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GEC-G&S > Module 2: Gender And Sexuality > Flashcards

Module 2: Gender And Sexuality Flashcards

1
Q

Male: Penis, testes, scrotum, prostate gland, seminal vesicles

Female: Ovaries, fallopian tubes, uterus, cervix, vagina, clitoris, labia

What are these called?

A

Primary Sexual Characteristics

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2
Q

Male: Facial and body hair growth, deepening of the voice, increase in muscle mass, broadening of the shoulders, Adam’s apple development

Female: Breast development, widening of the hips, growth of public and underarm hair, menstrual cycle onset, skin changes

What are these called?

A

Secondary Sexual Characteristics

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3
Q

The different responsibilities and tasks that individuals undertake in the process of reproduction. These roles are often defined by gender and can vary across cultures.

A

Reproductive Roles

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4
Q

Roles related to Reproduction:

A
  • Childbearing
  • Childrearing
  • Sperm donation
  • Artificial insemination
  • Family planning
  • Reproductive Health Care
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5
Q

Women are typically responsible for carrying and giving birth to children. This involves a range of physical and emotional challenges, from pregnancy and childbirth to breastfeeding and caring for infants.

A

Childbearing

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6
Q

Men may contribute to reproduction by donating sperm to a partner or to a sperm bank for use in artificial insemination

A

Sperm Donation

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7
Q

Fertility treatment that involves directly inserting sperm into a woman’s womb.

A

Artificial Insemination

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8
Q

Some reasons for Artificial Insemination include:

A
  • You’re unable to have vaginal sex – for example, because of a physical disability or psychosexual problem.
  • You have a condition that means you need specific help to conceive.
  • You’re in a same-sex relationship and have not become pregnant
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9
Q

Both men and women may be involved in raising children, but women are often expected to take on the primary caregiver role. This includes feeding, clothing, and educating children, as well as providing emotional support.

A

Childrearing

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10
Q

Both men and women may be responsible for making decisions about when and how to have children. This may include using contraception or fertility treatments or choosing to adopt or use a surrogate.

A

Family Planning

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11
Q

Both men and women may seek medical care to address issues related to reproduction, such as infertility, sexually transmitted infections, or pregnancy complications.

A

Reproductive Health Care

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12
Q

It refers to the individual and collective obligations that individuals, couples, and societies have in relation to reproductive health, fertility, and parenting. It involves making informed choices about when and how to have children, as well as taking steps to ensure that reproductive health needs are met.

A

Reproductive Responsibility

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13
Q

Reproductive responsibility can include a range of activities and behaviors, such as:

A
  • Using contraception to prevent unintended pregnancy and sexually transmitted infections.
  • Seeking medical care for reproductive health issues, such as infertility or sexually transmitted infections.
  • Making informed decisions about fertility treatments, adoption, and surrogacy.
  • Planning and preparing for parenthood, including financial and emotional readiness
  • Providing support and care for children and family members.
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14
Q
  • A biological category that distinguishes between females and males.
  • A categorization system for specific bodily/genetic characteristics related to reproduction; Determined based on physical, genetic, and anatomical traits.
  • It is a legal status, present on official documents.
A

Sex

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15
Q
  • It is a central part of every human
  • It is about your sexual feelings, thoughts, attractions, and behaviors toward other people.
  • Determines whom they do or do not feel attraction toward. This attraction is typically sexual or romantic.
A

Sexuality

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16
Q

What does Sexuality include?

A
  • Sex
  • Gender Identity
  • Sexual Orientation
  • Pregnancy and reproduction choices and experiences
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17
Q

Classifications of Sex

A
  1. Male
  2. Female
  3. Intersex
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18
Q

Psychosocial Dimensions of Sexuality

A
  1. Biological Dimension
  2. Psychological Dimension
  3. Sociological Dimension
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19
Q

Psychosocial Dimension wherein human genes give the body certain predispositions that define the sexual orientation of each person.

The genes that define gender play an important role in this area, and while culture is an influential factor in human sexual activity, the very essence of sexuality is purely biological.

A

Biological Dimension

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20
Q

Psychosocial Dimension wherein sexual activity is affected by the psychological state of each person.

The thoughts that go through the minds of individuals define their way of acting when interacting with other people in a sexual way and, in turn, these are influenced by external factors.

A

Psychological Dimension

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21
Q

Psychosocial Dimension wherein in the sexual sphere, any external influence produced by a society modifies the way in which every individual behaves.

From birth, people are bombarded by countless stimuli and signals from the adult members of a society, which indicates to the young person how to act and how to function.

A

Sociological Dimension

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22
Q

It refers to the direction of emotional sexual attraction or conduct.

A

Sexual Orientation

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23
Q

People who are attracted to the opposite sex. Also called straight.

A

Heterosexuality

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24
Q

People who are attracted to the same sex.

A

Homosexuality

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25
Q

Pertains to women who are attracted to women.

A

Lesbian

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26
Q

Refers to men who are attracted to other men.

A

Gay

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27
Q

Attracted towards people of both sexes. It is when a person finds both men and women physically, sexually, or emotionally attractive.

A

Bisexuality

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28
Q

The romantic, emotional, and/or sexual attraction to people regardless of their gender. This includes cisgender, transgender, agender, and gender nonconforming individuals.

A

Pansexuality

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29
Q

Refers to someone who does not experience sexual attraction. It is is not a choice, but a sexual orientation.

It is a spectrum—some people may experience no sexual or romantic attraction toward anyone, while others may experience varying degrees of sexual or romantic attraction toward people

A

Asexuality

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30
Q

Within the asexuality spectrum, this is when a person is averse to or entirely disinterested in sex and sexual behavior.

A

Sex-averse

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31
Q

Within the asexuality spectrum, this is when a person has positive feelings toward sex in some situations.

A

Sex-favorable

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32
Q

Within the asexuality spectrum, this refers to those who feel neutral about sex and sexual behavior.

A

Sex-indifferent

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33
Q

Within the asexuality spectrum, this refers to those who are repulsed by sex and sexual behavior.

A

Sex-repulsed

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34
Q

Within the asexuality spectrum, they do not experience sexual attraction but still desire to engage in sexual behavior or have a sexual relationship.

A

Cupiosexual

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35
Q

In the asexuality spectrum, this term refers to those who identify as asexual but experience sexual feelings that they can satisfy with masturbation or self-stimulation

A

Libidiost asexual

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36
Q

An internal sense of where one falls on the feminine-masculine spectrum. An inner sense of being a man or woman that is influenced by society and culture. It changes over time.

A

Gender

37
Q

History of Gender

A

Throughout history, gender roles have been shaped by cultural, religious, and social norms. These traditional gender roles have been challenged and transformed over time, particularly in the context of feminist movements and changing social norms.

38
Q

Dimensions of Gender include:

A
  • Body
  • Identity
  • Social
39
Q

Dimension of Gender that is about the experience of our own body, how society genders bodies, and how others interact with us based on our bodies.

A

Body

40
Q

Dimension of Gender that is the name we use to convey our gender based on our internal sense of self.

A

Identity

41
Q

Dimension of Gender about how we present our gender in the world (including clothing, hairstyles, and mannerisms) and how individuals, society, culture, and community perceive, interact with, and try to shape our gender

A

Social

42
Q

The way that we feel in our minds in relation to our birth sex and this may align with the sex that we are born with, or this may not align

A

Gender Identity

43
Q

Classifications of Gender Identity

A
  • Cisgender
  • Transgender
  • Non-conforming or Non-binary
  • Agender
44
Q

A person whose gender identity aligns with those
typically associated with the sex assigned to them at birth.

A

Cisgender

45
Q

Cisgender Categories:

A

Male: Individuals who identify as male and have a gender identity that aligns with the male sex assigned at birth. They typically identify with masculine gender roles and expressions.

Female: Individuals who identify as female and have a gender identity that aligns with the female sex assigned at birth. They typically identify with female gender roles and expressions.

46
Q

Gender identity does not align with assigned sex. This means that your gender identity is different from the gender that the doctor gave you when you were born, based on the way your body looks

A

Transgender

47
Q

A term that can be used by people who do not describe themselves or their genders as fitting into the categories of man or woman.

A

Non-conforming or Non-binary

48
Q

Adjective that can describe a person who does not identify as any gender.

A

Agender

49
Q

Five Theories of Gender Development

A
  1. Psychodynamic theory
  2. Symbolic Interaction (George Herbert Mead)
  3. Social Learning theory
  4. Cognitive Learning theory
  5. Standpoint theory
50
Q

Theory that has its roots in the work of Sigmund Freud. This theory sees the role of the family, the mother in particular, as crucial in shaping one’s gender identity. Boys and girls shape their identity in relation to their mother’s.

A

Psychodynamic theory

51
Q

Theory based specifically on communication. Gender is learned through communication in cultural contexts. Communication is vital for the transformation of such messages.

A

Symbolic Interaction by George Herbert Mead

52
Q

Theory is based on outward motivational factors that argue that if children receive positive reinforcement, they are motivated to continue a particular behavior.

If they receive punishment or other indicators of disapproval they are more motivated to stop that p behavior.

In terms of gender development, children receive praise if they engage in culturally appropriate gender displays and punishment if they do not

A

Social Learning Theory

53
Q

Theory states that children develop gender at their own levels.

The model, formulated by Kohlberg, asserts that children recognize their gender identity around age three but do not see it as relatively fixed until the ages of five to seven.

This identity marker provides children with a schema in which to organize much of their behavior and that of others. Thus, they look for role models to emulate maleness or femaleness as they grow older.

A

Cognitive Learning Theory

54
Q

A set of observed or spoken rules for how social or cultural interactions should happen.

A

Schema

55
Q

Three Stages of Kohlberg’s Theory of Gender and Development

A
  1. Gender Labelling (2-3 yrs)
  2. Gender Stability (3-5 yrs)
  3. Gender Consistency/Constancy (6-7 yrs)
56
Q

In this stage of Kohlberg’s Theory, children are able to label their own sex and opposite sex, and judge other’s sex on external features. They don’t understand that gender is fixed, will change people’s label if the external features change.

A

Gender Labelling

57
Q

In this stage of Kohlberg’s theory, children realize gender is stable over time. Does not realize that gender is consistent across situations, believe male may change into female and participate in female activities.

A

Gender Stability

58
Q

In this stage of Kohlberg’s theory, children realize that gender is constant across time and situations. Child has acquired gender constancy, learns gender-appropriate behavior, and knows the importance of gender-appropriate behavior as they know their gender will not change.

A

Gender Consistency/Constancy

59
Q

This theory places culture at the nexus for understanding gender development.

A

Standpoint Theory

60
Q

Refers to how children learn the appropriate behavior, appearance, and attitudes for their gender. These gendered messages can shape children’s self-concept, beliefs, and expectations about themselves and others.

A

Gender Socialization

61
Q

Agents of Gender Socialization:

A
  1. Home/Family
  2. School and Workplace
  3. Peer Groups
  4. Mass Media
62
Q

This agent of Gender Socialization plays a crucial role in shaping an individual’s understanding of gender. Parents may enforce gender-specific expectations and behaviors.

A

Home/Family

63
Q

This agent of Gender Socialization encapsulates educational institutions and workplaces that often reinforce gender norms and expectations.

A

School and Workplace

64
Q

Agent of Gender Socialization that involves peers who significantly influence gender socialization. Children and adolescents may face pressure to conform to gender expectations to fit in and gain acceptance. These groups can enforce or challenge gender norms, depending on social dynamics within the group.

A

Peer Groups

65
Q

Agent of Gender Socialization that plays a powerful role in shaping gender norms and stereotypes. Advertisements, movies, TV shows, and other forms of media often depict exaggerated gender roles and reinforce stereotypes.

A

Mass Media

66
Q

The assumptions and expectations society places on individuals of a particular sex. Associated with being male or female. They dictate how we’re expected to act, speak, dress, groom, and conduct ourselves based on our assigned sex.

A

Gender Roles

67
Q

Gender roles are acquired through _____, a process through which children learn to behave in a particular way as dictated by societal values, beliefs, and attitudes.

A

Socialization

68
Q

Common examples of gender roles include:

A
  • Traditional Male Gender Roles
  • Traditional Female Gender Roles
69
Q

The unwritten rules and expectations that dictate how individuals should behave, dress, and present themselves based on their perceived gender. are embedded in formal and informal institutions, nested in the mind, and produced and reproduced through social interaction. They play a role in shaping women’s and men’s (often unequal) access to resources and freedoms, thus affecting their voice, power, and sense of self.

A

Gender Norms

70
Q

These develop when different institutions reinforce a biased perception of a certain gender role.

A

Gender Stereotypes

71
Q

The exaggeration of stereotyped behavior that’s believed to be feminine.

A

Hyperfemininity

72
Q

The exaggeration of stereotyped behavior that’s believed to be masculine.

A

Hypermasculinity

73
Q

Detrimental effects of Gender Stereotypes:

A
  • Contribute to gender inequality
  • Restrict individual freedoms and choices
  • Perpetuate biases and discrimination
  • Limit opportunities
  • Reinforce gender-based expectations
  • Create barriers to gender equality in various aspects of life
74
Q

The discrimination, prejudice, and stereotyping based on a person’s sex or gender. It manifests in various foms and encompasses economic, political, and social discrimination against women based on the belief that the male sex is superior to the female sex.

A

Sexism

75
Q

Specifically targets and expresses hatred towards women. The social system reprimands the women it deems morally objectionable, pushy, and promiscuous.

A

Misogyny

76
Q

Norms that often enforce societal expectations of men which can be restrictive and lead to harmful consequences for both men and women.

A

Masculinity

77
Q

The advantages and benefits those men experience solely based on their gender.

A

Male Privilege

78
Q

Any violence directed against a person based on their gender identity or gender roles. These acts perpetuate power imbalances and reinforce gender inequality.

A

Gender-Based Violence

79
Q

Encompasses negative attitude, bias, and discrimination against individuals who identify as LGBTQIA+ which can lead to their exclusion and violence.

A

Homophobia

80
Q

Specific acts of violence that disproportionately affect women. Such violence stems from deep-rooted gender inequality and contributes to women’s marginalization and fear.

A

Violence Against Women

81
Q

Violence caused by an intimate partner at home or by a relative

A

Domestic Violence

82
Q

Intentional murder of women because they are a woman

A

Femicide

83
Q

A sexual act committed against the will of another person

A

Sexual Violence

84
Q

To injure female genital organs for non-medical reasons

A

Female Genital Mutilation

85
Q

Marriage when one or both spouses are below 18

A

Child Marriage

86
Q

Violence/acts committed with the use of technology against a woman

A

Digital Violence

87
Q

The unfair or unequal treatment of individuals based on their sex or gender. It occurs in various contexts.

A

Sex Discrimination

88
Q

Unwelcome sexual advances, comments, or behaviors that create a hostile or uncomfortable environment

A

Sexual Harassment

89
Q

The belief that heterosexuality is the only normal and acceptable sexual orientation

A

Heteronormativity

GEC-G&S (2 decks)

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