挑战常规：跨性别和性别多样化现实对工作和学校参与的影响。
Challenging Norms: The Impact of Transgender and Gender-Diverse Realities on Work and School Participation.
机构信息
Tracy Becerra-Culqui, PhD, MPH, OT/L, is Assistant Professor, Department of Occupational Therapy, California State University Dominguez Hills, Carson;
Daniel Swiatek, OTD, OTR/L, is Assistant Professor, Department of Occupational Therapy, California State University Dominguez Hills, Carson.
出版信息
Am J Occup Ther. 2024 May 1;78(3). doi: 10.5014/ajot.2024.050485.
IMPORTANCE
Disruption in school and the workplace are health concerns for transgender people.
OBJECTIVE
To evaluate transgender individuals' thoughts and comfort with how others perceive their gender identity (social affirmation) and its association with outness in the workplace and mistreatment at work or school.
DESIGN
Cross-sectional survey.
PARTICIPANTS
Survey respondents older than age 18 yr from the Study of Transition, Outcomes & Gender cohort (N = 696; n = 350 assigned male at birth, n = 346 assigned female at birth [AFAB]).
OUTCOMES AND MEASURES
Ever "out" to employer and treated unfairly at work or school or fired from job. Predictors were high social affirmation and comfort with how others perceive own gender identity. Descriptive statistics and logistic regression were used for analyses.
RESULTS
Individuals reporting high social affirmation were less likely to experience mistreatment at work or school than those with low social affirmation (odds ratio [OR] = 0.57, 95% confidence interval [CI] [0.38, 0.86]). Individuals AFAB who felt comfortable with how others perceived their gender identity were less likely to be out to their employers than individuals AFAB who did not (OR = 0.45; 95% CI [0.20, 0.97]).
CONCLUSIONS AND RELEVANCE
Individuals with high social affirmation were less likely to experience work or school mistreatment, and feeling comfortable with how others perceive their gender identity did not signify the need to be out. Plain-Language Summary: Occupational therapy practitioners can play a pivotal role when working with transgender individuals by assisting in creating new routines for self-presentation at work or school, navigating social environments, and providing guidance in self-advocacy skills. Individuals assigned male at birth may be in greater need because they report lower levels of social affirmation and acceptance at school and work than individuals assigned female at birth.
重要性
学校和工作场所的中断对跨性别者的健康构成关注。
目的
评估跨性别者对他人对其性别认同的看法（社会认可）的想法和舒适度，以及其与工作场所的公开程度和在工作或学校受到虐待之间的关联。
设计
横断面调查。
参与者
来自过渡、结果和性别研究队列的年龄大于 18 岁的调查受访者（N = 696；n = 350 出生时被分配为男性，n = 346 出生时被分配为女性[AFAB]）。
结果和措施
曾经向雇主透露并在工作或学校受到不公平待遇或被解雇。预测因素是高度的社会认可和对他人如何看待自己性别认同的舒适度。使用描述性统计和逻辑回归进行分析。
结果
报告高社会认可的个人比低社会认可的个人不太可能在工作或学校受到虐待（优势比[OR] = 0.57，95%置信区间[CI] [0.38，0.86]）。AFAB 中感觉自己的性别认同被他人感知感到舒适的个人比不感到舒适的个人不太可能向雇主透露自己的身份（OR = 0.45；95% CI [0.20，0.97]）。
结论和相关性
社会认可程度高的人不太可能遭受工作或学校的虐待，而对他人如何看待自己的性别认同感到舒适并不意味着需要公开自己的身份。
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