Kassis Wassilis, Aksoy Dilan, Favre Céline A, Artz Sibylle T-G
Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland.
School of Child and Youth Care, Faculty of Human and Social Development, University of Victoria, Victoria, BC, Canada.
Front Psychol. 2021 Sep 17;12:697373. doi: 10.3389/fpsyg.2021.697373. eCollection 2021.
To identify and compare gender identity and sexual attraction (GISA) patterns using a latent class analysis (LCA), questionnaire data from a cross-sectional study on social resilience in adolescence was conducted in 2020, using a sample of 785 Swiss seventh grade high school students. Following McCall's complex intersectionality approach, we applied an intracategorical and intersectional approach to reshape, differentiate, and critique the existing binary, heteronormative GISA categorization. To empirically validate the detected classes according to content, we measured the participants' psychological characteristics with measures of self-esteem, social competence, symptoms of anxiety and depression, dissociation, social desirability, and emotional styles, and related these measures to the respective GISA patterns the LCA detected. The results of our multistep LCA endorsed that heteronormatively binary gender identities are far too simplistic to fully illustrate adolescents' differences and similarities where gender is concerned. Out of the subsample of = 785 adolescents (375 identified as "assigned females" and 410 "assigned males"), three significant subgroups of multidimensional GISA patterns emerged for both assigned females and males where differences within the identified GISA groups were larger than those between traditional "boys" and "girls" overall. The LCA demonstrated that the six classes with GISA indicators could be described as low GISA diverse (/heterosexual), intermediate GISA diverse (gender identity diverse and/or sexual diverse), high GISA diverse (gender diverse/sexual diverse) for both assigned males and females thus showing that GISA and the psychological state according to gender variance is greater within groups of assigned females and assigned males than between these groups.
为了使用潜在类别分析（LCA）来识别和比较性别认同与性吸引力（GISA）模式，我们于2020年对785名瑞士七年级高中生进行了一项关于青少年社会复原力的横断面研究，并收集了问卷数据。遵循麦考尔的复杂交叉性方法，我们采用了类别内和交叉性方法来重塑、区分和批判现有的二元、异性恋规范的GISA分类。为了根据内容对检测到的类别进行实证验证，我们用自尊、社交能力、焦虑和抑郁症状、解离、社会期望和情绪风格等指标来衡量参与者的心理特征，并将这些指标与LCA检测到的各自GISA模式相关联。我们多步骤LCA的结果表明，异性恋规范的二元性别认同过于简单，无法充分说明青少年在性别方面的差异和相似之处。在785名青少年的子样本中（375名被认定为“指定女性”，410名被认定为“指定男性”），对于指定女性和男性，都出现了三个多维GISA模式的重要亚组，其中所确定的GISA组内的差异总体上大于传统“男孩”和“女孩”之间的差异。LCA表明，对于指定男性和女性，具有GISA指标的六个类别可描述为低GISA多样性（/异性恋）、中等GISA多样性（性别认同多样和/或性取向多样）、高GISA多样性（性别多样/性取向多样），因此表明指定女性组和指定男性组内的GISA以及根据性别差异的心理状态比这些组之间更大。
