Syllabus Edition

First teaching 2025

First exams 2027

Gender Identity: Non-binary & Gender Fluidity (AQA A Level Psychology): Revision Note

Exam code: 7182

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Non-binary identity

  • According to Monro (2019), 'non-binary' is a catch-all term that refers to people who do not experience or desire a gender identity, or whose identity falls outside of, or is in between male and female at different times

    • The earliest use of this term was around 2000

    • Genderqueer and non-binary identities share ‘dis-identification’ with rigid gender binaries (Monro, 2019)

    • Some youths with a non-binary gender identity do not identify as transgender (The Lancet Review, 2020)

Non-binary gender identity statistics

  • Estimates of the number of non-binary people vary

    • According to official statistics, the proportion of the UK population who define as non-binary when given a choice between male, female and another option is 0.4%, which is 1 in 250 people (Titman, 2014)

    • The Government and Equalities Office (2018) found that of the 14,320 responses from trans people, almost 52% identified as non–binary

    • However, Nieder et al. (2018), in a comprehensive review, found that 80% of trans people identify as male or female, leaving 20% of individuals with an identity that falls outside or between male and female identities

Measuring the prevalence of non-binary identity

  • The 2021 Census was the first time the Office for National Statistics (ONS) collected data on gender identity

Gender identity question with options: Yes, No with write-in space, and Prefer not to say. Checkbox next to each option for responses.
The gender identity question on the Census (ONS, 2021)
  • It was a voluntary question asked of respondents aged 16 and over

  • 45.7 million (94.0%) of the population aged 16 years and over answered the question

    • 45.4 million (93.5%) answered 'yes'

    • 262,000 (0.5%) answered 'no'

    • 30,000 (0.06%) identified as non-binary

    • The remaining 2.9 million (6.0%) did not answer the question

  • The question used in the survey has been criticised, as some people found the question confusing and gave a response that did not reflect their gender identity

  • The ONS recognises that the statistics for gender identity are still being developed, which means they're not final and the way they're measured is still being improved.

Cross-cultural studies of gender identity

  • Globally, many cultures recognise gender identities beyond the binary

  • Many non-Western cultures have embraced multigender systems where gender identities other than man/woman are recognised

    • Research demonstrates that gender is fluid and that gender roles, identities, and expectations are socially constructed rather than solely based on biology

Hijra (India)

  • In India, Hijra are members of a traditional third gender community and are the most common non-binary identity recognised today

  • Hijras have a long history in South Asia and are found in Hindu religious texts

  • Many hijras are born with male sexual characteristics

  • The hijra are underpinned by a unique culture; for example, they often leave home to join groups where they are educated in spirituality

  • There is a common belief that hijras possess the power to bless or curse others

  • In 2014, India's Supreme Court recognised transgender people as a third gender

Muxes (Oaxaca, Mexico)

  • In the southern state of Oaxaca, there are three genders: female, male and muxe

  • A third gender is accepted among the community, and the inclusion of the identity in the culture and its traditions

  • Muxes are assigned male at birth but dress and behave in ways associated with women

  • Muxes have been celebrated since pre-Hispanic times and are not forced to adopt a binary world view

The Bugis people (South Sulawesi, Indonesia)

  • The Bugis people of South Sulawesi recognise several genders beyond the binary

    • Calalai: a biological female who presents in 'masculine' ways, such as cutting their hair short and dressing in men’s clothes

      • They also take on a social position similar to men

    • Calabai: biological males who adopt a role similar to that traditionally occupied by women

      • They don’t identify as women, reject the restrictions that women experience, and do not have their sexual characteristics altered

    • Bissu: this gender surpasses other genders and embodies the totality of masculinity and femininity

      • They embody a spiritual role and are believed to bridge the gap between this earthly world and the divine

Worked Example

Here is an example of an AO2 question you might be asked on this topic.

AO2: You need to apply your knowledge and understanding, usually referring to the question ‘stem’ in order to do so

Beatrix always has her hair long. She nearly always wears dresses and skirts with a fluffy jumper or silky shirt, and her favourite colour is pink. She likes to go shopping for makeup and clothes, and is on the netball team at work.

Jess varies her hairstyle, growing it long for a while, then cutting it quite short. She wears jumpsuits, trousers and dresses in all different colours. Jess sometimes goes shopping for makeup and clothes, but also enjoys lifting weights in the company gym and using the climbing wall.

Referring to Beatrix and Jess, explain what is meant by binary and non-binary gender identity.

[4 marks]

Model Answer

  • Beatrix exemplifies the traditional view that gender is binary, so there are two exclusive forms of gender: feminine and masculine. Beatrix appears to show traditional feminine gender characteristics in the preference for long hair, pink, makeup, shopping and playing 'feminine' sports like netball

  • Jess exemplifies non-binary gender, where neither the binary option of strictly feminine nor strictly masculine describes her gender. Jess's preference for diverse hairstyles, clothes and activities cannot be described as exclusively traditionally masculine or feminine

Level 2: 3-4 marks

Examiner Tips and Tricks

With an AO2 question, be sure to refer to the context given in the question stem - use names and details of the scenario so the examiner can see you understand the assessment requirements of AO2 questions.

Remember not to give your personal opinions and beliefs when answering questions about gender and identity. Stick to the content from the syllabus and question stems provided.

Gender fluid identity

  • Gender fluidity challenges the view that gender is binary and fixed

  • A gender fluid identity falls under the non-binary description above

    • There is, currently, no standard definition of 'gender fluid' therefore, people may use the term differently

  • According to Katz-Wise (2020)

    • Gender fluidity is unfixed and dynamic

    • A person's gender expression and/or gender identity changes over time

    • For some individuals, gender fluidity may be a way to explore gender before establishing a more stable gender expression or identity

    • For others, gender fluidity may continue indefinitely

  • People may wish to express their gender fluidity through their clothes, makeup, hairstyles, voice, and pronouns

    • Non-binary adolescents may express more fluidity of their gender (Doyle, 2022)

    • Gender identity exploration and expression look different for every individual and can evolve across an individual's lifespan

  • Katz-Wise et al. (2023) note that there is limited research focusing exclusively on gender fluidity

Examiner Tips and Tricks

Use cross-cultural research findings on gender identity and fluidity not only to challenge the gender binary but also to strengthen your evaluation of the biological explanations of gender development, showing that cultural factors can override or reshape any purely biological blueprint.

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Cara Head

Reviewer: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding

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