Affects of Gender Socialization on Homosexual Male & Females
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The document summarizes a study on the effects of gender socialization on homosexual males and females. It hypothesizes that gay men will have a more difficult time disclosing their sexual preference due to gender socialization. The study found that on average, gay males disclosed their sexuality 1.95 years later than lesbian females. Males also experienced more incidents of discrimination and violence fueled by their sexual preference. While the study was limited, it indicates that gender norms influence how and when LGBT individuals disclose their sexuality, with males generally facing more challenges.
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Gender and racial-ethnic socialization involve specific messages and practices taught to children regarding their gender or racial identities. Gender socialization teaches children what behaviors and roles are appropriate for their sex. Racial socialization includes direct statements and modeling of behaviors related to one's racial or ethnic group. Both processes are important throughout life, with socialization occurring in families, communities, and workplaces. Socialization helps shape personal and social identities from childhood through adulthood.
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The document discusses functional gender roles in families. It defines family and gender roles, noting that traditionally women are viewed as homemakers responsible for childcare. Younger children often model the gender roles of older siblings. The document also discusses concepts like gender stereotyping, the multiple burdens women face with both productive and reproductive unpaid work, and violence against women diminishing personhood. It advocates for shared decision making and responsibility between genders to promote gender equality and equity.
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2) The mass media plays a powerful role in socializing and reinforcing gender stereotypes. It often portrays women and men in traditional and sometimes limiting roles.
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The document identifies five major agents of socialization in the US: family, peer groups, school, mass media, and resocialization institutions. It states that family is the most important agent and discusses how both deliberate and unintended socialization occurs through families. It also analyzes how school is a major socialization influence due to the amount of time spent there, and describes the role of peer groups, mass media, and resocialization institutions like prisons in shaping social norms and values.
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This document discusses gender roles and differences. It covers topics such as gender identity, gender stereotypes, androgyny, gender schemas, and how gender roles are defined by society and culture. The document also examines personality differences in areas like confidence, aggression, communication styles, and serotonin levels between males and females. Additionally, it explores cognitive abilities and debunks common misconceptions about gender differences in verbal and math skills. Finally, several theories on the origins of gender differences are outlined, including biological, psychoanalytical, social learning, cognitive-development, and gender schema theories.
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Gender roles(1)
The document provides an agenda and study guide for a course on race, ethnicity, gender, and family. It discusses key concepts like acculturation, changing gender roles, and traditional vs non-traditional attitudes. It also examines factors that challenge the discourse of destined gender equality and meanings of inequality in careers and higher education. Students are assigned to read about these topics and develop extra credit multiple choice questions on the role of gender.
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Family plays a key role in establishing gender roles from a young age. Traditionally, males are given more freedom and encouraged to pursue higher education and careers, while females take on domestic duties like cooking, cleaning, and childcare. Physical appearance expectations also differ by gender, with females expected to be thinner and shorter. The family influences behaviors, marriage expectations, access to education, and career choices in a way that promotes inequality between males and females from an early stage of life.
Brain gender and social construction
Society nudges boys and girls into separate directions from a young age by expecting different behaviors from them based on their gender. This establishes a "gender map" that guides what is appropriate. Parents are the first to influence children's gender socialization through their subtle behaviors like the toys they buy and expectations they have. As children become exposed to peers and mass media, societal expectations of gender are further reinforced, such as male characters outnumbering females on TV and being portrayed at higher statuses more often.
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- Sex refers to biological differences, while gender describes social and cultural ideas around femininity and masculinity.
- Gender is formed culturally rather than biologically and is policed by people and institutions.
- Early childhood sees influence from parents and pressure to conform to stereotypes regarding toys, activities and appearance.
- As children age, gender roles and expectations become more rigid, and failing to meet stereotypes can lead to bullying.
- Discussing gender roles and sexuality is important in primary education to promote gender equality and understanding.
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Gender is a social construct that varies across cultures. In Tanzania, gender roles and expectations are significantly shaped by cultural and social norms. Through socialization processes like family, education, religion and media, boys and girls learn to conform to distinct gender roles that often perpetuate male dominance and female subordination. Some cultural practices that contribute to gender inequalities include son preference, restrictions on women's access to resources, and traditional practices like female genital mutilation that can endanger women's health and limit their opportunities. While certain cultural traditions have been oppressive towards women, positive elements can also be retained by reforming harmful aspects.
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Impact of society ON gender equality?
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The document discusses the key agents of socialization which influence a child's development, including family, peer groups, school, media and technology, workplace, and religion and government. It notes that family plays the most important role in teaching children cultural values and customs through socializing them into conventional gender roles. As children age, peer groups take on more influence, and school also socializes children by teaching them to behave appropriately in occupational settings through a process of career choice, anticipatory socialization, conditioning, and commitment to work.
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This document discusses the key agents of socialization in the United States, including the family, peer groups, schools, and mass media. It explains that the family is usually the most important socialization agent, especially for young children, through both deliberate and unintended lessons. As children age, peer groups take on more influence in pre-teen and teen years. Schools also play a major role through both planned academic lessons and unplanned social interactions. Mass media, especially TV, is also influential through exposure but without personal contact. Total institutions like prisons aim to resocialize members by stripping their old identity and imposing a new one.
GENDER AWARENESS
This document discusses gender awareness and disparities in Kenyan primary schools. It begins by defining key gender concepts like sex, gender, gender roles and stereotypes. It then analyzes causes of gender disparities in schools, such as socioeconomic factors, sociocultural beliefs, and teachers' attitudes. Traditional gender roles can negatively impact school performance if they create an imbalance in boys' and girls' workloads. The document suggests solutions like using role models, gender sensitization of parents and teachers, guidance and counseling for girls, and making schools more gender-friendly. The overall goal is to promote equal learning opportunities for boys and girls and reduce inequalities between them.
Agents of socialization by bishal
The document discusses the major agents of socialization which influence people's self-concepts, attitudes, and behaviors. It identifies the key agents as family, schools, peer groups, mass media (TV and internet), religion, and the workplace. For family, it notes that coming from a loving family produces well-adjusted children, and social class shapes parents' expectations. Schools teach academic skills and social values through both the formal curriculum and "hidden curriculum". Peer groups allow children to explore interests outside of adults but also influence them through anticipatory socialization. Mass media, especially television and now the internet, have enormous effects on attitudes and consume much of people's free time. Religion also plays a major role in moral socialization for
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The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
muzamalhussain
The document discusses gender socialization and the role of mass media. It makes the following key points:
1) Gender socialization is the process through which people learn appropriate gender roles and behaviors based on their sex. It occurs through various social agents like family, schools, peers, and mass media.
2) The mass media plays a powerful role in socializing and reinforcing gender stereotypes. It often portrays women and men in traditional and sometimes limiting roles.
3) However, gender roles are changing in many societies as ideas of masculinity and femininity evolve and women and men have more equal opportunities and representations.
Gender, communication, and culture
This document discusses gender, communication, and culture. It defines gender as a social construction that varies across cultures, as opposed to sex which is determined biologically. Gender roles are taught through communication like family interactions and children's games from a young age. These lessons influence characteristics associated with masculinity and femininity, like independence versus relationship-focus. The document advocates understanding different communication styles between genders and recognizing that gender concepts are evolving over time and varying across age groups.
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The document discusses communication within nuclear families and how they socialize children into gender roles. It provides context that families are an influential source that teach that women and men should have different, often unequal roles. The passage then gives an example of a nuclear family from the author's childhood, where the mother's role was to care for children and clean, while the father's role was to work and provide financially. This depicted typical gender roles of the time. Nuclear families are then defined as composed of two parents (male and female) and their biological children, with the male as primary breadwinner and the female as homemaker.
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Ds 2203 02 cultural construction of gender and gender issues in tanzania
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- Whether people should have the freedom to discriminate against homosexuals.
- Whether homosexuality is a choice or involuntary condition.
- The origins of sexual preferences and whether they are influenced by social or biological factors.
- Evidence from studies of brain structures and genes that suggest biological influences on sexual orientation.
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Scott S. Hall
Ball State University
David Knox
East Carolina University
Kelsey Shapiro
Ball State University
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unique sets of background characteristics and experiences pertaining to hooking up within the college
culture. A large, gender-balanced sample of college students (N � 3,893) from 2 universities that
represented sizable numbers of diverse sexual identities was analyzed for the current study. Results
indicated that within each sexual identity, men were more likely than women to have hooked up (“I
have”) and to be willing to hookup if they hadn’t (“I would”). Across sexual identities, gay/lesbian and
bisexual individuals were more likely to have hooked up than were straight individuals. Gay and straight
individuals were more likely than bisexual individuals to intend to avoid hooking up (“I won’t”).
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Keywords: hooking up, sexual identity, intentions
“Hooking up” has become a major focus of research in sexuality
and relationships of emerging adults, especially college students.
Though definitions vary, a hookup is typically understood to be a
sexual encounter that occurs between individuals who have no
relationship commitment, sometimes who are strangers (Garcia,
Reiber, Massey, & Merriwether, 2012; Lewis, Atkins, Blayney,
Dent, & Kaysen, 2013). Motivations for hooking up include not
having a formal dating scene alternative, sexual gratification,
wanting to fit in, fun/adventure, being too busy for a steady
relationship (e.g., demands of a college-student life), and hope for
a transition into a romantic relationship (Uecker et al., 2015). The
college context promotes hooking-up encounters, with an apparent
cultural expectation that hooking up is integral to embracing the
full college experience (Bogle, 2007; Garcia et al., 2012). Re-
searchers continue to investigate the profile of individuals likely to
hook up, their motivations for doing so, and the outcomes of the
experience.
Yet some college students report never having hooked up (Gar-
cia et al., 2012). Such individuals may be categorized as those who
avoid such encounters (e.g., the strongly religious) or those who
have not had the opportunity. Those who have not hooked up could
thus be meaningfully different from one another, depending on
their intentions related to hooking up. Understanding the charac-.
Sociology1
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The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
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ol Gay, Leshian, and Bisexual lodividuals
Marvin R. Goldfried
State University of New York at Stony Brook
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Anita P. Goldfried
Private Practice, New York, New York
This article underscores the very important role that parental acceptance
'aria'suppOi't plays in turthering the psychological well-being of g
bian, and bisexual irTdiviauals. Parents, Families, anaTrjerids_oLLesbians
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si o'n~tlTe]inpportJo71a^i]y~membersredU^^^ and ad^ra-
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reducing the stigma of being gay, lesbian, or bisexual and in mainstream-
ing gay, lesbian, and bisexual issues. © 2 0 0 1 John Wiley & Sons, Inc.
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/ gather from your letter that your son is a homosexual. I am most impressed by the fact that
you do not mention this term yourself in your information about him. May I question you, why
do you avoid it? Homosexuality is assuredly no advantage, but it is nothing to be ashamed of,
no vice, no degradation. It cannot be classified as an illness. . . . It is a great injustice to
persecute homosexuality as a crime, and cruelty, too.
Letter to an American Mother
Sigmund Freud
April 9, 1935
This article is personal, empirical, professional, and political in nature. One of our two
wonderful sons is gay; we are a psychologist and clinical social worker, respectively; we
Correspondence and requests for reprints should be sent to: Marvin R. Goldfried, Department of Psychology,
State University of New York at Stony Brook, Stony Brook, NY 11794-2500; e-mail: [email protected]
sunysb.edu.
JCLP/ln Session: Psychotherapy in Practice, Vol. 57(5), 681-693 (2001)
© 2001 John Wiley & Sons. Inc.
682 JCLP/In Session, May 2001
know about the research on the relationship between parental support and the psycholog-
ical well-being of gay, lesbian, and bisexual (GLB) individuals; and we believe that our
clinical work with such clients always will be limited until the stigma of being gay,
lesbian, or bisexual in our society is removed.
We suspected that our son, Michael, was gay when he was about 7 years of age. Our
knowledge of the research on the developmental histories of gay men (Green, 1974)
called our attention to the cross-gender behavior patterns and interests that have been
found to be somewhat predictive of homosexuality in males (e.g., feminine play). As he
grew older, our belief strengthened, and was confirmed when speaking informally with
gay mental health professionals. Their advice was to wait patiently until he was ready to
come out an.
The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
The Importance ol Pafental Suppoft in the lives
ol Gay, Leshian, and Bisexual lodividuals
Marvin R. Goldfried
State University of New York at Stony Brook
T
Anita P. Goldfried
Private Practice, New York, New York
This article underscores the very important role that parental acceptance
'aria'suppOi't plays in turthering the psychological well-being of g
bian, and bisexual irTdiviauals. Parents, Families, anaTrjerids_oLLesbians
—sTra Uays (KHAU), an organization dedicated to this goal, has as its mis-
si o'n~tlTe]inpportJo71a^i]y~membersredU^^^ and ad^ra-
cacy for equal rights for lesbians, gayrineri_andJ;usfi)iuals._By-lcomiRg-otjf-'
"themselves, strai^Rt parents and relatives—including those in the mental
health field—not only can extend the support they offer to their gay/
lesbian/bisexual children and relatives but also play a significant role in
reducing the stigma of being gay, lesbian, or bisexual and in mainstream-
ing gay, lesbian, and bisexual issues. © 2 0 0 1 John Wiley & Sons, Inc.
J Clin Psychol/ln Session 57; 6 8 1 - 6 9 3 , 2 0 0 1 .
Keywords; gay men; lesbians; bisexuality; family; parents
/ gather from your letter that your son is a homosexual. I am most impressed by the fact that
you do not mention this term yourself in your information about him. May I question you, why
do you avoid it? Homosexuality is assuredly no advantage, but it is nothing to be ashamed of,
no vice, no degradation. It cannot be classified as an illness. . . . It is a great injustice to
persecute homosexuality as a crime, and cruelty, too.
Letter to an American Mother
Sigmund Freud
April 9, 1935
This article is personal, empirical, professional, and political in nature. One of our two
wonderful sons is gay; we are a psychologist and clinical social worker, respectively; we
Correspondence and requests for reprints should be sent to: Marvin R. Goldfried, Department of Psychology,
State University of New York at Stony Brook, Stony Brook, NY 11794-2500; e-mail: [email protected]
sunysb.edu.
JCLP/ln Session: Psychotherapy in Practice, Vol. 57(5), 681-693 (2001)
© 2001 John Wiley & Sons. Inc.
682 JCLP/In Session, May 2001
know about the research on the relationship between parental support and the psycholog-
ical well-being of gay, lesbian, and bisexual (GLB) individuals; and we believe that our
clinical work with such clients always will be limited until the stigma of being gay,
lesbian, or bisexual in our society is removed.
We suspected that our son, Michael, was gay when he was about 7 years of age. Our
knowledge of the research on the developmental histories of gay men (Green, 1974)
called our attention to the cross-gender behavior patterns and interests that have been
found to be somewhat predictive of homosexuality in males (e.g., feminine play). As he
grew older, our belief strengthened, and was confirmed when speaking informally with
gay mental health professionals. Their advice was to wait patiently until he was ready to
come out an.
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
1) The study examined heterosexual attitudes toward same-sex parenting in Portugal, finding some differences compared to attitudes toward opposite-sex parenting.
2) Men and religious Catholics expressed more negative views of same-sex parenting than women and atheists. Both men and women anticipated social victimization of children with same-sex parents.
3) While evaluations of parenting ability did not significantly differ between same- and opposite-sex couples, same-sex parents were seen as posing more emotional and social risks to children. The study highlights concerns over discrimination facing children with same-sex parents.
Gender Roles and Sexual Happiness Powerpoint
My final Human Sexuality Research Project - studying and discussing Gender Roles and Sexual Happiness and Satisfaction.
Understanding Gender Differences
The document defines key terms related to gender: sex refers to biological categories of male and female, gender refers to culturally constructed distinctions between femininity and masculinity, gender stereotypes are widely held beliefs about abilities and traits, and gender differences are actual disparities between the sexes. Research supports cognitive differences like females performing better at verbal tests and males at math/visual-spatial tests. Research also supports behavioral differences like males being more aggressive and females being more sensitive to cues and susceptible to persuasion. The document discusses how children learn gender roles through processes like operant conditioning, observational learning, and self-socialization. Parents, schools, and media influence children to follow traditional gender roles.
Kate dodge gender roles powerpoint
The document discusses differences in how masculinity and femininity are perceived to influence romantic relationships. A study surveyed 326 college students and found that men were more likely than women to believe in traditional relationship dynamics like cohabitation improving marriage. Meanwhile, women were more likely to value love over other factors in choosing a mate. The author then surveyed 10 couples about gender roles and found that those identifying as more masculine or feminine aligned with traditional views, while androgynous individuals favored flexibility. The author concludes exposure to less rigid gender norms, like through education, can impact relationship beliefs.
Running head Examining the reasons 1Examining the reasons 16.docx
This document provides background information and a literature review for a research study examining the reasons why women stay in abusive relationships. It discusses domestic violence as a social problem and reviews previous studies that identified common reasons women give for staying, such as fear, financial dependence, childcare responsibilities, and emotional attachment. The proposed study will conduct interviews with women aged 18-35 who are currently or were recently in a domestic violence relationship to understand their lived experiences and perspectives on why they chose to stay or leave.
Gender & Sexual ViolenceSexual ObjectificationSexu
Gender & Sexual Violence
Sexual Objectification
Sexual objectification is the reduction of a person to his or her sex appeal.
Both men and women are objectified in popular culture.
Gay men are objectified more than heterosexual men.
Women overall are objectified much more than men.
There’s now so much competition for attention that media content has learned that more is better. This has extended to more sex in the media, and women are conventionally portrayed as sex objects and sexually objectified.
Can you think of examples of sexual objectification in any shows or films you’ve recently watched? Who was sexually objectified? After hearing the responses, do the students’ examples confirm the book’s findings (i.e., that women are objectified more than men and that gay men are objectified more than heterosexual men)? Why or why not?
2
The Heterosexual Male Gaze
Media privileges male desire and assumes a heterosexual male gaze.
Content is designed to appeal to a hypothetical heterosexual man.
Men undergo a process of sexual subjectification.
They are told what their internal thoughts and feelings should be.
This privilege of male desire leads to a heterosexual male gaze. Can you think of how this gaze can negatively impact men?
3
Self-Objectifying
The heterosexual male gaze means that women are regularly exposed to idealized images of female bodies.
Many women self-objectify.
They internalize the idea that their physical attractiveness determines their worth.
During sex, worrying about how you look can translate into a process called spectating.
Instructor Note: You can build from the previous slide by now discussing how the heterosexual male gaze can negatively impact women. You should also discuss how gay and bisexual men in same-sex encounters can be positioned as the objectifier, the objectified, or both. Heterosexual men are less likely to be sexually objectified than others are.
How can the heterosexual male gaze impact women? How can it impact men? Do you think there are negative consequences to the heterosexual male gaze for men? For women? If yes, how so?
4
Sexual Scripts
A sexual script refers to the social rules that guide sexual interaction.
The scripts of both mixed-sex and same-sex couples have a somewhat rigid ascending order of intimacy.
Sexual scripts are also gendered.
The masculine role is assertive.
The feminine role is responsive.
This creates a push-and-resist dynamic, whereby it’s normal for men to push for sexual activity and for women to stop or slow it down.
Instructor Note: Here you can discuss how our views on gender also shape how our sexual interactions are expected to go.
Can you develop a sexual script for a mixed-sex couple? Are there any gendered dynamics within the script? If yes, how so?
5
Sexual Violence
In the United States, one in three women and one in sex men have experienced sexual violence.
Acquaintance rape: rape by a person who is known to the victim
Stranger rape: ...
FINAL VERSION OF THESIS - TURNED IN!!!!
This study explored how peer relationships impact the human stress response in gay males. It found that:
1) Gay male friends engaged in higher levels of co-rumination (extensive negative problem discussion) when discussing problems compared to a control group.
2) However, gay male friends did not experience rises in the stress hormone cortisol in response to co-rumination.
3) Co-rumination in gay male friendships was related to increased negative affect.
gender study
This study examined whether emotional vulnerability leads women and men to confirm gender stereotypes. Fifty-nine couples were randomly assigned to discuss topics that did or did not induce feelings of vulnerability. When vulnerability was high, men's behaviors aligned more with traditional masculine stereotypes. Women's behaviors were not significantly affected. The findings provide support for social role theory, which proposes that people are more likely to behave in gender-stereotypical ways when performing social roles associated with their gender.
Kate dodge gender roles powerpoint
The document summarizes a study on perceptions of relationships between men and women. It surveyed 10 heterosexual couples to assess their views on traditional gender roles. Results showed those identifying as masculine generally supported traditional roles, while androgynous individuals favored equality. Younger masculine men surprisingly supported women as primary caregivers. The author concludes identities and beliefs are influenced by generational changes, and that making masculinity/femininity more fluid could promote equality and self-expression.
Myths & realities of cnm catalyst con east 2015_slideshare
What do people think about consensually nonmonogamous (CNM) relationships and people, and what are CNM relationships and people really like? This presentation is a summary of the social science research examining these questions.
Presented by Dr Zhana Vrangalova at Catalyst Con East 2015.
Lgb tpowerpoint
This document provides definitions and discusses common stereotypes and myths related to homosexuality and the LGBT community. It seeks to clarify terms like gay, lesbian, bisexual, and transgender. It aims to dispel false stereotypes, such as the ideas that homosexuality is a choice, gays recruit others or are promiscuous, and that gay people are unhappy or against family values. The document challenges common religious myths by examining biblical passages often cited in relation to homosexuality. Overall, it presents factual information to help readers understand issues around sexual orientation and gender identity.
Sean - Academic Research Project
1. The study examined the effect of peer relationships on depression in homosexual adolescents by measuring qualities of subjects' friendships.
2. The results showed that sexual identity increased levels of depression and anxiety but did not affect self-esteem or perceived stress. Sexual identity also affected proportions of close friends and friendship fears.
3. Contrary to hypotheses, older adolescents who were out of the closet most resembled their heterosexual peers in peer network size and proportions of close friends. The study suggests that views of clear psychological differences between homosexual and heterosexual youth oversimplify the issue.
The compleat guide how to have better relationship
This document provides an overview of relationship advice from scientific research. It discusses how to build a strong relationship through commitment, compromise and effort. It then explores topics like love and romance, staying faithful, resolving conflicts, and maintaining a relationship over time. Various studies and surveys are referenced to provide insights into topics like love styles, reigniting passion, the importance of sex, and how relationship factors like sex and intimacy typically change over time in a marriage.
Similar to Affects of Gender Socialization on Homosexual Male & Females (20)
Gender dysphoria OR GENDER IDENDITY DISORDER DSM 5
Gender dysphoria OR GENDER IDENDITY DISORDER DSM 5
I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
The Importance ol Pafental Suppoft in the livesol Gay, Leshi.docx
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
Running head Examining the reasons 1Examining the reasons 16.docx
Running head Examining the reasons 1Examining the reasons 16.docx
Gender & Sexual ViolenceSexual ObjectificationSexu
Gender & Sexual ViolenceSexual ObjectificationSexu
Myths & realities of cnm catalyst con east 2015_slideshare
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Affects of Gender Socialization on Homosexual Male & Females
- 1. The Affects of Gender Socialization on Homosexual Males and Females Amber L. Janzen South Puget Sound Community College
- 3. Abstract Imagine if you will, a large, extended American family celebrating at a wedding. Two young girls aged 5 and 6 join hands on the dance floor and rejoice in excitement while dancing away the evening. They hug and kiss each other on the cheek gleefully. Their elders look on admiring how cute and precious a scene they’re bearing witness to. Now imagine the same display only two boys are frolicking with delight, holding hands, dancing close, perhaps swapping pecks of affection just as the girls had done. Quite likely, the cultural response would be one of disapproval. The following research attempts to demonstrate these differences in gender socialization while illuminating their manifestations within the gay community, specifically the male homosexual community.
- 4. Background Young children learn gender and then fulfill their prescribed role Males are taught to be aggressive, females passive The majority of gay-bashing victims and offenders are male Males make up a staggering 90% of violent crime offenders
- 5. Hypothesis Gay men will have a more challenging time with disclosing their sexual preference than gay females. I postulate that gender socialization will have a direct influence on this.
- 6. Method A random sample of 22 was taken from three separate establishments 11 homosexual males and 11 lesbian females voluntarily participated Participants filled out a questionnaire designed to extract specific information The survey was brief, comprised of only 4 questions.
- 8. At what age did you know that your sexual preference was not for the opposite biological sex?
- 9. At what age did you openly disclose your sexual preference to your family and/or peers?
- 11. Results Continued: Males experienced more discriminatory incidents at a ratio of 15:9 3 of the 11 males had still not disclosed their sexual preference, further supporting the hypothesis* * Because non-disclosure was not anticipated, a lack of quantifiable data for three men may have skewed the average. The average for males was taken from 8 while an average for females was taken from 10 as data was not available for one female.
- 14. Challenges to Study Too small a sample size Lack of control for other variables such as fear of family disownment, religious background, ethnic background, workplace discrimination, etc. Non-disclosure was not anticipated, and although compelling to the hypothesis, could not be quantified for in determining a sound average gap.
- 15. Conclusion Males experienced higher rates of verbal assault, physical violence, family disownment, and non-disclosure. Males and females reported an equal amount of unspecified discrimination as well as workplace discrimination. Females reported no incidences of family disownment. Overall, males experienced a longer, if not non-existent, disclosure rate than females
- 16. Conclusion Continued The violence endured by homosexual men, seemed to be born of a model of gender socialization that dominates American culture; a model in which males are to embody masculinity as defined by a disposition of toughness, aggression, violence, emotional constriction, dominance, and conformity. This study made it apparent that further research is necessary to prove a relationship between gender socialization and the hesitancy of coming out among both males and females. It’s important to note that, although males had a longer (in some cases non-existent) coming out period, lesbian women grapple with the same antagonism males do. This indicates a cultural need for reassessment of gender and what it truly means to be masculine, feminine, male, or female.