Journal of Qualitative Research in Health Sciences

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Identity Challenges of Gender-Dissatisfied Adolescents: A Phenomenological Study

Document Type : Original Article

Authors

1 Department of Counseling, Allameh Tabataba’i University, Tehran, Iran

2 Department of Educational Psychology, University of Tehran, Tehran, Iran

3 Department of Counseling, University of Tehran, Tehran, Iran

10.34172/jqr.1488

Abstract

Background: Gender identity represents a significant facet of the challenges and uncertainties experienced by adolescents. The present study aimed to explore the experiences of adolescents dissatisfied with their gender in schools, specifically delving into how their interactions with peers and school staff influence their self-perception and the challenges they encounter.
Methods: This research examined the experiences of 30 adolescents (18 females and 12 males) navigating gender dissatisfaction in school. Using a qualitative approach, participants were selected through purposive sampling, and data were collected via semi-structured interviews. The gathered data were analyzed following Strauss and Glaser’s interpretative approach.
Results: The findings of this study revealed a journey of self-awareness characterized by pain, confusion, and a search for identity. The results highlighted negative self-perception, feelings of loneliness, experiences of discrimination, and resentment towards educators. Additionally, peer harassment, acceptance, and attraction emerged as significant themes. Participants also expressed clear expectations for supportive school staff.
Conclusion: This study highlighted the unique aspects of the participants’ experiences, offering valuable insights for school counselors and teachers. By fostering a deeper understanding of the needs and vulnerabilities of this demographic, educators and counselors can work more effectively to support them.

Highlights

Mansoureh Hajhosseini (PubMed) (Google Scholar)

Keywords

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Journal of Qualitative Research in Health Sciences
Volume 14
Pages 1-11
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History
  • Receive Date: 10 October 2024
  • Revise Date: 11 October 2025
  • Accept Date: 15 October 2025
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