GENDER IDENTITY THEORIES ~ PART 3

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Let’s watch a video on the meaning of Ally

According to Youdell* (2005), ” …the subtle processes through which girls are constructed as gendered in school contexts. Valerie Walkerdine has made a crucial contribution to understanding how the school is implicated in constructing gendered subjects. Walkerdine (1990) argues that a dichotomy of rationality/pathology underpins the production of self-regulating subjects in schools and suggests that girls and women teachers are positioned through a constellation of discourses, including discourses of femininity, passivity and irrationality (p. 251).

One’s sexual identity, gender identity, and gender roles are aspects of life tangentially related to a person’s sexual orientation. Sexual orientation refers to the sex of the erotic/love/affectionate partner a person prefers. Does the individual seek a mate who is male or female; does the desired person live as a woman or man? Most often, to describe orientation, the term’s heterosexual, homosexual, and bisexual are used.

Diamond 2002), reported, Sexual identity speaks to the way one views him or her self as a male or female. This inner conviction of identification usually mirrors one’s outward physical appearance and the typically sex-linked role one develops and prefers or society attempts to impose. Gender identity is recognition of the perceived social gender attributed to a person. Typically a male is perceived as a boy or a man where boy and man are social terms with associated cultural expectations attached. Similarly, a female is perceived as a girl or woman. The distinctions made between boy and girl and man and woman are of age and usually again represent differences in societal expectations that go along with increases in maturity.

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Gender and gender role refers to society’s idea of how boys or girls or men and women are expected to behave and should be treated. A display of gender, as with a gender role, represents a public manifestation of gender identity. It can be said that one is a sex and one does gender; that sex typically, but not always, represents what is between one’s legs while gender represents what is between one’s ears. A sex role usually involves the acting out of one’s biological predisposition. In young males this is associated typically with their greater aggressive, combative, and competitive nature. In young females their sex roles are usually manifest by nurturing and compromising behavior, less frequently seen in boys.

These might actually better be called sex-typical (male-typical; female-typical) behaviors. Gender roles are those behaviors imposed overtly or covertly by society.  Gender roles are behaviors that can be considered “scripted” by society. Examples of this is how girls learn to keep their knees together or adjust their dresses and apply cosmetics while boys actively memorize the rules of sports and games. Gender has everything to do with the society, in which one lives or may or may not have much to do with biology (Gagnon and Simon 1973).

Lecture: Trans Identity Reveal

 

Current User Progress

Digital StoryTelling-Rethinking Gender,Sex and Sexuality
Module 1 Digital Storytelling - Rethinking Gender Sex and Sexuality-
Unit 1 Welcome
Unit 2 Syllabus For Review
Unit 3 Introduction
Unit 4 Digital Storytelling For Students
Unit 5 Theory Equations
Unit 6 The Genderbread Person and Digital StoryTelling
Module 2 Gender Identity Theories-
Unit 1 Does gender matter?
Unit 2 Constructing Gender
Unit 3 Gender Theory: Constructivism Theory
Unit 4 Gender Theory: Essentialism Theory
Unit 5 Gender Theory: Environmental Theory
Unit 6 Trans Identity Defined
Unit 7 Trans Identity
Module 3 The Role Of Biological Sex-
Unit 1 Does sex matter?
Unit 2 Understanding Biological Sex
Module 4 What Is Sexuality-
Unit 1 Does sexuality matter?
Unit 2 Understanding sexuality
Unit 3 Pansexuality≠Bisexuality
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