In my thesis, I explored how LGBTQ+ individuals conceptualize, develop, and express their gender identities. In the theoretical part, I first presented the concept of gender from various perspectives, then described gender-based socialization, including the roles of family, school, and media in this process. I further outlined the concept of gender identity and its connection to the gender binary system and non-binary gender identities, then I presented gender expression and gender-affirming care. I concluded the theoretical part by introducing the LGBTQ+ community, analysing the link between sexuality and gender identity, and then focusing on discrimination and violence that LGBTQ+ individuals are often subjected to. The aim of the research was to gain insight into the experiences of LGBTQ+ individuals in relation to gender identity and to shed light on a topic that is under-researched in Slovenia. I focused on different ways that LGBTQ+ individuals define and live their gender identities, the formation of gender identity through the process of socialization, expressing gender in everyday life, and navigating the pressure tied to gender norms within a society rooted in cis- and heteronormativity. The empirical part is based on a qualitative approach, involving eight participants with whom I conducted semi-structured interviews, and analysed the data using open and axial coding. The findings show that for LGBTQ+ individuals, gender identity is not a separate aspect of identity, but rather constitutes an interweaving of various factors. Gender identity therefore encompasses the individual's physical characteristics, behaviors, and internal self-perception, while also being situated within a social context. LGBTQ+ individuals express their gender identity through appearance and behaviour, embodying it in ways that enable feelings of authenticity. Expressing gender freely is easier in relationships that an individual can choose for themselves, while concealment stems from anticipated fear of negative responses and discrimination. During childhood, the act of parents allowing children space for exploration helps build the child's confidence and resilience; however, LGBTQ+ individuals identify the school environment as crucial for developing an understanding of gender roles. At that time, queer individuals experience distress and peer pressure, driven by their desire to feel a sense of belonging. Furthermore, the school system is also rooted in the binary gender system and heteronormative practices. In adulthood, expressing and evolving gender identity is subject to societal expectations and pressures, with prejudice and discrimination frequently targeting LGBTQ+ individuals. This may lead them to suppress their own feelings or conceal their identity to protect themselves. The individuals more susceptible to pressure regarding societal gender norms are queer persons who present in gender non-conforming ways, and individuals who were not granted the freedom to experiment with gender expression throughout their upbringing. It is necessary to incorporate topics of gender diversity into the school curriculum and to educate both parents and teachers to reduce stereotypical approaches towards children. Adequate attention must also be given to developing a more inclusive vocabulary that would ensure more gender-neutral terms in the Slovenian language. Further research is needed, especially on the topic of gender non-conforming individuals in Slovenia, given that they are a particularly vulnerable group within the LGBTQ+ community. In addition, it would be beneficial to further explore the phenomenon of LGBTQ+ individuals concealing their sexuality and gender identity.
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