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Transgender Exclusion in Sports

Suggested Discussion Points With Resources to Oppose Transgender Exclusion Bills
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Background

In 2022, antitransgender student athletics bills were introduced in 29 states in the United States. Antitransgender sports legislation often requires that all students be on sports teams and compete in sports competitions based on their gender assigned at birth. These efforts assume that transgender girls—often framed as cisgender boys claiming to be girls—hold biological advantages in girls’ sports, effectively undermining fairness in sports.

Activists posit that antitransgender athletics efforts are also motivated by anti-Blackness in that they reflect long-standing gendered racist discrimination toward Black women for being deemed “too masculine” (Clifton, 2021). Without conclusive evidence that transgender girls are “biologically male,” this policy and legislation stands on antitransgender accusations that have historically and contemporarily disproportionately been used to discriminate against Black women in the U.S. and abroad.

Antitransgender sports efforts increasingly emerged following the high-profile cases of Andraya Yearwood and Terry Miller, two Black transgender high school girls competing in girls’ track teams in Connecticut. Despite having previously defeated Yearwood and Miller, three White cisgender girls were plaintiffs in a February 2020 lawsuit that argued that transgender girls’ participation in girls’ sports competitions violates protections against gender-based discrimination under Title IX (Clifton, 2021). In April 2021, a federal judge dismissed the lawsuit.

As of November 2021, 10 states have enacted antitransgender sports ban legislation: Alabama, Arkansas, Florida, Idaho, Mississippi, Montana, South Dakota (by Executive Order), Tennessee, Texas, and West Virginia. However, these efforts have not been met without opposition—in addition to local and national grassroots movements, the American Civil Liberties Union, Lambda Legal, and the Human Rights Campaign have filled lawsuits across the U.S. in opposition of antitransgender student athletics legislation.

Suggested discussion points

  • Transgender children vary in athletic ability, just as other youth do. There is no evidence to support claims that allowing transgender student athletes to play on the team that fits their gender identity would affect the fairness of the sport or competition (ACLU, 2020). In February 2021, the National Coalition for Women and Girls in Education issued a statement supporting transgender and nonbinary students’ full and equal participation in all education programs and activities, including sports (see Resources section below). The American Psychological Association took the same position in February 2020 (APA, 2020).
  • A person’s gender identity is how each person self-defines their gender. This may or may not be consistent with the sex someone was assigned at birth (APA, 2009). Gender identity is central to how children and adolescents perceive themselves (APA 2015). Requiring transgender youth to athletically compete on teams based on their sex/gender assigned at birth is the same as banning them from athletic competition entirely (ACLU, 2020).
  • There is ample evidence that an opportunity for adolescents to participate in sports results in positive outcomes, such as better grades, greater homework completion, higher educational and occupational aspirations, and improved self-esteem (Darling et al., 2005; Fredericks & Eccles, 2006; Marsh & Kleitman, 2003; Nelson, & Gordon-Larsen, 2006; Ortega et al., 2008; U.S. Department of Health and Human Services, 2008). Additionally, excluding any subset of girls from sports can encourage divisiveness and compromise group cohesion, undermining the benefits all youth deserve from team sports (ACLU, 2020). All youth should have access to the benefits of sports.
  • For these reasons and many others, we are asking you to oppose [bill number and name]. Feel free to contact us if you have any questions, and we look forward to working with your office on this.

Are you a psychologist or a representative of a state, provincial, or territorial psychology association who has written a letter to your state legislative representative or representatives, provided testimony at a committee hearing, or participated in direct advocacy individually or with organized community advocacy efforts? If so, would you be willing to share either copies of letters or testimony, or videos of testimony, for consideration to be added here as examples to inform and inspire others to take similar action? If so, please send via email.

Resources

National Coalition for Women and Girls in Education

Supporting Transgender Youth & Their Families Amidst Trans Sports Bans 

  • This document (PDF, 413KB) provides additional context as well as specific resources for transgender youth and their families who are distressed by discriminatory bills and looking for support and ways to take action. This is a joint project of the Trevor Project, Athlete Ally, genderspectrum, PFLAG, GLSEN, Transathelete.com, and The National Center for Transgender Equality.

TransAthlete

Center for American Progress

  • Fair Play The Importance of Sports Participation for Transgender Youth

Human Rights Campaign: Play to Win

Fact sheets from the Society for the Psychology of Sexual Orientation and Gender Diversity (Div. 44)

References

American Civil Liberties Union (2020). Four myths about trans athletes, debunked. https://www.aclu.org/news/lgbtq-rights/four-myths-about-trans-athletes-debunked/

American Psychological Association. (2009). Report of the task force on gender identity and gender variance. https://www.apa.org/pi/lgbt/resources/policy/gender-identity-report.pdf (PDF, 1.02MB)

American Psychological Association. (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70(9), 832-864. https://www.apa.org/practice/guidelines/transgender.pdf (PDF, 461KB)

American Psychological Association. (2020). APA resolution on supporting sexual/gender diverse children and adolescents in schools. https://www.apa.org/about/policy/resolution-supporting-gender-diverse-children.pdf (PDF, 112KB)

Clifton, D. (2021). Anti-trans sports bills aren’t just transphobic — they’re racist, too. them. https://www.them.us/story/anti-trans-sports-bills-transphobic-racist

Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1), 51–76. https://doi.org/10.1080/00222216.2005.11950040

Fredericks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713. https://doi:10.1037/0012-1649.42.4.698

Marsh, H.W. & Kleitman, S. (2003). School athletic participation: Mostly gain with little pain. Journal of Sport and Exercise Psychology, 25(2), 205–228. https://doi.org/10.1123/jsep.25.2.205

Nelson, M. C. & Gordon-Larsen, P. (2006). Physical activity and sedentary behavior patterns are associated with selected adolescent health risk behaviors. Pediatrics, 117(4), 1281–1290. https://doi:10.1542/peds.2005-1692

Ortega, F. B., Ruiz, J. R., Castillo, M. J., & Sjöström, M. (2008). Physical fitness in childhood and adolescence: A powerful marker of health. International Journal of Obesity, 32, 1–11. https://doi.org/10.1038/sj.ijo.0803774

U.S. Department of Health and Human Services (2008). 2008 Physical Activity Guidelines for Americans. https://health.gov/our-work/physical-activity/previous-guidelines/2008-physical-activity-guidelines

Last updated: January 2023Date created: March 2021

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