How do adults with a learning disability experience gender?

  • Research type

    Research Study

  • Full title

    Using Q Methodology to explore how adults with a learning disability experience gender, and how this contributes to the perception of gender roles.

  • IRAS ID

    310262

  • Contact name

    Kelly Tipton

  • Contact email

    kelly.tipton@mpft.nhs.uk

  • Sponsor organisation

    Staffordshire University

  • Clinicaltrials.gov Identifier

    n/a, n/a

  • Duration of Study in the UK

    1 years, 2 months, 31 days

  • Research summary

    RESEARCH SUMMARY:
    The aim and purpose of this research is to explore the way in which individuals with a learning disability understand, express and experience gender roles. Societal understanding has evolved over recent years, however, little is known about how individuals with a learning disability experience and understand this. The research aims to gather the views directly from individuals with a learning disability, as underrepresented voices within research. The research may contribute to a body of literature around gender and may pose questions for services offering support to individuals with a learning disability.

    How do individuals with a learning disability experience gender roles? Investigating how gender is experienced, and how this may contribute to sense of identity and perception of gender roles.

    SUMMARY OF STUDY RESULTS:
    There is limited research exploring how people with learning disabilities conceptualise gender. However, people with learning disabilities are likely to present with a range of gender identities as seen in the general population (Robinson et al, 2020). The current study used Q-methodology to explore how people with learning disabilities conceptualised gender, through statements about gender roles, and gender stereotypes. The thirteen participants loaded onto three factors, ‘Anyone can be anything’, ‘More traditional views on gender’ and ‘Femininity is good’. The range of viewpoints suggest implications for clinicians and those supporting people with learning disabilities, to ensure service delivery is person centred and considers individual experience of gender. Since there remains limited research exploring the intersection of learning disability and gender, future research could consider how people with learning disabilities develop their views about their gender in more depth.

  • REC name

    West Midlands - Coventry & Warwickshire Research Ethics Committee

  • REC reference

    22/WM/0128

  • Date of REC Opinion

    12 Aug 2022

  • REC opinion

    Further Information Favourable Opinion