This document discusses theories of gender identity development. It notes that while biology and heredity play a role, environmental factors are also important. Gender identity generally forms early in childhood through social learning from caregivers. The document examines multiple theories for the development of sexual orientation, such as prenatal hormone exposure, the fraternal birth order effect, and genetic influences. However, none of the theories fully explain gender identity and sexuality remains complex with biological and social influences.
Gender identity and sexual orientation powerpointNathan Dorval
The document defines key terms related to gender identity and sexual orientation such as gender identity, gender expression, transgender, cisgender, and more. It then discusses main points about the LGBTQ community including health risks faced by lesbians from behaviors like smoking and the negative impacts of discrimination. It also covers bold ideas around prohibiting employment discrimination and perspectives on schools providing more support for LGBTQ students.
Sexual orientation describes a person's enduring pattern of emotional, romantic or sexual attraction to another gender or genders. It is generally divided into heterosexual, bisexual and homosexual. Sexual orientation involves feelings and identity and may not be evident in appearance or behavior, as people may experience attractions they do not act on. Most experts agree that sexual orientation results from a combination of factors and is not a choice that can be changed, though some people hide or suppress their orientation.
Sex, gender identity, and gender expression can exist on spectrums that are different than traditional norms. Gender identity refers to one's internal sense of self as male, female, both, or neither, which may or may not correspond to their sex assigned at birth. There are many terms used to describe various gender identities including transgender, transsexual, genderqueer, and more which challenge societal expectations of gender roles and expressions.
This document discusses gender identity and sexuality. It defines key terms like gender, sex, transgender, transsexual, and sexual orientation. It notes that gender refers to whether one identifies as male or female, while sex is defined biologically. It also discusses the struggles that LGBTQ individuals face with discrimination, religious conflicts, and fear of coming out. The document advocates for greater acceptance of all people regardless of their gender or sexuality.
The document defines key terms related to sexual orientation and gender identity. It describes sexual orientations including heterosexuality, bisexuality, pansexuality, asexuality, queer and definitions for gay and lesbian. It also defines gender identity, gender expression, transgender, gender transition and gender dysphoria. The document provides brief descriptions of each term.
This document provides an introduction to concepts related to gender identity, gender expression, and biological sex. It defines these terms and discusses their differences. It also addresses the prevalence of intersex individuals, myths and misconceptions, and theoretical considerations for counselors. Gender identity refers to one's internal gender, gender expression is one's outward presentation, and biological sex refers to physical characteristics. These do not always align. The document aims to educate on this topic which is important for multicultural counseling.
Sexual orientation involves a person's emotional, romantic, and sexual attraction to individuals of a particular gender. It is divided into three main categories: heterosexual orientation referring to attraction to the opposite sex; homosexual orientation referring to attraction to the same sex, including gay (male-male attraction) and lesbian (female-female attraction); and bisexual orientation referring to attraction to both males and females. While the exact causes are unclear, most research indicates that sexual orientation is not a choice and that both biological/genetic factors and social environment play complex roles in determining a person's orientation. Issues related to sexual orientation include homophobia, discrimination against LGBT individuals, and the recognition of same-sex families and relationships.
This document discusses theories of gender identity development. It notes that while biology and heredity play a role, environmental factors are also important. Gender identity generally forms early in childhood through social learning from caregivers. The document examines multiple theories for the development of sexual orientation, such as prenatal hormone exposure, the fraternal birth order effect, and genetic influences. However, none of the theories fully explain gender identity and sexuality remains complex with biological and social influences.
Gender identity and sexual orientation powerpointNathan Dorval
The document defines key terms related to gender identity and sexual orientation such as gender identity, gender expression, transgender, cisgender, and more. It then discusses main points about the LGBTQ community including health risks faced by lesbians from behaviors like smoking and the negative impacts of discrimination. It also covers bold ideas around prohibiting employment discrimination and perspectives on schools providing more support for LGBTQ students.
Sexual orientation describes a person's enduring pattern of emotional, romantic or sexual attraction to another gender or genders. It is generally divided into heterosexual, bisexual and homosexual. Sexual orientation involves feelings and identity and may not be evident in appearance or behavior, as people may experience attractions they do not act on. Most experts agree that sexual orientation results from a combination of factors and is not a choice that can be changed, though some people hide or suppress their orientation.
Sex, gender identity, and gender expression can exist on spectrums that are different than traditional norms. Gender identity refers to one's internal sense of self as male, female, both, or neither, which may or may not correspond to their sex assigned at birth. There are many terms used to describe various gender identities including transgender, transsexual, genderqueer, and more which challenge societal expectations of gender roles and expressions.
This document discusses gender identity and sexuality. It defines key terms like gender, sex, transgender, transsexual, and sexual orientation. It notes that gender refers to whether one identifies as male or female, while sex is defined biologically. It also discusses the struggles that LGBTQ individuals face with discrimination, religious conflicts, and fear of coming out. The document advocates for greater acceptance of all people regardless of their gender or sexuality.
The document defines key terms related to sexual orientation and gender identity. It describes sexual orientations including heterosexuality, bisexuality, pansexuality, asexuality, queer and definitions for gay and lesbian. It also defines gender identity, gender expression, transgender, gender transition and gender dysphoria. The document provides brief descriptions of each term.
This document provides an introduction to concepts related to gender identity, gender expression, and biological sex. It defines these terms and discusses their differences. It also addresses the prevalence of intersex individuals, myths and misconceptions, and theoretical considerations for counselors. Gender identity refers to one's internal gender, gender expression is one's outward presentation, and biological sex refers to physical characteristics. These do not always align. The document aims to educate on this topic which is important for multicultural counseling.
Sexual orientation involves a person's emotional, romantic, and sexual attraction to individuals of a particular gender. It is divided into three main categories: heterosexual orientation referring to attraction to the opposite sex; homosexual orientation referring to attraction to the same sex, including gay (male-male attraction) and lesbian (female-female attraction); and bisexual orientation referring to attraction to both males and females. While the exact causes are unclear, most research indicates that sexual orientation is not a choice and that both biological/genetic factors and social environment play complex roles in determining a person's orientation. Issues related to sexual orientation include homophobia, discrimination against LGBT individuals, and the recognition of same-sex families and relationships.
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
This document discusses gender identity and its development. It defines sex as biological and refers to physical differences, while gender is psychological and relates to one's sense of masculinity or femininity. It explores several theories on how gender roles and identities form, including:
- Biological factors like evolutionary mating strategies
- Kohlberg's cognitive theory of gender constancy in childhood
- Social cognitive theory of learning gender roles through observation and reinforcement
- Gender schema theory of organizing information according to masculine/feminine concepts
- Psychoanalytic theories like Freud's identification theory of gender development through the Oedipus complex.
This document discusses various topics related to human sexuality including: definitions of sexuality, influences on sexuality like gender and culture, categories of sexual orientation, stereotypes associated with gender roles, relationship dynamics, virginity and abstinence, masturbation, fantasy and role-playing, criticism of how some activities are portrayed, and the impact of disability on sexuality. Key influences mentioned are gender, physicality, religion, family, and cultural norms. A wide range of human sexual behaviors and experiences are covered.
This document discusses definitions related to gender identity, gender expression, sex, and sexual orientation. It notes that gender identity refers to one's internal sense of gender, which may differ from their sex assigned at birth. Sexual orientation refers to romantic or sexual attraction toward other people and exists on a spectrum. The document emphasizes that major medical and mental health professional organizations do not consider homosexuality a mental disorder and that efforts to change sexual orientation through conversion or reparative therapy have been found ineffective and potentially harmful.
This document discusses gender and sexuality from multiple perspectives. It defines key terms like sex, gender, gender identity, sexuality and queer theory. It also outlines differences between sex and gender as well as issues still facing the LGBTQ community such as prejudice, equal rights and group identity.
Sexual orientation is defined as an enduring pattern of attraction to persons of the opposite sex, same sex, or both sexes. It is generally categorized into heterosexuality, homosexuality, bisexuality, and asexuality. While homosexuality was previously considered a mental disorder, studies failed to support this view and it was removed from the DSM in 1973. Sexual orientation is now considered to have biological influences and to not be a choice. Discrimination against LGBTQ persons is widely considered unjust.
The document is from a PowerPoint presentation on human sexuality that covers several topics:
- It defines human sexuality and discusses how it is studied from various academic perspectives.
- It explores how values and critical thinking influence attitudes toward sexuality.
- It presents various historical, biological, evolutionary, sociological, and psychological perspectives on understanding human sexuality.
- It discusses perspectives from feminism, queer theory, and how multiple perspectives provide a richer understanding of human sexuality.
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.
1) Society and the media influence people's views of sexuality through stereotypes and portrayals of gender and sexuality.
2) Sexuality includes gender identity, sexual orientation and sexual acts. However, society often judges and stigmatizes those who do not conform to stereotypical expectations.
3) Religions also influence views of sexuality, with some strongly prohibiting certain sexual acts or orientations. This can lead to negative feelings about one's sexuality.
This document discusses gender identity and sexual orientation. It defines key terms like sex, gender, gender identity, transgender, genderqueer, and sexual orientation. It explains that gender identity refers to one's internal sense of gender, which may or may not correspond with their sex assigned at birth. It also distinguishes between gender identity and sexual orientation. Sexual orientation refers to who one is attracted to, such as gay, lesbian, bisexual, or straight. The document provides information on coming out, homophobia, and advocacy organizations working to promote acceptance.
This document provides a summary of chapter ten from a lecture on gender and sexuality. It covers definitions of key terms like sex, gender, gender roles and identity. It discusses gender stereotypes and differences in personality, cognition, attitudes and behaviors between men and women. It also examines topics like sexual orientation, paraphilias, sexual dysfunction and relationships in older age. The chapter aims to define and explore various aspects of gender and human sexuality.
This study examined whether a person's need for sex predicts their comfort with casual sex and likelihood of engaging in risky sexual behaviors. 111 participants completed online questionnaires measuring their need for sex, views on casual sex, and sexual history. Higher need for sex correlated with more unrestricted views of casual sex and a higher frequency of risky sexual encounters. However, there was no significant interaction between the three measures. The findings suggest an individual's need for sex can impact their psychology and behaviors regarding casual and risky sex, which has implications for understanding hazardous sexual behavior.
Gender identity and sexual orientation chapter 9tmbouvier
This document discusses gender identity and sexual orientation. It defines key terms like gender identity, sexual orientation, transgender, cisgender, and more. It explores how gender identity may differ from biological sex and can be shaped by both nature and nurture. It also addresses obstacles faced by transgender individuals like access to healthcare and discrimination. The document aims to increase understanding of diverse identities and lifestyles.
This document discusses terms related to gender identity and sexual orientation. It defines terms like cisgender, transgender, heterosexual, homosexual, bisexual, asexual, and non-binary. It also discusses concepts like gender identity versus biological sex, romantic orientation versus sexual orientation, and umbrella terms. The document notes that gender identity and pronouns are personal, and certain terms should be avoided. It outlines flags used in the LGBTQIA community and closes by discussing challenges faced due to stigma and discrimination.
Sexism is unfair treatment or discrimination against people based on their sex or gender. It often stems from harmful gender stereotypes that see women as inferior. Throughout history, women have faced discrimination and been seen as witches or less capable. While sexism exists in many societies, the document notes it can be particularly problematic in Guatemala where women face wage gaps and judgment based on their appearance or culture. Several contributors reflect that sexism damages society by limiting women's opportunities and that change needs to start at home by teaching children respect regardless of gender.
The document provides a summary of a study analyzing differences in storytelling styles between cisgender men, transgender men, and how gender is constructed. It discusses how the study examines narratives told by two cisgender men and two transgender men who have transitioned hormonally but not surgically. The study aims to determine if socialization or hormones have a greater influence on masculine and feminine speech patterns. The document analyzes characteristics of the narratives like topics, settings, inclusion of male/female characters, and use of swear words. It finds some differences between cisgender and transgender participants but also influence from other factors like age and life stage.
This presentation discusses the development of gender roles in children and adolescents. It addresses how gender roles are developed and change over time. Gender roles are first adopted in infancy through age 3 as gender identity, around age 4 as gender stability, and early age 5 as gender consistency. From childhood through adolescence, children's understanding of their gender can change as they have difficulty accepting body differences and may experiment with behaviors associated with the other gender. Observable behaviors like same-sex friendships and interactions can indicate changes in a child's developing gender identity.
This document provides an overview of topics related to gender and sexuality across the lifespan. It discusses gender identity and how it develops from a very young age, with influences from biology like prenatal hormone exposure as well as social and environmental factors like parent-child interactions and societal expectations. It also addresses the concepts of sex and sexuality. While differences between male and female infants tend to be minor, gender-typed behaviors often emerge during early childhood as children become aware of gender identities and show preferences for same-sex playmates.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
The document discusses gender stereotypes among married couples in family. It aims to critically examine stereotypical gender roles through a study of 100 married couples selected randomly. The study objectives are to identify major areas of gender stereotypes in household responsibilities, decision making, independence, and social life. It analyzes data collected through questionnaires and interviews using statistical techniques to understand stereotypical perceptions between husbands and wives. Preliminary results show disagreements around equal sharing of household work and a tendency to see men as achievers outside home while women take care of family.
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
This document discusses gender identity and its development. It defines sex as biological and refers to physical differences, while gender is psychological and relates to one's sense of masculinity or femininity. It explores several theories on how gender roles and identities form, including:
- Biological factors like evolutionary mating strategies
- Kohlberg's cognitive theory of gender constancy in childhood
- Social cognitive theory of learning gender roles through observation and reinforcement
- Gender schema theory of organizing information according to masculine/feminine concepts
- Psychoanalytic theories like Freud's identification theory of gender development through the Oedipus complex.
This document discusses various topics related to human sexuality including: definitions of sexuality, influences on sexuality like gender and culture, categories of sexual orientation, stereotypes associated with gender roles, relationship dynamics, virginity and abstinence, masturbation, fantasy and role-playing, criticism of how some activities are portrayed, and the impact of disability on sexuality. Key influences mentioned are gender, physicality, religion, family, and cultural norms. A wide range of human sexual behaviors and experiences are covered.
This document discusses definitions related to gender identity, gender expression, sex, and sexual orientation. It notes that gender identity refers to one's internal sense of gender, which may differ from their sex assigned at birth. Sexual orientation refers to romantic or sexual attraction toward other people and exists on a spectrum. The document emphasizes that major medical and mental health professional organizations do not consider homosexuality a mental disorder and that efforts to change sexual orientation through conversion or reparative therapy have been found ineffective and potentially harmful.
This document discusses gender and sexuality from multiple perspectives. It defines key terms like sex, gender, gender identity, sexuality and queer theory. It also outlines differences between sex and gender as well as issues still facing the LGBTQ community such as prejudice, equal rights and group identity.
Sexual orientation is defined as an enduring pattern of attraction to persons of the opposite sex, same sex, or both sexes. It is generally categorized into heterosexuality, homosexuality, bisexuality, and asexuality. While homosexuality was previously considered a mental disorder, studies failed to support this view and it was removed from the DSM in 1973. Sexual orientation is now considered to have biological influences and to not be a choice. Discrimination against LGBTQ persons is widely considered unjust.
The document is from a PowerPoint presentation on human sexuality that covers several topics:
- It defines human sexuality and discusses how it is studied from various academic perspectives.
- It explores how values and critical thinking influence attitudes toward sexuality.
- It presents various historical, biological, evolutionary, sociological, and psychological perspectives on understanding human sexuality.
- It discusses perspectives from feminism, queer theory, and how multiple perspectives provide a richer understanding of human sexuality.
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.
1) Society and the media influence people's views of sexuality through stereotypes and portrayals of gender and sexuality.
2) Sexuality includes gender identity, sexual orientation and sexual acts. However, society often judges and stigmatizes those who do not conform to stereotypical expectations.
3) Religions also influence views of sexuality, with some strongly prohibiting certain sexual acts or orientations. This can lead to negative feelings about one's sexuality.
This document discusses gender identity and sexual orientation. It defines key terms like sex, gender, gender identity, transgender, genderqueer, and sexual orientation. It explains that gender identity refers to one's internal sense of gender, which may or may not correspond with their sex assigned at birth. It also distinguishes between gender identity and sexual orientation. Sexual orientation refers to who one is attracted to, such as gay, lesbian, bisexual, or straight. The document provides information on coming out, homophobia, and advocacy organizations working to promote acceptance.
This document provides a summary of chapter ten from a lecture on gender and sexuality. It covers definitions of key terms like sex, gender, gender roles and identity. It discusses gender stereotypes and differences in personality, cognition, attitudes and behaviors between men and women. It also examines topics like sexual orientation, paraphilias, sexual dysfunction and relationships in older age. The chapter aims to define and explore various aspects of gender and human sexuality.
This study examined whether a person's need for sex predicts their comfort with casual sex and likelihood of engaging in risky sexual behaviors. 111 participants completed online questionnaires measuring their need for sex, views on casual sex, and sexual history. Higher need for sex correlated with more unrestricted views of casual sex and a higher frequency of risky sexual encounters. However, there was no significant interaction between the three measures. The findings suggest an individual's need for sex can impact their psychology and behaviors regarding casual and risky sex, which has implications for understanding hazardous sexual behavior.
Gender identity and sexual orientation chapter 9tmbouvier
This document discusses gender identity and sexual orientation. It defines key terms like gender identity, sexual orientation, transgender, cisgender, and more. It explores how gender identity may differ from biological sex and can be shaped by both nature and nurture. It also addresses obstacles faced by transgender individuals like access to healthcare and discrimination. The document aims to increase understanding of diverse identities and lifestyles.
This document discusses terms related to gender identity and sexual orientation. It defines terms like cisgender, transgender, heterosexual, homosexual, bisexual, asexual, and non-binary. It also discusses concepts like gender identity versus biological sex, romantic orientation versus sexual orientation, and umbrella terms. The document notes that gender identity and pronouns are personal, and certain terms should be avoided. It outlines flags used in the LGBTQIA community and closes by discussing challenges faced due to stigma and discrimination.
Sexism is unfair treatment or discrimination against people based on their sex or gender. It often stems from harmful gender stereotypes that see women as inferior. Throughout history, women have faced discrimination and been seen as witches or less capable. While sexism exists in many societies, the document notes it can be particularly problematic in Guatemala where women face wage gaps and judgment based on their appearance or culture. Several contributors reflect that sexism damages society by limiting women's opportunities and that change needs to start at home by teaching children respect regardless of gender.
The document provides a summary of a study analyzing differences in storytelling styles between cisgender men, transgender men, and how gender is constructed. It discusses how the study examines narratives told by two cisgender men and two transgender men who have transitioned hormonally but not surgically. The study aims to determine if socialization or hormones have a greater influence on masculine and feminine speech patterns. The document analyzes characteristics of the narratives like topics, settings, inclusion of male/female characters, and use of swear words. It finds some differences between cisgender and transgender participants but also influence from other factors like age and life stage.
This presentation discusses the development of gender roles in children and adolescents. It addresses how gender roles are developed and change over time. Gender roles are first adopted in infancy through age 3 as gender identity, around age 4 as gender stability, and early age 5 as gender consistency. From childhood through adolescence, children's understanding of their gender can change as they have difficulty accepting body differences and may experiment with behaviors associated with the other gender. Observable behaviors like same-sex friendships and interactions can indicate changes in a child's developing gender identity.
This document provides an overview of topics related to gender and sexuality across the lifespan. It discusses gender identity and how it develops from a very young age, with influences from biology like prenatal hormone exposure as well as social and environmental factors like parent-child interactions and societal expectations. It also addresses the concepts of sex and sexuality. While differences between male and female infants tend to be minor, gender-typed behaviors often emerge during early childhood as children become aware of gender identities and show preferences for same-sex playmates.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
The document discusses gender stereotypes among married couples in family. It aims to critically examine stereotypical gender roles through a study of 100 married couples selected randomly. The study objectives are to identify major areas of gender stereotypes in household responsibilities, decision making, independence, and social life. It analyzes data collected through questionnaires and interviews using statistical techniques to understand stereotypical perceptions between husbands and wives. Preliminary results show disagreements around equal sharing of household work and a tendency to see men as achievers outside home while women take care of family.
CHAPTER 1 Introducing the Dimensions of Human SexualityFEATURES.docxcravennichole326
CHAPTER 1 Introducing the Dimensions of Human Sexuality
FEATURES
· Gender Dimensions The Multifaceted of Dimension of Gender
· Ethical Dimensions Should Human Embryos Be Used for Stem Cell Research?
· Global Dimensions The Islamic Influence
· Communication Dimensions The CERTS Model
· Multicultural Dimensions Pregnancy and Health
· Communication Dimensions Talking About Your Human Sexuality Class
CHAPTER OBJECTIVES
· 1 Identify and discuss the dimensions of human sexuality, including biological, psychological, and sociocultural factors.
· 2 Discuss the historical aspects of human sexuality, including the sexual revolution, the role of gender, and the role of culture.
· 3 Apply critical thinking methods to human sexuality.
· 4 Outline the reasons to study human sexuality, including the steps of the decision-making process.
go.jblearning.com/dimensions5e
Global Dimensions: Male Genital Mutilation and Circumcision Practices
Prostate Cancer
Care from Organizations and Available Publications
INTRODUCTION
Let us begin our exploration of the many dimensions of human sexuality by examining how they affect the life of one person: Lisa, an 18-year-old college freshman, involved in her first serious—and sexual—relationship. After several months of dating, Lisa experiences the scare of her life: Her period is late. After a few days she purchases a home-pregnancy kit. As she waits until the morning to take the test, she begins to think about the role of sexuality in her life.
Like most people who grow up in the United States today, Lisa received basic sexuality education in public school. But that brief overview—which Lisa and her friends giggled through—touched only on the physical aspects of reproduction. Nothing prepared her for the emotions she felt during her current relationship, or how her social and cultural upbringing would affect her sexual behavior.
Lisa is a Korean American, a member of a family who respect heritage and tradition. Her parents, a university professor and a homemaker, were born in Korea and had an arranged marriage. The traditional Korean view of sexuality is conservative, and virginity is highly prized for marriage. Although Lisa holds on to many traditional views, she also struggles with the permissive attitude toward sexuality that prevails in the U.S. culture today—an attitude that her boyfriend shares (Brennan, 1999).
An unexpected pregnancy for Lisa would be a major tragedy in her family. Pregnancy outside marriage would shame not only the individual (and make her an “unperson”) but also the entire family. Her family could choose to exile her.
Korean Americans tend not to tolerate secrecy by children and exert strict parental control. The Korean culture discourages open discussion of feelings and seeking out of psychological counseling. Thus Lisa is in a crisis because she feels she cannot tell her parents, but she also cannot tell anyone else (who may in turn tell her parents). In fact, Lisa has yet to tell her boy ...
This document provides an introduction to the study of gender from a linguistic perspective. It discusses how gender is a social construct rather than a biological inevitability. While biological sex differences exist, they do not determine gender roles or behaviors. Gender is deeply embedded in society and is performed through everyday actions. Examining gender from new perspectives requires questioning common assumptions about what is "natural".
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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.
1. The document discusses key concepts related to gender including that gender is a social construct distinct from sex, and refers to behaviors and traits that a society considers masculine or feminine.
2. Key terms discussed include gender fluidity, gender identity, gender roles, and gender stereotypes.
3. The document also discusses scholars like Robert Stoller who introduced concepts of transsexuality, and how gender is interpreted differently across cultures.
This document discusses the social construction of gender, sex, and sexuality. It defines key terms like sex, gender, gender identity, and sexuality. It explains that while sex refers to biological differences, gender and gender roles are socially constructed. It discusses gender socialization and the different roles, expectations, and levels of power afforded to different genders in micro, meso, and macro levels of society. It also examines theories of gender stratification like symbolic interactionism, structural functionalism, and feminist theory.
The document provides a guide to thinking about sexuality by answering common questions about queer basics. It begins by defining key terms - gender is a social construct distinct from biological sex, and sexuality represents one's desires. It discusses that homosexuality is a natural part of human sexuality, not a choice or mental illness, and cannot be cured. It rejects the myths that homosexuality spreads disease or links to illegal acts. The document argues that notions of "natural", "normal", and culture are socially constructed and have changed over time to become more inclusive of diversity in sexuality. It notes that homosexuality was decriminalized in India in 2009 but still faces challenges. The document discusses that queer people can fulfill family roles and that various relationships models exist among both
Below is a description of a research study. This study illustrates s.docxtangyechloe
Below is a description of a research study. This study illustrates several important concepts related to research methods. For each of the seven concepts below identify the excerpt from the study description that best illustrates that concept and explain why it fits by giving the definition of that concept.
• control group
• control variable
• dependent variable
• experimental group
• hypothesis
• independent variable
• reliability
Sample Study: Self-Fulfilling Prophecies and Stereotypes
Introduction. Stereotypes are sets of expectations about a social group or category of people, often suggesting particular characteristics and behaviors typical of members of that group. Often the expectations are negative ones. For example, a group of people might be regarded as lazy, shiftless, unwilling to work, and not terribly smart. As bad as stereotypes are, what is even worse is that sometimes the expectations for behaviors based on stereotypes lead people to behave in the manner expected. This is a self-fulfilling prophecy — an assumption that, once having been made, leads to the predicted event occurring. For example, all of us form first impressions about people based on visible characteristics such as gender, age, race, and physical attractiveness. In many cases, those impressions are biased and negative. However, when we act upon them, we may encourage people to behave in the negative ways we expect. But how do we separate this self-fulfilling prophecy effect from real differences that might describe a category of people? In an intriguing social psychological experiment, Mark Snyder (1977) created a study that did just this — permitting us to see how the physical attractiveness of a woman can lead men to treat her differently, leading her, in turn, to act in a manner consistent with that stereotype.
Research Methods. Snyder expected that the physical attractiveness of people influences the perception of them by others and the way others treat them. To test this, Snyder (1977) had 51 male and 51 female undergraduate students at the University of Minnesota interact with one another in male-female dyads in which they could not see one another but could talk via telephone. A photograph of either a physically attractive or physically unattractive female was randomly assigned to each dyad. The photographs were not actually of the females with whom the males were interacting. This effectively created two groups: one with a woman the man perceived as attractive and the other with a woman the man did not perceive as attractive. At that point, before any interaction took place, each male was asked to provide his first impressions of the female (based on the picture only) on a number of characteristics. Each dyad then engaged in ten-minute unstructured conversation in which the statements by the male and female were recorded on separate channels of an audiotape, so they could be analyzed separately later. Then 12 raters were asked to rate e.
This is a short report about the sexual self through the interrelation of biology, psychology, and social factors. Some pages would not make sense as they only consist of images where I explained concepts verbally. Peace. I hope you find this still informative.
Eckert and McConnell-Ginet Ch1(1)(1).pdfCameronLee64
Gender is a social construct, not something determined biologically. While biology influences sex categorization, gender involves social performances and behaviors that are culturally defined as masculine or feminine. Examining gender critically is important because its social nature is obscured by its perception as natural and inevitable.
Similar to Gender Roles and Sexual Happiness Powerpoint (15)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Gender Roles and Sexual Happiness Powerpoint
1. A Study Investigating Gender Roles and
Sexual Happiness:
Is There a Sexual Advantage to
Androgyny?
Micole McCarthy Fuller
PSYC 203 – Human Sexuality
April Kindrick
June 2nd, 2012
2. Background
Since the beginning of time, men and women have been subject to gender stereotypes. Often
we are raised to understand how we should behave and what is appropriate for us based on our biological
sex. This conditioning is called gender socialization and leads to people taking on certain traits that are
stereotypically identified with either men or women. However, just because our biological sex says a man
is male, it does not mean that he always adopts an overtly masculine gender role, and just because a
woman is female, it doesn‟t mean that she is bursting with femininity. Depending on how we were raised,
how we socialized, and whom we socialized with, we adopt different personality traits and develop our
own gender role identification. This means that a man who was raised under the traditional standards that
he must be independent and aggressive to really be a man will most likely adopt a primarily masculine
gender role. However, if a different man was raised under the pretext that men can be nurturing and
sensitive (both traits that are associated with women) he may adopt high levels of femininity. Similarly, if
a woman is conditioned to believe that she can be just as strong and self sufficient (masculine traits) as a
man, she will likely adopt high levels of masculinity.
Additionally, there is not only feminine and masculine as gender roles. There are actually
four different primary types of gender roles that people can be categorized into: masculine, feminine,
androgynous (high levels of masculinity and femininity), and undifferentiated (low levels of masculinity
and femininity). But how do we identify and categorize individuals into these gender roles?
3. In the early 1970‟s, social psychologist Sandra Bem created an inventory-survey that measures an individual‟s
levels of feminine and masculine behavioral traits called the Bem Sex Role Inventory (Crooks & Baur, 2011). There have been
many inventories, surveys, and questionnaires developed over the past few decades for identifying individuals‟ gender roles,
however the Bem Sex Role Inventory remains one of the most reputable and well known. It is this inventory that will be used
to identify gender roles in subjects for the primary upcoming research study.
In Western civilization, going back centuries, we can see many of the same suppressing stereotypical norms that
we condition our children to believe today; for example, women are restricted as homemakers and to be the primary nurturers
for children, while men are conditioned to never cry nor show signs of weakness as they must be the backbone and
breadwinners of the family. However, over the past few decades we have seen many disagreements and movements against
such suppressing stereotypes. Women are being encouraged to step into the workforce and develop careers, and many men are
beginning to accept the notion of being stay-at-home fathers and the primary nurturers of their children. Stepping away from
these stereotypical cultural norms, many people are beginning to appreciate the value of being able to possess both masculine
and feminine traits so they can lead more enriched and well-rounded lives. However, there are still many people who swear by
the traditional standards of „men as masculine‟ and „women as feminine‟. So as the knowledge of different gender roles
becomes more widespread and researched, a popular question has arisen: Is one gender role more ideal than the others? The
forthcoming study will actually take this query one step further and ask the question: Is one gender role (androgyny) more
ideal regarding sexuality and sexual interactions than the others (masculinity, femininity, and undifferentiated)?
4. Individuals who score as primarily feminine or primarily masculine on the Bem Sex Role Inventory are more attuned
to culturally acceptable and sex-appropriate behaviors (Miller et al., 2009). And while these individuals may associate themselves with
such “appropriate” and widely accepted standards, they are also putting themselves under the pressure of working within cultural
norms and are therefore under more pressure to behave as is considered suitable by traditional – and somewhat conservative – Western
society. They are restricted to only behaving in the dated and limited ways of their one-sided gender. In example, if a primarily
feminine woman is curious to know the feeling of being assertive and aggressive sexually and would like to initiate sexual relations
with her partner, a deep-seated feeling of discomfort and improperness may overwhelm and dissuade her from ever making such an
attempt. Eventually this could lead to a feeling of redundancy and boredom in her sexuality and sexual intercourse, as she is restricted
to minimal and traditionally valued behaviors.
This rather inevitable feeling of redundancy is not limited to primarily feminine women. Overtly masculine men are
just as susceptible to such a feeling; they are also less likely to be open to trying new things (unlike an androgynous individual) as they
are pinned down to their traditional masculine traits. For example, most masculine men are conditioned to believe that it is a man‟s job
to be sexually aggressive and proactive. If such a masculine man encounters an androgynous woman as a sexual partner and this
woman tries to be the aggressive initiator in the sexual intercourse, while she may feel satisfied and enjoy the experience, she may have
inadvertently made her masculine counterpart feel emasculated and “turned off” sexually. Here we see how this masculine man‟s
unyielding traits have deprived him of the chance to openly enjoy a new sexual experience.
5. There have been multiple studies that look into the
many aspects of androgyny. Many discuss how androgynous
individuals can more easily adapt and respond appropriately
to the current situation they find themselves in compared to
their feminine, masculine, and undifferentiated
counterparts. This is usually because androgynous
individuals have been raised to adapt to situations
accordingly and to not allow sex-based stereotypes keep
them from doing what makes them happy. This is why they
can embody both masculine traits and feminine traits: they
were conditioned to believe that just because you are a
certain sex, doesn‟t mean that you can‟t enjoy the same
things as the other sex. For example: girls can be feminine,
but if they think that going outside and getting rough and
dirty would be most enjoyable for themselves, they should
pursue that. However, that doesn‟t mean that in that same
day they can‟t also enjoy wearing pretty jewelry and make-
up, or behave gracefully. Similarly, androgynous values can
testify that, just because a man is male, it doesn‟t mean that
he has to be tough and aggressive all of the time, and it is
absolutely fine for a man to show signs of compassion and
sensitivity when the apposite moment calls for it.
6. Going forward, as androgynous individuals are more likely to adapt to appropriate behavior in
varying circumstances, it can be argued that sexual intercourse can be a more fulfilling experience as the
androgynous person will be able to respond to their partner‟s needs – and their own needs – aptly, whether it
consist of aggressive or tender behavior. Additionally, as they have been taught to do what makes them happiest
and feels natural to themselves and the situation, these individuals are more likely to be most confident in their
sexuality and promiscuity.
Furthermore, there has been research that concluded that androgynous individuals are more innately
creative (Stoltzfus et al., 2011) and, in a study on attractiveness, opposite-sex androgynous subjects were deemed
as more desirable; this could be due to the fact that androgyny is often related to high self-esteem and good heath
(Woodhill & Samuels, 2004). Additionally, in another study androgynous individuals were found to be among the
highest to score in sensual and emotional categories (Miller et al., 2009).
Using this background information regarding the positive and liberating aspects of androgyny,
supported by multiple scholarly articles, I went on to examine the theory that androgynous individuals enjoy their
sexuality and overall sexual intercourse more so than feminine, masculine, and undifferentiated individuals.
Following is the information and the results I gathered while conducting the study.
7. Hypothesis
This study‟s focus is to investigate
the responses of individuals from each gender
role to determine which gender role has the
highest levels of sexual happiness. From
previous research, this study hypothesizes that
androgynous individuals enjoy their sexuality
and sexual behavior more than masculine,
feminine, and undifferentiated individuals.
8. Method
Participants for this study were 16 heterosexual, lower-middle and middle class Americans, 8
male and 8 female, age 20 – 33, all of whom reside on the West Coast. All but 2 participants are Caucasian
(other 2 participants were [1] Hispanic-American and [1] Asian-American) and all have engaged in a range
of sexual interactions, from kissing to intercourse.
In this study there were two surveys that were used to gather the information needed. The Bem
Sex Role Inventory was the first survey sent out and was used to identify each participant‟s gender role:
masculine, feminine, androgynous, or undifferentiated. The Bem Inventory was emailed with instructions
(without the scoring information – only the instructions and personality traits) to each participant. Upon
completion, each participant was asked to email this survey back with their personal scores bolded next to
each personality trait. Using the scoring rubric supplied with the original Bem survey, it was possible to
calculate which gender role each participant associated with. In addition, each participant was not informed
what gender role they were labeled as; it was a concern that this information may influence which responses
they chose in the Sexuality survey.
9. After receiving all completed Bem Inventory surveys, each participant was sent instructions and
web page links to the primary, multiple-choice and ranking-choice (from “Strongly Disagree” to “Strongly
Agree”), 44-question survey, created by this researcher, titled Sexuality and Sexual Behavior. This survey was
broken into three parts (as the website used to create the survey only allowed 20 questions per survey created)
and each part of the survey was labeled Sexuality and Sexual Behavior 1, Sexuality and Sexual Behavior 2,
and Sexuality and Sexual Behavior 3. The questions in this survey all related to, and were broken down into,
5 different sub-categories that are believed to equal/lead to overall sexual happiness: Personal Confidence,
Sexual Confidence, Sexual Satisfaction, Adaptability/Adventurous, and Aggressive Sexual Attitude. Upon
receiving the completed Sexuality surveys, participant‟s responses were gathered and their scores calculated
for each sub-category, as well as for their overall score on the survey (explained more in Results section).
10. Results
Most participants were labeled as undifferentiated or masculine
upon taking the Bem Sex Role Inventory, with only a few leftover as
feminine or androgynous: 5 undifferentiated participants, 2 feminine
participants, 6 masculine participants, and 3 androgynous
participants.
I gave each answer for each question on the Sexuality survey a
number to tally up to a score. The more positive, adventurous,
confident or satisfied the answer seemed to be the higher the
numerical score. This made it possible to create numerical scorings
for the overall survey and for each sub-category of the survey. I then
used these accumulative scorings – mainly by utilizing the mean (M)
of the scores – to discern which gender role appears to enjoy
sexuality and sexual interactions the most. It should be noted that
some sub-categories of the Sexuality survey have higher scores than
the others, which is due to certain sub-categories having more
questions than the others (therefore, higher overall scores).
My hypothesis clearly states that I believe androgynous
individuals enjoy sexuality and sexual interactions the most, and I
was very confident on this notion. However, while androgynous
individuals did score quite high on this survey, masculine individuals
(both male and female) overall scored the highest (Masculine: M =
150.5, Median = 149; Feminine: M = 138.5, Median = 138.5;
Androgynous: M = 143.33, Median = 143; and Undifferentiated: M =
138.8, Median = 138).
11. On the other hand, upon breaking down the survey, and scores, into
the smaller sub-categories that are believed to make up sexual
happiness, it was interesting to see that masculine participants didn‟t
score highest in every category:
Personal Confidence: Masculine: M = 12.33, Median = 11.5, Mode =
11; Feminine: M = 9.5, Median = 9.5, Mode = N/A; Androgynous: M =
11.66, Median = 13, Mode = N/A; and Undifferentiated: M = 12.4,
Median = 12, Mode = 12).
Sexual Confidence: Masculine: M = 40.5, Median = 40.5, Mode =
N/A; Feminine: M = 38, Median = 38, Mode = 38; Androgynous: M =
37.66, Median = 38, Mode = N/A; and Undifferentiated: M = 34,
Median = 38, Mode = 38.
Sexual Satisfaction: Masculine: M = 33, Median = 32.5, Mode = 32,
33; Feminine: M = 29.5, Median = 29.5, Mode = N/A; Androgynous: M
= 35, Median = 34, Mode = 34; and Undifferentiated: M = 31, Median =
33, Mode = 33.
Adaptability/Adventurous: Masculine: M = 48.66, Median = 48, Mode
= 48; Feminine: M = 44, Median = 44, Mode = N/A; Androgynous: M =
44.33, Median = 46, Mode = N/A; and Undifferentiated: M = 46.4,
Median = 33, Mode = N/A.
Aggressive Sexual Attitude: Masculine: M = 16, Median = 16, Mode =
15, 16, 17; Feminine: M = 14.5, Median = 14.5, Mode = N/A;
Androgynous: M = 15.33, Median = 16, Mode = 16; and
Undifferentiated: M = 15, Median = 15, Mode = N/A.
12. While the first graph, Gender Roles and Sexual Happiness, depicts the
overall scores from the Sexuality and Sexual Behavior survey (showing clearly that
masculine participants accumulated the highest overall score), the Gender Roles and
Sexual Happiness Traits graph on the previous slide clearly depicts the lowest and
highest scores for each gender role in each sub-category in the Sexuality survey. It can
be seen that masculine participants scored highest in 3 out of the 5 categories, coming
in second once to androgynous participants in Sexual Satisfaction, and second once to,
somewhat surprisingly, undifferentiated participants in Personal Confidence. (These
results will be discussed more in the Discussion section).
13. Discussion
In the beginning, as the Sexuality survey results started pouring in, it wasn’t very clear which
gender role was coming in the lead as far as the highest score(s). At first it seemed that there was no major
pattern developing between gender role and sexual happiness. However, once all of the Sexuality survey
results were put together, scored and ranked, and then listed from lowest overall score (122) to highest
overall score (164), a discernable pattern could be seen. The lowest scores consisted of undifferentiated
participants and then feminine participants, while the higher scores were mostly made up of masculine
participants and then androgynous participants (with the occasional anomaly of an undifferentiated
participant’s survey popping up here and there in the mid-high scores). If this had been the ultimate method
of discerning which gender role had scored highest and lowest, the rankings would have appeared as follows:
1st place (highest) = Masculine, 2nd place = Androgynous, 3rd place = Feminine, 4th place = Undifferentiated.
And while these results closely match the mean score results, when using the mean scores to calculate
highest to lowest scores, undifferentiated participants would have scored second lowest, and feminine
participants would have scored lowest (as can be seen on the Gender Roles and Sexual Happiness graph).
14. Focusing a little more on this topic, one of the more interesting things noticed in this study
was the unpredictability of undifferentiated individuals. For example, while undifferentiated participants
had some of the lowest scores yielded from the Sexuality survey, their mean score for the sub-category
Personal Confidence was the highest of all gender roles and was .07 “points” higher than masculine
participants‟ (who took the lead in this study overall). Additionally, if we go off of only the mean scores
from each gender role group, undifferentiated participants seem to take the lead over feminine
participants. However, when lining up all of the overall scores from lowest to highest – incorporating all
gender roles‟ survey results – most undifferentiated individuals were among the lowest scores, with only
two of the undifferentiated participants scoring in the mid-high survey scores (which were primarily
made up of masculine and androgynous individuals).
It is believed that this could be the result of having such a small number and range of
participants. In a larger study, these undifferentiated “anomalies” would probably have raised less red-
flags than they did in a small study such as this one, as there would have been more androgynous and
feminine participants than there were available and included in this study. In the future, researchers
could first have a very large number of individuals take the Bem Sex Role Inventory, and then use only
the individuals they need to add up to an equal number of participants associated with each gender role
(i.e. 20 feminine, 20 masculine, 20 androgynous, and 20 undifferentiated). A larger study such as this
would most likely yield clearer and more concrete results.
15. Finally, the last concern for any inaccuracies in this study was
the fact that the Sexuality and Sexual Behavior survey was not anonymous.
While only two participants mentioned anything about the “personal and
private” nature of this survey (and having to supply their names) as being
somewhat uncomfortable – though they promised to answer honestly – it
was a major concern overall. Unfortunately, the requirement of names for the
Sexuality survey was imperative for the ability to correlate participants‟
survey answers and scores with their assigned and notated gender role. It had
been considered to inform each participant of their gender role upon
completing their Bem Inventory survey and then having them supply their
assigned gender role instead of their names. However, it was also a concern
that, for example, by telling a male participant that he was masculine, he
might be inclined to choose only answers in the Sexuality survey that
appeared to be of a masculine nature, instead of choosing the answers that
seemed instinctively truthful for himself. Additionally, while the two
participants did voice their concern about the private nature of the questions
in the Sexuality survey, it was mostly out of concern that others would not
be so willing to be forthright and completely honest in their answers.
However, each participant was asked after taking the Sexuality survey if they
found it to be uncomfortable, and each of them said “not at all”. But even so,
“Do I like to have what done where?!
if this study was ever to be repeated, it may be prudent to find a way to have Well that‟s much too private!!”
the Sexuality survey be anonymous.
16. Moving forward, it should be noted that some people may claim that the Sexual Satisfaction category in
the Sexuality and Sexual Behavior survey should have more established scores and taken more seriously than the other
categories in this survey, as it appears to correlate most directly with the final purpose of this investigation (who enjoys
sexuality and sexual behavior the most). However, the other four sub-categories in this survey seem to be equally
important to determining which gender role has the highest level of sexual happiness – thus enjoying sexuality and
sexual interactions the most. These other categories are especially important when using a survey (such as the Sexuality
survey) where the scores are based on the participant‟s personal determinations and opinions of themselves to configure
and deduce the results of such a study, especially when it is the only method used to make a conclusion. Ergo, it does
not have any additional support from other study methods such as experiments or direct participant observations. This is
not to say that Sexual Satisfaction isn‟t overtly important to this survey and study, just that it‟s not the only category to
consider. Additionally, it might be noteworthy to comment that in this category, androgynous individuals did score the
highest – suggesting that my hypothesis might not have been 100% inaccurate.
On another note, it was, interestingly enough, assumed from previous background research that masculine
individuals (particularly masculine men) might have a more difficult time allowing their partner to take charge in sexual
situations. However, from the overwhelming response of “Agree” or “Strongly Agree” to questions such as question #32
on the Sexuality survey: “I am comfortable allowing a/my partner to take charge in a sexual situations (from kissing to
intercourse)”, its become quite clear that not a single individual had an issue with their partner taking charge in a sexual
situation – not even the most overtly masculine participants.
17. As for the final results of this study, I believe that perhaps those traits that allow an androgynous
individual to adapt to different situations with either feminine or masculine positive responses and actions, may
also allow them to respond in a negatively feminine or masculine way, and that this may have lead to some of
the lower sexual happiness scores – for more information on the concept of negative androgyny, refer to the
article Desirable and Undesirable Androgyny: A Prescription For The Twenty-First Century by Brenda Mae
Woodhill & Curtis A. Samuels. Additionally, androgynous individuals have been known to be more sensitive to
others‟ needs (such as their partner‟s), which is often considered a very good trait to possess, but may also have
lead to their lower scores on the Sexuality survey (the same goes for both feminine and undifferentiated
participant scores, as this is a personality trait they all share). Therefore, while masculine individuals have been
known to be more assertive and self-focused, androgynous individuals are most likely paying more attention to
their partner‟s needs than their masculine counterparts are. At times this could be a positive thing for they could
share in their partner‟s sexual happiness; however, if their partner is having issues with their own sexuality and
feelings about sexual activity, it could impede the androgynous individual‟s personal feelings of happiness in
regards to their sexuality and sexual interactions. This leads to another important thought to consider: that,
while gender role may play a large part in an individual‟s sexual happiness and satisfaction, there are many
other aspects of a person‟s life (current relationship status; personal, romantic, and emotional well-being; etc.)
that may influence current sexual well-being and enjoyment.
18. In the end, while this study may disprove my hypothesis, it still shows that androgynous individuals
do have high levels of sexual happiness, coming in only second to masculine individuals. That being said, while
masculine individuals didn‟t score the highest (according to mean scores) in every sub-category of the Sexuality
and Sexual Behavior survey, they did score the highest in 3 of the 5 sub-categories (and never got lower than the
second highest score). They also had the highest scores when “ranking” lowest overall score to highest overall
score among all gender roles and survey results, and had the highest (mean) overall score on the Sexuality survey.
As partially stated above, this is probably because, according to the Bem Inventory and previous studies,
masculine individuals possess the most traits that will aid them in acquiring what they want and what makes them
happiest (both sexually and in life altogether). Overall, this information and this study‟s results give me the
confidence to conclude for now that masculine individuals seem to enjoy their sexuality and sexual behavior more
than other gender roles. In the future, however, it would be nice to repeat this study with a larger number, and
wider variety, of participants – for the results may be more accurate, irrefutable, and possibly different than this
small study‟s results.
19. Resources
Crooks, R., and Baur, K., Our Sexuality. 11th ed. Belmont: Wadsworth, 2011. Print. 143.
Dohi, I., Yamada, F., & Asada, H. (2001). The Relationship Between Masculinity and the
Type A Behavior Pattern: the Moderating Effects of Femininity. Japanese
Psychological Research, 43(2), 91.
Miller, N. B., Falk, R., & Yinmei, H. (2009). Gender Identity and the Overexcitability
Profiles of Gifted College Students. Roeper Review, 31(3), 161-169.
doi:10.1080/02783190902993920
Stoltzfus, G., Nibbelink, B., Vredenburg, D., & Thyrum, E. (2011). Gender, Gender Role,
and Creativity. Social Behavior & Personality: An International Journal, 39(3),
425-432. doi:10.2224/sbp.2011.39.3.425
Tolman, D. L., Impett, E. A., Tracy, A. J., & Michael, A. (2006). Looking Good,
Sounding Good: Femininity Ideology and Adolescent Girls‟ Mental Health.
Psychology Of Women Quarterly, 30(1), 85-95. doi:10.1111/j.1471-
6402.2006.00265.x
Woodhill, B., & Samuels, C. A. (2004). Desirable and Undesirable Androgyny: A
Prescription For The Twenty-First Century. Journal Of Gender Studies, 13(1), 15-28.
doi:10.1080/0958923032000184943
20. Surveys
Below are the two surveys I used for this study: The Bem Sex Role Inventory
(with scoring rubric) and the primary Sexuality and Sexual Behavior survey I
created.
BEM SEX ROLE INVENTORY
Rate yourself on each item, on a scale from 1 (never or almost never true)
to 7 (almost always true). When you have completed the inventory,
transfer your ratings to the inventory score sheet.
22. Sexuality and Sexual Behavior Survey
Here are the three links for the Sexuality and Sexual Behavior survey
(copy and past URL into your browser‟s URL box):
Sexuality and Sexual Behavior (part 1)
http://fluidsurveys.com/surveys/micolemf/sexuality-and-sexual-behavior/
Sexuality and Sexual Behavior (part 2)
http://fluidsurveys.com/surveys/micolemf/sexuality-and-sexual-behavior-
2/
Sexuality and Sexual Behavior (part 3)
http://fluidsurveys.com/surveys/micolemf/sexuality-and-sexual-behavior-
3/
Note: If you would like to review my 12-page scoring document for this
survey (complete with color-coded breakdown of each sub-category and
red numerical scores next to each answer), please let me know.