ABSTRACT
Gender can be broken down into three distinctly measurable components: physical sex characteristics, gender identity, and gender expression/presentation. Sex assigned at birth/assigned gender is simply the designation of male or female given to an infant at the time of birth based upon a physical examination of external genitalia. Transgender and nonbinary youth, however, possess gender identities and expressions that do not align with their sexes assigned at birth and do not conform to the stereotypes of their assigned genders. Gifted students who are trans or nonbinary may be denied the opportunities due to rules rooted in implicit bias. The practices offer educators a variety of strategies for countering implicit bias, enhancing culturally responsive teaching, and increasing representation for nonbinary and trans students in gifted programs. Offering students consistent opportunities to see their identities acknowledged and validated in school is critical to supporting their developing sense of self.
