Enlightenment (spiritual)

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Enlightenment_(spiritual) 

 

Enlightenment is the "full comprehension of a situation". The term is commonly used to denote the Age of Enlightenment, but is also used in Western cultures in a religious context. It translates several Buddhist terms and concepts, most notably bodhi, kensho and satori. Related terms from Asian religions are moksha (liberation) in Hinduism, Kevala Jnana in Jainism, and ushta in Zoroastrianism.

In Christianity, the word "enlightenment" is rarely used, except to refer to the Age of Enlightenment and its influence on Christianity. Roughly equivalent terms in Christianity may be illumination, kenosis, metanoia, revelation, salvation, theosis, and conversion.

Perennialists and Universalists view enlightenment and mysticism as equivalent terms for religious or spiritual insight.

Lord Mahavira attaining enlightenment.

Asian cultures and religions

Sree Narayana Guru, enlightened one from India, with Mahatma Gandhi

Buddhism

The English term enlightenment is the western translation of the abstract noun bodhi, the knowledge or wisdom, or awakened intellect, of a Buddha. The verbal root budh- means "to awaken," and its literal meaning is closer to "awakening." Although its most common usage is in the context of Buddhism, the term buddhi is also used in other Indian philosophies and traditions. The term "enlightenment" was popularised in the Western world through the 19th century translations of Max Müller. It has the western connotation of a sudden insight into a transcendental truth or reality.

The term is also being used to translate several other Buddhist terms and concepts, which are used to denote insight (prajna, kensho and satori); knowledge (vidhya); the "blowing out" (Nirvana) of disturbing emotions and desires and the subsequent freedom or release (vimutti); and the attainment of Buddhahood, as exemplified by Gautama Buddha.

What exactly constituted the Buddha's awakening is unknown. It may probably have involved the knowledge that liberation was attained by the combination of mindfulness and dhyāna, applied to the understanding of the arising and ceasing of craving. The relation between dhyana and insight is a core problem in the study of Buddhism, and is one of the fundamentals of Buddhist practice.

Deep down in people’s minds, there is an underlying dissatisfaction with the way things are. People want many things to be different from the way they actually are. There is a craving for becoming something that one is not and there is a resistance to the way things are. Everyone is moving towards a goal, a destination that is in the future. The hopes of arriving at that destination seem to give some solace and if those hopes and dreams are threatened, we tend to suffer. This burning uneasiness and dissatisfaction can be likened to a fire that is burning. The extinction of this fire is enlightenment. The word ‘Nirvana’ means extinction.

In the western world the concept of spiritual enlightenment has become synonymous with self-realization and the true self and false self, being regarded as a substantial essence being covered over by social conditioning.

Hinduism

In Indian religions moksha (Sanskrit: मोक्ष mokṣa; liberation) or mukti (Sanskrit: मुक्ति; release —both from the root muc "to let loose, let go") is the final extrication of the soul or consciousness (purusha) from samsara and the bringing to an end of all the suffering involved in being subject to the cycle of repeated death and rebirth (reincarnation).

Advaita Vedanta

Advaita Vedanta (IAST Advaita Vedānta; Sanskrit: अद्वैत वेदान्त [ɐdʋaitɐ ʋeːdaːntɐ]) is a philosophical concept where followers seek liberation/release by recognizing identity of the Self (Atman) and the Whole (Brahman) through long preparation and training, usually under the guidance of a guru, that involves efforts such as knowledge of scriptures, renunciation of worldly activities, and inducement of direct identity experiences. Originating in India before 788 AD, Advaita Vedanta is widely considered the most influential and most dominant sub-school of the Vedānta (literally, end or the goal of the Vedas, Sanskrit) school of Hindu philosophy. Other major sub-schools of Vedānta are Viśishṭādvaita and Dvaita; while the minor ones include Suddhadvaita, Dvaitadvaita and Achintya Bhedabheda.

Advaita (literally, non-duality) is a system of thought where "Advaita" refers to the identity of the Self (Atman) and the Whole (Brahman). Recognition of this identity leads to liberation. Attaining this liberation supposedly takes a long preparation and training under the guidance of a guru, however Ramana Maharshi called his death experience akrama mukti, "sudden liberation", as opposed to the krama mukti, "gradual liberation" as in the Vedanta path of Jnana yoga.

The key source texts for all schools of Vedānta are the Prasthanatrayi—the canonical texts consisting of the Upanishads, the Bhagavad Gita and the Brahma Sutras. The first person to explicitly consolidate the principles of Advaita Vedanta was Shankara Bhagavadpada, while the first historical proponent was Gaudapada, the guru of Shankara's guru Govinda Bhagavatpada.

Philosophical system

Shankara systematized the works of preceding philosophers. His system of Vedanta introduced the method of scholarly exegesis on the accepted metaphysics of the Upanishads. This style was adopted by all the later Vedanta schools.

Shankara's synthesis of Advaita Vedanta is summarized in this quote from the Vivekacūḍāmaṇi, one of his Prakaraṇa graṃthas (philosophical treatises):

In half a couplet I state, what has been stated by crores of texts;

that is Brahman alone is real, the world is mithyā (not independently existent),

and the individual self is nondifferent from Brahman.

Neo-Vedanta

In the 19th century, Vivekananda played a major role in the revival of Hinduism, and the spread of Advaita Vedanta to the West via the Ramakrishna Mission. His interpretation of Advaita Vedanta has been called "Neo-Vedanta".

In a talk on "The absolute and manifestation" given in at London in 1896 Swami Vivekananda said,

I may make bold to say that the only religion which agrees with, and even goes a little further than modern researchers, both on physical and moral lines is the Advaita, and that is why it appeals to modern scientists so much. They find that the old dualistic theories are not enough for them, do not satisfy their necessities. A man must have not only faith, but intellectual faith too".

Vivekananda emphasized samadhi as a means to attain liberation. Yet this emphasis is not to be found in the Upanishads nor in Shankara. For Shankara, meditation and Nirvikalpa Samadhi are means to gain knowledge of the already existing unity of Brahman and Atman, not the highest goal itself:

[Y]oga is a meditative exercise of withdrawal from the particular and identification with the universal, leading to contemplation of oneself as the most universal, namely, Consciousness. This approach is different from the classical yoga of complete thought suppression.

Vivekenanda's modernisation has been criticized:

Without calling into question the right of any philosopher to interpret Advaita according to his own understanding of it, [...] the process of Westernization has obscured the core of this school of thought. The basic correlation of renunciation and Bliss has been lost sight of in the attempts to underscore the cognitive structure and the realistic structure which according to Samkaracarya should both belong to, and indeed constitute the realm of māyā.

Neo-Advaita

Neo-Advaita is a new religious movement based on a modern, Western interpretation of Advaita Vedanta, especially the teachings of Ramana Maharshi. Neo-Advaita is being criticized for discarding the traditional prerequisites of knowledge of the scriptures and "renunciation as necessary preparation for the path of jnana-yoga". Notable neo-advaita teachers are H. W. L. Poonja, his students Gangaji Andrew Cohen,, Madhukar and Eckhart Tolle.

Yoga

The prime means to reach moksha is through the practice of yoga (Sanskrit, Pāli: योग, /ˈjəʊɡə/, yoga) which is a commonly known generic term for physical, mental, and spiritual disciplines which originated in ancient India. Specifically, yoga is one of the six āstika ("orthodox") schools of Hindu philosophy. Various traditions of yoga are found in Hinduism, Buddhism, Jainism and Sikhism.

Pre–philosophical speculations and diverse ascetic practices of first millennium BCE were systematized into a formal philosophy in early centuries CE by the Yoga Sutras of Patanjali. By the turn of the first millennium, Hatha yoga emerged as a prominent tradition of yoga distinct from the Patanjali's Yoga Sutras. While the Yoga Sutras focus on discipline of the mind, Hatha yoga concentrates on health and purity of the body.

Hindu monks, beginning with Swami Vivekananda, brought yoga to the West in the late 19th century. In the 1980s, yoga became popular as a physical system of health exercises across the Western world. Many studies have tried to determine the effectiveness of yoga as a complementary intervention for cancer, schizophrenia, asthma and heart patients. In a national survey, long-term yoga practitioners in the United States reported musculo–skeletal and mental health improvements.

Jnana yoga

Classical Advaita Vedanta emphasises the path of jnana yoga, a progression of study and training to attain moksha. It consists of four stages:

• Samanyasa or Sampattis, the "fourfold discipline" (sādhana-catustaya), cultivating the following four qualities:
  • Nityānitya vastu viveka (नित्यानित्य वस्तु विवेकम्) – The ability to correctly discriminate (viveka) between the eternal (nitya) substance (Brahman) and the substance that is transitory existence (anitya).
  • Ihāmutrārtha phala bhoga virāga (इहाऽमुत्रार्थ फल भोगविरागम्) – The renunciation (virāga) of enjoyments of objects (artha phala bhoga) in this world (iha) and the other worlds (amutra) like heaven etc.
  • Śamādi ṣatka sampatti (शमादि षट्क सम्पत्ति) – the sixfold qualities,
    • Śama (control of the antahkaraṇa).
    • Dama (the control of external sense organs).
    • Uparati (the cessation of these external organs so restrained, from the pursuit of objects other than that, or it may mean the abandonment of the prescribed works according to scriptural injunctions).
    • Titikṣa (the tolerating of tāpatraya).
    • Śraddha (the faith in Guru and Vedas).
    • Samādhāna (the concentrating of the mind on God and Guru).
  • Mumukṣutva (मुमुक्षुत्वम्) – The firm conviction that the nature of the world is misery and the intense longing for moksha (release from the cycle of births and deaths).
• Sravana, listening to the teachings of the sages on the Upanishads and Advaita Vedanta, and studying the Vedantic texts, such as the Brahma Sutras. In this stage the student learns about the reality of Brahman and the identity of atman;
• Manana, the stage of reflection on the teachings;
• Dhyana, the stage of meditation on the truth "that art Thou".

Bhakti yoga

The paths of bhakti yoga and karma yoga are subsidiary.

In bhakti yoga, practice centers on the worship God in any way and in any form, like Krishna or Ayyappa. Adi Shankara himself was a proponent of devotional worship or Bhakti. But Adi Shankara taught that while Vedic sacrifices, puja and devotional worship can lead one in the direction of jnana (true knowledge), they cannot lead one directly to moksha. At best, they can serve as means to obtain moksha via shukla gati.

Karma yoga

Karma yoga is the way of doing our duties, in disregard of personal gains or losses. According to Sri Swami Sivananda,

Karma Yoga is consecration of all actions and their fruits unto the Lord. Karma Yoga is performance of actions dwelling in union with the Divine, removing attachment and remaining balanced ever in success and failure. Karma Yoga is selfless service unto humanity. Karma Yoga is the Yoga of action which purifies the heart and prepares the Antahkarana (the heart and the mind) for the reception of Divine Light or attainment of Knowledge of the Self. The important point is that you will have to serve humanity without any attachment or egoism.

Jainism

Jainism (/ˈdʒeɪnɪzəm/; Sanskrit: जैनधर्म Jainadharma, Tamil: சமணம் Samaṇam, Bengali: জৈনধর্ম Jainadharma, Telugu: జైనమతం Jainamataṁ, Malayalam: ജൈനമതം Jainmat, Kannada: ಜೈನ ಧರ್ಮ Jaina dharma), is an Indian religion that prescribes a path of non-violence towards all living beings. Its philosophy and practice emphasize the necessity of self-effort to move the soul toward divine consciousness and liberation. Any soul that has conquered its own inner enemies and achieved the state of supreme being is called a jina ("conqueror" or "victor"). The ultimate status of these perfect souls is called siddha. Ancient texts also refer to Jainism as shramana dharma (self-reliant) or the "path of the nirganthas" (those without attachments or aversions).

In Jainism highest form of pure knowledge a soul can attain is called Kevala Jnana (Sanskrit: केवलज्ञान) or Kevala Ṇāṇa (Prakrit: केवल णाण). which means "absolute or perfect" and Jñāna, which means "knowledge". Kevala is the state of isolation of the jīva from the ajīva attained through ascetic practices which burn off one's karmic residues, releasing one from bondage to the cycle of death and rebirth. Kevala Jñāna thus means infinite knowledge of self and non-self, attained by a soul after annihilation of the all ghātiyā karmas. The soul which has reached this stage achieves moksa or liberation at the end of its life span.

Mahavira, 24th thirthankara of Jainism, is said to have practised rigorous austerities for 12 years before he attained enlightenment,

During the thirteenth year, in the second month of summer, in the fourth fortnight, the light (fortnight) of Vaisakha, on its tenth day, when the shadow had turned towards the east and the first wake was over, on the day called Suvrata, in the Muhurta called Vigaya, outside of the town Grimbhikagrama on the bank of the river Rjupalika, not far from an old temple, in the field of the householder Samaga, under a Sal tree, when the moon was in conjunction with the asterism Uttara Phalguni, (the Venerable One) in a squatting position with joined heels, exposing himself to the heat of the sun, after fasting two and a half days without drinking water, being engaged in deep meditation, reached the highest knowledge and intuition, called Kevala, which is infinite, supreme, unobstructed, unimpeded, complete, and full.

Kevala Jñāna is one of the five major events in the life of a Tirthankara and is known as Keval Jñāna Kalyanaka and celebrated of all gods. Lord Mahavira's Kaivalya was said to have been celebrated by the demi-gods, who constructed the Samosarana or a grand preaching assembly for him.

Western understanding

In the Western world the concept of enlightenment in a religious context acquired a romantic meaning. It has become synonymous with self-realization and the true self, which is being regarded as a substantial essence which is covered over by social conditioning.

As 'Aufklärung'

The use of the Western word enlightenment is based on the supposed resemblance of bodhi with Aufklärung, the independent use of reason to gain insight into the true nature of our world. As a matter of fact there are more resemblances with Romanticism than with the Enlightenment: the emphasis on feeling, on intuitive insight, on a true essence beyond the world of appearances.

Awakening: Historical period of renewed interest in religion

The equivalent term "awakening" has also been used in a Christian context, namely the Great Awakenings, several periods of religious revival in American religious history. Historians and theologians identify three or four waves of increased religious enthusiasm occurring between the early 18th century and the late 19th century. Each of these "Great Awakenings" was characterized by widespread revivals led by evangelical Protestant ministers, a sharp increase of interest in religion, a profound sense of conviction and redemption on the part of those affected, an increase in evangelical church membership, and the formation of new religious movements and denominations.

Illumination

Another equivalent term is Illuminationism, which was also used by Paul Demieville in his work The Mirror of the Mind, in which he made a distinction between "illumination subie" and "illumination graduelle". Illuminationism is a doctrine according to which the process of human thought needs to be aided by divine grace. It is the oldest and most influential alternative to naturalism in the theory of mind and epistemology. It was an important feature of ancient Greek philosophy, Neoplatonism, medieval philosophy, and in particular, the Illuminationist school of Islamic philosophy.

Augustine was an important proponent of Illuminationism, stating that everything we know is taught to us by God as He casts His light over the world, saying that "The mind needs to be enlightened by light from outside itself, so that it can participate in truth, because it is not itself the nature of truth. You will light my lamp, Lord," and "You hear nothing true from me which you have not first told me."

Augustine's version of illuminationism is not that God gives us certain information, but rather gives us insight into the truth of the information we received for ourselves.

Romanticism and transcendentalism

This romantic idea of enlightenment as insight into a timeless, transcendent reality has been popularized especially by D.T. Suzuki. Further popularization was due to the writings of Heinrich Dumoulin. Dumoulin viewed metaphysics as the expression of a transcendent truth, which according to him was expressed by Mahayana Buddhism, but not by the pragmatic analysis of the oldest Buddhism, which emphasizes anatta. This romantic vision is also recognizable in the works of Ken Wilber.

In the oldest Buddhism this essentialism is not recognizable. According to critics it doesn't really contribute to a real insight into Buddhism:

...most of them labour under the old cliché that the goal of Buddhist psychological analysis is to reveal the hidden mysteries in the human mind and thereby facilitate the development of a transcendental state of consciousness beyond the reach of linguistic expression.

Experience

A common reference in Western culture is the notion of "enlightenment experience". This notion can be traced back to William James, who used the term "religious experience" in his book, The Varieties of Religious Experience. Wayne Proudfoot traces the roots of the notion of "religious experience" further back to the German theologian Friedrich Schleiermacher (1768–1834), who argued that religion is based on a feeling of the infinite. The notion of "religious experience" was used by Schleiermacher to defend religion against the growing scientific and secular critique.

It was popularised by the Transcendentalists, and exported to Asia via missionaries. Transcendentalism developed as a reaction against 18th-century rationalism, John Locke's philosophy of Sensualism, and the predestinationism of New England Calvinism. It is fundamentally a variety of diverse sources such as Hindu texts like the Vedas, the Upanishads and the Bhagavad Gita, various religions, and German idealism.

It was adopted by many scholars of religion, of which William James was the most influential.

The notion of "experience" has been criticised. Robert Sharf points out that "experience" is a typical Western term, which has found its way into Asian religiosity via western influences. The notion of "experience" introduces a false notion of duality between "experiencer" and "experienced", whereas the essence of kensho is the realisation of the "non-duality" of observer and observed. "Pure experience" does not exist; all experience is mediated by intellectual and cognitive activity. The specific teachings and practices of a specific tradition may even determine what "experience" someone has, which means that this "experience" is not the proof of the teaching, but a result of the teaching. A pure consciousness without concepts, reached by "cleansing the doors of perception", would be an overwhelming chaos of sensory input without coherence.

Nevertheless, the notion of religious experience has gained widespread use in the study of religion, and is extensively researched.

Western culture

Christianity

The word "enlightenment" is not generally used in Christian contexts for religious understanding or insight. More commonly used terms in the Christian tradition are religious conversion and revelation.

Lewis Sperry Chafer (1871–1952), one of the founders of Dispensationalism, uses the word "illuminism". Christians who are "illuminated" are of two groups, those who have experienced true illuminism (biblical) and those who experienced false illuminism (not from the Holy Spirit).

Christian interest in eastern spirituality has grown throughout the 20th century. Notable Christians, such as Hugo Enomiya-Lassalle and AMA Samy, have participated in Buddhist training and even become Buddhist teachers themselves. In a few places Eastern contemplative techniques have been integrated in Christian practices, such as centering prayer. But this integration has also raised questions about the borders between these traditions.

Western esotericism and mysticism

Western and Mediterranean culture has a rich tradition of esotericism and mysticism. The Perennial philosophy, basic to the New Age understanding of the world, regards those traditions as akin to Eastern religions which aim at awakening/ enlightenment and developing wisdom. The hypothesis that all mystical traditions share a "common core", is central to New Age, but contested by a diversity of scientists like Katz and Proudfoot.

Judaism includes the mystical tradition of Kabbalah. Islam includes the mystical tradition of Sufism. In the Fourth Way teaching, enlightenment is the highest state of Man (humanity).

Nondualism

A popular western understanding sees "enlightenment" as "nondual consciousness", "a primordial, natural awareness without subject or object". It is used interchangeably with Neo-Advaita.

This nondual consciousness is seen as a common stratum to different religions. Several definitions or meanings are combined in this approach, which makes it possible to recognize various traditions as having the same essence. According to Renard, many forms of religion are based on an experiential or intuitive understanding of "the Real"

This idea of nonduality as "the central essence" is part of a modern mutual exchange and synthesis of ideas between western spiritual and esoteric traditions and Asian religious revival and reform movements. Western predecessors are, among others, New Age, Wilber's synthesis of western psychology and Asian spirituality, the idea of a Perennial Philosophy, and Theosophy. Eastern influences are the Hindu reform movements such as Aurobindo's Integral Yoga and Vivekananda's Neo-Vedanta, the Vipassana movement, and Buddhist modernism. A truly syncretistic influence is Osho and the Rajneesh movement, a hybrid of eastern and western ideas and teachings, and a mainly western group of followers.

Cognitive aspects

Religious experience as cognitive construct

"Religious experiences" have "evidential value", since they confirm the specific worldview of the experiencer:

These experiences are cognitive in that, allegedly at least, the subject of the experience receives a reliable and accurate view of what, religiously considered, are the most important features of things. This, so far as their religious tradition is concerned, is what is most important about them. This is what makes them "salvific" or powerful to save.

Yet, just like the very notion of "religious experience" is shaped by a specific discourse and habitus, the "uniformity of interpretation" may be due to the influence of religious traditions which shape the interpretation of such experiences.

Various religious experiences

Yandell discerns various "religious experiences" and their corresponding doctrinal settings, which differ in structure and phenomenological content, and in the "evidential value" they present. Yandell discerns five sorts:

1. Numinous experiences – Monotheism (Jewish, Christian, Vedantic, Sufi Islam)
2. Nirvanic experiences – Buddhism, "according to which one sees that the self is but a bundle of fleeting states"
3. Kevala experiences – Jainism, "according to which one sees the self as an indestructible subject of experience"
4. Moksha experiences – Hinduism, Brahman "either as a cosmic person, or, quite differently, as qualityless"
5. Nature mystical experience

Cognitive science

Various philosophers and cognitive scientists state that there is no "true self" or a "little person" (homunculus) in the brain that "watches the show," and that consciousness is an emergent property that arise from the various modules of the brain in ways that are yet far from understood. According to Susan Greenfield, the "self" may be seen as a composite, whereas Douglas R. Hofstadter describes the sense of "I" as a result of cognitive process.

This is in line with the Buddhist teachings, which state that

[...] what we call 'I' or 'being,' is only a combination of physical and mental aggregates which are working together interdependently in a flux of momentary change within the law of cause and effect, and that there is nothing, permanent, everlasting, unchanging, and eternal in the whole of existence.

To this end, Parfit called Buddha the "first bundle theorist".

Entheogens

Several users of entheogens throughout the ages have claimed experiences of spiritual enlightenment with the use of these substances, their use and prevalence through history is well recorded, and continues today. In modern times we have seen increased interest in these practices, for example the rise of interest in Ayahuasca. The psychological effects of these substances have been subject to scientific research focused on understanding their physiological basis. While entheogens do produce glimpses of higher spiritual states, these are always temporary, fading with the effects of the substance. Permanent enlightenment requires making permanent changes in your consciousness.

 

Queer studies

From Wikipedia, the free encyclopedia

Queer studies, sexual diversity studies, or LGBT studies is the study of issues relating to sexual orientation and gender identity usually focusing on lesbian, gay, bisexual, transgender, gender dysphoria, asexual, queer, questioning, intersex people and cultures.

Originally centered on LGBT history and literary theory, the field has expanded to include the academic study of issues raised in biology, sociology, mental illness, anthropology, the history of science, philosophy, psychology, sexology, political science, ethics, and other fields by an examination of the identity, lives, history, and perception of queer people. Marianne LaFrance, the former chair of the Larry Kramer Initiative for Lesbian and Gay Studies at Yale University, says, "Now we're asking not just 'What causes homosexuality?' [but also] 'What causes heterosexuality?' and 'Why is sexuality so central in some people's perspective?'"

Founding scholar of the discipline, the late Eve Kosofsky Sedgwick

Queer studies is not the same as queer theory, which is an analytical viewpoint within queer studies (centered on literary studies and philosophy) that challenges the putatively "socially constructed" categories of sexual identity.

Background

Though a new discipline, a growing number of colleges have begun offering academic programs related to sex, sexuality, and sexual orientation. There are currently over 40 certificate and degree granting programs with at least five institutions in the United States offering an undergraduate major; a growing number of similar courses are offered in countries other than the United States.

History

Early academic study of queer community include lesbian researcher Mildred Berryman's 1930s groundbreaking The Psychological Phenomena of the Homosexual on 23 lesbian women and 9 gay men, whom she met through the Salt Lake City Bohemian Club. In the study most lesbian women and gay men (many of whom had Mormon background) reported experiencing erotic interest in others of the same sex since childhood, and exhibited self-identity and community identity as sexual minorities. During the 1920s gay and lesbian subcultures were beginning to become more established in several larger US cities. Lesbian and gay studies originated in the 1970s with the publication of several "seminal works of gay history. Inspired by ethnic studies, women's studies, and similar identity-based academic fields influenced by the critical theory of the Frankfurt School, the initial emphasis was on "uncovering the suppressed history of gay and lesbian life;" it also made its way into literature departments, where the emphasis was on literary theory. Queer theory soon developed, challenging the "socially constructed" categories of sexual identity.

The first undergraduate course in the United States on LGBTQ studies was taught at the University of California, Berkeley in the spring of 1970. It was followed by similar courses in the fall of 1970 at Southern Illinois University Edwardsville and at the University of Nebraska–Lincoln (UNL). The UNL course, taught by Louis Crompton, led to the introduction in the state legislature of a bill (eventually defeated) which would have banned all discussion of homosexuality in that state's universities and colleges.

According to Harvard University, the City University of New York began the first university program in gay and lesbian studies in 1986. The City College of San Francisco claims to be the "First Queer Studies Department in the U.S.", with English instructor Dan Allen developing one of the first gay literature courses in the country in Fall 1972, and the college establishing what it calls "the first Gay and Lesbian Studies Department in the United States" in 1989. Then-department chair Jonathan David Katz was the first tenured faculty in queer studies in the country. Hobart and William Smith Colleges in upstate New York were among the first to offer a full-fledged major in LGBTQ Studies in the late 1990s and currently has one of the few tenure lines specifically in a stand-alone LGBT Studies program as a period when many are being absorbed into Women and Gender Studies programs.

Historians John Boswell and Martin Duberman made Yale University a notable center of lesbian and gay studies in the late 1980s and early 1990s. Each historian published several books on gay history; Boswell held three biennial conferences on the subject at the university, and Duberman sought to establish a center for lesbian and gay studies there in 1985. However, Boswell died in 1994, and in 1991 Duberman left for the City University of New York, where he founded its Center for Lesbian and Gay Studies. A 1993 alumnus gift evolved into the faculty committee-administered Fund for Lesbian and Gay Studies, which developed a listing of courses relevant to lesbian and gay studies called the "Pink Book" and established a small lending library named for Boswell. The committee began to oversee a series of one-year visiting professorships in 1994.

Yale–Kramer controversy

In 1997, writer and AIDS activist Larry Kramer offered his alma mater Yale $4 million (and his personal papers) to endow a permanent, tenured professorship in gay studies, and possibly build a gay and lesbian student center. His requirements were specific, as Yale was to use the money solely for "1) the study of and/or instruction in gay male literature..." including a tenured position, "and/or 2) the establishment of a gay student center at Yale..."

With gender, ethnic and race-related studies still relatively new, then-Yale provost Alison Richard said that gay and lesbian studies was too narrow a specialty for a program in perpetuity, indicating a wish to compromise on some of the conditions Kramer had asserted. Negotiations broke down as Kramer, frustrated by what he perceived to be "homophobic" resistance, condemned the university in a front-page story in The New York Times. According to Kramer, he subsequently received letters from more than 100 institutions of higher learning "begging me to consider them".

In 2001, Yale accepted a $1 million grant from his older brother, money manager Arthur Kramer, to establish the Larry Kramer Initiative for Lesbian and Gay Studies. The five-year program aimed to bring in visiting faculty, host conferences and lectures, and coordinate academic endeavors in lesbian and gay studies. Jonathan David Katz assumed the role of executive coordinator in 2002; in 2003 he commented that while women's studies or African American studies have been embraced by American universities, lesbian and gay studies have not. He blamed institutionalized fear of alienating alumni of private universities, or legislators who fund public ones. The five-year program ended in 2006.

In June 2009, Harvard University announced that it will establish an endowed chair in LGBT studies. Believing the post to be "the first professorship of its kind in the country," Harvard President Drew G. Faust called it "an important milestone". Funded by a $1.5 million gift from the members and supporters of the Harvard Gay & Lesbian Caucus, the F. O. Matthiessen Visiting Professorship of Gender and Sexuality is named for a mid-20th century gay Harvard American studies scholar and literary critic who chaired the undergraduate program in history and literature. Harvard Board of Overseers member Mitchell L. Adams said, "This is an extraordinary moment in Harvard's history and in the history of this rapidly emerging field ... And because of Harvard's leadership in academia and the world, this gift will foster continued progress toward a more inclusive society."

Academic field of queer studies

The concept of perverse presentism is often taught in queer studies classes at universities. This is the understanding that LGBT history cannot and should not be analyzed through contemporary perspectives. Ways to find out how people historically identified can include studying queer community archives.

Recently, there is ongoing discourse on the lengthening of the LGBT term to either LGBTQ (adding Queer), and also LGBTIQ (adding Intersex) as this field of study grows.

Queer Studies at non-U.S. Universities

Brazil

At Universidade Federal de Minas Gerais (UFMG) in Brazil there are many initiatives on Queers Studies. UFMG offers a multidisciplinary program on Gender and Sexuality for undergrad students: "Formação Transversal em Gênero e Sexualidade: Perspective Queer/LGBTI" (https://www.ufmg.br/prograd/). In its Faculty of Law, ranked amongst the best in the country, Professor Marcelo Maciel Ramos established in 2014 Diverso UFMG - Legal Division of Gender and Sexual Diversity (www.diversoufmg.com) and a study group on Gender, Sexuality and Law, which is now led also by Professor Pedro Nicoli. Diverso UFMG organizes since 2016 the Congress of Gender and Sexual Diversity (Congresso de Diversidade Sexual e de Gênero: www.congressodiverso.com) that has become one of the biggest and most important academic events on Women and LGBT studies in Brazil. At the Faculty of Philosophy and Social Sciences, Professor Marco Aurélio Máximo Prado has been running since 2007 Nuh UFMG (Human Rights and LGBT Citizenship Division), a very successful initiative on LGBT studies (http://www.fafich.ufmg.br/nuh/).

The Transversal Training in Gender and Sexuality: A Queer / LGBTI Perspective as an objective to bring students closer to the theoretical-political-methodological contributions organized from the Queer / LGBTI experiences in the contemporary world, considering the transversality of this field of studies and political practices of this emergency. The "8th International Congress for Studies on Sexual Diversity and Gender" was hosted by the UFJF (Universidade Federal de Juiz de Fora) on June 6.

China

Fudan University, located in Shanghai, China, opened the country's first course on homosexuality and acquired immune deficiency syndrome (AIDS) prevention in 2003 entitled "Homosexual Health Social Sciences". In an article focusing on this college course, Gao and Gu utilize feedback from participants, detailed interviews with professors, and a review of course documents to discuss China's first course with homosexuality at its core. Their article analyzes the tactics used to create such a course and the strategies used to protect the course from adverse reactions in the press. The authors especially take note of the effects of the course on its attendees and the wider gay community in China. The authors note that "Homosexual Health Social Sciences" was described as a "breakthrough" by South China Morning Post and Friends' Correspondence, a periodical for gay health intervention. Surveys were given to attendees of the class and many responded that the class helped them understand the homosexual perspective better. One student stated that "Even if we cannot fully understand these people, we need to respect them. That is the basis for real communication." Many of the course attendees admitted that the course changed their lives. One Chinese police officer had been hiding his sexuality his entire life stated "The course really enhanced my quality of life…" Another man who had been prescribed treatment for his homosexuality for 30 years heard talk of the course in a newspaper and expressed "This precious news has relieved my heart."

"Homosexual Health Social Sciences" was developed to be interdisciplinary to cover the social sciences, humanities, and public health. Interdependence on different academic focuses was achieved in the curriculum by covering "Theories of homosexuality and Chinese reality", "homosexual sub-culture" and "Men seeking men (MSM) intervention in human immunodeficiency virus (HIV) prevention," in addition to reading literature with gay characters and themes and taking field trips to a gay bar. The article goes on to describe the attendance of this course and its significance by clarifying that the official registration in the class was low, with only one student in 2003 and two in 2004. Officially registered students were not the only people attending the classes though because the course was open to the general public. The average attendance in 2003 was 89.9 and rose to 114 in 2004.

Gao and Gu also reveal the precautions taken by the creators of the course to shelter the new class from harsh criticism. The authors depict the creators' fear of attracting too much negative attention from the Chinese media could adversely affect the course and its continuation. Most coverage on this course at Fudan University was delivered in English at the beginning. This phenomenon was explained by one journalist from China Radio International—Homosexuality is very sensitive issue in Chinese culture so by discussing it in English, it is distanced from the conservative Chinese culture. Fudan University led Chinese academia to develop more comprehensive curriculum that will educate future health care professionals on the needs of more Chinese citizens.

Criticism

Professor Kevin Floyd has argued that the formative arguments for Marxism and those that have been the basis for queer theory should be reformulated to examine the dissociation of sexuality from gender at the beginning of the twentieth century in terms of reification, and to claim that this dissociation is one aspect of a larger dynamic of social "reification" enforced by capitalism.

Gender identity

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Gender_identity

Gender identity is the personal sense of one's own gender. Gender identity can correlate with a person's assigned sex at birth or can differ from it. Gender expression typically reflects a person's gender identity, but this is not always the case. While a person may express behaviors, attitudes, and appearances consistent with a particular gender role, such expression may not necessarily reflect their gender identity. The term gender identity was originally coined by Robert J. Stoller in 1964.

All societies have a set of gender categories that can serve as the basis of a person's self-identity in relation to other members of society. In most societies, there is a basic division between gender attributes assigned to males and females, a gender binary to which most people adhere and which includes expectations of masculinity and femininity in all aspects of sex and gender: biological sex, gender identity, and gender expression. Some people do not identify with some, or all, of the aspects of gender assigned to their biological sex; some of those people are transgender, non-binary, or genderqueer. Some societies have third gender categories.

Gender identity is usually formed by age three. After age three, it is extremely difficult to change gender identity. Both biological and social factors have been suggested to influence its formation.

Age of formation

There are several theories about how and when gender identity forms, and studying the subject is difficult because children's lack of language requires researchers to make assumptions from indirect evidence. John Money suggested children might have awareness of and attach some significance to gender as early as 18 months to 2 years; Lawrence Kohlberg argued that gender identity does not form until age 3. It is widely agreed that core gender identity is firmly formed by age 3. At this point, children can make firm statements about their gender and tend to choose activities and toys which are considered appropriate for their gender (such as dolls and painting for girls, and tools and rough-housing for boys), although they do not yet fully understand the implications of gender. After age three, it is extremely difficult to change gender identity.

Martin and Ruble conceptualize this process of development as three stages: (1) as toddlers and preschoolers, children learn about defined characteristics, which are socialized aspects of gender; (2) around the ages of 5–7 years, identity is consolidated and becomes rigid; (3) after this "peak of rigidity", fluidity returns and socially defined gender roles relax somewhat. Barbara Newmann breaks it down into four parts: (1) understanding the concept of gender, (2) learning gender role standards and stereotypes, (3) identifying with parents, and (4) forming gender preference.

According to UN agencies, discussions relating to comprehensive sexuality education raise awareness of topics, such as gender and gender identity.

Factors influencing formation

Nature vs. nurture

Although the formation of gender identity is not completely understood, many factors have been suggested as influencing its development. In particular, the extent to which it is determined by socialization (environmental factors) versus innate (biological) factors is an ongoing debate in psychology, known as "nature versus nurture". Both factors are thought to play a role. Biological factors that influence gender identity include pre- and post-natal hormone levels. While genetic makeup also influences gender identity, it does not inflexibly determine it.

Social factors which may influence gender identity include ideas regarding gender roles conveyed by family, authority figures, mass media, and other influential people in a child's life. When children are raised by individuals who adhere to stringent gender roles, they are more likely to behave in the same way, matching their gender identity with the corresponding stereotypical gender patterns. Language also plays a role: children, while learning a language, learn to separate masculine and feminine characteristics and subconsciously adjust their own behavior to these predetermined roles. The social learning theory posits that children furthermore develop their gender identity through observing and imitating gender-linked behaviors, and then being rewarded or punished for behaving that way, thus being shaped by the people surrounding them through trying to imitate and follow them.

John Money was instrumental in the early research of gender identity, though he used the term gender role. He disagreed with the previous school of thought that gender was determined solely by biology. He argued that infants are born a blank slate and a parent could be able to decide their babies’ gender. In Money's opinion, if the parent confidently raised their child as the opposite sex, the child would believe that they were born that sex and act accordingly. Money believed that nurture could override nature.

A well-known example in the nature-versus-nurture debate is the case of David Reimer, otherwise known as "John/Joan". As a baby, Reimer went through a faulty circumcision, losing his male genitalia. Psychologist John Money convinced Reimer's parents to raise him as a girl. Reimer grew up as a girl, dressing in girl clothes and surrounded by girl toys, but did not feel like a girl. After he tried to commit suicide at age 13, he was told that he had been born with male genitalia, which he underwent surgery to reconstruct. This response went against Money's hypothesis that biology had nothing to do with gender identity or human sexual orientation.

Most did not dare to argue against Money's theory. Milton Diamond was a scientist who was one of the few to openly disagree with him and oppose his argument. Diamond had contributed to research involving pregnant rats that showed hormones played a major role in the behavior of different sexes. The researchers in the lab would inject the pregnant rat with testosterone, which would then find its way to the baby's bloodstream. The females that were born had genitalia that looked like male genitalia. The females in the litter also behaved like male rats and would even try to mount other female rats, proving that biology played a major role in animal behavior.

One criticism of the Reimer case is that Reimer lost his penis at the age of eight months and underwent sex reassignment surgery at seventeen months, which possibly meant that Reimer had already been influenced by his socialization as a boy. Bradley et al. (1998) report the contrasting case of a 26-year-old woman with XY chromosomes whose penis was lost and who underwent sex reassignment surgery between two and seven months of age (substantially earlier than Reimer), whose parents were also more committed to raising their child as a girl than Reimer's, and who remained a woman into adulthood. She reported that she had been somewhat tomboyish during childhood, enjoying stereotypically masculine childhood toys and interests, although her childhood friends were girls. While she was bisexual, having had relationships with both men and women, she found women more sexually attractive and they featured more in her fantasies. Her job at the time of the study was a blue-collar occupation that was practiced almost exclusively by men. Griet Vandermassen argues that since these are the only two cases being documented in scientific literature, this makes it difficult to draw any firm conclusions from them about the origins of gender identity, particularly given the two cases reached different conclusions. However, Vandermassen also argues that transgender people support the idea of gender identity as being biologically rooted, as they do not identify with their anatomical sex despite being raised and their behaviour reinforced according to their anatomical sex.

One study by Reiner et al. looked at fourteen genetic males who had suffered cloacal exstrophy and were thus raised as girls. Six of them changed their gender identity to male, five remained female and three had ambiguous gender identities (though two of them had declared they were male). All the subjects had moderate to marked interests and attitudes consistent with that of biological males. Another study, using data from a variety of cases from the 1970s to the early 2000s (including Reiner et al.), looked at males raised as females due to a variety of developmental disorders (penile agenesis, cloacal exstrophy or penile ablation). It found that 78% of those males raised as females were living as females. A minority of those raised as female later switched to male. However, none of the males raised as male switched their gender identity. Those still living as females still showed marked masculinisation of gender role behaviour and those old enough to reported sexual attraction to women. The study's authors caution drawing any strong conclusions from it due to numerous methodological caveats which were a severe problem in studies of this nature. Rebelo et al. argue that the evidence in totality suggests that gender identity is neither determined entirely by childhood rearing nor entirely by biological factors.

Biological factors

Several prenatal, biological factors, including genes and hormones, may affect gender identity. It has been suggested that gender identity is controlled by prenatal sex steroids, but this is hard to test because there is no way to study gender identity in animals. According to biologist Michael J. Ryan, gender identity is exclusive to humans.

Intersex people

Estimates of the number of people who are intersex range from 0.018% to 1.7%, depending on which conditions are counted as intersex. An intersex person is one possessing any of several variations in sex characteristics including chromosomes, gonads, sex hormones, or genitals that, according to the UN Office of the High Commissioner for Human Rights, "do not fit typical binary notions of male or female bodies". An intersex variation may complicate initial sex assignment and that assignment may not be consistent with the child's future gender identity. Reinforcing sex assignments through surgical and hormonal means may violate the individual's rights.

A 2005 study on the gender identity outcomes of female-raised 46,XY persons with penile agenesis, cloacal exstrophy of the bladder, or penile ablation, found that 78% of the study subjects were living as female, as opposed to 22% who decided to initiate a sex change to male in line with their genetic sex. The study concludes: "The findings clearly indicate an increased risk of later patient-initiated gender re-assignment to male after female assignment in infancy or early childhood, but are nevertheless incompatible with the notion of a full determination of core gender identity by prenatal androgens."

A 2012 clinical review paper found that between 8.5% and 20% of people with intersex variations experienced gender dysphoria. Sociological research in Australia, a country with a third 'X' sex classification, shows that 19% of people born with atypical sex characteristics selected an "X" or "other" option, while 52% are women, 23% men, and 6% unsure. At birth, 52% of persons in the study were assigned female, and 41% were assigned male.

A study by Reiner & Gearhart provides some insight into what can happen when genetically male children with cloacal exstrophy are sexually assigned female and raised as girls, according to an 'optimal gender policy' developed by John Money: in a sample of 14 children, follow-up between the ages of 5 to 12 showed that 8 of them identified as boys, and all of the subjects had at least moderately male-typical attitudes and interests, providing support for the argument that genetic variables affect gender identity and behavior independent of socialization.

Transgender and transsexuality

Some studies have investigated whether or not there is a link between biological variables and transgender or transsexual identity. Several studies have shown that sexually dimorphic brain structures in transsexuals are shifted away from what is associated with their birth sex and towards what is associated with their preferred sex. The volume of the central subdivision of the bed nucleus of a stria terminalis or BSTc (a constituent of the basal ganglia of the brain which is affected by prenatal androgens) of transsexual women has been suggested to be similar to women's and unlike men's, but the relationship between BSTc volume and gender identity is still unclear. Similar brain structure differences have been noted between gay and heterosexual men, and between lesbian and heterosexual women. Another study suggests that transsexuality may have a genetic component.

Research suggests that the same hormones that promote the differentiation of sex organs in utero also elicit puberty and influence the development of gender identity. Different amounts of these male or female sex hormones within a person can result in behavior and external genitalia that do not match up with the norm of their sex assigned at birth, and in a person acting and looking like their identified gender.

Social and environmental factors

Social scientists tend to assume that gender identities arise from social factors. In 1955, John Money proposed that gender identity was malleable and determined by whether a child was raised as male or female in early childhood. Money's hypothesis has since been discredited, but scholars have continued to study the effect of social factors on gender identity formation. In the 1960s and 1970s, factors such as the absence of a father, a mother's wish for a daughter, or parental reinforcement patterns were suggested as influences; more recent theories suggesting that parental psychopathology might partly influence gender identity formation have received only minimal empirical evidence, with a 2004 article noting that "solid evidence for the importance of postnatal social factors is lacking." A 2008 study found that the parents of gender-dysphoric children showed no signs of psychopathological issues aside from mild depression in the mothers.

It has been suggested that the attitudes of the child's parents may affect the child's gender identity, although evidence is minimal.

Parental establishment of gender roles

Parents who do not support gender nonconformity are more likely to have children with firmer and stricter views on gender identity and gender roles. Recent literature suggests a trend towards less well-defined gender roles and identities, as studies of parental coding of toys as masculine, feminine, or neutral indicate that parents increasingly code kitchens and in some cases dolls as neutral rather than exclusively feminine. However, Emily Kane found that many parents still showed negative responses to items, activities, or attributes that were considered feminine, such as domestic skills, nurturance, and empathy. Research has indicated that many parents attempt to define gender for their sons in a manner that distances the sons from femininity, with Kane stating that "the parental boundary maintenance work evident for sons represents a crucial obstacle limiting boys options, separating boys from girls, devaluing activities marked as feminine for both boys and girls, and thus bolstering gender inequality and heteronormativity."

Many parents form gendered expectations for their child before it is even born, after determining the child's sex through technology such as ultrasound. The child thus is born to a gender-specific name, games, and even ambitions. Once the child's sex is determined, most children are raised in accordance with it to be a man or a woman, fitting a male or female gender role defined partly by the parents.

When considering the parents' social class, lower-class families typically hold traditional gender roles, where the father works and the mother, who may only work out of financial necessity, still takes care of the household. However, middle-class "professional" couples typically negotiate the division of labor and hold an egalitarian ideology. These different views on gender from a child's parents can shape the child's understanding of gender as well as the child's development of gender.

Within a study conducted by Hillary Halpern it was hypothesized, and proven, that parent behaviors, rather than parent beliefs, regarding gender are better predictors for a child's attitude on gender. It was concluded that a mother's behavior was especially influential on a child's assumptions of the child's own gender. For example, mothers who practiced more traditional behaviors around their children resulted in the son displaying fewer stereotypes of male roles while the daughter displayed more stereotypes of female roles. No correlation was found between a father's behavior and his children's knowledge of stereotypes of their own gender. It was concluded, however, that fathers who held the belief of equality between the sexes had children, especially sons, who displayed fewer preconceptions of their opposite gender.

Gender variance and non-conformance

Gender identity can lead to security issues among individuals that do not fit on a binary scale. In some cases, a person's gender identity is inconsistent with their biological sex characteristics (genitals and secondary sex characteristics), resulting in individuals dressing and/or behaving in a way which is perceived by others as outside cultural gender norms. These gender expressions may be described as gender variant, transgender, or genderqueer (or non-binary) (there is an emerging vocabulary for those who defy traditional gender identity), and people who have such expressions may experience gender dysphoria (traditionally called gender identity disorder or GID). Transgender individuals are often greatly affected by language and gender pronouns before, during, and after their transition.

In recent decades it has become possible to provide sex reassignment surgery. Some people who experience gender dysphoria seek such medical intervention to have their physiological sex match their gender identity; others retain the genitalia they were born with (see transsexual for some of the possible reasons) but adopt a gender role that is consistent with their gender identity.

History and definitions

Definitions

The terms gender identity and core gender identity were first used with their current meaning—one's personal experience of one's own gender—sometime in the 1960s. To this day they are usually used in that sense, though a few scholars additionally use the term to refer to the sexual orientation and sexual identity categories gay, lesbian and bisexual.

Early medical literature

In late-19th-century medical literature, women who chose not to conform to their expected gender roles were called "inverts", and they were portrayed as having an interest in knowledge and learning, and a "dislike and sometimes incapacity for needlework". During the mid-1900s, doctors pushed for corrective therapy on such women and children, which meant that gender behaviors that were not part of the norm would be punished and changed. The aim of this therapy was to push children back to their "correct" gender roles and thereby limit the number of children who became transgender.

Freud and Jung's views

In 1905, Sigmund Freud presented his theory of psychosexual development in Three Essays on the Theory of Sexuality, giving evidence that in the pregenital phase children do not distinguish between sexes, but assume both parents have the same genitalia and reproductive powers. On this basis, he argued that bisexuality was the original sexual orientation and that heterosexuality was resultant of repression during the phallic stage, at which point gender identity became ascertainable. According to Freud, during this stage, children developed an Oedipus complex where they had sexual fantasies for the parent ascribed the opposite gender and hatred for the parent ascribed the same gender, and this hatred transformed into (unconscious) transference and (conscious) identification with the hated parent who both exemplified a model to appease sexual impulses and threatened to castrate the child's power to appease sexual impulses. In 1913, Carl Jung proposed the Electra complex as he both believed that bisexuality did not lie at the origin of psychic life, and that Freud did not give adequate description to the female child (Freud rejected this suggestion).

1950s and 1960s

During the 1950s and '60s, psychologists began studying gender development in young children, partially in an effort to understand the origins of homosexuality (which was viewed as a mental disorder at the time). In 1958, the Gender Identity Research Project was established at the UCLA Medical Center for the study of intersex and transsexual individuals. Psychoanalyst Robert Stoller generalized many of the findings of the project in his book Sex and Gender: On the Development of Masculinity and Femininity (1968). He is also credited with introducing the term gender identity to the International Psychoanalytic Congress in Stockholm, Sweden, in 1963. Behavioral psychologist John Money was also instrumental in the development of early theories of gender identity. His work at Johns Hopkins Medical School's Gender Identity Clinic (established in 1965) popularized an interactionist theory of gender identity, suggesting that, up to a certain age, gender identity is relatively fluid and subject to constant negotiation. His book Man and Woman, Boy and Girl (1972) became widely used as a college textbook, although many of Money's ideas have since been challenged.

Butler's views

In the late 1980s, Judith Butler began lecturing regularly on the topic of gender identity, and in 1990, she published Gender Trouble: Feminism and the Subversion of Identity, introducing the concept of gender performativity and arguing that both sex and gender are constructed.

Present views

Medical field

Transgender people sometimes wish to undergo physical surgery to refashion their primary sexual characteristics, secondary characteristics, or both, because they feel they will be more comfortable with different genitalia. This may involve removal of penis, testicles or breasts, or the fashioning of a penis, vagina or breasts. In the past, sex assignment surgery has been performed on infants who are born with ambiguous genitalia. However, current medical opinion is strongly against this procedure, since many adults have regretted that these decisions were made for them at birth. Today, sex reassignment surgery is performed on people who choose to have this change so that their external sexual organs will match their gender identity.

In the United States, it was decided under the Affordable Care Act that health insurance exchanges would have the ability to collect demographic information on gender identity and sexual identity through optional questions, to help policymakers better recognize the needs of the LGBT community.

Gender dysphoria and gender identity disorder

Gender dysphoria (previously called "gender identity disorder" or GID in the DSM) is the formal diagnosis of people who experience significant dysphoria (discontent) with the sex they were assigned at birth and/or the gender roles associated with that sex: "In gender identity disorder, there is discordance between the natal sex of one's external genitalia and the brain coding of one's gender as masculine or feminine." The Diagnostic and Statistical Manual of Mental Disorders (302.85) has five criteria that must be met before a diagnosis of gender identity disorder can be made, and the disorder is further subdivided into specific diagnoses based on age, for example gender identity disorder in children (for children who experience gender dysphoria).

The concept of gender identity appeared in the Diagnostic and Statistical Manual of Mental Disorders in its third edition, DSM-III (1980), in the form of two psychiatric diagnoses of gender dysphoria: gender identity disorder of childhood (GIDC), and transsexualism (for adolescents and adults). The 1987 revision of the manual, the DSM-III-R, added a third diagnosis: gender identity disorder of adolescence and adulthood, nontranssexual type. This latter diagnosis was removed in the subsequent revision, DSM-IV (1994), which also collapsed GIDC and transsexualism into a new diagnosis of gender identity disorder. In 2013, the DSM-5 renamed the diagnosis gender dysphoria and revised its definition.

The authors of a 2005 academic paper questioned the classification of gender identity problems as a mental disorder, speculating that certain DSM revisions may have been made on a tit-for-tat basis when certain groups were pushing for the removal of homosexuality as a disorder. This remains controversial, although the vast majority of today's mental health professionals follow and agree with the current DSM classifications.

International human rights law

The Yogyakarta Principles, a document on the application of international human rights law, provide in the preamble a definition of gender identity as each person's deeply felt internal and individual experience of gender, which may or may not correspond with the sex assigned at birth, including the person's sense of the body (which may involve, if freely chosen, modification of bodily appearance or function by medical, surgical or other means) and other experience of gender, including dress, speech and mannerism. Principle 3 states that "Each person’s self-defined [...] gender identity is integral to their personality and is one of the most basic aspects of self-determination, dignity and freedom. No one shall be forced to undergo medical procedures, including sex reassignment surgery, sterilisation or hormonal therapy, as a requirement for legal recognition of their gender identity." and Principle 18 states that "Notwithstanding any classifications to the contrary, a person's sexual orientation and gender identity are not, in and of themselves, medical conditions and are not to be treated, cured or suppressed." Relating to this principle, the "Jurisprudential Annotations to the Yogyakarta Principles" observed that "Gender identity differing from that assigned at birth, or socially rejected gender expression, have been treated as a form of mental illness. The pathologization of difference has led to gender-transgressive children and adolescents being confined in psychiatric institutions, and subjected to aversion techniques – including electroshock therapy – as a 'cure'." The "Yogyakarta Principles in Action" says "it is important to note that while 'sexual orientation' has been declassified as a mental illness in many countries, 'gender identity' or 'gender identity disorder' often remains in consideration." These Principles influenced the UN declaration on sexual orientation and gender identity. In 2015, gender identity was part of a Supreme Court case in the United States called Obergefell v. Hodges in which marriage was no longer restricted between man and woman.

Philosophy

Kathleen Stock has written that because gender identity is based on a person's feelings, it is detached from both a person's sex and their gender (in the socially constructed sense). Stock also argues that because the concept of gender identity rarely comes up outside the context of gender dysphoria, "it would seem false to say that everyone has one".

Measurement

No objective measurement or imaging of the human body exists for gender identity, as gender identity is part of one's subjective experience. Numerous instruments for assessing gender identity exist, including questionnaire-based, interview-based and task-based assessments. These have varying effect sizes among a number of specific sub-populations. Gender identity measures have been applied in clinical assessment studies of people with gender dysphoria or intersex conditions.

Non-binary gender identities

Some people, and some societies, do not construct gender as a binary in which everyone is either a boy or a girl, or a man or a woman. Those who exist outside the binary fall under the umbrella terms non-binary or genderqueer. Some cultures have specific gender roles that are distinct from "man" and "woman." These are often referred to as third genders.

Fa'afafine

In Samoan culture, or Faʻa Samoa, fa'afafine are considered to be a third gender. They are anatomically male but dress and behave in a manner considered typically feminine. According to Tamasailau Sua'ali'i (see references), fa'afafine in Samoa at least are often physiologically unable to reproduce. Fa'afafine are accepted as a natural gender, and neither looked down upon nor discriminated against. Fa'afafine also reinforce their femininity with the fact that they are only attracted to and receive sexual attention from straight masculine men. They have been and generally still are initially identified in terms of labour preferences, as they perform typically feminine household tasks. The Samoan Prime Minister is patron of the Samoa Fa'afafine Association. Translated literally, fa'afafine means "in the manner of a woman."

Hijras

Hijras are officially recognized as third gender in the Indian subcontinent, being considered neither completely male nor female. Hijras have a recorded history in the Indian subcontinent since antiquity, as suggested by the Kama Sutra. Many hijras live in well-defined and organised all-hijra communities, led by a guru. These communities have consisted over generations of those who are in abject poverty or who have been rejected by or fled their family of origin. Many work as sex workers for survival.

The word "hijra" is a Hindustani word. It has traditionally been translated into English as "eunuch" or "hermaphrodite", where "the irregularity of the male genitalia is central to the definition". However, in general hijras are born male, only a few having been born with intersex variations. Some Hijras undergo an initiation rite into the hijra community called nirvaan, which involves the removal of the penis, scrotum, and testicles.

Khanith

The khanith form an accepted third gender in Oman. The khanith are male homosexual prostitutes whose dressing is male, featuring pastel colors (rather than white, worn by men), but their mannerisms female. Khanith can mingle with women, and they often do at weddings or other formal events. Khaniths have their own households, performing all tasks (both male and female). However, similarly to men in their society, khaniths can marry women, proving their masculinity by consummating the marriage. Should a divorce or death take place, these men can revert to their status as khaniths at the next wedding.

Two-spirit identities

Many indigenous North American Nations had more than two gender roles. Those who belong to the additional gender categories, beyond cisgender man and woman, are now often collectively termed "two-spirit" or "two-spirited". There are parts of the community that take "two-spirit" as a category over an identity itself, preferring to identify with culture or Nation-specific gender terms.