How gender identity is assessed directly shapes how students are supported in elementary schools in the United States. Despite the existence of gender diversity, calls for more inclusive science, and recommendations from national research associations and societies to incorporate and emphasize the voices of individuals with diverse gender identities, most studies exploring gender disparities in education have relied heavily on the assumption of a gender binary. As a result, the omission of diverse gender identities from educational research in the elementary years is troubling. To address this area of need, the current article summarizes the opportunities for and constraints surrounding inclusive evaluation of gender identity in the elementary school years. We begin with a brief review of common methods used to assess gender identities for children in elementary school, including the strengths and limitations of each. We next contextualize these measures by outlining the current state-level barriers to including diverse gender identities in assessments of gender. In highlighting the best available practices and the structural systems of oppression realized through state-level policies that perpetuate an inability to represent student voices across the gender spectrum, we conclude with a call to action to inspire the evolution of best practices in the service of all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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测量美国小学生的性别：超越二元对立的有前途的做法和障碍。


性别认同的评估方式直接影响了美国小学对学生的支持方式。尽管存在性别多样性，呼吁更具包容性的科学，并且国家研究协会和学会建议纳入和强调具有不同性别认同的个人的声音，但大多数探索教育中性别差异的研究在很大程度上依赖于性别二元的假设。因此，小学阶段的教育研究中遗漏了不同的性别认同，这令人不安。为了满足这一需求领域，本文总结了小学阶段围绕性别认同包容性评估的机会和限制因素。我们首先简要回顾了用于评估小学儿童性别认同的常用方法，包括每种方法的优势和局限性。接下来，我们通过概述当前在性别评估中包括不同性别认同的州级障碍来将这些措施置于背景中。在强调通过州级政策实现的最佳实践和压迫的结构性系统时，这些政策使学生在性别范围内的声音永久无法得到体现，我们最后呼吁采取行动，以激发为所有学生服务的最佳实践的发展。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。