CH-9 Gender and Identity: Process, Roles, and Culture – Human Sexuality: Self, Society, and Culture : Book Guide

Chapter 9: Gender and Identity: Process, Roles, and Culture Discussion Topics Discussion 9.1: Studies of 5-Alpha-Reductase Deficiency Since ancient times, there have been reports of individuals changing their sex because of the confusion they have over their own body and genitals. For example, among the ancient Greeks was Tiresias, a blind prophet who was said to have been born a boy, later lived as a woman for 7 years, and then went back to being a man. Did these changes occur because he had the genitals of both sexes at different times in his life? Though we may not have the answer about the case of Tiresias, anthropological research has examined more recent incidences of 5-alpha-reductase deficiency. Individuals with this deficiency help us to understand the influences of culture, anatomy, and biology in sexual development. This research also suggests that in some cultures there may be at least three sex categories of humans (Herdt, 1994; Money, 1991; Sterling, 2001). Medical doctors conducted studies in the Dominican Republic because people with 5-alpha-reductase deficiency have been born there with regularity over generations. In fact, the local culture created a term for a third-sex category for these newborns. They were called guevedoche, roughly translated as “testicles at 12,” meaning they will develop testicles when they are about 12 years old (Herdt, 1994; Imperato-McGinley et al., 1981). Among five villages this condition has occurred, perhaps the result of long-term inbreeding. Researchers noted that 38 individuals (out of several hundred people in the five villages) were seen as guevedoche. Many were reared as girls. In time, however, 33 of them underwent a sex change. Seventeen changed to male gender identity because they felt more like men, and developed the awareness that they had a male gender identity. Sixteen reported changing to a male gender role because by age 16 they no longer felt like a girl. As men, these former girls assumed such male gender roles as farmers and woodsmen, and some married women. The researchers decided that it was the biology and hormones that caused these individuals to change from female to male (Imperato-McGinley et al., 1979). The researchers did not explain what happened to the individuals who did not change to male gender identity or roles. But what is the role of culture and context here? The term guevedoche is about both biology and culture, because part of it refers to anatomy (nature) and part of it refers to what people in their culture expect regarding how a male or a female will act (nurture). The Sambia people of Papua New Guinea have a similar intersex condition known as kwoluatwul, colloquially known as “turnem man” or “changing into a man. ” Fieldwork revealed that 12 individuals were born with this condition over a period of several generations (Herdt & Davidson, 1988). From birth, they were reared as a turnem man and grew up expecting to be men but probably not marrying. Or at birth they were mistaken to be female and reared as a girl. Late in adolescence some of those who were raised as girls tried to become men and to marry. This did not work in their own villages, perhaps because people could not “change” their perception to think of them as male, not female. In this situation, culture created perceptions that were as powerful as the biology. So the turnem man raised as girls had to move to towns far away, where they could be seen as male. One intersex individual was Sakulambei, who had a tiny penis and an odd-looking scrotum at birth (Herdt & Stoller, 990). He was treated as a turnem man, because people knew that the appearance of his genitals would change around puberty. His father rejected him in childhood, and his mother died when he was 5 years old. His mother’s brother, a powerful shaman, loved and reared him as a son in another village. Saku married, against great odds and with some stigma, which he overcame, in part, because he also became a powerful shaman (Herdt & Stoller, 1990). Discussion 9.2: Gender In most cultures sex is extremely important. One of the first questions we ask a pregnant woman is what are you having? Likewise when we see a newborn, “How cute! Is it a boy or a girl? With the emphasis that we place on sex is it no wonder that having an intersexed child may be viewed as being a bad thing? In many cultures, the importance placed on sex and gender is deeply ingrained. From the moment a woman becomes pregnant, the focus often shifts to the sex of the baby. This emphasis continues after birth, where the first question asked about a newborn is typically whether it's a boy or a girl. This societal focus on sex can create a binary view of gender, where individuals are expected to fit into traditional male or female roles and identities. When a child is born intersex, meaning their biological sex characteristics do not fit typical definitions of male or female, it can challenge these societal norms and expectations. This can lead to feelings of confusion, discomfort, or even judgment from others who may not understand or accept the complexity of intersex variations. The perception of having an intersexed child as a "bad thing" can stem from a lack of understanding and acceptance of diversity in human biology and gender identity. It highlights the need for education and awareness about intersex variations and the importance of respecting individuals' right to define their own gender identity. Instead of viewing intersex variations as negative, we should strive to create a more inclusive and accepting society where individuals of all gender identities and expressions are valued and respected. Discussion 9.3: Transgender Day of Visibility The more visible transgender people are, the more likely it is that they will be harassed. To address this issue, a new national day has been created to celebrate being transgender and being open about transgender identity. The Transgender Day of Visibility (March 31) was created by Rachel Crandall, for people to celebrate and express their unique gender qualities as transgender people. The topics to think about and discuss with others on this day include the following: What is gender? Why is gender so essential in this society? Is gender limitless, or limiting? What do you identify as your gender? How did your self-discovery occur? What steps or changes can we make on a local, national, and global level to become more inclusive of transgender individuals? How has the media impacted visibility and progression for members of the transgender community? Discuss pioneers of the transgender movement for equality and visibility. By discussing these topics, we can help families, peers, and professionals support transgender people in positive ways that create safety, self-awareness, and acceptance. 1. Gender refers to the roles, behaviors, activities, and attributes that a given society considers appropriate for men, women, and non-binary individuals. It is essential in society because it shapes how individuals are perceived, treated, and expected to behave based on their perceived gender. Gender influences various aspects of life, including social interactions, access to resources, and opportunities for personal and professional development. 2. Gender can be seen as both limitless and limiting. It is limitless in the sense that individuals can have diverse gender identities and expressions that may not fit traditional binary categories of male or female. This diversity highlights the fluidity and complexity of gender and challenges rigid notions of gender roles and expectations. However, gender can also be limiting when societal norms and expectations constrain individuals' expression of their gender identity, leading to discrimination, stigma, and exclusion. 3. Self-discovery of one's gender identity can occur through a process of exploration, introspection, and self-acceptance. This process can be influenced by a variety of factors, including personal experiences, cultural beliefs, and societal norms. 4. To become more inclusive of transgender individuals, we can take several steps at different levels: • Locally, communities can provide support groups, resources, and safe spaces for transgender individuals. • Nationally, governments can enact policies that protect transgender rights, such as anti-discrimination laws and gender-affirming healthcare access. • Globally, efforts can be made to promote awareness and acceptance of transgender individuals through education and advocacy campaigns. 5. The media plays a significant role in shaping perceptions of transgender individuals. Positive and accurate representation in the media can help increase visibility and understanding of transgender issues, while negative or stereotypical portrayals can perpetuate misconceptions and contribute to stigma and discrimination. Overall, the media can influence public attitudes and policies that affect the lives of transgender individuals. 6. Pioneers of the transgender movement have played a crucial role in advocating for equality and visibility for transgender individuals. Figures like Marsha P. Johnson and Sylvia Rivera were instrumental in the Stonewall Riots, which sparked the modern LGBTQ+ rights movement. Others, like Christine Jorgensen and Laverne Cox, have used their platforms to raise awareness and promote acceptance of transgender individuals. These pioneers have helped to advance rights and visibility for transgender people, paving the way for greater understanding and acceptance in society. Discussion 9.4: Are the Genders More Different or More Similar? Gender studies traditionally look at the differences between males and females, but psychologist Janet Hyde (2005) suggests that far too often we look for differences, rather than similarities, between genders. In reviewing a huge number of studies that assessed such things as cognition, communication, personality, well-being, and motor coordination, Hyde found strong and consistent similarities between males and females. Surprisingly, in 78% of the individual studies, the differences were either small or nonexistent. In fact, in the 40 studies she reviewed, gender similarities were more compelling and consistent than gender differences. In short, differences may have been exaggerated. This does not mean that there are no differences; only that males and females are a lot more alike than people know. Janet Hyde's research suggests that there are more similarities than differences between genders. While traditional gender studies often focus on highlighting the differences between males and females, Hyde found that in a significant number of studies assessing cognition, communication, personality, well-being, and motor coordination, there were strong and consistent similarities between males and females. In her review of 40 studies, Hyde found that in 78% of the individual studies, the differences between genders were either small or nonexistent. This indicates that the differences between genders may have been exaggerated, and that males and females are actually more alike than commonly believed. It is important to note that this does not mean that there are no differences between genders. There are certainly differences that exist, but Hyde's research suggests that the similarities between genders are more compelling and consistent than the differences. This highlights the importance of recognizing and understanding these similarities, as it can lead to greater gender equality and understanding. Discussion 9.5: Do Parents “Teach” Gender? There is evidence that parents “teach” sex roles by actively encouraging sex-typed behavior. Fagot & Leinbach (1989), in a longitudinal study, found that parents are encouraging sex-appropriate play and responding negatively to cross-sex play during the second year. This is BEFORE the child has even acquired a basic gender identity and before they display a clear preference for sex-typed activities. By 20-24 months girls are reinforced for behaviors like dancing, dressing up, playing with dolls, and are likely to be discouraged from running, jumping, and climbing. Conversely, boys are punished for “feminine behaviors” like asking for help or playing with dolls. They are encouraged to play with trucks and masculine items. Are kids influenced? YES! The parents who show the strongest and clearest pattern have the kids who quickly (1) identify themselves as M or F (2) develop firm sex-typed activity and toy preference, and (3) more quickly acquire a understanding of gender stereotypes. So how strongly do others react to cross-sex play? Langolis & Downs looked at reaction of mothers, fathers, and peers to their 3-5 year old kids playing with either cross-sex or same-sex toys. Results indicate that fathers reward kids for playing with same-sex toys and actively suppress their kids from playing with cross-sex toys. Moms behave pretty much the same with their daughters but permit sons to play with either same-sex or cross-sex toys. Peers who are boys belittle, ridicule, and disrupt the play of boys playing with cross-sex toys whereas girls are critical of girls who play with boys. Discussion 9.6: Media Influence of Sex-Typed Behavior Generally media sources portray the sexes in highly stereotyped manners, e.g., jobs, clothes, activities, etc. Research shows 5-11 year old kids who watch more than 25 hours of TV a week are more likely to prefer gender stereotyped toys and hold highly stereotyped views of Masculine / Feminine then kids who watch little TV. BUT research also shows that as TV roles become more egalitarian these views and stereotypes change thus having less impact. Research indicates that media sources often portray the sexes in highly stereotyped ways, depicting specific roles, clothing, activities, and behaviors associated with masculinity and femininity. For example, certain jobs, clothing styles, and activities are often stereotypically linked to one gender or the other. Studies have shown that children between the ages of 5 and 11 who watch more than 25 hours of TV per week are more likely to prefer gender-stereotyped toys and hold highly stereotyped views of masculinity and femininity compared to children who watch less TV. This suggests that exposure to gender-stereotyped media content can influence children's perceptions and preferences regarding gender roles and behaviors. However, research also indicates that the impact of media on gender stereotypes can be mitigated when TV roles become more egalitarian. When media content portrays a more equal representation of genders, children are less likely to adhere to traditional gender stereotypes and are more open to a wider range of activities, roles, and behaviors regardless of gender. This highlights the importance of promoting more diverse and inclusive representations of gender in media to help reduce the influence of gender stereotypes on children's perceptions and behaviors. Discussion 9.7: The Study of Gender: Individual Differences and Social Context Approaches Traditionally, gender research emerged out of the individual differences approach which attempts to explain wide variation among individuals by classifying individuals by some antecedent variable (such as age, sex, or an aspect of the environment). The goal is to determine how much of the variance among individuals, in their performance on a given task, can be accounted for by the antecedent variable. Issues have been raised regarding this approach. For example, very few attributes differ consistently when comparing the average values for the two sexes, and when consistent differences are found, the within-group variance is considerable relative to the between-group differences. While there are some replicable sex differences of moderate magnitude (math and spatial abilities, aggression), most research has found null findings when making comparisons of male and female individuals. Maccoby (1990) suggests that the null findings are an artifact of the individual differences approach. That is, there really are differences between males and females when you examine behavior in a social context. Given that social behavior is never a function of the individual alone, the social context must be considered when examining social behavior. Individuals interact differently with different partners. When behavior is summed across all categories of social partners, important differences may be obscured or missed altogether. Here are a couple of research examples from Maccoby’s article to illustrate the importance of considering the social context when examining gender. Jacklin and Maccoby (1978) observed the social behavior of preschoolers on a time-sampling basis. Positive and negative behaviors (sharing, hugging, grabbing a toy, etc.) were recorded when the children were interacting with a previously unacquainted child. Same-sex dyads and opposite dyads were examined. Using an individual differences approach (the sex of the partner was not taken into account), there were no overall sex differences in the amount of social behavior. However, when the sex composition of the dyad was examined (social context approach), there were several important findings. Same-sex dyads had a much higher level of social behavior than did opposite-sex dyads. Girls’ passive behavior was greatly influenced by the sex of the partner. Girl-girl dyads rarely displayed passive behavior; however, when girls interacted with a boy, passive behavior was prominent (boys tended to monopolize the toys). The conclusion is that social behavior is situationally specific and is influenced by the sex composition of the dyad. Greeno’s research (as cited in Maccoby, 1990) provides another example that the sex composition of the group influences social behavior. Four-child groups of kindergartners played in a large playroom with attractive toys. The groups were all-boy, all-girl, or two boys and two girls. A female adult sat at one end of the room and, halfway through the session, she moved to the other side of the room. Greeno assessed whether the sex composition of the groups influences proximity to the teacher. Girls in the all-girl groups actually stayed farther away from the adult than did the boys in the all-boy groups. The girls moved away from the adult when she changed her position. The boys did not change their location. However, when two boys were present, the girls maintained close proximity to the teacher. The girls moved with the adult when she changed her location. Greeno concluded that proximity-seeking was not a general trait of the girls, rather it was a function of the sex composition of the group. Sources: Jacklin, C. N., & Maccoby, E. E. (1978). Social behavior at 33 months in same-sex and mixed-sex dyads. Child Development, 49, 557–569. Maccoby, E. E. (1990). Gender and relationships: A developmental account. American Psychologist, 44, 127–133. Discussion 9.8: Proving Your Masculinity A consistent finding of gender studies in the United States is that boys as early as second and third grades begin to use the term fag to say what is “bad” about things, including their peers’ behavior (Cahill, 2008). Sociologist C. J. Pascoe discovered what happens in high school to boys who grew up this way. She discusses in her book, Dude, You’re a Fag: Masculinity and Sexuality in High School, that boys were very cruel in stigmatizing other males whom they perceived to be even slightly gender nonconforming. The conforming boys used strict standards for gender. If a boy was too expressive or artistic, they would identify that behavior as “fag.” She also found that these boys had strict views about what was and was not “manly”: For example, if someone was not being rough enough in team sports, that person was not manly. Having sex with a girl definitely influenced the perception that a boy was not a “fag.” Some of the “coolest guys” in the high school believe that “if a guy wasn’t having sex, he’s no one. He’s nobody” (Pascoe, 2007, p. 88). In fact, some of the boys felt that having a girlfriend “served as proof of heterosexuality” (Pascoe, 2007, p. 89). Some boys chose to remain virgins, but they felt that they had to hide this fact, to preserve their masculinity. Their ultimate way of getting each other to stick to a masculine gender role norm was to call anyone a “fag” who failed to act masculine. The gay and bisexual boys in the school were picked on and bullied, sometimes mercilessly. Also, some heterosexual boys who were not very aggressive were also called “fags” and bullied. Gender variance appears to be a big challenge to young males who are trying to prove themselves in our society. The use of the term "fag" to denote what is perceived as "bad" or not conforming to traditional masculinity begins as early as second and third grades among boys in the United States. This behavior is indicative of the strict gender norms and expectations placed on boys from a young age. Sociologist C. J. Pascoe, in her book "Dude, You're a Fag: Masculinity and Sexuality in High School," explores how this early use of the term evolves into cruel stigmatization of boys who are perceived to be even slightly gender nonconforming in high school. Pascoe's research reveals that conforming boys in high school use strict standards for gender, labeling behaviors such as being expressive or artistic as "fag." These boys also have rigid views on what is considered "manly," such as the expectation to be rough in team sports. The perception of masculinity is closely tied to having sex with a girl, as some boys believe that not having sex makes a boy "nobody." Having a girlfriend is seen as proof of heterosexuality and masculinity. However, boys who choose to remain virgins often feel pressured to hide this fact to avoid being labeled as "fag" and to preserve their masculinity. The ultimate way for boys to enforce masculine gender role norms is by using the term "fag" to police each other's behavior. This behavior extends to bullying and picking on gay, bisexual, and even some heterosexual boys who do not conform to traditional masculine norms. Overall, Pascoe's work highlights the significant challenges faced by young males in proving their masculinity in a society that rigidly enforces gender norms and stigmatizes gender variance. The use of the term "fag" reflects a broader societal issue of how masculinity is defined and enforced, often at the expense of individuality and diversity. Polling Questions Polling 9.1: Gender & Sex Reassignment In most cultures sex is extremely important. One of the first questions we ask a pregnant woman is what are you having? Likewise when we see a newborn, “How cute! Is it a boy or a girl? How many of you care if your child is a specific sex? How many of you would prefer a male child? How many of you would prefer a female? If your child was born intersexed, would you do surgery prior to 5 years of age to “assign” gender? How many of you think that the biological, chromosomal sex of a child has more of an effect than anything else? In many cultures, the sex of a child is considered important and is often one of the first things people inquire about when a woman is pregnant or a newborn is born. This emphasis on sex can reflect societal norms and expectations regarding gender roles and identities. The preference for a specific sex of a child can vary among individuals and cultures. Some people may have a strong preference for a male or female child due to cultural beliefs, family expectations, or personal desires. However, it's important to recognize that every child is unique, regardless of their sex, and should be valued and loved for who they are. The issue of sex reassignment surgery for intersex children is complex and controversial. Some may argue that early surgery is necessary to assign a gender and avoid potential psychological and social challenges associated with being intersex. Others argue that such surgeries are unnecessary and can cause harm, as they may not align with the child's later gender identity. Ultimately, decisions about surgery should prioritize the well-being and autonomy of the individual. Regarding the influence of biological, chromosomal sex on a child, opinions may vary. Some may believe that biological sex has a significant impact on a child's development and identity, while others may emphasize the importance of environmental and social factors in shaping who a child becomes. It's essential to approach these questions with an open mind and respect for the diversity of human experiences and identities. Polling 9.2: Gender Identity and Sexual Well-Being Recognizing that some individuals do not identify as either male or female, the Australian state of New South Wales has adopted a passport application that includes a box called “unspecified,” in addition to the traditional male or female option for sex. How many of you think there should be a third category of “sex” in terms of checking boxes on surveys or applications? Societally, is this needed? The inclusion of a third category, such as "unspecified," in passport applications and other forms that require the disclosure of sex or gender is a step towards greater inclusivity and recognition of the diversity of gender identities. It acknowledges that not everyone identifies strictly as male or female and provides an option for those who identify differently. Having a third category for sex on surveys or applications can be beneficial for individuals who do not fit within the traditional male or female categories. It can help reduce feelings of exclusion and discrimination that can arise when individuals are forced to choose a category that does not align with their identity. Societally, the inclusion of a third category can contribute to a more inclusive and understanding society. It sends a message that all gender identities are valid and deserving of recognition. It can also help raise awareness and promote acceptance of gender diversity, leading to a more inclusive and supportive environment for all individuals. Overall, the inclusion of a third category for sex on surveys and applications is a positive step towards recognizing and respecting the diversity of gender identities. It can help create a more inclusive society where all individuals feel valued and accepted for who they are. Activities Activity 9.1: John Money One of the early leaders in the area of intersexed conditions was a man by the name of John Money. Have students research Money and some of his work on intersexed children and sex reassignment surgeries. Have them present their findings to the class via presentation, written assignment or discussion board. John Money was a psychologist and sexologist known for his work on intersexuality and gender identity. He was a prominent figure in the field of sexology and made significant contributions to our understanding of gender development and identity. One of Money's most well-known concepts is that of gender identity being separate from biological sex. He believed that gender identity was largely shaped by social and environmental factors, rather than solely determined by biological sex. This idea challenged traditional notions of gender and paved the way for greater acceptance of diverse gender identities. Money also conducted controversial research on sex reassignment surgeries, particularly in cases of intersexuality. He advocated for early surgical interventions to assign a gender to intersex children, arguing that it would prevent psychological distress later in life. However, his approach has been criticized for its lack of consideration for the long-term effects and implications of such surgeries on individuals' mental and physical health. Despite his contributions to the field, Money's legacy is now viewed with more scrutiny due to ethical concerns surrounding his research methods and treatment of patients. Nonetheless, his work has had a lasting impact on the study of gender identity and continues to influence discussions on intersexuality and sex reassignment surgeries. Activity 9.2: The Effects of Hormones and the Environment on Brain Development The Brain: Teaching Modules Part of the Brain series, this clip examines gender differences in the development of the brain. (http://www.learner.org/resources/series142.html) or through the McGraw Hill Higher Education General Resources for Students and Faculty Annenberg / CPB projects link (http://www.mhhe.com/socscience/psychology/psychonline/general.html) The provided links offer valuable resources for exploring gender differences in brain development through the Brain series' teaching modules. These modules delve into the complexities of how the brain develops and functions, particularly regarding differences between genders. By examining these modules, students can gain a deeper understanding of how biological factors influence gender differences in brain development. This knowledge can help debunk myths and stereotypes surrounding gender and provide a scientific basis for understanding the diversity of human experiences. Overall, these resources can be valuable tools for educators and students alike to explore and discuss the fascinating topic of gender differences in brain development. Activity 9.3: The Case of David Reimer AKA John / Joan One of John Money’s most infamous cases was the case of a Canadian boy named David Reimer. David was born a genetic male. At about 8 months old, his penis was destroyed when he was circumcised. Dr. Money suggested that he be assigned to the female sex, given the name “Brenda,” and be reared as a girl. Doctors created a vagina for him and later gave her hormone treatments to promote breast development and other female secondary sex characteristics. This history was hidden from her until she was 13. Brenda, however, never felt like a girl; she felt like a boy and seemed to express the interests and behaviors of a boy. In fact, she experienced bouts of depression and feelings of alienation and worthlessness. At age 14, Brenda had surgery and hormonal treatment to change her back to a male person and he chose the name David. He attempted to live a normal life and even married a woman and became a stepfather. Unfortunately, at age 38, David succumbed to depression and killed himself in 2004. Have students read the following: Diamond, Milton. (1997). “Sexual identity and sexual orientation in children with traumatized or ambiguous genitalia” Journal of Sex Research. Vol 34(2), 1997, 199-211. A video can also be found at http://documentarystorm.com/dr-money-and-the-boy-with-no-penis/. Have them then discuss how this case seems to indicate that chromosomes weigh more than social standing. The case of David Reimer, also known as John/Joan, is a tragic example that challenges the notion that social upbringing and environment are more influential than biological factors such as chromosomes in determining gender identity. Despite being raised as a girl after a tragic accident in infancy, David (formerly Brenda) consistently identified as male and experienced gender dysphoria throughout his life. This suggests that his gender identity was deeply rooted in his biological sex, rather than the gender he was raised as. The case highlights the complexity of gender identity and the limitations of social conditioning in shaping it. While social factors undoubtedly play a role in gender development, the case of David Reimer suggests that biological factors, such as chromosomes, also weigh heavily in determining one's gender identity. This challenges the idea that gender is solely a social construct and emphasizes the importance of recognizing and respecting diverse gender identities. Activity 9.4: Being True to Yourself: Imagine Being the Other Gender—for 5 Minutes. Let yourself relax in your favorite comfortable chair in a quiet room. Close your eyes and allow yourself to be fully focused on your body and feelings. For 5 minutes, imagine that you are changing gender. Imagine that you are changing your gendered body image and that, from head to toe, you begin to see yourself as the other sex. As you imagine the change, notice whether your appearance changes. What kind of clothes are you wearing? Is your body the same or has it changed? Now allow yourself to come back to your real body and identity and gradually open your eyes. Once you feel fully in the present, do this self-assessment to see what is true for you: How did you feel being in the body of the other gender? Was it pleasant or unpleasant, exciting or fearful, or all of this? On a scale of 1–5, with 1 being the lowest and 5 being the highest, how would you rate your sense of being the other gender? What did you feel about your body image as the other gender? Did you feel that your self-awareness changed? Did you experience any sexual changes, such as a different sense of desire or possibly attraction? How did you feel when you returned to your present body and gender identity? Happy, sad, relieved, anxious? Were you able to experience another gender, if only for 5 minutes? Some people may be unable to imagine the change—and there is nothing wrong with that. In our experience males have considerably more difficulty with this exercise than females, although times are changing, and more young adult men are able to imagine the change. The exercise of imagining being the other gender for 5 minutes can be a powerful way to explore and reflect on gender identity and experience. Here's a possible response to the questions posed: 1. How did you feel being in the body of the other gender? • This experience was both intriguing and challenging. It felt unfamiliar yet intriguing to envision myself in a different body, experiencing the world from a different perspective. At the same time, it was challenging to fully immerse myself in this imaginary transformation, as my current gender identity is deeply ingrained. 2. On a scale of 1–5, how would you rate your sense of being the other gender? • I would rate my sense of being the other gender as a 3. While I could imagine the physical changes, fully embodying the emotional and psychological aspects of the other gender was more challenging. 3. What did you feel about your body image as the other gender? • As the other gender, my body image felt both unfamiliar and intriguing. I tried to imagine how I would perceive myself physically, including clothing and mannerisms associated with that gender. 4. Did you feel that your self-awareness changed? • Yes, to some extent. While I was aware that I was imagining the change, there was a shift in my self-awareness as I tried to embody the characteristics and experiences associated with the other gender. 5. Did you experience any sexual changes, such as a different sense of desire or attraction? • No, my experience did not include any significant changes in sexual desire or attraction. My focus was more on the physical and emotional aspects of gender identity. 6. How did you feel when you returned to your present body and gender identity? • I felt a sense of relief and grounding when I returned to my present body and gender identity. It reaffirmed my sense of self and identity, while also providing a deeper understanding and appreciation for the complexity of gender. Overall, this exercise was thought-provoking and encouraged me to consider gender in a more nuanced and empathetic way. Activity 9.5: Movie: Boys Don’t Cry (1999) Starring: Hilary Swank, Chloë Sevigny, and Peter Sarsgaard One form of prejudice is transphobia, a term that describes the fear and hatred of transgender people. Transphobia can result in violence directed toward transgender people (Valentine, 2007). In fact, several cases of transgender murder in the United States have occurred. Brandon Teena, a female who was transitioning into the gender role of male and passing as masculine, was killed in Nebraska. This story is depicted in the film: Boys Don’t Cry. "Boys Don't Cry" is a powerful film that highlights the devastating consequences of transphobia and prejudice against transgender individuals. The story follows Brandon Teena, a transgender man who was brutally murdered in Nebraska because of his gender identity. The film portrays the challenges and dangers faced by transgender individuals, particularly those who are not accepted or understood by society. It sheds light on the violence and discrimination that many transgender people experience simply for being true to themselves. Through the characters of Brandon Teena and those around him, the film explores themes of identity, acceptance, and the consequences of intolerance. It serves as a poignant reminder of the importance of empathy, understanding, and respect for all individuals, regardless of their gender identity or expression. "Boys Don't Cry" is not only a compelling cinematic experience but also a poignant and thought-provoking exploration of the impact of prejudice and violence on the lives of transgender individuals. Activity 9.6: Do You Display Characteristics Commonly Attributed to Men or to Women? Some surveys (Ruble, 1983; Williams, Satterwhite, & Best, 1999) have asked college students to indicate which traits characterize the “typical” man or the “typical” woman. As an exercise, rate yourself using this scale to indicate the extent to which you think you display each attribute. (Note: There are no right or wrong answers.) Scale: 1: Really Unlike Me 2: Sort of Unlike Me 3: Neither Unlike nor Like Me 4: Sort of Like Me 5: Really Like Me
Trait 1 Active __________ 2 Adventurous __________ 3 Aggressive __________ 4 Ambitious __________ 5 Competitive __________ 6 Dominant __________ 7 Independent __________ 8 Good leader _______ 9 Mathematical __________ 10 Decisive __________ 11 Mechanical __________ 12 Outspoken __________ 13 Persistent __________ 14 Self-confident __________ 15 Strong __________ 16 Tough __________ 17 Aware of others’ feelings __________ 18 Considerate __________ 19 Creative __________ 20 Curious ____________ 21 Other-oriented __________ 22 Sexy __________ 23 Artistic __________ 24 Excitable __________ 25 Empathic __________ 26 Affectionate __________ 27 Charming __________ 28 Neat ___________ 29 Sensitive __________ 30 Soft-hearted __________ 31 Tactful __________ 32 Understanding __________
The higher the total score for traits 1–16, the more your outlook may be masculine; the higher the total score for traits 17–32, the more your outlook may be feminine. If you have an equally high score for both sets of traits, you may be androgynous; if you have an equally low score for both sets of traits, you may be undifferentiated. Source: David R. Shaffer (2009). Social and Personality Development, 6th ed. Belmont, CA: Wadsworth, Cengage Learning, p. 242. Retrieved 10/10/2012 from books.google.com/books? UUisbn=0495600385. Used with permission. Activity 9.7: Do Parents Really Treat Boys and Girls Differently? This exercise works well as a full-class discussion, as most students are quite eager to discuss this topic. Have students discuss how parents reward and punish boys and girls differently and thereby contribute to gender differences in behaviors, beliefs, and so forth. Encourage them to provide specific examples. Ask students the question: Do parents treat their daughters and sons differently in terms of helping them with their education? This can also be done as a writing assignment or a discussion topic in an online class. Use the research of Carter and Wojtkiewicz (2000) to provide insight as to whether or not parents are involved differently with the education of their adolescent daughters and sons. These researchers found that: female students engaged more frequently in school discussion with parents than did male students; parents had higher expectations for the educational attainment of daughters; parents are more involved with the school on behalf of their sons; parents were less likely to check the homework of daughters as compared with sons; females were more likely than males to have their parents limit the amount of time spent socializing with friends; and, parental attendance at events in which the student participated was more likely for daughters than for sons. Sources: Carter, R. S. & Wojtkiewicz, R. A. (2000, spring). Parental involvement with adolescents’ education: Do daughters or sons get more help? The research by Carter and Wojtkiewicz (2000) provides valuable insights into how parents may treat their daughters and sons differently in terms of education. Here are some key points based on their findings: 1. Frequency of School Discussion: Female students engage more frequently in school discussions with parents than male students. This suggests that parents may be more actively involved in the academic lives of their daughters compared to their sons. 2. Expectations for Educational Attainment: Parents tend to have higher expectations for the educational attainment of their daughters. This may indicate that parents place more emphasis on academic success for girls compared to boys. 3. Involvement with the School: Parents are more involved with the school on behalf of their sons. This could manifest in activities such as attending parent-teacher meetings, volunteering at school events, or advocating for their child's educational needs. 4. Checking Homework: Parents are less likely to check the homework of their daughters compared to their sons. This suggests that parents may perceive boys as needing more academic support or supervision compared to girls. 5. Limiting Socializing Time: Females are more likely than males to have their parents limit the amount of time spent socializing with friends. This could indicate that parents may prioritize academic responsibilities over social activities more for girls than for boys. 6. Parental Attendance at Events: Parental attendance at events in which the student participated was more likely for daughters than for sons. This suggests that parents may be more supportive or involved in their daughters' extracurricular activities compared to their sons'. Overall, the research highlights that parents may indeed treat their daughters and sons differently in terms of education, which can contribute to gender differences in behaviors, beliefs, and academic outcomes. Understanding these differences is crucial for promoting gender equality and ensuring that all children receive the support they need to succeed academically. Activity 9.7: Gender Development: Social Influences The Brain: Teaching Modules Part of the Brain series, this clip examines differences in interaction by gender as well as gender roles, expectations and perceptions in ability. (http://www.learner.org/resources/series142.html) or through the McGraw Hill Higher Education General Resources for Students and Faculty Annenberg / CPB projects link (http://www.mhhe.com/socscience/psychology/psychonline/general.html) The Brain series' teaching modules provide valuable insights into differences in interaction by gender, as well as gender roles, expectations, and perceptions of ability. These modules explore how gender influences behavior and social interactions, shedding light on the complex interplay between biology and society in shaping gender identity and expression. By examining these modules, students can gain a deeper understanding of the ways in which gender norms and expectations impact individuals' behavior and self-perception. They can also learn about the role of the brain in shaping these differences, providing a scientific basis for understanding gender diversity. Overall, these resources offer a comprehensive look at gender and the brain, providing educators and students with valuable tools for exploring and discussing the complexities of gender identity and expression. Activity 9.8: Gender and Age Roles in Magazine Advertisements Have students investigate gender and age stereotypes in magazines. Instruct students to look at one widely circulated magazine and evaluate how ads depict males and females of various ages (adolescence and early, middle, and late adulthood). You can also have them look at gender non-conforming images in advertisements as well. They should evaluate physical appearance, personality, conformity and behaviors as they are depicted in the magazine ads. They should tally the number of persons in each age group and determine the percentage of ads depicting each age group. You might want to assign specific magazines to students so that you can explore the effects of type of magazine on gender images (e.g., Sports Illustrated vs. Ladies Home Journal) or age images (e.g., Seventeen vs. Modern Maturity). Another option could be to have students evaluate two issues of the same magazine, a current issue and one more than 20 years old, to explore changes in images over the years. Analyzing gender and age stereotypes in magazine advertisements can provide valuable insights into societal norms and expectations. By investigating how ads depict males and females of various ages, students can gain a deeper understanding of how these stereotypes are perpetuated and reinforced in media. To conduct this analysis, students should select a widely circulated magazine and evaluate how advertisements depict individuals of different ages, including adolescence and early, middle, and late adulthood. They should pay attention to physical appearance, personality traits, conformity to gender norms, and behaviors portrayed in the ads. Students should tally the number of individuals in each age group and determine the percentage of ads depicting each age group. Additionally, they should look for gender non-conforming images to understand how these are represented in advertisements. Assigning specific magazines to students can allow for a more comprehensive exploration of the effects of different types of magazines on gender and age images. For example, students could compare Sports Illustrated and Ladies Home Journal to examine gender stereotypes, or Seventeen and Modern Maturity to analyze age stereotypes. Another approach could involve comparing current issues of magazines with issues from more than 20 years ago to track changes in gender and age representations over time. This comparison can provide insights into evolving societal norms and attitudes towards gender and age. Activity 9.9: Changing Gender Schemas These cognitive networks of associations that guide our perceptions about gender begin taking shape early in childhood. We begin accumulating information as to what is “girl-like” and “boy-like.” We continually add information to our schema to enable us to understand and form expectations about males and females. Because this is viewed as being influenced by many societal factors, what was once traditionally considered “male” and “female” is changing. Society has experienced the feminist movement and the “sensitive male” movement, and perceptions of gender-appropriate behavior continue to evolve with the more visible presence and acceptance of homosexuality. With more women than ever being career-oriented and fathers becoming more active caregivers, gender roles and our schemas for them are not what they used to be. Ask students to write about their gender schema. What do you consider “female” and “male”? Include notions of physical appearance and functioning, societal roles, and relationship participation. Have your current views of gender functioning changed from when you were growing up? If so, what contributed to the change? Do you have a problem with the way society currently views either gender? Explain. You can also use this for class discussion by asking students for characteristics of “males” and “females,” and write them in two columns on the board. After the students have exhausted their lists, assess the accumulation of items in each list. Are there contradictory characteristics within each list? Are there more contradictory items for one gender than another? If so, why might this be? How many characteristics do both sexes share? Are there any outdated characteristics? Why? What might be the result of society’s changing gender schemas? Do students feel confused in any way as to what their gender role should encompass? Why? Gender schemas, the cognitive networks that guide our perceptions of gender, are shaped early in childhood and continue to evolve based on societal influences. Traditionally, society has held specific ideas about what is "male" and "female," but these notions are changing. Factors such as the feminist movement, the "sensitive male" movement, and increasing acceptance of homosexuality have contributed to evolving perceptions of gender-appropriate behavior. In this activity, students are asked to reflect on their own gender schemas. They are prompted to consider what they perceive as "female" and "male," including physical appearance, societal roles, and relationship participation. They are also asked to reflect on whether their views of gender functioning have changed since childhood and, if so, what contributed to those changes. Additionally, students are encouraged to discuss any issues they have with society's current views on gender. This activity can also be used for class discussion, where students share characteristics of "males" and "females," which are then listed on the board. The class can then analyze these lists, looking for contradictory characteristics within each list, shared characteristics between genders, and outdated characteristics. This discussion can help students understand the complexity of gender roles and how societal perceptions of gender are changing. Overall, this activity encourages students to critically examine their own gender schemas and understand how societal influences shape these schemas. It also fosters discussion about the evolving nature of gender roles and the impact of these changes on individuals and society. Internet Resources http://www.plannedparenthood.org/health-topics/sexual-orientation-gender/gender-gender-identity-26530.htm Planned Parenthood Homepage. A great site that has information on gender identity, gender typed behaviors, stereotypes and roles. http://www.apa.org/topics/sexuality/transgender.pdf A FAQ about transgender people and gender expression. Includes information on the relationship between transgender and sexual orientation. http://www.hormone.org/Resources/upload/treatment-of-transexuals-060810.pdf A brief article looking at hormonal treatments in transsexuals. http://lgbthealth.webolutionary.com/ The LGBT health homepage. http://www.genderpsychology.org http://community.pflag.org/Page.aspx?pid=194&srcid=-2 The PFLAG homepage. http://www.bbc.co.uk/sn/tvradio/programmes/horizon/dr_money_prog_summary.shtml A BBC overview of John Money’s work. http://www.npr.org/templates/transcript/transcript.php?storyId=5549668 A streamed interview regarding John Money. http://www.mhhe.com/socscience/psychology/psychonline/general.html McGraw Hill Higher Education General Resources for Students and Faculty. http://www.apa.org/ The APA website. http://www.apa.org/topics/sexuality/index.aspx APA site for research on sexuality. The Ten-Minute Test Name: __________ Answer the questions below utilizing the following terms: Transsexual Gender Sex Transgender Roles Peers Intersexed Norms Nonconforming Sexual differentiation 1. _____ is the biological differentiation into male or female, based upon genes, hormones, and other internal developmental factors. 2. The social differentiation into masculine or feminine, based upon institutions, roles, and meanings of a particular culture, is _____. 3. The biological process of creating male or female sexual structures during conception and in fetal development is called _____. 4. When a human is born with intermediate or atypical combinations of physical features that usually differentiate one sex from the other, they are said to be _____. 5. _____ is an identity that may involve a different feeling of being both male and female and can occur without wanting to have genital surgery and changing identity in one’s presentation of self to society. 6. _____ is the state of feeling trapped as a woman in a man’s body or a man in a woman’s body, and thus surgery and hormonal and related treatments may be requested to integrate them. 7. Gender _____are the culturally patterned expression of masculinity or femininity that are identified with particular tasks, knowledge, and power. 8. Five major socializers influence gender roles: parents and caregivers, _____, school, the media, and religion. 9. Gender _____are one force in society that encourages people to conform to what is perceived to be traditional masculinity and femininity. 10. When people depart from the norms of masculinity and femininity in their society they are said to be gender _____. Answers to the Ten-Minute Test 1. Sex 2. Gender 3. Sexual differentiation 4. Intersexed 5. Transgender 6. Transsexual 7. Roles 8. Peers 9. Norms 10. Nonconforming Solution Manual for Human Sexuality: Self, Society, and Culture Gilbert Herdt, Nicole Polen-Petit 9780073532165, 9780077817527