Sex, Gender and Sexuality Flashcards
3 traditional assumptions about sex and gender
- there are only 2 sexes
- sex is a biological fact independently of anyone’s beliefs about it
- sex and gender are understood to naturally go together (sex differences=gender differences)
process of sexual differentiation
- embryo inherits x chromosome from mum and either x or y chromosome from father
- genes on chromosome initiates the process of sexual differentiation
- process is influenced by genetic and hormonal factors
process of sexual differentiation assumption
genetic, hormonal and anatomical aspects of sex are congruent and form the basis for the development of a core gender identity
Intersex
a term referring to a variety of conditions (genetic, physiological or anatomical) in which a person’s sexual and/or reproductive features and organs do not conform to dominant and typical definitions of ‘female’ or ‘male’
transgender
a person who identifies with a gender identity that differs from what corresponds with their sex at birth
transgender/intersex- what does it all mean?
- Gender identity does not automatically follow from sex category …
- Gender differences do not automatically follow from sex difference …
- Gender is socially constructed
- We should consider the interrelationships between sex, gender & sexuality
- Gender/sex boundaries and categories are heavily policed through transphobia and discrimination
psychological differences between male and female
- verbal abilities (small to no difference)
- visual/spatial ability (emerge in adolescence)
- mathematical reasoning (historical advantage but changing)
- aggression (different types of aggression)
Eagly’s Social Role hypothesis:
- Roles that men and women play in society reinforce stereotypes
- Men have powerful jobs –> we think men are powerful
- Women have nurturant jobs –> we think women are nurturers
- If men & women switch –> we can reverse these ways of thinking …. CAN WE?
gender roles
- patterns of behaviour that female and males adopt in society, different tasks and responsibilities of men and women
gender-role norms
- society’s expectations or standards about what men and women should be like
- gendered expectations about behaviour becomes normative in society…so that women are expected to be a certain way and men a certain way
gender roles are reinforced in infants through
- differential treatment (pink and blue)
- early learning - 12 months distinguish between sexes
- 18 m understand own gender
- 2.5-3 yrs, basic gender identity
gender roles are reinforced in the child through
- acquisition of gender stereotypes
- sex-typed toys, understanding gendered activities/behaviour, stereotyped occupations from 4-6 yrs - gender typed behaviour
gender roles are reinforced in early adolescence
- gender role intensification
- peer influences, hormones, parental reinforcement
- attraction to the opposite sex
gender roles are reinforced in early adulthood
- parental imperative heightens traditional gender roles
- raising a family (male and female adopt different roles)
gender roles are reinforced in middle adulthood
- androgyny shift
- freedom from parental imperative
- role shift may occur towards less traditional roles
biosocial theory
- gender role preferences determined by a series of critical events:
1. prenatal: exposure to hormones which shapes genitals and behavioural tendencies
2. postnatal: exposure to society - parents and others label and react towards a child on the basis of his/her genitals
Social learning theory
gender roles learned through:
- differential reinforcement (boys rewarded for masculine behaviour, there is a ‘gender curriculum’ in the home)
- observational learning (modelling)
critique of the social learning theory
- child is seen as passive recipient of agents of socialisation
- child’s own role in gender development is ignored
Media images create a culture in which perpetuates …
- Low self-esteem
- Body image issues
- Eating disorders
- Compulsive exercise
- Cosmetic Surgery risks
- Dehumanisation and objectification of women and girls
- Blame for sexual assaults etc.
Women don’t see themselves reflected in popular culture. We need to see more:
- Black women and different ethnicities
- Women of different sizes, shapes and ages
- Women with disabilities
- Active, strong women and girls
- Smart, successful, in control women
- Anyone who does not fit the ‘ideal’ description of what a girl/woman should be
- Men in non-traditional roles
Cognitive Developmental Theory (cognitive theories)
- stage like changes in cognitive development:
- gender identity (2-3yrs) = label themselves
- gender stability (4 yrs) = forever
- gender consistency (5-7yrs)= across situations - children seek out same-sec models and behave in gender consistent ways (self-socialise)
Gender Schema Theory (cognitive theories)
- children acquire sex/gender schemata through which they perceive the world and interpret own and others’ behaviour
- classification of toy,behaviours, roles and activities
- classify themselves- actively seek objects and activities consistent with their own schemata, ignore infor that does not fit in with their schemata
critique of cognitive theories
- gender development is not only in the cognitions of the child-what about interactions with others?
- minimises the role of societal constructs of gender
- doesnt account for gender diversity
Interactionist Theories:Doing Gender
- gender is not an identity
- it is something we ‘do’ all the time (performative)
- it is created through social interactions throughout our lives (not just from past learning)
Social Structural/Organisational Theories: Critique of Psychological Theories of Gender
- We interact with social institutions which aren’t gender neutral
- It’s not about people being gendered – it’s about how institutions are gendered
Social Structural/Organisational Theories: explains…
- How we account for the strength and persistence of the production of gender
- Gender inequalities maintained at the level of institutions, organisations, and social structures