SSPE 111 Reviewer: Sex and Gender PDF

SSPE 111-REVIEWER GENDER IDENTITY SEX and GENDER  One important aspect of our gender is our sense of who we are...

SSPE 111-REVIEWER GENDER IDENTITY SEX and GENDER  One important aspect of our gender is our sense of who we are  Do we experience ourselves as a man or a woman, or neither  There are cases wherein a person’s biological sex does not align with one’s gender identity 1. Transgender people - gender identity or gender expression that differs from the sex that they were assigned at birth 2. Transgender woman - male who does not feel comfortable identifying himself as man 3. Transsexual - desire medical assistance to transition from one sex to another HERMAPHRODITISM/ INTERSEX SEXUAL ORIENTATION - Individuals with composite genitals  emotional and sexual orientation to a person - characteristics of both male and female genitals  typically at ages 6 or 8, we experience or develop - naturally occurring variation in humans and animals attraction to other people - 1 in every 1,500 births  By adolescence, we already know who we are attracted - American Psychological Association (APA) (2006). to DIFFERENCES OF SEXUAL DEVELOPMENT (DSD) 1. Heterosexual - Group of rare conditions involving genes, hormones and - known colloquially as straight reproductive organs. - attracted to the opposite sex - Some people with DSDs are raised as female but have XY 2. Gay sex chromosomes - a technical term - attracted to the same or similar gender as themselves 3. Lesbian - feminine version of homosexuality - two women who are attracted to each other 4. Bisexual - people who are attracted to more than one gender - Some people also refer to bisexuality as pansexuality 5. Asexual GENDER CONCEPTS - not sexually attracted to anyone - not interested in getting physical in the more traditional sense 6. Queer - used to be derogatory - an umbrella term - Everyone who isn’t exclusively cisgender or heterosexual. GENDER EXPRESSION  aspects of masculinity and femininity you display  clothing, grooming, speech, actions, demeanor, and more APPRECIATING DIVERSITY GENDER DISCRIMINATION  American Psychological Association (APA): nature and  Distinction, exclusion or preference made on the basis nurture play a complex role in shaping our sexual of race, color, sex, political opinion, national extraction orientation or social origin  Homosexuality and heterosexuality are part of the  Nullifying or impairing equality of opportunity or human sexuality treatment in employment or occupation  Personal process 1. Discrimination in education  experience prejudice and discrimination suffer negative psychological effects 2. Discrimination in employment SEX ROLE 3. Maternity and pregnancy discrimination  rules of behavior and practices GENDER VIOLENCE  related to a person’s reproductive capacity  To harm done unto a person or groups of people due to 1. FEMININE ROLE their gender 1. PHYSICAL VIOLENCE - child bearing - Acts that include bodily or physical harm - lactation (battery) - gestation/pregnancy - Causing/threatening/attempting to cause 2. MASCULINE ROLE physical harm to the woman or her child - Placing the woman or her child in fear of - ovum fertilization imminent physical harm - produce sperm 2. SEXUAL VIOLENCE - Acts which are sexual in nature GENDER ROLES - Committed against a woman or her child  social expectations comprising a range of behaviors and - Rape attitudes - Sexual harassment  acceptable and appropriate based on the assigned sex - Acts of lasciviousness - Treating a woman or her child as a sex object GENDER STEREOTYPES - Demeaning and sexually suggestive remarks - Physically attacking the sexual parts of the  Beliefs about the characteristics and qualities attributed victim’s body etc. to men and women in society 3. PSYCHOLOGICAL VIOLENCE - Acts or omissions causing or likely to cause mental or emotional suffering - Controlling or restricting the woman’s or her child’s movement or conduct - Threatening to or actually depriving the woman or her child of custody - Depriving or threatening to deprive the woman or her child of a legal right - Public ridicule or humiliation - Repeated verbal and emotional abuse, and denial of financial support - Threatening or actually inflicting physical harm INFLUENCES ON GENDER STEREOTYPES on oneself 1. MEDIA 4. ECONOMIC ABUSE - Acts that make or attempt to make a woman  Communicate images of the sexes financially dependent  Unrealistic, stereotypical, and limiting perceptions - Preventing the woman from engaging in any  E.g. Body images, advertisement legitimate profession, occupation, business or activity 2. FRIENDS - Controlling the woman’s own money or  Through interaction with other peers. property 3. FAMILY GENDER SENSITIVITY  Role modeling and encouraging different behaviors  Understanding how stereotypes, discrimination, and and activities gender roles adversely affect people 4. SCHOOL GENDER MAINSTREAMING  Teachers’ treatment  The process of assessing the implications for women  Giving role assignments, rewards, punishments and men of any planned action, including legislation policies, or programs, in all areas and at all levels GENDER THEORIES II. KARL MARX ’S CONFLICT THEORY I. SYMBOLIC INTERACTIONISM THEORY  Broad term encompassing various sociological perspectives that contrast with functionalism HERBERT BLUMER  Central characteristic of all societies: ongoing struggle - Coined the symbolic interactionism theory between groups competing for limited resources - Student of George Herbert Mead  Societal conflicts arise due to inequalities in resource - George Herbert Mead : “All communication is symbolic distribution and access and based upon interaction and meaning”  Power, inequality, and exploitation shape relationships between men and women SOCIETY 2 MAIN CLASSES IN CAPITALIST SOCIETY: - Cooperating social group whose members have developed organized patterns of relationships through 1. BOURGEOISIE interaction with one another - Upper class - Own the means of production CORE CONCEPTS 2. PROLETARIAT - Working class 1. SYMBOLS - Exploited to generate profit for the - Objects, gestures, sounds, or images bourgeoisie - Represent something else and carry particular meanings MARXIST CONFLICT THEORY 2. MEANING - The significance attributed to symbols by  Conflict as inevitable and significant individuals  Arises naturally in social relationships - Created and modified through social  Seen as inherent because society is structured around interaction class relations 3. INTERACTION  Different classes have opposing interests - Process through which individuals  Power imbalances and structural inequalities communicate, interpret, and respond to  Marginalizing or criminalizing weaker groups symbols and meanings HOW CAN MARX’S CONFLICT THEORY BE CONNECTED TO 4. THE SELF GENDER? - developed through social interaction - emphasizing the internalization of societal  Society is a struggle for dominance among social groups norms and roles compete for scarce resources  Women versus men 3 PRINCIPLES OF SYMBOLIC INTERACTIONISM  Dominant groups exploit or oppress subordinate groups 1. MEANING  Men: dominant - Center of human behavior  Women: subordinate group 2. LANGUAGE KEY ISSUES - Source of meaning 3. THOUGHT 1. GENDER AS A CLASS SYSTEM - Interpretation - Viewed as two groups with unequal access to power and resources - Patriarchy: men dominate 2. ECONOMIC EXPLOITATION AND GENDER - The way society produces and distributes resources shapes gender roles - Traditional gender norms often force women into unpaid domestic work 3 TYPES OF OBJECTS - keeps women dependent and less powerful 3. CAPITALISM AND PATRIARCHY TOGETHER 1. PHYSICAL - Marxist feminists argue that capitalism and - Tangible items in the external world patriarchy work hand-in-hand to oppress 2. SOCIAL women - Concepts, roles, and institutions - Aren't fairly compensated, which limits their 3. ABSTRACT OBJECT economic opportunities - Ideas, beliefs, and values 4. GENDER AND ALIENATION - Workers feel disconnected from the products they create - Women may feel alienated from their own identity because society mainly defines them by their roles as wives or mothers III. SOCIALIZATION THEORY BEHAVIORAL CAPABILITY THE PROCESS OF SOCIALIZATION  Person's actual ability to perform a behavior through essential knowledge and skills 1. PRIMARY SOCIALIZATION - First stage of socialization OBSERVATIONAL LEARNING - From birth and continues until early childhood - Learns society's basic norms, values, and  Individuals can learn new behaviors by watching others, beliefs from their parents, siblings, and other without direct experience family members REINFORCEMENTS 2. SECONDARY SOCIALIZATION - Childhood and continues throughout  Internal or external responses to a person's behavior adolescence and adulthood that affect the likelihood of continuing or discontinuing - Learn more complex norms, values, and the behavior. beliefs from their peers - Schools, religious institutions, and the media EXPECTATIONS 3. TERTIARY SOCIALIZATION  Anticipated consequences of a person's behavior - Final stage of socialization - Occurs in adulthood SELF-EFFICACY - Learns new norms, values, and beliefs specific to their professional or occupational roles  Person’s belief in their ability to perform behaviors that lead to specific outcomes AGENTS OF SOCIALIZATION RELATION TO GENDER 1. FAMILY - First agent of socialization  “gender roles” and “expectations” are learned through - Teach a child what he or she needs to know observation of societal norms 2. EARLY EDUCATION  Children observe the behaviors, roles, and traits - Led by teachers serving as role models and associated with masculinity and femininity leaders  Parents, peers, media figures, and cultural institutions - Reinforce what society expects from children 3. PEER GROUPS V. PSYCHODYNAMIC THEORY BY SIGMUND FREUD Made up of people who are similar in age and  - Study of the interrelationship of various parts of mind, social status and who share interests personality, or psyche 4. WORKPLACE  Mental, emotional, or motivational forces especially at - Workers require new socialization into a the unconscious level workplace - Both material culture nonmaterial culture THE STRUCTURE OF PERSONALITY 5. RELIGION - Many religious institutions also uphold gender 1. THE ID (PLEASURE PRINCIPLE) norms and contribute to their enforcement - Personality component made up of through socialization unconscious psychic energy 6. GOVERNMENT - Satisfy basic urges, needs and desires - Established by the government. - Source of early, unconscious drives related to - Individual governments provide facets of sexual attraction and gender expression socialization for both individuals and groups - Oedipus or Electra complex 7. MEDIA 2. THE EGO - Contributes to socialization by inundating us - Child learns to cope with the real world with messages about norms and expectations - Navigate how to express their gender identity in socially acceptable ways. IV. THE SOCIAL COGNITIVE THEORY BY BANDURA 3. THE SUPER EGO (MORAL PRINCIPLE) - Acts as our conscience  Takes into account a person's past experiences - Moral compass that tells us how we should  Past experiences influences reinforcements, behave expectations, and expectancies - Enforces culturally defined gender roles and  Shape whether a person will engage in a specific expectations. behavior  Reasons why a person engages in that behavior PSYCHOSEXUAL STAGES BY SIGMUND FREUD RECIPROCAL DETERMINISM 1. ORAL STAGE (0-1 YEAR) - Pleasure centers on activities involving the  Personal factors, behaviors, and environmental mouth influences - Sucking and biting  Continuously interact with and shape each other - Trust and comfort established here can affect how securely a child approaches their understanding of gender roles  2. ANAL STAGE (1-3 YEARS) VII. BIOLOGICAL THEORY - Control over bodily functions, such as toilet training 3 CHARACTERISTICS - Control and independence: influence gender 1. Reproductive Genitals identity by shaping how children learn to 2. Chromosomes assert themselves 3. Hormones - Reinforce gender norms, influencing how a child internalizes gender expectations REPRODUCTIVE GENITALIA 3. PHALLIC STAGE (3 -6 YEARS) - Aware of their own body and the differences FEMALE REPRODUCTIVE SYSTEM between genders  Internal and external organs - Oedipus complex for boys and the Electra  Responsible for fertility, menstruation and sexual complex for girls activity - Child internalize gender roles and develop a  Reproduce gender identity 1. VULVA 4. LATENCY STAGE (6-PUBERTY) - labia, clitoris, and vaginal opening - Period of relative calm - sexual function - Gender identity continues to solidify during - protection of internal organs this period as children form friendships and 2. OVARIES social groups - Produce eggs (ova) 5. GENITAL STAGE (PUBERTY ON WARS) - estrogen and progesterone - Reach sexual maturity 3. FALLOPIAN TUBES - Seek relationships and experiences that align - Transport the eggs from the ovaries with their gender identity to the uterus - Coherent gender identity - fertilization usually occurs here - Form mature, intimate relationships 4. UTERUS (WOMB) VI. STRUCTURAL FUNCTIONALISM PERSPECTIVE OF EMILE - Houses and nourishes a developing DURHEIM fetus 5. VAGINA  Also called functionalism - birth canal and the passage through  Society as a structure with interrelated parts designed to which menstrual blood exits meet the biological and social needs of the individuals in that society MALE REPRODUCTIVE SYSTEM SOCIAL FACTS  sexual function and urination  Produce, maintain and transport sperm cells and semen  Often deeply gendered  Discharge sperm  Reinforce existing gender roles and expectations 1. PENIS  Norms and values shape how individuals behave and - Sexual intercourse interact with society - Urination 2. SCROTUM FUNCTIONALISM - Pouch of skin that houses the  Emphasizes societal equilibrium testicles  Overlook gendered inequalities can disrupt it - Regulates their temperature for sperm production DIVISION OF LABOR 3. TESTICLES (TESTES) - Produce sperm and testosterone  Occupational roles and overlooked gender divisions that 4. EPIDIDYMIS exist within society - Stores and matures sperm  Women: domestic roles 5. VAS DEFERENS  Men: public spheres - Transports sperm from the epididymis to the urethra during MECHANICAL AND ORGANIC SOLIDARITY ejaculation  Mechanical solidarity: reinforce rigid gender roles 6. SEMINAL VESICLES  Organic Solidarity: new forms of gender inequalities - Produce seminal fluid that nourishes and transports sperm ANOMIE 7. PROSTATE GLAND - Produces additional fluid that  Normlessness combines with seminal fluid to form  Lack of clear gender norms may create confusion semen ATYPICAL GENITALIA ANATOMY AND PHYSIOLOGY OF REPRODUCTION  Child is born with outer genitals that do not clearly look either male or female  Features of both sexes or not be fully developed CHROMOSOMES  Testes and ovaries produce gametes  Meiosis: forms gametes  Chromatid: identical copies of each chromosome  23 pairs of chromosomes: contains genes  Biological sex is determined by the 23rd chromosome THE BIOLOGICAL FEMALE pair  Male: XY  Designed for the production and fertilization of ovum  Female: XX  Carrying and delivering infant offspring  Puberty: final development of primary and accessory THE WHOLE PROCESS organs that support reproduction EXTERNAL GENITALIA LABIA MAJORA - Outer lips surrounding all the other structures CLITORIS ATYPICAL CHROMOSOMES - Glans (head), shaft, and crura (root), the clitoris is  Chromosomes develop differently than individuals with particularly sensitive to stimulation typical chromosomes LABIA MINORA  Socially, physically and cognitively - Inner lips surrounding the vestibule where sweat TURNER’S SYNDROME (XO) and oil glands, extensive blood vessels; and nerve  Females develop with only one X chromosome on endings are located chromosome 23  1 in 5000 chance  Female external appearance but whose ovaries have failed to develop KLINEFELTER’S SYNDROME (XXY)  Affects 1 in every 750 males  Additional x on the 23rd chromosome  Less body hair and under-developed genitals URETHRAL OPENING HORMONES - End of tube connecting to bladder and used for  Sex hormones: (estrogens, progesterone, testosterone) urination define biological differences between males and females VAGINAL OPENING MALE HORMONES (ANDROGENS) - Also called introitus - Primarily testosterone PERINEUM - Androgens are synthesized in the testes - Area of skin separating the genitalia from the anus; FEMALE HORMONES distance is less in females than males - Estrogen: puberty, menstruation, pregnancy, and menopause. - Progesterone: prepares the lining of the uterus for a fertilized egg, supports pregnancy INTERNAL REPRODUCTIVE STRUCTURES MORE FEMALE CHARACTERISTICS: VAGINA  generally shorter than men  greater proportion of bodyweight composed of fat than - Collapsible canal extending from vaginal opening men; back and upward into body to cervix and uterus.  two X chromosomes reduces expression of many sex- - During arousal, it is engorged with blood and linked conditions; triggers the release of lubricants from vaginal  lower mortality rate at every age and longer projected mucosa lifespan than men CERVIX THE BIOLOGICAL MALE - Small end of uterus to which vagina leads. It is the  designed for the production and delivery of sperm for opening in cervix leading to interior of uterus fertilization of the female's ovum  Puberty: final development of primary and accessory UTERUS organs that support reproduction - Womb, organ within pelvic zone where fetus is carried FALLOPIAN TUBES - Carry egg cells from ovaries to uterus, this is where fertilization occurs MALE EXTERNAL REPRODUCTIVE ORGANS TESTES - produce androgen, testosterone PUBERTY - influence male development and drive sexual motivation  Menstrual cycle marks the beginning of puberty in - produce sperm cells in virtually unlimited quantity females over the entire course of the lifespan  Menarche: first menstruation occurs between 11 to 15 SCROTUM years of age  Last within two to six days which follows a cycle ranging - The loose, pouch-like sac of skin that hangs behind from 24 to 42 days the penis  Menstruation begins about 14 days after ovulation (plus - It holds the testicles (testes) as well as nerves and or minus one to two days). blood vessels  Overall cycle is governed by the hypothalamus PENIS - The penis is the male organ for sexual intercourse. PROBLEMS ASSOCIATED WITH MENSTRUATION  ROOT. The root is the base of penis. It attaches to  PREMENSTRUAL SYNDROME (PMS) the wall of your abdomen. - 80-95% of women experience  DYSMENORRHEA  BODY (SHAFT). The body has a shape like a tube or - Painful menstruation caused by overproduction of cylinder. During sexual arousal, penis becomes prostaglandins hard and rigid (erection). - Uterine muscles to contract  AMENORRHEA  GLANS (HEAD). The glans is the cone-shaped tip of - Disruption or absence of menstruation the penis. A loose layer of skin (foreskin) covers the  MENOPAUSE glans. - Usually around age 45-50, a woman stop menstruating CHARACTERISTICS EMERGE AFTER PUBERTY 1. Widening of hips and pelvis 2. Enlargement of breasts MALE INTERNAL REPRODUCTIVE ORGANS WHAT MEN CONTROL IN THE PATRIARCHAL SYSTEM VAS DEFERENS  Women’s productive (labor) power - travels from testicle toward urethra carrying sperm  Women’s reproduction SEMINAL VESICLES  Women’s sexuality - two glands that produce alkaline fluid rich in  Women’s mobility fructose sugar  Property and other economic resources - comprising some 70% of semen volume EJACULATORY DUCTS SEXISM - connect vas deferens to urethra - prejudice or discrimination based on person’s sex or URETHRA gender - tube within penis that carries sperm and semen the - especially against women and girls rest of the way to the opening of the penis - belief that women are inferior to men MALE SECONDARY SEXUAL CHARACTERISTICS THAT EMERGE - widely known during the women’s liberations AFTER PUBERTY movement in the 1960s No monthly cycle - “racism” coined by the Civil Rights Movement (CRM) Elongation of vocal cords (lower voice) - raise consciousness on the oppression against women Broader shoulders and girls Deeper chest cavity TYPES OF SEXISM THE MYTH OF BLUE BRAIN, PINK BRAIN 1. OLD FASHIONED SEXISM - Dr. Lise eliot - Explicit overt beliefs that men are superior - Infant brains are so malleable that small differences at birth become amplified over time 2. MODERN SEXISM - Differences between boys and girls, reining in harmful - Ignores facts that opportunities and benefits favor stereotypes men than women - Genes and hormones play a role in creating boy-girl - belief of equality is only surface values differences - Sexism is no longer a problem today - Social factors - Women who complain about sexism just want to - Environmental factors are important in shaping gender cause trouble gaps - Programs designed to help women are unnecessary - No mental ability—or ability difference—is "hardwired" 3. HOSTILE SEXISM into the brain - contempt against w EPIGENETIC - belief that women are whiny individuals  ENVIRONMENTAL FACTORS - love to control men being a sexual tease - Diet and chemical exposure to less tangible - prefers submissive women influences - Parenting styles 4. BENEVOLENT SEXISM - Alter DNA structure - condescending - Gene expression - women possess the qualities of purity and morality - Lifelong brain and behavioral function - women should be treated just like a princess on the THREE SMALL, EARLY BIASES surface  Baby boys are modestly more physically active than girls 5. AMBIVALENT SEXISM  Toddler girls talk one month earlier, on average, than - some women are worthy of love and respect boys - others deserve a bad treatment  Boys appear more spatially aware - women are categorized as worthy or unworthy 25 percent of teenage boys around the world cite reading as one 6. INSTITUTIONAL SEXISM of their favorite hobbies - society provides different opportunities and 45 percent of teenage girls around the world cite reading as one benefits for one sex over the other of their favorite hobbies FOUR (4) AREAS IN MODERN SOCIETY WHERE INSTITUTIONAL FEW SUGGESTIONS FOR REDUCING OPPORTUNITY GAPS SEXISM CAN BE FOUND BETWEEN BOYS AND GIRLS  AT WORK  Avoid stereotyping - Glass ceiling: more men get promoted to the  Appreciate the range of intelligences highest positions  Strengthen spatial awareness  AT HOME  Engage boys with the word - Women work more hours than men through  Recruit boys into nonathletic extracurricular activities unpaid works or the so-called “Second Shift”  Bring more men into the classroom - Second shift: additional workload of a person with  Treat teacher bias seriously income. expected to do domestic labor but without PATRIARCHY AND SEXISM pay PATRIARCHY - Greek work Patriarkhes “the rule of the father.”  IN POLITICS - men control women’s sexuality, production, and - Disparity between genders reproduction - government positions CHARACTERISTICS OF A PATRIARCHAL SYSTEM  IN MILITARY  Male dominance - Number of “women in uniform” is relatively few in  Male identification comparison with the number of “men in uniform”.  Male-centered  Men must be in control at all times