DEBATE SCRIPT

LET CHILDREN CHOOSE THEIR GENDER

AFFIRMATIVE
SAMI ALSHARIF

CLOSING STATEMENT:
Let me begin with this statement: children are children. They are growing; they are developing,
learning, and exploring their identity. If you vote for the “negative” side, you are limiting the
freedom of children to express themselves. You must be aware that children develop concepts of
“gender” at an early age. By age two, they can label other genders; by age 3, they begin to alter
their behaviors to match their binary gender category. We acknowledge that research on the
stability of gender shows that stability of gender dysphoria into adulthood is LOW for children
(6-23%). However, this does not eliminate the need for children to be able to explore their
gender identity. Parents should allow children to play with toys they desire, and to also allow
expression of preferences for activities. We also reaffirm the argument that children can make
choices. Children as young as 6 years old alter decisions based on probability. But we also
recognize that children are less sensitive (than adults) to advantageous and disadvantageous
outcomes. Nevertheless, decision-making is a vital aspect of their growth. Parents can help
children make decisions about reversible gender-dysphoria treatment options. They can first start
out with puberty suppression via “gonadotropin” releasing hormone (GnRH). When the child
grows and enters adolescence, he or she can then make better-informed decisions. The person
can then choose to do gender-affirming hormone treatment. The typical suggested age for this is
16. The other side may comment on the reversibility of that treatment option. We say that a
desire to ‘reverse’ this treatment is rare. In fact, according to a Netherlands study, “youth who
reach adolescence with gender dysphoria are unlikely to revert to a gender identity.” All in all,
there are many available options to deal with gender dysphoria among children in a healthy way.
All that the affirmative side asks is that you allow your children to explore all these options.

POINTS OF CONTENTION
1. Age
● “Cultures provide expectations for boys and girls”
- Children take on “boy” and girl roles and choose certain toys. Over time, they
begin to question this dichotomy. Langlois, & Downs, 1980; O’Brien, Huston, &
Risley, 1983; Egan, Perry, & Dannemiller, 2001).
● Stages of gender development
- Infancy-- interaction w/ parents shaped by infant’s gender → infant’s
understanding of gender.
- Infants can discern male + female faces (Quinn et al., 2011).
- “Self-socialization”-- seek information about meaning of gender to
socialize themselves (Martin et al. 2002).
 - Three-four months: recognize “female” faces (physical stereotypes); by
about six months: association b/w faces and voices.
- ~18-24 months: label gender groups and use labels in speech.
- Toddlers-- Patterns in home + care → define gender
- Can label own and others’ gender by age 2 (Weinrab et al., 1984).
- “Gender stereotyping”
- Functional stereotypes: about roles, toys and activities (Leinbach
et a. 1997).
- Range of “functional” stereotypes EXPANDS as children advance
in age. Also, there is horizontal stereotyping (e.g. someone who
plays in the kitchen is more likely to play w/ a doll) (Martin et al.
1990).
- Age 2 ½ to 3: children become aware of boyhood/ girlhood and alter their
behaviors to match these “gender” categories (When Parents Choose
Gender)
- This is an early process; gender exploration should start early!
- (3-4)-- connect “boy” and “girl” to certain concepts; stronger rules.
- (5-6)-- rigid thinking → compliance w/ rules → “rigid” gender identity
(Weinraub et al., 1984; Egan, Perry, & Dannemiller, 2001; Miller, Lurye,
Zosuls, & Ruble, 2009). Emphasis on guidance in early childhood years (up
until age 5).
● THERE IS NO DEFINITE AGE FOR GENDER IDENTITY; some children
establish gender identity at age 2 or 3.
● “At present, child development experts say there is no way to predict what a child’s
sexual orientation or gender identity will be as an adult (Bryan, 2012).”
- Therefore, we support the delay of sex reassignment surgery to a later age (more
on this in the “SAS” section).
● Prominence of binary “gender” may be due to gender schema theory: input from adults
about gender (category + role) influences the children (Shutts et al., 2017).
- Use of nouns + pronouns to address children.
2. Parents
● Guide children to an understanding of these categories “toys are toys;” “clothes are
clothes.”
- Comments about “boys” typically center around performance/abilities; whereas
for “girls”: appearance/looks.
- Gender stereotyping-- children can act in ways that are associated with either
“gender”. Assertive girls tend to be labeled “bossy.”
● Provide a learning environment that encourages gender exploration
- Offer different toys, books, games; avoid assumptions about activity preferences;
abstain from addressing children w/ dichotomies (e.g. “hello boys and girls!”)
 - Children develop meaning (including about gender) through PLAY.
- Talk to children directly; positive language (e.g. “he likes to play in the kitchen,
that is okay; it’s what he enjoys)
● Create a comfortable environment and simplify choices (for younger children).
Distractions need to be minimized, because younger children are easily distracted
(Straight Talk About Children And Sport).
- Tips: provide enough (not too plenty) of information, more tangible choices for
younger children, use of simple language, involvement in familiar activities,
different modes (art, observation, conversation… etc.) (Involving Children).
- Ask open-ended questions from time to time-- encourage FREE EXPRESSION
- Avoid criticism; it jeopardizes free expression.
- Offer genuine choices, and respect the decisions (Involving Children in Decision
Making).
3. SAS
● Relationship b/w sex and gender is complex. Even sex is differentiated more than we
think; the differentiation is not confined only to the X and Y chromosome, but to (at
least) 12 chromosomes (When Parents Choose Gender).
● Gender is “doing;” it is NOT ONLY based on sex… Gender is “not tied to genital
anatomy
- “Cultural ideas of what is ‘normal’ become enshrined as a biological/factual
notion of what might be considered ‘normal’” (When Parents Choose Gender).
● Health Considerations
- There are established guidelines for proper gender intervention (Center of Excellence for
Transgender Health).
- Biggest challenge-- “development is different for each individual” (Kennedy et
al.).
- Promising results in the Netherlands → improvement of quality of life, AND
“those youth who reach adolescence with gender dysphoria are unlikely to
revert to a gender identity.”
- Methodology:
- Suppression of “endogenous puberty.” Undesired physical developments:
puberty begins (transmasculine) w/ “development of breast buds” around
age 10 (and as early as age 7); (transfeminine) with the enlargement of
the testicles at around age 11.
- Can use “gonadotropin” releasing hormone (GnRH) which is A
REVERSIBLE INTERVENTION that delays the physical
developments. This intervention is preceded by medical examinations of
the breasts/testicles.
- Gender-affirming hormones to develop feminizing or masculinizing
features. The Endocrine Society recommends starting this intervention at
 age 16. But it is determined more on a case-by-case scenario. It can start
before to support healthy bone density, minimize the risk of emotional
discomfort (seeming immature).
- Other standards of care (Standards of Care).
- Gender dysphoria involves distress. There is discomfort about one’s
‘gender’ and its relation to the person’s assigned sex.
- Some need BOTH hormone therapy and SAS. For some, changes in
“gender role and expression” are sufficient.
- Other treatment options-- social support and changes in expression:
voice/communication therapy, hair removal, padding (of breasts, hips, or
buttocks), change of name.
- Persistence of gender dysphoria into adulthood is LOW for children (only
6-23% of children). For adolescents, it is a much higher rate (in a study,
seventy gender dysphoric adolescents → all continued with hormone
therapy and, eventually, SAS).
- SUGGEST A CHANGE IN GENDER EXPRESSION RATHER
THAN SAS DUE TO POSSIBILITY OF DESIRE TO REVERSE
SAS (WHICH WILL CAUSE DISTRESS).
- All medical interventions carry risks. Even NSAIDs (nonsteroidal anti-
inflammatory drugs) can increase the risk of a heart attack or stroke.
Hormone therapy has possible increase in risk for hypertension, and a
likely increase in risk for wait gain and elevated liver enzymes.

Importance of mental health

- Common symptoms of transgender youth include depression, anxiety… etc.
- ROLE IS TO HELP THE YOUTH ARTICULATE THEIR GENDER
EXPERIENCE (not to “authenticate”).
- Help clarify what youth can gain from medical procedures (e.g. gender-affirming
hormones, SAS).
- WORK WITH PARENTS
- May not be financially feasible-- but this is changing. New additions such as
telephone therapy, or online therapy are being used.
4. Choices
● Gender Typification
- How do children make choices?
- Younger children are “baffled” by too many choices. More complex
choices require more time.
- Older children and adolescents acquire “a level of autonomy about their
own activities and spending at rates that vary” (Lundberg, 2007).
- Self-confidence through autonomous action and facing consequences.
 - GRADUAL TRANSFER of “decision power” is healthier for children
than premature independence or “prolonged subservience” (Lundberg,
2007).
- Involvement in decisions increases between ages nine to thirteen;
autonomous decisions increase b/w ages twelve to seventeen (Yee and
Flangan, 1985).
- Transactional models of child development-- (Kerr and Stattin) argue that
“parental knowledge” is not solely based on monitoring; children are even
more involved in disclosure.

Why should children be involved?

- Decision-making allows the children to learn new skills and to socialize.
- Research has involved measuring stability in behavioral elements (preference for
same-sex individuals, individual activities + interests).
- Preference for same-sex individuals: mixed studies; short periods of time.
Split-half (e.g. odd vs. even weeks)-- measures internal consistency; test-
retest-- measures temporal stability.
Studies show internal consistency (e.g. consistent same-sex play across
weeks), and temporal stability (stability over longer periods-- many
weeks).
- Activity interests: particularly in “stereotyped toy and activity choices”
(Maccoby & Jacklin, 1987).
Moderate to high stability over time: (Golombok & Rust, 1993) parents
complete a survey of toy/activity preferences (from PSAI-- Pre-School
Activities Inventory) for children at ages 2 ½, 3, ½, and 5 years old. There
is a high correlation (0.6-0.7) for adjacent time points.
- IT IS STILL UNCLEAR HOW LONG THE DIFFERENCES IN
GENDER TYPING LAST.
- “biological predispositions can be expressed, change the way children
are cognitively capable of thinking about gender, and expose them to
varying social influences.”
- Children can feel competent and capable when they make their own
choices (Involving Children in Decision Making).
● Children as young as six years old adjust decisions “on the basis of both probability and
outcome information.” They still make riskier decisions, however, than adults (Levin, et
al., 2007).
- “Cups” experiments-- e.g. “gain of one coin” or selection from five cups,
one of which contains five coins (the other cups are empty).
- Expected value experiment (i.e., the one coin)
- Older children (8-11) seem capable of adaptive decision-making. Younger
children are less able to use probability information to make
advantageous/disadvantageous decisions.
- Decision-making: underlying emotion → seek or avoid risk →
“computational” component that matures at different rates → decision.
- TAKE RISKS W/O REGARD TO EXPECTED VALUE DIFFERENCES