in APA 7th edition- write a 500 words response to this article review for a doctoral student- include 4 peer reviewed articles with proper urls/dois. use this instruction: critical analysis of the writing, noting where arguments, assumptions, or assertions are not explained, any shortcomings in the analysis, and areas where the author could better explain something. The intent is to engage in the peer review process and provide feedback to help your classmates in their review of material. Going forward, focus on strengthening your critical analysis of an article. Did the author draw any conclusions or make assertions or assumptions you took issue with? Why? Why not? In a sense you want to analyze the analysis and extract the points that are most important to present your conclusions. As you write future reviews, expand on your discussion of the author's assertions, assumptions, and conclusions, and challenge those assertions, assumptions, and conclusions.

Assessing the Impact of Gender Identity Nondiscrimination Policies: A Review

The article "Assessing the Impact of Gender Identity Nondiscrimination Policies" provides a thorough and empirically based investigation of how gender-inclusive practiceswithin school settings impact the experiences of transgender and gender-nonconforming (TGNC) youth. In the context of a project that seeks to inform policies and practices on lesbian, gay, bisexual, and transgender issues, Toomey and Zaho (2021) argue in favor of including nondiscrimination policies that enumerate sexual orientation and gender identity categories in the policies and infrastructure of institutions, given the growing divisions in American legal and social life over human sexual behavior and gender identity. These are policies that seek to break down structural stigma, affirm diverse gender expressions, and improve the lives of TGNC students. The purpose of this review will be to briefly summarize the article's contentions and conclusions, to evaluate the premises upon which those recommendations are based, and to review the article from the framework of a Christian perspective based on natural law, biblical principle, and constitutional law.

Article Summary

The main focus of the article is the enactment and assessment of nondiscriminationpolicies at school that specifically encompass students' gender identity and expression. The authors review the conceptual bases of stigma and minority stress, provide information regarding disparities experienced by TGNC youth, and evaluate school policies to promote equity for these students. They stress the multifaceted nature of high-performing schools and the need for structural change, staff development, and support.

Theoretical Framework

The paper is heavily influenced by two conceptual tools, Goffman's (1963) Stigma theory and Meyer's (2003) Minority stress model. Goffman conceptualizes a stigma as a potentially discrediting relational feature whose social force derives from the marginality of the discredited person. Meyer (2003) elaborates upon this theme by distinguishing distal stressors like exposure to discrimination from proximal stressors, including internalized stigma, whereby minority groups experience chronic psychological stress leading to diminished mental and physical health. The article applies these models to TGNC populations, hypothesizing that school-level policies that challenge cisnormativity regimes could reduce stigma and enhance student outcomes.

Empirical Findings

The article offers comprehensive evidence of how TGNC youth experience discrimination within schools, through verbal abuse, policy-based marginalization (such as restrictions on restroom access or pronoun use), and higher rates of discipline. Such experiencesare associated with increased absenteeism, depression, suicidal thoughts, and poor academic performance. On the other hand, schools that have a student conduct policy that prohibits discrimination both on paper and in practice, provide safe spaces like Gender and Sexuality Alliances (GSAs) and provide staff education on gender inclusivity report much better outcomes for TGNC youth (Kosciw et al., 2018; Russell et al., 2016).

Specifically, the four most relevant areas of school policy are: (1) Inclusive, weather-specific nondiscrimination policies: a) with an explicit coverage of gender identity and expression; (2) Access to resources and supportive services; (3) GSA formation; and (4) Staff development mandates. Each is perceived to contribute to a culture of safety and affirmation, which in turn impacts psychological well-being and academic performance.

Limitations and Recommendations

The authors note that very few schools have already implemented model policies, though they admit that these examples are in the minority. They also highlight methodological limitations in assessing policy effectiveness, including a reliance on student self-reports and a lack of data on implementation fidelity. Avenues for future research include improved measures of stigma, experience sampling methodologies, and intersectional work that acknowledges the cumulative experiences of TGNC students of color.

Christian Worldview

From a Christian worldview, the article's assumptions about gender identity diverge sharply from biblical teaching. Scripture clearly states, "So God created man in his own image, in the image of God created he him; male and female created he them" (King James Bible, 1769/1979, Genesis 1:27). The Christian understanding of human identity is rooted in the created order: male and female as biologically and spiritually distinct, yet equal. To separate gender identity from biological sex is to challenge this divine order and risk undermining core doctrines of embodiment and identity. At the same time, Christianity mandates compassion and justice. Jesus' ministry consistently elevated the marginalized (Luke 4:18), and believers are called to love their neighbors as themselves (Mark 12:31). Bullying, harassment, and violence against TGNC youth are unequivocally wrong and should be condemned. Christians must engage with empathy while upholding truth.

Ethical Concerns and Parental Rights

One of the central issues from a Christian ethical perspective is the coercive character of certain nondiscrimination policies. Requirements to use preferred pronouns, withhold notification from parents, or compel staff to affirm gender identities which differ from biological sex may also infringe the conscience rights, not only of students, but of parents and educators as well. Mandates like these would turn schools from sites of inquiry into venues of ideological conformity.

Proverbs 22:6 instructs us to "Train up a child in the way he should go: and when he is old, he will not depart from it" (King James Bible, 1769/1979). Children are from God, who gives them to parents for spiritual training. School policies that hide a child's gender transition from parents or help a child transition into the opposite sex socially without parental oversight violate this biblical injunction and undermine parental authority.

Legal and Constitutional Dimensions

Legally, the article fails to consider that broad nondiscrimination rules can conflict with the First Amendment. The U.S. Supreme Court has ruled that students and teachers do not shed their constitutional rights to freedom of speech or expression at the schoolhouse gate (Tinkerv. Des Moines Independent Community School District, 1969). Mandatory speech directives (such as pronoun use) also implicate freedom of speech and religious exercise.

Another federal law mentioned in the article, Title IX, was initially passed to protect against sex-based discrimination. Rulings have differed on whether gender identity is protected. While recent rulings such as Bostock v. Clayton County (2020) interpret "sex" to include gender identity in employment contexts, that reasoning has not been universally applied to education. Christians engaged in policy advocacy must remain vigilant to ensure that civil rights expansions do not nullify others.

A Balanced Approach

The Christian response should not be reactive or dismissive. Rather, believers should advocate for policies that balance compassion for TGNC students with respect for conscience rights. Schools should provide environments free from hostility while permitting diverse views on gender grounded in faith or science. Educational institutions can adopt anti-bullying measures without mandating ideological conformity. Christians in education should also model care, hospitality, and Gospel hope for TGNC students, pointing them to the God who knows and loves them.

Conclusion

The article offers a thorough and empirically grounded case for adopting gender-inclusive nondiscrimination policies in schools. It synthesizes existing research on structural and interpersonal stigma and shows how policy interventions may improve outcomes for TGNC youth. However, its conclusions are drawn from a secular, constructivist worldview that is incompatible with the biblical understanding of sex and gender. From a Christian perspective, compassion for TGNC youth and opposition to mistreatment must be coupled with unwavering commitment to biblical truth, family integrity, and constitutional liberty.

Christians must strive to shape policies that reflect justice and truth, ensuring schools are safe for all without compromising conscience or biblical convictions. In doing so, the Christian scholar and policymaker testifies to the dignity of all human beings as image-bearers of God and upholds the moral order by which true human flourishing is achieved.

References

Bostock v. Clayton County, 590 U.S. ___ (2020).

Brener, N. D., Demissie, Z., McManus, T., Shanklin, S. L., Queen, B., & Kann, L. (2017). School health profiles 2016: Characteristics of health programs among secondary schools. Centers for Disease Control and Prevention. https://www.cdc.gov/school-health-profiles/media/pdf/2016_Profiles_Report.pdf

Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Prentice-Hall.

King James Bible. (1979). The Church of Jesus Christ of Latter-day Saints. (Original work published 1769)

Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2018). The 2017 National School Climate Survey. GLSEN. https://www.glsen.org/sites/default/files/201910/GLSEN-2017-National-School-Climate-Survey-NSCS-Full-Report.pdf

Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697.

Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969).