SOCIO REPORTING

LESSON 8: GENDER AND SEXUALITY AS A PSYCHOSOCIAL ISSUE

Lesson Objectives:

When you finish reading this chapter, you should be able to:

1. define the term "psychosocial";

2. discuss the psychosocial dimension of gender and sexuality; and

3. reflect upon one's responsibility in ensuring psychosocial wellness in the aspect of gender and
development.

DEFINITION OF TERMS:

Psychosocial- a term pertaining to psychological and social factors and the interaction of these factors.

Psychosocial issues - needs and concerns relating to one or all of the psychosocial dimensions.

Reproductive role - the social script ascribed to individuals pertaining to their role in child-bearing or
child-rearing and related tasks such as maintaining the household.

Productive role- the social script ascribed to individuals pertaining to their role in economic production
and related tasks such as engaging in public affairs and living in the world of work.

INTRODUCTION

The biological dimension of sexuality explains that human individuals have different mechanisms for
sexual growth and reproduction, which are interpreted by societies to create social standards. For
example, women are expected to fulfill reproductive roles due to their ability to bear children, while men
are expected to perform productive roles due to their larger muscular-skeletal frame.

The psychosocial perspective explores human sexuality through the lens of psychological social
processes, highlighting that while there are physiological differences, most capabilities can be performed
by both sexes, except for reproduction, exemplifying the complex nature of gender and sexuality.

WHAT DOES PSYCHOSOCIAL MEAN?

PSYCHOSOCIAL refers to the psychological and social aspects of gender and sexuality. Psychological
aspects involve mental processes and behavior, while social aspects involve human relationships and
interaction. Gender and sexuality have a psychological dimension, as our sexual behaviors and gender-
related behaviors are influenced by our senses, thoughts, and feelings. Social aspects, on the other hand,
focus on the human person's experiences within groups and institutions, including their structures and
dynamics. Both fields are essential for understanding and understanding human relationships and
interactions.

UNDERSTANDING THE PSYCHOSOCIAL DIMENSION

The psychosocial dimension of gender and sexuality can be understood through relational experiences,
where individuals' affect, cognition, and behavior are viewed in relation to others' personal
preoccupations, and certain elements of the gendered self are best understood in an ecological context.
AWARENESS

Awareness, our conscious understanding of something, is central to our experiences as gendered

beings, and we continuously strive towards self-awareness.

INTIMACY AND RELATIONSHIP

Intimacy is the bond formed between two or more people through communication and interaction,
often manifested in family, friendships, or romantic relationships. Individuals constantly aim to
understand themselves and others, forming relationships through intimacy. Socialization is the process of
learning cultural norms and traditions through education and cultural preoccupations. As rational beings,
we can make sense of our experiences and integrate these interpretations into our own choices,
ensuring we maintain close distance and maintain a balance between personal and social goals.

WELL-BEING AS A PSYCHOSOCIAL GOAL

Understanding psychosocial aspects leads to understanding well-being, a state of

satisfaction, meaning, and purpose. Objective well-being is observed and evaluated
through environmental elements.

Subjective well-being refers to our personal experience of satisfaction, meaning, and

purpose, which can be low or high depending on our appreciation of our environment's
shortcomings. Happiness is often used to describe this state of well-being.

DIMENSIONS OF WELL-BEING

Based on what well-being means, we can see that there are various dimensions into it. The
following are just the primary dimensions of well-being which we must look into when
trying to understand the psychosocial condition of a person:

•physical-physical/biological health;

•emotional-positive feelings; mood stability;

•mental - clarity of mind; healthy thought process;

•material - available and adequate financial and other resources; and

•social- healthy and positive interaction and relationship with others.

SUMMARY

One of the essential elements of our gender and sexuality is the psychosocial
dimension. Aside from upholding human dignity and human rights, one of the ultimate
goals of our discussions of gender and sexuality is to ensure well-being among people of
different genders. Understanding our psychosocial needs and concerns, as well as the
various elements of our psychosocial conditions as humans, is necessary.
LESSON 9: LOVE, INTIMACY, AND RELATIONSHIP
Lesson Objectives:

When you finish reading this chapter, you should be able to:

1. define terms such as "love," "attraction," "intimacy," "relationship," and other related
terms;

2. discuss different theories of love;

3. identify needs, issues, and concerns experienced by people who are in a romantic
relationship; and

4. reflect upon one's attitudes towards love, intimacy, and relationship.

DEFINITION OF TERMS:

•Love - a complex phenomenon characterized by an affective and cognitive inclination to

someone and a set of social behaviors geared towards cohesion.

•Intimacy-the psychosocial component of love; knowing and being known by someone in a

deeply personal level; emotional closeness and connection.

•Passion - the emotive and physical component of love, drive towards sexual and romantic
attraction.

•Commitment - decision to engage and maintain a loving relationship.

•Relationship-social bond between and among individuals manifested through

communication and other forms of interaction. This bond may be biological or determined
by social contracts such as social consensus or laws.

INTRODUCTION:

A study by McCann World Group found that Filipinos express love 17 times a week, ranking
sixth among Asia Pacific countries. This highlights the complexity and expressiveness of
love, as emphasized by Robert Sternberg's 1986 paper. The study explores the meaning
and differences between loves.

LOVE AS A HUMAN EXPERIENCE

Love is a human experience differently defined and conceptualized.

LOVE AS A CULTURE UNIVERSAL

Love is a culture universal phenomenon experienced by people across time and cultures,
regardless of geographic location or socio-cultural identities. It transcends time and culture,
with people like grandparents, parents, and adolescents experiencing love as we do. The
way we appreciate and experience love may be unique.

LOVE AS A SOCIAL PHENOMENON

Love is a social phenomenon involving communication, sharing information, and using

culturally agreed-upon symbols to express realities and worldviews, involving the exchange
of culturally agreed-upon meanings among people.
LOVE AS AN EMOTION

Love is a complex emotion, combining basic emotions like joy, sadness, fear, disgust, and
anger with intricate circumstances like people, place, and time. Emotions are physiological
responses evaluated psychologically during life events.

LOVE IS A NEUROBIOLOGICAL EVENT

Recent advancements in science have allowed love to be studied as a neurobiological

event. The nervous system processes and transmits essential information through
electrical signals, facilitated by neurotransmitters. Love experiences are associated with
various parts of the brain, such as the ventral tegmental area (VTA) and increased
endorphins, hormones that provide good mood.

THEORIZING LOVE

Love is a complex concept with various theories and frameworks providing diverse
perspectives on its understanding and explanation.

PSYCHODYNAMIC VIEW ON LOVE

Psychodynamic theory, a psychoanalytic tradition, suggests that our desires and motives
are influenced by our life (Eros) and death (thanatos) instincts. These instincts originate
from our unconscious mind and are influenced by early life experiences, particularly our
relationship with our primary caregiver, often the mother. The psychodynamic view
suggests that attachment to these caregivers influences later relationships, including
romantic choices. Love is seen as a manifestation of our Eros, transferring our psychic
energies to ease pain or achieve pleasure.

COLOR WHEEL OF LOVE

John Alan Lee identified three types of love. The primary types are: eros (sexual and
romantic), philia (friendly), and storge (parental/filial love). Secondary types include pragma
(practical love), agape (universal love), and philautia (self love). We can experience multiple
types throughout our lives.

TRIANGULAR MODEL OF LOVE

One of the most popular theories of love is the triangular model by Sternberg (1986). a
psychologist. This theory looks at love from a psychometric stance, which means that it is
generally concerned about trying to measure love as a psychological variable and in
determining the various dimensions and facets that love has as experienced by people.
Sternberg (1986) identifies three interconnected dimensions of love: passion, intimacy, and
commitment. Passion is physical/emotional. Intimacy is psychological/relational.
Commitment is agency components, that is the choice we make with regards to engaging
and maintaining the loving relationship. The combination of these dimensions yields a
particular love type. For instance, when there is only passion but no other components,
Infatuation is formed. When there is only intimacy but no other components, there is
Liking. When there is only commitment, there is empty love. However, when there is
passion and intimacy, there is romantic love. When there is passion and commitment,
there is ludic love. When there is intimacy and commitment, there is friendly love.
When all three components are presents, then we can say that consumate love exists.

ROMANTIC AND COMPANIONATE LOVE

Hatfield and Rapson (1978, 1993), on the other hand, suggests that there are two general types of love:
romantic love and companionate love. Romantic love is characterized by intense passion- "a state of
intense longing for union with your partner" (Hatfield and Rapson 1987, 1993). Companionate love, on
the other hand, is characterized by intense intimacy emotional closeness-which is also characteristic of
liking.

LOVE LANGUAGES

Gary Chapman identified five love languages: words of affirmation, touch, time, gifts, and
acts of service. Words of affirmation express love verbally by saying “I love you’s”, while
touch express love non-verbally. Proximity (nearness) and physical contact. Time values
quality moments, while gifts show affection through material objects. Acts of service
involve helping others in their daily tasks. People with different love languages express
their appreciation for their loved ones' presence and positive impact.

LOVE AND INTIMATE RELATIONSHIPS

Love is abstract unless seen in the context of human relationships. The Greek philosopher,
Aristotle referred to humans as social animals, meaning we survive , thrive when together.
Social connection is essential for personal growth, family life, and securing social position. It
provides nourishment, care, and resources to achieve personal and community goals.
In his analysis of close human relationships, George Levinger (1982) postulated that there are stages that
intimate relationships go through: (0) acquaintance, (2) buildup. (1) continuation or consolidation, (4)
deterioration or decline, and (5) ending or termination. Simply the ABCDE of intimate relationships.

ACQUAINTANCE

Intimate human relationships begin with acquaintanceship, where basic information is

learned. Attraction occurs in an enabling environment, such as proximity, exposure, and
similarity in preferences, interests, beliefs, and values. This process occurs through physical
proximity, repeated interaction, and shared interests.

BUILDUP

Some acquaintanceships build up into deeper relationships. Frequency of interaction

increases. Kinds of activities shared become diverse. The involved parties begin to
introduce one another to each other's friends and families, thus, making the social network
larger and interconnected. This is the stage when two persons test their boundaries. They
test the waters before engaging fully and so committedly in the relationship.

CONSOLIDATION AND CONTINUATION

Consolidation is the third stage of intimate relationships, where people commit to a long-
term relationship through personal or social-legal agreements. Sustainable standards, such
as family maintenance, child-rearing readiness, career readiness, and financial capacities,
often legitimize this stage.

DECLINE OR DETERIORATION

Intimate partnerships may struggle to maintain commitments due to changes in priorities,

infidelity, or irreconcilable differences, which can lead to infidelity -extra-marital affairs,
third party. Or, in other hand, irreconcilable differences, causing harm to both individuals
and the partnership.

ENDING

Finally, for those intimate partnerships who are unable to address the causes and
circumstances leading to the deterioration of their relationship, the stages culminate into
ending or termination of the agreements made (either personal or socio-legal) through
informal (e.g., collective decision to end the relationship) or formal (e.g., marriage
dissolution) means.

SUMMARY

This chapter explores various theories explaining love and its types, as well as the stages
individuals go through in intimate relationships. It also discusses reasons for deterioration
and its eventual demise. The goal is to foster healthy, successful, and nurturing connections
with others, emphasizing the importance of relating and connecting with others.
LESSON 10: SEX AND SENSES
Lesson Objectives:

When you finish reading this chapter, you should be able to:

1. discuss the human senses in the context of sexual response; and

2. show appreciation of how the sensorium contributes to our experience of human
sexuality.

DEFINITION OF TERMS:

•Sensorium-the totality of our senses and perception, a conglomerate of the individual

sense organs.

•Olfaction- sense of smell.

•Tactile-something associated with touch.

•Pheromone - a substance believed to be emitted by organisms and which is thought to be

influencing social behaviors.

•Major Histocompatibility Complex - a set of protein molecules associated with the

immune system.

INTRODUCTION

As children, we were taught that our primary senses are sight, smell, hearing, taste, and
touch. These five organs form our sensorium, which includes our eyes, nose, ears, tongue,
skin, muscles, and joints. Our brain organizes and interprets these sensory experiences
into meaningful ideas, allowing us to make choices and explore the world around us. The
sensory experiences and perceptions we receive are crucial for our behavior.

HUMAN AFFECT AND THE SENSES

Interestingly, while human beings are hailed as rational beings who are constantly making
choices and are behaving through a set of rational choices made from higher order
thinking (e.g., evaluating, judging), it is hypothesized that our affect (emotions and feelings)
actually play a major role in our behaviors.
The Affective Primacy Hypothesis suggests that emotional responses play a greater role
in eliciting behavior than cognitive processing. This is because emotions are processed and
modulated by the limbic system, the emotional part of the brain. The sensorium and
human affect meet in this process, allowing us to make decisions about our actions.
Humans have three primary emotional responses: fight, flight, or freeze. Fight responses
involve facing adverse stimuli, flight responses involve moving away, and freeze responses
involve being startled and unable to make a choice. The sensorium is essential for
detecting, organizing, and interpreting stimuli, ultimately leading to our actions.

SENSES AND SEXUALITY

Having provided an overview on how human affect, the sensorium, and the brain's limbic
system coordinate, we are now ready to discuss how the various senses play in the human
sexual response.

VISUAL EXPERIENCE

Humans are visual-primarily sociable, relying on visual culture to create meaning and
convey information. Visual cues are essential in our society, as visual memory is considered
superior to other forms. Signs in streets and businesses guide us, demonstrating the
importance of visual culture in our daily lives.

Studies have shown gender differences in sexual arousal and visual stimuli. Men respond
more to visual sexual stimuli and are influenced by the sex of the actors in intimate
interactions. Women are more influenced by context, but also respond more intensely to
the nature of their relationship. Studies have also found that heterosexual men and
women respond more intensely to materials filmed and chosen by people of similar
gender.

What can we glean from these studies? Women and men differ in strategies of viewing
sexual stimuli. Women tend to pay more attention to contextual and nonsexual cues than
men (Lann and Everaerd 1995), and thus are putting prime on subjective valuing of
circumstances.

OLFACTORY EXPERIENCE

Olfaction in non-human animals, which are believed to be microsmatic organism, or

organisms having greater sense of smell, have been an interest among psychologists since
the 1950s. Conversely, humans and apes are generally believed to be microsmatic (lesser
levels of olfaction) compared to their non-ape counterparts. However, recent studies in the
field of human sexuality show that while we humans have limited olfaction, sense of smell
may play an important part in our sexual response.

A study by Muscarella, Arantes, and Koncsol (2011) found that heterosexual females prefer
floral-sweet scents, while heterosexual males and homosexual females prefer musky-spicy
scents. Scientists have identified two possibilities for how human olfaction influences
sexuality: signature odor ( the unique way that each individual smells), First, is associated
with the Major Histocompatibility Complex (MHC), and second is referred to as
pheromones, substances excreted by glands that signal mood and affect social behaviors.
The "sweaty T-shirt experiment" found that individuals tend to be attracted to people with
different MHC genes. Human interest in pheromones has been present since the 1930s,
with the concept generalized to mammals. Human pheromones are thought to act as
attractants ( of the opposite sex), repellants ( of the same sex), stabilize mother-infant
bonds, and modulators of menstruall cycle.( Cutlter 1999). However, some argue that
modern technology cannot replicate the effect of pheromones on social behaviors, making
further research on their existence an interesting area of study.

TACTILE EXPERIENCES

Touch is observed to be an element of intimacy. As a sensation, touch has some elements.

TACTILE elements pertains to the experience relative to the object being felt. THERMAL
ELEMENT is the sensation of warm or cold. VIBRATIONAL ELEMENT is the pressure of the
touch.

Different parts of the human body also have different threshold of tactile experience. Areas
such as the mouth, anus, genitals, and nipples are referred to as primary erogenous
zones as they are very sensitive to touch. The back, cheek, neck and buttocks are
secondary erogenous zone as they are also sensitive to touch, but only supportive of the
primary zones in eliciting response. Often, these oregenous zones are areas of the body
involved in the reproductive and sexual act.

Human touch is essential in social bonds. When we touch, our body produces a hormone
called Oxytocin it is referred to as the love hormone because it is believed to influence
tribal behaviors and maternal bonding.

In intimate relationships, touch is suggested to be one of the love languages. A person

whose love language is touch tend to give and receive tactile stimulation to and from
others through holding, hugging, and other forms of physical connections.

AUDITORY EXPERIENCE

Social Interactions are not only visual, but are also auditory processes. Sexual activities are
also a verbal communication process. Sounds give additional context to sexual situations.
For instance, in sexual interactions, couples may give verbal erotic encourage words that
triggers sexual response or verbal expression of affection- words that manifests feelings
(e.g., I love you, I miss you). A survey of popular music will show that love and sex are
among the common themes of songs nowadays. This only emphasize the value of sound in
human sexuality.

Lesson 11: SEXUAL BEHAVIORS

Lesson Objectives:

When you finish reading this chapter, you should be able to:

1.discuss the variety of sexual behaviors in humans:

2. tackle atypical sexual variations; and

3.show appreciation of the diversity of human sexual expression.

DEFINITION OF TERMS:

•Sexual behavior- an action with sexual intention and context.

•Erotic-related to sexual stimulation; has something to do with the erogenous zones.

•Sexual response cycle-sequence of events from arousal to orgasm to resolution of sexual
tension.

•Sexual dysfunction - a concern or problem in any of the phases of the sexual response
cycle (e.g., inability to have an erection or orgasm, painful intercourse).

•Copulatory behavior-related to the insertion of the penis to the vagina.

•Paraphilia-arousal from nonliving objects and or nonconsenting persons.

INTRODUCTION

In earlier discussions, we mentioned that psychology has three primary components: affect
(emotions and feelings), cognition (thought process) and behavior (actions).

What is behavior? In simpler terms, it refers to actions. These are things that we do, both
overt or observable and covert or not readily observable by the naked eye. On a daily
basis, we act because of a motivation-something that drives us to do something. Some
psychologists believe that we behave as a response to stimuli. Others believe that we do
things because we want to achieve pleasure or avoid pain. Some think it is because we
want to a goal towards the fulfillment of our own potentials and aspirations as a human in
search for meaning.

What is interesting about behavior is it is readily measurable as opposed to feelings and

thoughts. You can look at its frequency-how many times an action is done in a span of
time. You can also check on duration how long does an action take place, says, in seconds,
minutes or hours. A behavior has an intensity the magnitude by which it is done. Then
there is diversity a similar behavior done in various context depending on our physical
characteristics.

SEXUAL BEHAVIOR

Sexual behavior are actions that humans agree to interpret as an expression of their sexual
motivations or intentions. It is important to remember that behaviors are given meaning by
people. Sexual behaviors are generally erotic behaviors such that they involve any of the
primary or secondary erotic zones. Sexual behaviors can be typed according to the aim of
the behavior. For instance, sexual behavior such as masturbation of the stimulation of
one's own genitals can be considered as auto-erotic (self-directed), Erotic motivations can
also be directed to other people of the same-sex or of the opposite sex.

Homoerotic behaviors are sexual behaviors oriented to the same sex. On the other hand,
heteroerotic behaviors are used to refer to sexual behaviors oriented to the other sex.

For reproductive purposes, copulation or the insertion of the penis to the vagina is
necessary. Humans can assume two positions in this process. More common is the
ventral- ventral position (ventric abdomen), wherein the male and the female species are
facing each other. Alternatively, a ventral-dorsal position (dorsum back), may be assumed
wherein the abdomen of the male species is facing the dorsum of the female species, such
that insertion of the penis to the vagina is from behind.

However, sexual behaviors do not only refer to copulation-the insertion of the penis to the
vaginal orifice. They also include an array of non-copulatory sexual behaviors such as
hugging, kissing, caressing. There are also sexual behaviors that involve oral stimulation of
the genitals such as fellatio (oral stimulation of the penis) or cunnilingus (oral stimulation
of the vagina). Then, there are also sexual behaviors involving stimulation or penetration of
the anal orifice (anal sex).
SEXUAL RESPONSE CYCLE

For heterosexual couples, one of the ultimate goals of the sexual act is reproduction. This
is made possible through the fertilization of the ovum by a sperm, which necessitates
ejaculation (release of the sperm) from the human male into the internal reproductive
system of the human female. This sequence of changes is referred to as the sexual
response cycle.

Master and Johnson’s Model. Masters and Johnson (1966,1970) proposed that the
following are four phases in the cycle:

The Excitement phase is the first phase in the cycle. For the human male, goal of this
phase is erection or tumescene ( the elongation and stiffening of the penis ) so that it can
be efficiently inserted into the vagina. This phase, the testes and scrotum start to elevate
and some parts of the skin (e.g., in the breast and chest) reddens a phenomenon referred
to as a sex flush. For the human female, the goal of this phase is lubrication ( wetness of
the vaginal orifice to facilitate insertion of the penis). Lubrication is made possible by
vaginal vasocongestion.

Plateau the excitement phase is followed by the Plateau phase This phase is characterized
by a sustained peak in stimulation of the organs.

Orgasm is the climax of the sexual response cycle.

Resolution the male penis return to its normal unerected phase, whereas the testes and
the scrotum descend. In the human female, the outer and inner reproductive organs also
relax.

Kaplan’s Model. Unlike Master and Johnson’s model, Kaplan’s model (1979) sees
the sexual response cycle as having relatively independent stages. The three phases of this
model inlcude: (1) DESIRE, (2) AROUSAL, (3) ORGASM.

Desire is the psychological component of the sexual response. It involves sexual thoughts
and feelings, which are necessary for a satisfying sexual experience.

Arousal is the phase where the Excitement and Plateau ( as defined by Masters and
Johnson) take place. It is the psychological component of the sexual response, wherein
bodily changes occur as an outcome of sexual stimulation.

Orgasm in Kaplan’s model is generally similar with that of the Masters and Johnson model,
except that this phase also include the Resolution phase.

SEXUAL RESPONSE DYSFUNCTION

Some people experience difficulty or problems in some of the sexual phases. The following
are the common sexual response dysfunctions:

•sexual desire disorder - when an individual has low levels of desire or has an aversion to
sexual activities;

•sexual arousal disorder - when an individual has problems in achieving necessary

physiological state for copulation (e.g., erectile dysfunction in males);

•orgasmic disorder - when an individual has problems in achieving orgasm

(e.g..,premature ejaculation among males; male and female orgasmic disorders); and
•sexual pain disorders - when there is an experience of pain during the sexual response
cycle (e.g., painful erection or dyspareunia, and vaginal spasms or vaginismus).

The origins of sexual dysfunction disorders are varied. It can be organic (problem
with the anatomy and physiology of the reproductive organ). It can also be psychosomatic
(a psychological concern which manifests physically). Hence, there are also a gamut of
interventions that are either biomedical (e.g., surgery, medication) or psychosocial (e.g.,
psychotherapy, education, marital or couple's counseling).

PARAPHILAS

While there are typical sexual behaviors among humans, there are also those behaviors
that are relatively atypical. They are atypical due to any of the following reasons: (1) they
are not prevalent, (2) they are dangerous to self and to others, (3) they are bizarre and are
not socially acceptable, and (4) they are distressing either to the doer or to other people
involved in the act.

Among these atypical sexual behavioral variations, which is also considered by the APA as a
disorder, is paraphilia. Paraphilia is when an individual gets sexually aroused by an object,
a person, or a circumstance that are unusual (e.g., pain-inflicting, humiliating, non-
consenting persons). A paraphilic disorder is when the urge or act lasts for at least six
months and is a manifestation of clinically significant distress.

Some of the common paraphilic disorders are as follows:

•exhibitionism - pleasure from exposing one's genitals to nonconsenting people;

•fetishism - arousal from non-living objects (e.g., shoes, socks, body parts);

•frotteurism - touching or rubbing one's body or genitals to nonconsenting people;

•pedophilia - arousal from children (prepubescent);

•sexual masochism - arousal from actual suffering or humiliation;

•sexual sadism-arousal from actually inflicting pain to others;

•transvestic fetishism-(for heterosexual males only) arousal from wearing clothing by the
opposite sex during sexual activities; and

•voyeurism - observing other people engaged in sexual activities.

Note: For a paraphilia to be considered a paraphilic disorder, diagnosis has to be made.

Only trained psychologists or medical doctors can make such clinical judgments after
lengthy and comprehensive assessment.
Lesson 12: STEREOTYPE, PREJUDICES AND
DISCRIMINATION

Lesson Objectives:

At the end of the lesson, you should be able to:

1.differentiate stereotype, prejudice, and discrimination, and

2.understand the manifestations of stereotypes, prejudice, and discrimination on gender.

DEFINITION OF TERMS:

•Stereotype-extremely generalized belief about a group of people.

•Prejudice - unjustified or incorrect attitude towards a person.

•Discrimination - when stereotypes and prejudice translate into a negative act towards a
person.

INTRODUCTION

There are 7.7 billion people across 195 countries and every race has their own belief
systems, religion, culture, and tradition. Yet, each individual is a unique mix of their own.
That is why appreciating diversity is very Important to fully understand the human
experience and for us to coexist peacefully.

However, understanding diversity requires us to broaden our appreciation of the many

facets of the human race and recognize that we have our own stereotypes, prejudice, and
discrimination too.

STEREOTYPES

Stereotypes are an “over-generalized belief about a particular group or class of people”

(Cardwell 1996). It can be helpful in simplifying things, after all, there 7.7 billion people in
the planet. When we meet someone for the first time, we associate with them certain
characteristics and abilities that we usually base on the group they belong to.

A stereotype can be categorized as "explicit" and "implicit" . When the stereotype is explicit,
a person can choose not to turn their stereotypes into actions. While with an implicit
stereotype, a person has no control or awareness of it, and it may manifest into actions or
behavior.

PREJUDICE

Prejudice is an "unjustified or incorrect attitude (usually negative) towards an individual

based solely on the individual's membership of a social group" (McLeod 2008). Prejudice
represents our emotional response upon learning of a persons' membership to a specific
group (like age, skin color, race, disability, generation, nationality, religion, sex, sexual
expression, gender expression, and so on).

This negative attitude (prejudice) can be dangerous since it often leads to negative actions
and behaviors. For example, a sexist person is someone who has negative attitude towards
the other sex and sees them as the lesser sex.

DISCRIMINATION

Discrimination refers to actions or behaviors towards an individual or a group of people.

According to the United Nations, "discriminatory behaviors take many forms, but they all
involve some form of exclusion or rejection".

People who are discriminated on are treated worse than the way people are usually treated
just because they belong to a certain group or they have certain characteristics. Here are a
few examples of discrimination:

•genocide is the action of recognizing someone as different so much that they are treated
inhumanly and degraded.
•apartheid (means separateness) is a form of racial discrimination wherein one race is
viewed as less than the other, resulting in the separation of black and whites and the mass
murder of Jews in concentration camps.

•gender discrimination is another common form of discrimination. Statistically. women

earn less than men and are often relegated to be solely responsible for child-rearing and
house chores, Men, on the other hand, are discriminated in household responsibilities such
that they are perceived as less manly when they do their share of house chores or when
they become stay at home husbands.

•LGBT discrimination happens when LGBT people are treated as lesser than straight
people. Discrimination happens early in their childhood as they get bullied when they act
differently or dress differently than other kids. During adolescence, they get judged, bullied,
or physically assaulted as they explore and express their sexuality.

Restricting opportunities or privileges that may be available to other groups is

discrimination, like the right to vote in national elections. In the Philippines, women only
gained the right to vote in 1937 and before that, Filipino women had no legal rights even to
own properties. That form of institutional discrimination was based on illogical or irrational
judgement that women are weaker than men.

FREEDOM AND EQUALITY

Article 1 of the Universal Declaration of Human Rights (UDHR) states that "all human beings
are born free and equal in dignity and rights." This declaration was drafted by member of
the United Nations, including the Philippines, in 1948. This monumental document outlines
the fundamental rights of every human being that should be protected by everyone at all
times.

While discriminatory traditions, policies, ideas, practices, and laws exist in many countries,
many have shifted towards making opportunities and privileges accessible to everyone. In
many countries, people of the same sex can now get married and create their own families
while enjoying the same rights as straight couples. In the Philippines, all establishments are
now required by law to have an access ramp for people with disabilities.

Appreciating diversity of the human race is key to making a safer and more inclusive for
everyone, regardless of race, sex, religion, sexuality, gender, or creed.

Lesson 13: LGBT PSYCHOLOGY

Lesson Objectives:

When you finish reading this chapter, you should be able to:

1.discuss LGBT history and relevant LGBT terms; and

2. explain the importance of these terms.

DEFINITION OF TERMS:

•LGBT- Lesbian, Gay, Bisexual, Transgender, an acronym used to refer to different genders.

•Lesbian - women who are emotionally and sexually attracted to women.

•Gay - men who are emotionally and sexually attracted to men.

•Bisexual - man or woman who are emotionally and sexually attracted to men or women

•Transgender - when your gender identity (how you feel) is different from your physical sex
(male/female).

INTRODUCTION

Labels are so powerful it can be used to discriminate and oppress people. Like how the
German Nazi's used the word 'Aryan race' to mean superior and 'Jews' and 'homosexual' to
justify their mass murder of what they called as 'inferior' race.

However, labels can also empower people to claim their space in our society, especially in
the political sphere. Language can be used to avoid offense or disadvantage to certain
groups of people like using "persons with disabilities" instead of disabled, 'African
American' instead of 'blacks', and 'LGBT instead of 'homosexuals."

Views on LGBT in History

Sexual and emotional attraction towards the same sex has been recorded throughout
history, with terms like 'pleasures of the bitten peach' and 'brokeback' used in China 600
BCE. Society's attitudes towards homosexuality and other gender variants have changed
over time. Ancient Greeks expected males to take on younger male lovers, while indigenous
Native Americans celebrated two-spirited people. Later cultures saw same-sex attractions
as a sin, leading to violence and imprisonment. In 1973, the American Psychological
Association (APA) removed homosexuality as a psychiatric disorder, recognizing it as a
natural variation of human experience. Today, new terms and labels cater to everyone.

The ABC’s of the LGBTQIA+

In an effort towards visibility and inclusion, a few letters were added to the LGBT. The term
"homosexual" sounded too clinical and it no longer adequately represents the diversity
within the LGBT community. These labels are changing, some you may be familiar with, but
others may be very new to you, so let us try to explain it as simple as we can.

•Lesbian - Women who are emotionally and sexually attracted to women.

•Gay-men who are emotionally and sexually attracted to men.

•Bisexual - man or woman who are emotionally and sexually attracted to men or women.

•Transgender-when your gender identity (how you feel) is different from your physical sex
(male/female).

•Queer-used by people who celebrate all gender identities, can also mean someone who
do not want to be restricted as Lesbian, Gay, or Bi.

•Intersex-people who were born with sex genitals or chromosome patterns that do not fit
the typical male or female body.

•Asexual/Ally - asexual are people who do not feel sexual attraction to anyone, but it does
not mean that they do not engage in romantic or sexual relationships. Allies are straight or
heterosexual people who are fighting for LGBT rights.

•Plus+- the plus sign refers to all sexualities that do not fit in the LGBTQI spectrum.
Knowledge on the human sexuality is still evolving so there many terms that pops up. Here
are a few more to help us become more inclusive:

•Androgynous - people whose gender expression (their physical appearance) may or may
not be distinctly male or female.

•Gender - your internal sense of being masculine or feminine or neither.

•Gender identity-how you feel, man, women, or neither.

• Gender expression - how you express your sense of being male or female or neither,
maybe through hairstyle, clothes, etc.

•Sexual orientation - your emotional and sexual attraction to a person.

•Sex assigned at birth - your given sex when were born based on your sex organ.
•Cisgender - when your gender identity matches with the sex you are assigned at birth.

•Non-binary-people who do not feel like a boy or a girl; they may feel like they are both or
neither, so sometimes they use the pronouns they, them, and theirs.

Understanding Trangenderism

Society attaches a lot of meanings to our biological sex or physical sex. Parents
unknowingly set up a gender-based pattern of raising their children upon knowing the
biological sex of their babies. Pink for girls and blue for boys is a reflection of our
heteronormative culture wherein we expect females to be feminine and males to be
masculine.

This limited view on sexuality makes it harder for those who do not fit in the box of
masculinity and femininity, like the lesbians, gays, and bisexuals. However, it makes it so
much more difficult for the transgender people, those who feel like they were born in the
wrong body or given the wrong biological sex.

TRANSGENDER

The APA defines transgender as “an umbrella term for persons whose gender identity,
gender expression, or behavior does not conform to that typically associated with the sex
to which they were assigned at birth”.

Example, transsexuals is often used in the medical field to refer to people whose gender
identity is different from their biological sex and they may want to change their body, so it
resembles how they feel about their gender identity.

Other sexualities under the transgender umbrella term includes

•FTM-female to male, a person whose biological sex is female and has transitioned to living
his life as a male;

•MTF-male to female, a person whose biological sex is male and has transitioned to living
her life as a female;

•Crossdressing-some people want to dress as the opposite gender from time to time,
however, unlike the transsexual, they are comfortable identifying with their biological sex;

•Drag kings and queens- these are people who dress as the opposite gender for
entertainment which they do out of passion or for work; and
•Gender queer-these are people who feel like their gender does not fit the gender binary
view that is limited to the male or female category because they feel that these are too
restrictive.

The Transitioning Process

A psychologist can assist transgender individuals in transitioning to another gender,

especially for permanent changes like sex reassignment surgery. Transitioning can be
challenging due to social stigma, discrimination, medical costs, and oppressive laws. Some
countries allow transgender individuals to change their legal gender, but the Philippines
still lacks laws and medical capacity. Proper use of pronouns, such as "he" or "her," is
crucial for respect and understanding. It is important to ask for the transgender person's
preferred pronoun in a polite manner.

Lesson 14: MEN AND MASCULINITIES

Lesson Objectives:

This module discusses the many faces of men and masculinities. It also discusses themes
of masculinity and its relationship with well-being, fathering, domestic roles, and drug and
alcohol use. This module finally deals with hegemonic, protest, and caring masculinities. At
the end of this module, you are expected to:

1.understand fully men's studies and the constructs of masculinity;

2.know fully the themes of masculinity and its relationship with well-being. fathering,
domestic roles, and drug and alcohol use; and

3. comprehend hegemonic, protest, and caring masculinities.

DEFINITION OF TERMS:

•Masculinities - a social, cultural, and historical construction of men dependent on and

related to other factors such as class, ethnicity, sexuality, age, and disability.

•Hegemonic masculinity-form of masculinity which is culturally dominant in a given

setting.

•Protest masculinity-form of masculinity which is culturally dominant in marginalized

setting.

•Caring masculinity-proposes that men are able to adopt what is viewed as traditionally
feminine characteristics.

INTRODUCTION

Since the 1970s, studies on various aspects of manhood have grown significantly, focusing
on topics such as violence, fatherhood, pornography, crimes, and male femininity. Despite
men's dominance in global economic and political power, essentialist views of gender are
increasingly challenged by the rise of the women's liberation movement and subsequent
feminisms. As a result, many men now acknowledge their position is under challenge and
re-think their assumptions about masculinity.

Mens’s Rights Lobby

One of the main founding texts of this lobby is by Warren Farrell, in his work, The Myth of
Male Power: Why are Men the Disposable Sex? (1994). According to him:

"Men are now the gender victims as a result of feminism having gone too far, with men
having increased responsibilities but few rights around issues of marriage, divorce, child
custody and access to children."

Modern legislation is seen to be of women's interests, resulting in discrimination against

men at a time when they are under increasing threat within a rapidly changing society.

Still, some researchers argue that these pro-male movements were only a reaction to
feminism-an attempt to accuse women and feminists for creating problems that men in
society.

MASCULINITY THEMES

Masculinity is a social, cultural, and historical construct dependent on and related to other
factors such as class, ethnicity, sexuality, age, and disability. Researches on men’s studies
and masculinity established common themes which strengthened and developed this
evolving concepts.

1. Multiple Masculinity

Accordingly, there is no one pattern of masculinity that is found everywhere.

Different cultures and different periods of history, construct masculinity differently. Some
cultures make heroes of soldiers and regard violence as the ultimate test of masculinity.
Others cultures look at soldiering with disdain and regard violence as contemptible.
Some countries regard homosexual sex as incompatible with true masculinity. Others
countries think that no person can be a real man without having had homosexual
relationships.

The meaning of masculinity in working-class life is different from the meaning in middle-
class life and same goes among the very rich and the very poor. It is even possible that
more than one kind of masculinity can be found within a given cultural setting and within a
specific class.

This only shows that masculinities cannot be delimited to a sole definition or description as
various countries, cultures, and levels in life view this concept differently.

2. Hierarchy and Hegenomy

Hegemonic masculinity is a form of cultural authority and leadership that is culturally

dominant in a given setting. It embodies popular heroes, role models, and fictional
characters, and is seen as the most honored way of being a man. Hegemonic masculinity is
based on heterosexuality, economic autonomy, family support, rationality, success,
emotional control, and not doing anything considered feminine. It emphasizes values like
courage, aggression, autonomy, mastery, technological skill, adventure, and toughness.
Hegemonic masculinity is not just about other masculinities but also the gender order as a
whole, reflecting the privilege men collectively have over women. The hierarchy of
masculinities reflects the unequal shares in that privilege held by different groups of men.

3. Collective Masculinities

Gender structures of a society define particular patterns of conduct of individuals as either

"masculine" or "feminine". These patterns also exist at the collective level-in institutions,
such as corporations, armies, governments, and even schools. Masculinities are also
defined collectively in the workplace and in informal groups like street gangs.

Masculinitiee and well-being

Research confirms a strong association between rigid norms about what it means to be a
man and men’s negative heath practices and vulnerabilities ( Barker et al. 2011 ).

Culturally dominant forms of masculinity, which often urge men to practice strict emotional
control, serve as barriers to health and help seeking behavior, or encourage some men to
angage in practices detrimental to their own health and that of their families.

Family formation, fathering, caregiving, and domestic roles

Domestic roles are closely associated with women as carrying them out can involve a loss
of face for men. Great deal was heard about increases in women’s labor force participation
in recent decades but less about men’s caregiving and domestic roles.

Men are missing out in not engaging more in their domestic and family roles. However, it
was said that men may contribute to the “domestic enterprise” in other important ways,
including through providing financial support, accompanying children to activities outside
of school or home.

Masculinities and alcohol and drug use

More men drink than women; and men drink more than women (Room et al.2002).
Studies show that men were more likely to drink than women, drank alcohol in greater
quantity and more frequently than women, and were more likely to face alcohol related
health and social problems than women (Wilsack et al. 2000).

Drug use and drug dealing can serve as ways of constructing a powerfully masculine
identity (Collision 1996).

Protest Masculinity

Protest Masculinity is a form of marginalized masculinity which picks up themes of

hegemonic masculinity in the society at large but reworks them in a context of poverty
(Connel 2005). In other words, it is akin to hegemonic masculinity but in socially-deprived
contexts.

Protest masculinity refers to describe instances of extreme forms of sex-typed behavior on

the part of some males. Key to the concept of protest masculinity are high levels of physical
aggression. The protest masculinity profile is also proposed as including destructiveness,
low tolerance for delay of gratification, crime, drinking, and similar dispositions (Braude
1990).

Protest masculinity is often a product of narcissism built from deep feelings of

powerlessness and insecurity, Connell compares it to a "tense, freaky façade, making a
claim to power where there are no real resources for power (Connell 1995).

Caring Masculinity

The concept of a caring masculinity proposes that men are able to adopt what is viewed as
traditionally feminine characteristics (i.e. emotional expression, sensitivity, domestication,
interdependence, caring, etc.) without departing from or rejecting masculinity (Elliott 2015;
Miller 2011).

Caring masculinities can be seen as masculine identities that exclude domination and the
affective, relational, emotional, and interdependent qualities of care; a critical form of
men's engagement in gender equality because doing care work requires men to resist
hegemonic masculinity and to adopt values and characteristics of care that are antithetical
to hegemonic masculinity (Elliot 2016).

Men who approximate this form of masculinity are viewed as a form of “new man” (Edley
and Werherell 1999; Smith 2016; Singleton and Mather 2004).