Chapter10.pptx

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Psychology
Sixth Edition
Chapter 10 10
Sexuality and Gender

Learning Objectives (1 of 2)
10.1 Distinguish between primary and secondary sex
characteristics.
10.2 Explain how sex characteristics develop.
10.3 Identify the psychological, biological, environmental,
and cultural influences on gender.
10.4 Compare and contrast different views of how gender
roles develop.
10.5 Describe how men and women differ in thinking, social
behavior, and personality.

Learning Objectives (2 of 2)
10.6 Identify the four stages of a sexual response cycle.
10.7 Summarize the findings of early and recent surveys of
human sexual behavior.
10.8 Identify some influences on the development of
sexual orientation.
10.9 Describe the causes and symptoms of some common
sexually transmitted infections.
10.10 Identify sources of misinformation
regarding sexuality or sexual behavior.
10.6 Identify the four stages of a sexual response cycle.
10.7 Summarize the findings of early and recent surveys of
10.8 Identify some influences on the development of
sexual orientation.
10.9 Describe the causes and symptoms of some common
10.10 Identify sources of misinformation
regarding sexuality or sexual behavior.

10.1–10.2 The Physical Side of
Human Sexuality
•Sex is about biology
•Gender is a social expectation for behavior
–Varies from culture to culture
–Changes as society changes

10.1 The Primary and Secondary Sex
Characteristics (1 of 6)
Learning Objective 10.1 Distinguish between primary and secondary sex
characteristics.
• Primary sex characteristics: structures that are
present at birth and directly involved in human
reproduction
• Secondary sex characteristics: sexual organs and
traits that develop at puberty and are indirectly
involved in human reproduction

• Female primary sex characteristics
– Vagina: the tube that leads from the outside of a female’s body to
the opening of the womb
– Uterus: womb in which baby grows during pregnancy
– Ovaries: the female sexual glands
• Male primary sex characteristics
– Penis: male sex organ
– Testes (testicles): the male sex glands
– Scrotum: external sack that holds the testes
– Prostate gland: gland that secretes most of the fluid holding the
male sex cells or sperm

Figure 10.1: Male and Female Sexual
Organs
These figures show the primary and secondary sexual characteristics of women and men. Primary
Sexual characteristics develop during the prenatal period, while secondary characteristics develop
during puberty.

• The Secondary Sex Characteristics
– Sexual organs and traits that develop at puberty and
are indirectly involved in human reproduction
– Distinguish male from female
– Act as attractants for the opposite sex ensuring sexual
activity and reproduction occur
– In some cases, necessary for reproduction

• Female Secondary Sex Characteristics
– Growth spurt, breast development, widening of the hips, pubic hair,
fat deposits
– Menarche: the first menstrual cycle, the monthly shedding of the
blood and tissue that line the uterus in preparation for pregnancy
when conception does not occur.
▪ Earlier onset of menarche in developed countries due to better
health and nutrition is related to the Secular trend: a change or
series of changes that takes place over a long period of time
– Growth and development of uterus, vagina, and ovaries, and
mammary glands

• Male Secondary Sex Characteristics
– Enlarged larynx (Adam’s apple), deepening voice,
facial and chest hair, pubic hair, coarser skin texture
– Large increase in height
– Primary sex characteristic changes; sperm production
or spermarche, growth of the penis and testes

Puberty changes come about 2 years earlier for
girls than for boys, including the growth spurt. The
young people in this photo are in the 6th grade
and are approximately the same age, but the
physical difference in height is quite obvious.
Source: Myrleen Pearson/Alamy Stock Photo.

10.2 The Development of Sex
Learning Objective 10.2 Explain how sex characteristics develop.
• Primary sex characteristics develop as the embryo
grows
– Gonads develop at 5 weeks, but embryo could
potentially become either male or female
– Chromosomes of the 23rd pair determine the release of
male or female hormones
▪ The Y chromosome will release testosterone, the male sex
hormone or androgens
▪ If the Y is absent testosterone will not be released and instead
the gonads will release estrogens: female sex hormones

10.2 The Development of Sex
•Intersex: a person who possesses ambiguous
sexual organs, making it difficult to determine
actual sex from a visual inspection at birth.
–About 1.7% of the population
–Genital development can be affected by either
chromosomes or the presence of hormones of the
other sex at a critical time in development of the fetus
▪androgen insensitivity
▪congenital adrenal hyperplasia
▪dihydrotestosterone deficiency

Concept Map: The Physical Side of
Human Sexuality

10.3–10.5 The Psychological Side of
Human Sexuality: Gender
•Gender: the psychological aspects of being male
or female
•Gender affects:
–Social group and culture
–Development of the personality
–Sense of identity

10.3 Gender Identity (1 of 7)
Learning Objective 10.3 Identify the psychological, biological, environmental, and
cultural influences on gender.
• Gender roles: the culture’s expectations for male or female
behavior.
– Attitudes
– Actions
– Personality traits
• Gender typing: the process of acquiring gender-role
characteristics.
• Gender identity: the individual’s sense of being masculine
or feminine.

• Psychological Influences
– Transgender: the sense of gender identity does not
match their external experience or chromosomes
▪ Gender dysphoria: when a person experiences
gender incongruence, feeling that he or she is
occupying the body of the other sex or some
alternative gender and has significant distress about
the incongruence
– Not all transgender people experience gender
dysphoria.
▪ Evidence for influence of prenatal and early childhood
experiences
▪ Transsexual: individuals who choose to alter physical self
through surgery or hormonal treatment

This is We-Wa, a Zuni berdache (the Zuni version of winkte). This photograph was taken near the end
of the nineteenth century.
Source: National Archives.

•Couvade syndrome: a man whose partner is
pregnant may experience a kind of “sympathy
pregnancy.”
–Possible explanations
▪psychiatric disorder—perhaps out of jealousy of the attention
given to the pregnant wife
▪involves real biological changes
▪a way for some men to work through feelings about
impending fatherhood
▪related to how emotionally sensitive they are, or prone to
personal distress

• Biological influences:
• Hormones – exposure during fetal development
predisposes the infant to behavior associated with
each gender
• Prenatal androgen exposure in females have outcomes that
resemble upbringing over hormonal influences
• Gender socialization by teachers, peers, parents, and the
media is prevalent enough to make it difficult to determine if
biology or environment play the larger role in influencing
gender
• Natural selection and neurological differences in males
and females also play a powerful role in gender
behavior

• Environmental influences:
– Pressure to conform contributes to cultural gender
roles
• Cultural influences:
– Culture: individualistic societies with high standards of
living are more accepting of nontraditional gender
roles, especially for women

Are the individuals in these photos engaged in behaviors consistent with the traditional gendered
expectations of your culture? If not, why might gender roles be changing, and what cultural factors are
likely involved?
Source: Ariel Skelley/Getty Images; Paul Grove/Alamy Stock Photo

Survey: Gender and Sexuality

10.4 Gender-Role Development (1 of 6)
Learning Objective 10.4 Compare and contrast different views of how gender
roles develop.
• Social learning theory: gender identity is formed
through reinforcement of appropriate gender
behavior as well as imitation of gender models
• Behavior is influenced by brothers/sisters,
family friends, teachers, peers, and media
• Most often than not traditional gender roles are
reinforced by the media

• Gender schema theory:
– Theory of gender identity acquisition in which a
child develops a mental pattern or framework,
or schema, for being male or female and then
organizes observed and learned behavior
around that schema.
– Based on Piaget’s concept of schemas

What are some of the ways in which this father may influence his children’s perception of gender roles
as they grow up?
Source: Hero Images/Getty Images.

• Gender stereotyping
– Stereotype: a concept held about a person or group of
people based on superficial, irrelevant characteristics
– Gender stereotype: a concept held about a person or
group of people based on being male or female
– Sexism: prejudice against males and/or females
leading to unequal treatment
– Benevolent sexism: acceptance of positive stereotypes
of males and females that leads to unequal treatment

• Androgyny: a characteristic of possessing the
most positive personality characteristics of males
and females regardless of actual sex
– Research shows less depression among androgynous
individuals than among traditional men and traditional
women

Actress Ruby Rose has been aware of her gender fluidity since childhood and is often seen dressed in
a gender-nonspecific style.
Source: Francesca Moore/Alamy Stock Photo

Figure 10.2: Depression as Influenced
by Negative Life Events
The bar graph shows that men who are masculine and women who are feminine in their gender roles
experience a significant increase in depression when they are exposed to an increased number of negative
life events.
The same is not true for people with an androgynous gender role. How might being androgynous allow a
person to be more adaptable?

10.5 Sex Differences (1 of 2)
Learning Objective 10.5 Describe how men and women differ in thinking, social
behavior, and personality.
• Cognitive differences
– Male advantage in mathematical and spatial skills may
be based on female lack of confidence or unequal
treatment
– Female superiority in verbal skills
– Decreasing differences
• Social and personality differences
– Males tend to talk with each other in a “report” style
– Females tend to talk to each other in a “relate” style

10.5 Sex Differences (2 of 2)
It was long believed that the difference between girls and boys in math skills was a function of biology,
but research now shows that psychological and social issues are the more likely causes.
Source: Racorn/Shutterstock

Concept Map: The Psychological
Side of Human Sexuality: Gender (1 of
2)

Concept Map: The Psychological
Side of Human Sexuality: Gender (2 of
2)

10.6–10.8 Human Sexual Behavior
•Research by Masters and Johnson initiated a
study of 700 volunteers to test the human sexual
response.
–Very controversial for the time period
–Remains one of the most important studies of
the human sexual response

10.6 Sexual Response (1 of 2)
Learning Objective 10.6 Identify the four stages of a sexual-response cycle.
• Phase 1:
– Excitement: beginning of sexual arousal
– Can last anywhere from 1 minute to several hours
• Phase 2:
– Plateau: physical changes beginning in first stage
continue
– May last only a few seconds to several minutes

10.6 Sexual Response (2 of 2)
• Phase 3:
‒ Orgasm: a series of rhythmic contractions of muscles
of vaginal walls or penis; also the third and shortest
phase of sexual response
• Men: semen released from the penis at orgasm
• Women: this involves the muscles of the vaginal walls and
can happen multiple times, lasting slightly longer than the
orgasm experience of the male
• Phase 4:
– Resolution: the body returns to its normal state
– Refractory period: time period in males just after
orgasm in which the male cannot become aroused to
another orgasm

Figure 10.3: The Male Sexual-Response
Cycle
A male experiences sexual arousal (excitement), a plateau lasting a few seconds to a few minutes,
orgasm, and then experiences a refractory period during which another erection is not yet possible.
This refractory period can last for several minutes to several hours to a day or more and tends to
increase in length with age. After the refractory period, a second orgasm is possible. Resolution, in
which the body returns to its prearousal state, is last.

Figure 10.4: The Female Sexual-Response
Cycle
Women can experience several different patterns of sexual response. In Pattern A, a woman experiences
excitement, a plateau, and orgasm in a manner similar to a man. Unlike a man, the woman does not have a
refractory period and can experience several orgasms before entering resolution. In Pattern B, there is a
longer plateau period but no orgasm, and in Pattern C, the woman goes from excitement to orgasm to a
quick resolution without experiencing a plateau period.

Classic Studies in Psychology (1 of 2)
• Masters and Johnson observed and measured
physiological responses during all phases of
sexual intercourse
– Used volunteers, some of whom were prostitutes
– Research challenged many people’s attitudes about
what was sexually normal
– Created the field of sex therapy

Classic Studies in Psychology (2 of 2)
Dr. William Masters and Dr. Virginia Johnson examined human sexuality by measuring physiological
responses in a laboratory. Their participants were volunteers, many of whom were prostitutes, a fact
that caused an uproar when their research became public.
Source: Bettmann/Getty Images.

10.7 Different Types of Sexual
Behavior (1 of 6)
Learning Objective 10.7 Summarize the findings of early and recent surveys of
• The Kinsey Study: series of sexual behavior
surveys in the late 1940s and early 1950s
– Revealed some highly controversial findings about
kinds of sexual behavior common among people in the
United States, including:
• Homosexuality
• Premarital sex
• Extramarital sex

Behavior (2 of 6)
Alfred Kinsey conducted many of his
interviews face to face, as seen here.
How might having to answer
questions about one’s sexual behavior
be affected by Kinsey’s presence?
Source: Wallace Kirkland/The LIFE Picture
Collection/Getty Images.

Behavior (3 of 6)
• The Janus Report: large-scale survey of sexual
behavior in the United States in 1990s
– Did not differ widely from Kinsey studies, but looked at
many more types of sexual behavior and factors
related to sexual behavior

Behavior (4 of 6)
• The National Survey of Sexual Health and
Behavior: national survey of sexual experiences
and condom-use behaviors
– Sexual behaviors during reproductive years not solely
for reproductive purposes
– Highest rates of condom use were reported during
adolescence, higher for men than for women, and
higher among Black and Hispanic individuals

Behavior (5 of 6)
•Evolutionary theory may contribute to why males
are more sexually active than females
•Theory of parental investment: in order to
maximize reproduction males seek many
females while the investment for females is much
more intense thus they are more selective
–Men prefer younger, prettier women to produce
healthy offspring
–Women prefer older, mature, loyal men to provide
income and resources for their offspring

Behavior (6 of 6)
•Age is not a barrier to sexual activity
•Common barriers include:
–Health problems
–Lack of partner
•Problems in the research
–Defining “having sex”

10.8 Sexual Orientation (1 of 7)
Learning Objective 10.8 Identify some influences on the development of sexual
orientation.
• Sexual orientation: a person’s sexual attraction to
and affection for members of either the opposite
or the same sex.

• Heterosexual: sexual attraction toward, or sexual activity with,
members of the opposite sex
– Most common
– Socially acceptable in all cultures
• Homosexual: sexual attraction toward, or sexual activity with,
members of the same sex
– Often faced with discrimination, prejudice and mistreatment.
– Difficult to obtain an accurate percentage
• Bisexual: sexual attraction toward, or sexual activity with, both
men and women.
• Asexual: lack of sexual attraction to anyone, or lack of interest
in sexual activity.

Individuals of different sexual orientations are not treated equally. Gay, lesbian, and bisexual people
have faced discrimination and prejudice in many cultures.
Source: Dimple Patel/Alamy Live News

• Development of sexual orientation
– Full acceptance of alternatives to heterosexuality,
although increasing, is a long way off
– Coming to terms with identities
– Adolescents are at high risk
– When paired with another minority group, issues are
compounded

•Sexual orientation: environment or biology
–As a product of the environment
▪Upbringing and environmental experiences, creates
the assumption that it is a behavior that can be
changed
▪Invites a “normal” vs. “abnormal” attitude

•Sexual orientation: environment or biology
–As a product of biology
▪Introduces the idea that this is not a choice
▪The issue is one of diversity, not a socially
unacceptable behavior
▪Biological differences in the brains of heterosexual
and homosexual males
▪Genetic switches, or sex specific epi-marks, may
impact physical sex organ development but also
sexual identity and sexual partner preference

• Birth order
– With every male birth the mother develops an “anti-body” against
the male chromosome (Y) affecting the sexual orientation of later
male births
• Neurological imaging
– Heterosexual men and homosexual women are neurologically
similar
– Heterosexual women and homosexual men are neurologically
similar
• Increasing genetic evidence
– Genes on the X chromosome
– “Feminine” boys

Concept Map: Human Sexual
Behavior (1 of 2)

Concept Map: Human Sexual
Behavior (2 of 2)

10.9 Sexual Health (1 of 4)
Learning Objective 10.9 Describe the causes and symptoms of some common
• Sexually transmitted infections (STI) an infection
spread primarily through sexual contact
– Can affect the sexual organs and the ability to
reproduce
– Can be life-threatening

• Bacterial STIs
– Chlamydia: most common
– Can be difficult to detect
– Can cause Pelvic Inflammatory disease (PID)
– Treatable with antibiotics
• Viral STIs
– Often incurable
– Hard to treat

Table 10.1: Common Sexually Transmitted
Infections
STI Cause Symptoms
Chlamydia
Bacterial infection that grows within the
body’s cells
Swollen testicles, discharge, burning
during urination; women may
experience no symptoms
Syphilis Bacterial infection
Sores that appear on or in the genital
area and can be spread to other body
parts and the brain
Gonorrhea
Bacterial infection that grows rapidly in
warm, moist areas of the body (mouth,
anus, throat, genitalia)
In men, a foul-smelling, cloudy
discharge from the penis, burning upon
urination; in women, inflamed cervix,
light vaginal discharge
Genital Herpes Herpes simplex virus
Sores on the genital area; itching,
burning, throbbing, “pins-and-needles”
sensations where sores are about to
appear
Genital Warts Human Papillomavirus (HVP) Warty growths on the genitalia
AIDS Human immunodeficiency virus (HIV)
Severe malfunction and eventual
breakdown of the immune system

• AIDS (acquired immune deficiency syndrome):
sexually transmitted viral disorder that causes
deterioration of the immune system and eventually
results in death due to complicating infections that
the body can no longer fight
– Caused by human immunodeficiency virus (HIV)
– May be transmitted from anyone with the infection
through
– Unprotected sexual contact
– Shared needle
– Pregnancy, childbirth and breastfeeding
– Contaminated blood or body fluid
– Blood transfusion

STI Prevention
These posters warning against sexually transmitted infections hang in a youth center in San Francisco,
California. Adolescents often fail to take precautions against such infections and are becoming sexually
active at younger ages, making them a high-risk group for STIs.

• Treatments for AIDS/HIV have improved the life
expectancy of those affected
• Highly active antiretroviral therapy (HAART) is a
combination of at least three or more medications
aimed at reducing the virus in the blood so that it
is no longer detectable which delays progression
• There is currently no cure

Concept Map: Sexual Health

Applying Psychology to Everyday Life:
Avoiding Myths About Sexuality and
Sexual Behavior
Learning Objective 10.10 Identify sources of misinformation regarding sexuality or
sexual behavior.
•Myths surrounding sexual behavior can be
dangerous
–The taboo topic has led to many misconceptions
through out the years
–Information spread through person to person or the
media may not be accurate
–Sex education classes may not be widespread or be
able to hold student’s attention

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