judgmental when interacting with gender non-conforming students. Allowing children to choose toys, accessories and friends freely present a better strategy in engaging these students and focus on promoting their level of development. The support should focus on presenting a wider focus on better elements which help define a unique system that helps in building a stronger system for an improved level of change (Seidler et al., 2016, p 39). In supporting children in their pursuit based on their desires, there is no reference to social or cultural principles that define individual behavioural development. This approach is developed base on scientific concepts which provide an emphasis on individual development and conformity to homosexuality which is not perceived as a negative behaviour but a different sexual expression among individuals. Gender nonconformity is not a sign of a social disorder or defiance behavior among individuals.

Conclusion

Gender nonconformity is a serious social issue that is highly prevalent in the current society, which embraces diversity and uniqueness in individual development. The decisions that are undertaken present a well-defined system that helps in maintaining a focus on child development. Allowing children to express their sexual orientation differently present a unique system that helps create a stronger platform for change and allow a greater level commitment to better measures that promote positive development. Teachers and parents have a vital role in improving the wellbeing of children based on the approach they chose to follow.  Gender nonconformity is against traditional social family values, and parents with non-conforming children are perceived to have failed. This is common in closely-knit societies that have a stronger emphasis on social and family families that recognize only sexual identity as given during birth. There is a higher expectation for children to conform to the predetermined sexual identity rather than opting to show nonconformity behavior through the manifestation of different gender in individual interactions and activities. The key approaches that have been defined in this case include corrective and affirmative approaches. The corrective approach does not tolerate gender nonconformity, considering that a child with these behavioral manifestations is reprimanded and forced to conform to their gender inclinations. However, the affirmative approach is accommodating and present a highly effective platform to change the adoption of these diverse behaviors among children.

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