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CHAPTER 5
Gender Identity & Gender Roles
CHAPTER-AT-A-GLANCE
CHAPTER SUMMARY
This chapter discusses the biological, psychological and sociocultural aspects of gender.
It begins with a description of prenatal sexual differentiation, which starts at about the
seventh week of gestation. Without male sex hormones, we would all develop into
females in terms of anatomic structure. The development of the testes and ovaries and the
descent of the testes into the scrotal sac are described. Some sex chromosomal
syndromes (Klinefelter and Turner) and their impact on sexual characteristics, physical
health and psychological development are presented.
Gender identity and anatomic gender are distinguished. The influence of nature and
nurture on gender identity is explored. Studies of hermaphrodism and intersexualism are
described. It is concluded from these studies that gender identity is determined by a
complex interaction between biological and psychosocial factors. Transsexualism and
transgenderism are discussed and distinguished. Gender dysphoria (a sense of incongruity
between one’s anatomic sex and one’s gender identity) are discussed, patterns of sexual
attraction (not to be confused with gay male or lesbian orientation) are noted. The process
of gender reassignment psychological, surgical and hormonal treatment) is described and
its efficacy examined. Research suggests, for students, hearing directly from a transsexual
person directly is the best way to develop empathy and understanding related to
transsexuals. Numerous programs exist to support transsexual and transgender persons in
creating a social network, finding employment, coming out etc. The case of David
Reimer, one of a pair of male twins who lost much of his penis in a circumcision
accident, was reared as a girl until adolescence is presented in a text box, as are cultures
which recognize a third gender.
Gender role stereotypes are examined. Sexism is defined and its implications are
discussed. The relationship between gender and aggression is presented; although
typically men have been found to behave more aggressively than women, the rate of
aggression among girls seems to have increased in recent years. Gender and health is also
discussed. Women tend to live longer and healthier lives, and are more willing to seek
health care, than are men.
The biological, sociobiological, and psychological explanations for gender typing are
presented. Evolutionary perspectives emphasize that men’s and women’s traditional roles
are the result of genetic predispositions. Researchers studying prenatal brain organization
suggest that gender-typed behaviour is the result of sex hormones in utero. The concepts
of socialization, gender identity, gender stability and gender constancy are introduced.
The role of a gender schema, as an organizing and guiding construct in the formation of a
self-concept is explained.
The influence of gender roles on sexual behaviour is explored. Men typically initiate
while women play the “gatekeeper” role. Traditional gender roles constrain both men and
women and can negatively influence sexual relationships. The idea that men are
overaroused and women are underaroused is presented. Research on gender differences in
sexual drive and acceptance of casual sex is presented. Most people believe the sexual
double standard exists, and many believe women are the harshest judges of other
women’s sexual behaviours. However, most people endorse a single standard of sexual
behaviour for both men and women, and some hold a reverse double standard where the
sexual behaviour of men is judged more harshly than women’s. Despite the perception of
women as “underaroused” many women (highly sexual women) embrace their sexuality
and adopt a more liberal stance with regard to sexual behaviours.
Finally, the issue of androgyny and its impact on well-being and sexual behaviour is
presented. Some evidence shows psychologically androgynous men and women to be
more comfortable with their sexuality than are masculine men or feminine women.
LEARNING OBJECTIVES
1. Trace the influences of sex chromosomes and hormones on sexual differentiation
during the embryonic and fetal stages.
2. Discuss the research relevant to the nature-nurture debate about determination of
gender identity.
3. Define transsexualism, transgenderism and gender dysphoria, explain the theoretical
perspectives on transsexualism and describe the process and efficacy of gender-
reassignment.
4. Define sexism, give examples and discuss its effects on women and men. Identify
changes in gender roles in today’s society.
5. Summarize the research on gender differences in aggression and health.
6. Summarize the biological perspectives on gender typing.
7. Explain the psychological perspectives on gender typing.
8. Examine the influence of stereotypical gender roles on sexual behaviour and
relationships.
9. Summarize the research on gender differences and similarities in sexual desire.
10. Summarize the research on the sexual standards (the double standard, a single
standard, and the reverse double standard).
11. Define androgyny and discuss its impact on psychological health and sexual
behaviour.
TEACHING TIPS
1. Set up two columns on the blackboard: one labeled “Sexist Remarks About Women”
and the other labeled “Sexist Remarks about Men.” Have students suggest remarks
they’ve heard. Examine the intent behind the remarks. Was it to force or shame
people into conforming to stereotypical gender roles?
2. Have students give examples of famous people or people they know who excel in
fields stereotypically associated with the other gender. Use the examples to
emphasize that differences within a gender are much larger than (small) differences
between the “average” male and the “average” female.
I.