Why all the_upset_about_gender
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Dr. Tim Herley is a life coach who helps individuals develop a better life through counseling. He has expertise in areas like individual and couples counseling, LGBT issues, gender issues in the workplace or home, and infertility. Dr. Herley holds a doctorate in organizational psychology and is dedicated to helping clients create a better life. His presentation discusses how society, social norms, and cultural beliefs influence gender identity and the challenges faced by those who do not conform to traditional gender roles.
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A2 Gender biosocial approach
The document discusses the biosocial approach to gender development, which views both biological and social factors as important in determining gender identity and behavior. Specifically:
- Gender is determined by an interaction between innate biological factors (such as sex) and environmental/social influences (like differential treatment based on sex).
- Perceptions of a child's biological sex influence how they are treated and socialized by parents and others, meaning gender is partly socially constructed.
- Studies demonstrate that adults respond differently to infants based on perceptions of their biological sex, and this influences the child's environment.
Biosocial approach
The biosocial approach argues that both biological and social factors interact to influence gender development, as biological sex influences the social roles individuals are expected to fulfill but these roles also shape psychological gender differences. Social role theory proposes that physical sex differences lead to specialized social roles for men and women, and people develop characteristics suited to their typical social roles. Studies examining the influence of gender labels on perceptions of children's behavior provide support for the biosocial view that socialization strongly shapes gender development from an early age.
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Gender role presentation
This document discusses gender role development from conception through adolescence. It begins by defining gender roles and then outlines the stages of gender role development from early gestation through ages 2-6 when children begin to recognize and adopt gender roles. It describes Lawrence Kohlberg's stages of gender identity development and discusses how gender roles are influenced by families and reinforced through behavior. The document concludes by examining how gender roles change from early childhood through puberty and adolescence as physical characteristics develop and interests in masculine and feminine activities and appearances emerge.
Biological explanation gender 1
This document outlines exam questions related to gender development from 2010 to 2015. It focuses on assessing various theories and approaches to explaining gender, including:
- The biosocial approach and influences of social factors (2010)
- Kohlberg's theory of gender development (2011, 2013)
- Explanations for psychological androgyny (2011)
- Cross-cultural studies of gender roles (2011)
- Research into social influences on gender (2012, 2015)
- Gender schema theory (2012, 2014)
- The biosocial approach and social influences on gender (2013, 2015)
Gender roles presentation
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.
Gender roles in primary school
This document discusses gender diversity and the social construction of gender. It outlines a seminar on gender that covers topics from birth through adulthood. Key points include:
- 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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A2 Gender biosocial approach
The document discusses the biosocial approach to gender development, which views both biological and social factors as important in determining gender identity and behavior. Specifically:
- Gender is determined by an interaction between innate biological factors (such as sex) and environmental/social influences (like differential treatment based on sex).
- Perceptions of a child's biological sex influence how they are treated and socialized by parents and others, meaning gender is partly socially constructed.
- Studies demonstrate that adults respond differently to infants based on perceptions of their biological sex, and this influences the child's environment.
Biosocial approach
The biosocial approach argues that both biological and social factors interact to influence gender development, as biological sex influences the social roles individuals are expected to fulfill but these roles also shape psychological gender differences. Social role theory proposes that physical sex differences lead to specialized social roles for men and women, and people develop characteristics suited to their typical social roles. Studies examining the influence of gender labels on perceptions of children's behavior provide support for the biosocial view that socialization strongly shapes gender development from an early age.
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Psychological explanations of gender development: Cognitive development theory, inc. Kohlberg and Gender schema theory.
Biological influences on gender, including hormones, evolutionary, and biosocial approach to gender dysphoria
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This document discusses gender role development from conception through adolescence. It begins by defining gender roles and then outlines the stages of gender role development from early gestation through ages 2-6 when children begin to recognize and adopt gender roles. It describes Lawrence Kohlberg's stages of gender identity development and discusses how gender roles are influenced by families and reinforced through behavior. The document concludes by examining how gender roles change from early childhood through puberty and adolescence as physical characteristics develop and interests in masculine and feminine activities and appearances emerge.
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This document outlines exam questions related to gender development from 2010 to 2015. It focuses on assessing various theories and approaches to explaining gender, including:
- The biosocial approach and influences of social factors (2010)
- Kohlberg's theory of gender development (2011, 2013)
- Explanations for psychological androgyny (2011)
- Cross-cultural studies of gender roles (2011)
- Research into social influences on gender (2012, 2015)
- Gender schema theory (2012, 2014)
- The biosocial approach and social influences on gender (2013, 2015)
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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.
Gender roles in primary school
This document discusses gender diversity and the social construction of gender. It outlines a seminar on gender that covers topics from birth through adulthood. Key points include:
- 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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The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
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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.
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This document discusses several theories around the development of gender roles in children. According to psychoanalytic theory, psychoanalytical complexes influence gender identity development. Behavioral and social learning theories posit that children learn gender roles through reinforcement and imitation of same-sex peers and adults. Cognitive learning theory suggests children progress through stages of gender identity, stability, and constancy from ages 2 through 5. Gender roles are typically adopted between 15-36 months when children experience gender intensification during adolescence. Observable behaviors that may indicate changes in gender identity include preference for opposite gender activities, dress, and peer groups.
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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.
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Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
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2. The state of androgyny flourished in the 1970s-1980s during a period of dramatic developments in gender equality and advancement of gay rights.
3. Bem's androgyny hypothesis claimed that androgynous individuals were psychologically healthier than sex-typed individuals, though later studies found that individuals with more masculine traits were better adjusted.
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This presentation discusses gender roles and their development from early childhood through adolescence. It explores how gender identity first emerges around 9-12 months as babies distinguish male and female faces, and is usually established by age 2 when children can identify their own gender. Gender constancy, the understanding that gender remains constant regardless of appearance, typically develops between ages 4-5. The presentation also examines the influences of parents, peers, culture and media in shaping perceptions of gender roles, and how gender identity may change during adolescence based on observable behaviors like playmate preference and gender modeling.
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The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
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This document discusses factors that influence gender identity development in children, including innate gender stability and consistency, as well as external social and environmental influences from parents, society/culture, and media. It also addresses how children learn gender stereotyped behaviors and same sex activities from playmates as they develop their own gender identity.
Gender and identity
Young children are just beginning to develop their understanding of gender identity. The document discusses several key points: children see gender in rigid categories at first but become less influenced by biological factors over time; play activities and social interactions help shape a child's emerging gender identity; and research finds children tend to take on stereotypical gender roles in pretend play but become more flexible in adolescence.
Theories of Gender Typing
The document discusses four major theories of gender typing: psychoanalytic theory, social learning theory, cognitive development theory, and gender schema theory. Psychoanalytic theory proposed by Freud suggests that gender typing results from the psychosexual stages of development. Social learning theory emphasizes that children learn gender roles through reinforcement and modeling of same-gender parents and peers. Cognitive development theory such as Kohlberg's suggests children actively work to understand gender concepts and construct their own gender identity. Gender schema theory proposes that children form mental frameworks for processing information based on their gender.
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Gender difference & Role model
Gender roles are influenced by both biological and psychological factors. Societal standards typically expect males to be assertive and competitive and females to be passive and nurturing. While girls are more advanced at birth, boys tend to be more aggressive. Role models are individuals looked up to and emulated by others due to their passion, values, commitment to community, selflessness, and ability to overcome obstacles.
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This document discusses gender identity and Sandra Bem's development of a scale to measure masculinity and femininity. It describes how Bem challenged the prevailing view that gender was one-dimensional and developed a two-dimensional model and a scale called the Bem Sex Role Inventory (BSRI) to measure it. The BSRI was found to be both reliable in its consistency and valid in measuring masculinity and femininity as independent dimensions. Bem's research demonstrated that individuals can be both masculine and feminine to varying degrees rather than just one or the other.
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Gender identity refers to a person's internal sense of their own gender, whether male, female, neither, or both. It is distinct from biological sex and gender roles. Gender identity is self-identified and involves both inherent and environmental factors. Gender roles refer to societal expectations of masculine and feminine characteristics and behaviors. There are various gender identities including cisgender, transgender, non-binary, and agender.
Cognitivist Approach on Gender
It is a comprehensive work on Gender from cognitivist point of view. The paper paper describes the concept and meaning of gender, gender identity, gender role, cognitive approach, theories on gender-cognitive theory, Social cognitive theory, gender schema theory. Besides these, it also consists of educational implication. This is a collaborative work of G. Ghaus, J.Alam, A.Husain, B.Shameem and S.Alam. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia MIllia Islamia, New Delhi. This paper will help students as well as teacher to understand the gender from the perspective of cognitive psychology.
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Gender identity is a person's internal sense of their own gender, which may or may not correspond to their sex assigned at birth. Gender has three dimensions - body, identity, and social. Body refers to how one views their own body and how others interact with them. Identity is the name one uses to convey their internal sense of self, which can be binary, non-binary, or ungendered. Social includes gender expression, roles and expectations, and how society enforces conformity to gender norms. Research shows that transgender or same-sex parents can provide stable, nurturing environments for children.
Q201 - Gender Identity
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.
Kimmel And Changes Between The Sexes
Dr. Kimmel discusses how gender roles and sexuality have changed over the last 40 years. Key changes include more equal balance of work and family between men and women, with women now having a greater presence in fields like medicine and law. Sexuality has also evolved, with more open attitudes towards female sexuality and masturbation. However, traditional masculine norms of aggression, dominance and lack of intimacy still persist for many men. Biological differences between men and women exist but are often overemphasized by society to promote unequal roles. As society continues to progress, the gap between genders is shrinking in many areas of life.
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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.
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This document discusses several theories around the development of gender roles in children: psychoanalytic theory, behavioral theory, social learning theory, and cognitive learning theory. It explores how gender roles are adopted between 15-36 months through social learning and reinforcement. Key influences that shape gender role perceptions are discussed, as well as how gender identity may change from early childhood through adolescence. Observable behaviors that could indicate changes in gender identity are also outlined.
Development of gender roles
This document discusses several theories around the development of gender roles in children. According to psychoanalytic theory, psychoanalytical complexes influence gender identity development. Behavioral and social learning theories posit that children learn gender roles through reinforcement and imitation of same-sex peers and adults. Cognitive learning theory suggests children progress through stages of gender identity, stability, and constancy from ages 2 through 5. Gender roles are typically adopted between 15-36 months when children experience gender intensification during adolescence. Observable behaviors that may indicate changes in gender identity include preference for opposite gender activities, dress, and peer groups.
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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.
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Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
Gender and Difference
This document provides materials for a course on gender and difference. The learning objectives are to understand the difference between sex and gender, and how gender expectations shape society. It includes assigned reading from a book on gendered society, as well as additional news articles and multimedia materials on topics like gender stereotypes in media and fashion. The materials are meant to help students understand that while sex is biological, gender is a social construct that involves learning behaviors and expectations associated with being male or female in a given society.
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During Erikson’s fifth stage of psychosocial development, Identity versus Role Confusion, adolescents have two alternatives: They can either establish a clear and definite identity or experience role confusion, which is a failure to form a stable and secure identity (Erikson, 1950b, 1968). During this stage, adolescents are figuring out who they are and who they want to be. Understandably, this can be difficult for young men and women who are experiencing changes in almost every area of life.
Marcia’s Theory of Identity Formation
While Erikson spent his career examining ways in which we as individuals learn about ourselves through a series of crises, James Marcia theorized four identity statuses critical to identity development (Kroger & Marcia, 2011; Marcia, 2010). With a focus on adolescence (the time during which Erikson believed individuals struggle the most with identity), Marcia (1980) sees identity in terms of two distinct sets of criteria: crisis or commitment, present or absent. Marcia defines crisis as a period in which adolescents consciously choose between two alternatives. He defines commitment as a psychological investment in a course of action or an ideology. For example, you may have known what you wanted to study in college, enrolled in that major, and never had a second thought about it. Others may be unsure, trying out several majors before settling.
As a researcher, Marcia conducted long interviews with adolescents. Based on the information he gathered, he proposed *four different arenas within which identity is formed, and four separate statuses (also referred to as coping strategies).
Arenas of Identity Formation:
· Work/vocation
· Politics
· Faith/religion
· Gender roles*
Statuses or Coping Strategies for Identity Formation:
1. Identity diffusion. Marcia considered identity diffusion to be the least advanced status. It includes adolescents who have not formed and are not trying to form commitments; they tend to move from one thing to another. While these individuals may seem to be carefree, their lack of commitment impairs their ability to form close relationships. This stage is often characteristic of younger adolescents as well as older adolescents who drift through life and who can become alienated and rebellious.
2. Foreclosure. Individuals who fall in the foreclosure category make commitments without considering alternatives. Instead, they take the word of those around them, believing that they know what is best. These commitments are usually established early in life and are often based on the person’s identification with parents, teachers, or religious leaders who have made a strong impression on them. One example is someone who takes over a family business without considering any other options. These individuals are not necessarily unhappy, but they do have a tendency to display “rigid strength,” meaning they are happy and self-satisfied, but at the same ...
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Gender Issues (school and society)
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.
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Sexual Prejudice and Attitudes toward Same-Sex Parented Families
This document summarizes a presentation on sexual prejudice and attitudes toward same-sex parented families. It defines key terms like stereotypes, prejudice, and discrimination. It also outlines individual differences that are related to higher sexual prejudice like social conservatism, religiosity, and beliefs about the origins of homosexuality. Research finds people evaluate same-sex couples less favorably than different-sex couples as parents and anticipate more problems for children with same-sex parents. Finally, the document discusses the social and psychological impacts of sexual prejudice, including minority stress and reduced well-being and family stability.
Readings and ResourcesArticles, Websites, and VideosDiscussio.docx
Readings and Resources
Articles, Websites, and Videos:
Discussions pertaining to gender can be touchy. In this 7-minute video, viewers will be presented with both sides of the argument as to whether you believe gender is actually a social construct or you do not – then, you can decide for yourself!
https://youtu.be/s33R4OnW-eo
In this video, which has been viewed over 50 million times, a 26 year-old mother, Emma Murphy, talks of her experiences in a domestic violence relationship. After show a video with graphic images of her injuries, she discusses how she left her abuser, gaining strength from her experiences, not letting them define her or diminish her self-worth.
https://youtu.be/frFEdN7aMh8
Sexual assault is one of the most underreported forms of violence against another person. Why? This video provides firsthand accounts of sexual assault survivors and the reality of how they were treated after the attack. It allows us to understand the barriers which prevent survivors from coming forward.
https://youtu.be/HxP4Djzv3FA
The brains of children changes as a result of exposure to dysfunctional familial relationships, stress and exposure to trauma. This video examines how children develop a “learning brain” under healthy conditions and a “survival brain” when faced with harsh conditions. How these two brains interact is important towards our understanding of human behaviors.
https://youtu.be/KoqaUANGvpA
This video looks at the impact of gender in our society through the eyes of 12 year-old Audrey Mason-Hyde and the world she experiences.
https://youtu.be/NCLoNwVJA-0Gender, Gender Identity, Gender Expression, and Sexism
Chapter 9Chapter Introduction
AP Images/J. ScottApplewhiteLearning Objectives
This chapter will help prepare students to
EP 2a
EP 2b
EP 2c
EP 3a
EP 3b
EP 6a
EP 7b
EP 8b
· LO 1 Define gender, gender identity, gender expression, and gender roles
· LO 2 Discuss the social construction of gender
· LO 3 Examine the complexities of gender, gender identity, and gender expression.
· LO 4 Evaluate traditional gender-role stereotypes over the lifespan
· LO 5 Assess some differences between men and women (including abilities and communication styles)
· LO 6 Discuss economic inequality between men and women
· LO 7 Examine sexual harassment
· LO 8 Review sexist language
· LO 9 Examine rape and sexual assault
· LO 10 Explore intimate partner violence
· LO 11 Identify means of empowering women
Girls are pretty. Boys are strong.
Girls are emotional. Boys are brave.
Girls are soft. Boys are tough.
Girls are submissive. Boys are dominant.
These statements express some of the traditional stereotypes about men and women.
Stereotypes are “fixed mental images of members belonging to a group based on assumed attributes that portray an overly simplified opinion about that group.” (Kirst-Ashman & Hull, 2012b, p. 25). The problem with such fixed images is that they allow no room for individual differences within the group. One of the major values adhe.
Gender-and-Generalization-issues-in-peace-Education-and-Conflict-Resolution.pptx
This document discusses gender, sex, and sexuality. It defines key terms and explores:
- The difference between sex and gender, explaining that gender is a social construct rather than being determined by biology.
- Common gender stereotypes and how they are often unrelated to people's actual roles and behaviors.
- The socialization of gender roles and norms beginning at birth.
- Factors like discrimination that can lead to gender inequality in areas like opportunities and treatment.
- How understanding gender issues requires recognizing the experiences of both men and women in society.
1. Gender and society introduction mod 1
This document provides an overview of key concepts related to gender and society, including:
- It defines and distinguishes between the concepts of sex, gender, gender identity, sexual orientation, and intersexuality.
- It explores the biological factors (chromosomes, hormones, genitalia) that determine one's sex and how this differs from gender, which is socially and culturally constructed.
- It discusses gender stereotypes and norms as well as concepts like equality, equity, and rights in relation to gender.
- It provides definitions and explanations of terms used in conversations around LGBTQIA+ identities and experiences, such as transgender, queer, and asexual.
How do we learn gender
This document discusses how gender is learned from birth through socialization. It begins by asking a series of questions about remembering one's own experiences with learning gender as a child. It then defines gender socialization as the process of learning gender norms and developing a gender identity. A key part of socialization is determining an infant's sex at birth. However, in some cases of intersex infants, external and internal genitalia can be ambiguous, making sex assignment complex. Determining biological sex is not always as straightforward as it initially appears.
Gbv chapter 1
Productive and reproductive activities tend to vary across cultures and societies. Here are some examples of common productive and reproductive activities of men and women in many societies:
Productive activities of men:
- Farming, herding, fishing
- Construction work
- Manufacturing
- Trade/business
Productive activities of women:
- Farming, herding (often on a smaller scale)
- Gathering firewood, fetching water
- Handicraft production
- Petty trade
Reproductive activities of men:
- Childcare
- Household repairs
- Shopping
Reproductive activities of women:
- Child rearing
- Cooking, cleaning
- Caring
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Sexual Prejudice and Attitudes toward Same-Sex Parented Families
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Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
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- 1. Presented by: Dr. Tim Herley
- 2. Biography A Better Life for You! Dr. Tim Herley is a Life Coach who helps individuals develop A Better Life for Their self, with Their Partner and Their Family. He is the creator of A Better Life Counseling. Dr. Herley has expertise in following areas: Counseling, Individual and Couples, GBLT Counseling with a focus on the Transgender Issues and Gender issues in the workplace or at home as well as Adoption and Infertility issues. He has extensive experience in business having worked 30 years in small business and Fortune 100 companies. He is a lifelong believer in learning about others as well as himself. Dr. Herley holds a Doctorate Degree in Organizational Psychology He truly connects with his clients and understands their private and personal needs. His effective listing skills and strategies make for A Better Life whether it is in the Business World or Your Personal World. His life’s work is dedicated to help create A Better Life for You and for the World to share in it with you!
- 3. Introduction Sex – person’s biological identity Chromosomes; physical manifestations of identity; hormonal influences Gender – person’s social and cultural identity as male or female Gender typing – process of acquiring a gender identity and the motives, values, and behaviors considered appropriate for their biological sex It’s All About Change and Evolving…….Is Humanity Ready to Accept That!
- 4. It’s Not Only About You….Trust Me! Society Control Cultural Beliefs Social Relations Education Beauty Comes from the Inside
- 5. Society Social Rules – Dress, color, actions, behavior and traits Workplace – Gender typed Careers and Role Congruity Sports – Gender typed sports….Changing? Social Psyche – Superman, King Kong and Prince Charming , Etc. Ingrained Social Rules Evolve Over A Long Periof
- 6. Workplace Role-congruity theory (Eagly & Karau, 2002) suggests that individual prejudices can arise when a person believes that the social norms of a particular social group are not being followed. Gender is an institutionalized system of social practices for constituting people as two significantly different categories, men and women, and organizing social relations of inequality on the basis of that difference (Ferree, Lorber, and Hess 1999; Lorber 1994; Nakano Glenn 1999; Ridgeway 1997; Ridgeway and Smith- Lovin 1999; Risman 1998). It’s All About Change and Evolving…….Is Humanity Ready to Accept That!
- 7. Sports Girls entering Male sports Transgendered entering Female sports Males not entering Female sport Physical differences Fear about competition Professionally Fear about money People Innately Fear Change
- 8. Psyche in America King Kong: Who will Protect Women https://www.youtube.com/watch?feature=player_embe dded&v=ZYZsJYZVt5g Man of Steel Who will Console Men https://www.youtube.com/watch?v=OToWrnzK3gw Integration of Traits Creates Balance
- 9. Cultural Beliefs Historically things have changed on some level Reversed Gendered Societies Division of Labor Patriarchy Cultural Hierarchies are For Control of Power
- 10. Control Whatever the source, anything that preserves a belief in some difference in men's and women's instrumental competence, no matter how narrowed the gap, preserves the fundamental hierarchical character of gender beliefs. This ensures that the taken for granted rules for the gender system are also rules for inequality as well as difference. It’s All About Change and Evolving…….Is Humanity Ready to Accept That!
- 11. Social Relations Communication – Facing Fears The American Dream – Who’s Dream? Sex categorization – Seeing is believing! Stereotypes – Lead to discrimination and Misunderstandings It’s All About Change and Evolving…….Is Humanity Ready to Accept That!
- 12. Sex Categorization Studies examining children’s discrimination of male and female faces, however, have used face stimuli that include social and cultural cues to sex, such as those available from hairstyle and clothing. When these cues are present, infants as young as 9 months of age categorize pictures of males and females (Fagot & Leinbach, 1993; cf. also Cornell, 1974), and children as young as 27 months of age correctly assign appropriate labels to pictures of men and women and of boys and girls (e.g., Hort, Leinbach, & Fagot, 1991; Fagot, Leinbach, & Hagan, 1986). Research on the development of gender constancy suggests that social cues for gender are of primary importance for children’s gender assignments until about the age of 6 (Slaby & Frey, 1975). Preschoolers who have not yet achieved gender constancy believe that a boy who lets his hair grow long and wears a dress becomes a girl (Emmerich, oldman, Kirsch, & Sharabany, 1977; Huston, 1983; Kohlberg, 1966; Marcus & Overton, 1978) The Eyes Have it!
- 13. Education Early childhood education regarding gender Public view of transgendered people needs updating Society needs to understand the difference between sexual orientation and gender identity Public policy, laws, and governmental action and reaction to transgender communities Changing Perception leads to Greater Understanding
- 14. Summary Be True to Yourself Understand Society Be Realistic…..Understand the Consequences of Your Actions Be Patient and Kind to Yourself Reach out….Resources are bountiful for the Trans- Community Greater Understanding leads to a Better Life!