Exploring gender diverse young adults’ gender identity development in online LGBTQIA + communities

Figures & data

Table 1. Participant demographics.

Pseudonym	Age	Gender Identity	Sexuality	Ethnicity	Pronouns
Amy	19	(Transgender) Female	Bisexual	White	She/Her
Ari	24	Non-Binary	Bisexual	White	She/They
Bob	20	Non-Binary	Gay	White	They/Them
Cam	19	Transmasculine Person	Asexual	–	He/They
D	25	Non-binary Transmasc	Asexual spectrum	White	They/He
K	20	Non-Binary	Pansexual	White	They/Them
Maria	19	Trans Female	Bi/Pan	White	She/They
TB	25	Male	Pan	White	He/Him
Vincent	22	Trans Male	Gay	White	They/Them & He/Him

Table 2. Reflexitve thematic analysis phases.

Steps	Worked example
Familiarisation	Reviewing the data through multiple readings to become immersed in the transcript and develop a deep understanding of the data.
Doing coding	Working systematically through the data and assigning a code label to aspects that speak to the research question. For example, “online safety”, “boundaries and protection”, and “virtual live vs real life”.
Generating initial themes	Exploring areas of the data for similarity of meaning and clustering together these codes into themes. For example, “online vs offline” and “online education spaces”.
Developing and reviewing themes	Reviewing the validity of the initial clustering from the previous stage and exploring possibilities for any further development of patterns of meaning.
Refining, defining and naming themes	Continued development and refinement of themes, involving structural and narrative work for the overall flow of the individual theme and overall analysis.
Writing matters for analysis	Deep refinement to translating the structure and narrative from the previous stage into a written analytic story of the whole data.

Data availability statement

Due to ethical issues, data underpinning this publication cannot be made openly available. Further information about the data and conditions for access are available from https://doi.org/10.24339/79cfffd8-365e-42ff-89e9-9702624969c8