Gender Identity Development Report

After completing my observations, I noticed that there is a lot to be learned about someone by just examining their personal belongings. By how they treat their personal objects often reflect what their actual life is like. Think about how you treat your personal items. It may be with lots of care or you may use an item for its intended purpose and not care if it breaks during the process. This says a lot about the person. So, by examining someone’s car, which is a highly valuable item to a person, it is as if we get a small glimpse into their life style.

​​Gender is defined as whatever behaviors and attitudes a group considers proper for its males and females. Unlike sex, gender is something that we learn from the day we are born. “Young children begin to acquire gender role stereotypes at about the same time they develop gender identity and by the age of 3 or 4 most children” (Amanda Youmans). Peers, community, media, religion and our upbringing all play a role in the understanding of our culture and what is considered acceptable for males and females. When the sex of a child is revealed, they are automatically placed into a gender specific role with certain expectations. There are things in this world such as colors, toys, media depiction and taught behaviors that play into these gender roles.

It is essential to consider the interconnectedness of the system from an ecological perspective, contemplating the involvement of the system parts, which include the microsystem, mesosystem, exosystem, and macrosystem. Characteristics such as the neighborhood in which the adolescent lives, their socioeconomic status, racial and ethnic background, play a role in their development. A spectrum that considers a multifaceted framework, provides a platform to enhance one’s understanding of the assessment outcomes. According to Hill, Bromell, Tyson & Flint (2007), the stages of adolescent development from ages eight to sixteen, involve biological, social, and cognitive components. Adolescents move through phases of identity development which encapsulates changes within relationships of friends, peers, family members, and parents. Within that timeframe, approximately two transitions occur between educational facilities in the adolescent’s life. The biological shift occurring, involves hormonal changes and affects the adolescent’s mood. Behavioral changes are expressed through heightened anxiety, the onset of depression, and extreme high mood levels followed by extreme low levels. The identity development phase involves self-conscious behavior, self-centeredness, and questioning one’s ability to be successful.

Gender is defined as being male or female as defined by roles, social status, and attitude. The perception of oneself and what characterizes gender identity. Included in gender identity is hormone and behavior interaction, along with the examination of psychological, biological, and environmental influences on sexual separation.

I chose the 2015 NFL’S Racial And Gender Report Card. I believe that out of all of major leagues professional sports the NFL has a lot of work to do, but in 2015 I do see progress in this report. The report card by Richard Lapchick with Leroy Robinson Published September 10, 2015 stated that The percent of people of color who held professional positions on NFL teams increased from 18.4 percent in 2014 to 19.4 percent in 2015. The percent of women in professional administrative positions increased by 1.6 percentage points from 30.6 percent in 2014 to 32.2 percent in 2015. Lapchick, R. (2015, September10). These numbers show that the NFL is slowly, but surely moving in the right direction.

A significant point in Bems’ (1993) chapter in Lens of Gender on gender identity was the concept of the self-fulfilling prophecy when it comes to the treatment and development of young boys and girls in society. The first point discussed is how the ‘maternal instinct’ is not so biological as much it is women being confined to the private sphere, in turn having the most interaction with children. This point stood out as I was reading because I have known from a young age I did not want children. Many told me that my opinion would change when I grew older, and when you have your own child being a mother comes naturally. As I reflected I was reminded of the point later made by Bem (1993) that “adults in the child’s community

I interviewed a total of 4 people. Keedan, my 10 year old caucasion Grandson, a 4th grader. Second, I interviewed Heather, a 35 year old caucasion female. Heather is married with 2 children ages 9 & 12 (a girl and boy). Heather works full time as the secretary of an eye clinic, and part time as a “Tastefully Simple Consultant”. My third interview was Jessica, a newly married 26 years old caucasion female, an elementary school teacher. Jessica has no kids but her Husband and her want children in the very near future. My fourth interview was with Ron, a 65 year old caucasion male Grandfather. Ron has been married for 40 years, has 4 adult children, and 12 Grandchildren. Ron still works 40 hours a week as a delivery driver.

Adolescence is often an emotional perfect storm. It is not surprising that many students—experiencing greater expectations in schoolwork, shifting peer relationships, and less emotional support from parents and teachers—find their emotional well-being spiraling downwards (Roeser, Eccles, & Sameroff, 2000; Larson, Moneta, Richards, & Wilson, 2002). Yet some students are able to navigate the emotionally difficult situations that arise throughout middle school. How do they accomplish this? One contributor to maintaining well-being during this period appears to be students’ theories of emotions: an interlocking set of beliefs about the nature of emotions. Past research has found that how people think about their emotions, such as whether emotional

When entering the middle school profession, it is important to remember who we are there to serve, the students who are there to learn. When looking at this I cannot help but think of Maslow’s hierarchy of needs, and more importantly how as an educator, I can serve those needs more effectively. With students growing up more rapidly than ever before, teachers must strive to understand their swinging emotions, test their moral boundaries, and challenge them in their learning. It is safe to say that these needs will take time and effort to meet. I believe that as an educator, I am responsible for meeting these needs through challenging coursework, making time to allow my students to socialize, and allowing my students to trust that I can help them emotionally if they require it. These are just a few steps that I can take to advance my philosophy.

Gender identity is the personal conception of being a man or a woman and the society creates standards and comes up with gender roles basing them on existing norms and traditions which will in turn influence gender identity. For instance, most societies associate strength and dominance to be masculine roles while caring and assisting or subordination known to be feminine roles. This clearly makes gender identity be bred within the society. One’s identity is important as it influences his or her life through events like life experiences, how one is being taken or treated, how to do one associate or socialize with others, the type of job one will have to do and also opportunities that may come up favoring a certain type of gender identity. One is also likely to face obstacles or discrimination due to his or her identity.

This obviously causes critical overrepresentation of little states in the “College.” In the most extreme case, using 2010 Census figures and the new distribution of House seats based on that census, an individual resident in Wyoming has more than triple the weight in electoral votes as a person in California. To be honest it is closer to quadruple than triple. Now how can this possibly be a good

Living a life feeling out of place, with the wrong feelings, and in the wrong body, for a person with Gender Identity Disorder, this is how they feel day to day. According to the DSM-IV-TR, Gender Identity Disorder is characterized by a strong, persistent cross-gender identification, persistent discomfort with his or her sex or sense of inappropriateness in their gender role of that sex. According to the American Psychiatric Association (APA), children, adolescents and adults who exhibit a preoccupation with getting rid of or losing their primary and secondary sex characteristics, associated with different mannerisms and actions of the opposite sex; while holding a belief that he or she was born the wrong sex are believed to be classified

The construction of a self-identity can be a very complex process that every individual is identity is developed through the lenses of cultural influences and how it is expected to given at birth. Through this given identity we are expected to think, speak, and behave in a certain way that fits the mold of societal norms. This paper aims to explain how gender perform gender roles according these cultural values. I intend to analyze the process in which individuals learned and internalized their respective gender identities, through their cultural background. I will be conducting a set of interviews with the intention to compare my experience as a self-identified male of Mexican descent, to the experience of another male character of Japanese heritage in order to understand how we come to self-identify as masculine in diverged cultures. In this paper, I argue that the construction of gender identities is a direct consequence of societal influential factors such as family values; values that reflect the individual’s culture. This analysis will not only utilize evidence from these identity formations, but also in explaining why and how these self-identities were constructed using both theoretical sources and empirical studies as a framework.

“From the moment we 're born, our gender identity is no secret. We 're either a boy or a girl. Gender organizes our world into pink or blue. As we grow up, most of us naturally fit into our gender roles. Girls wear dresses and play with dolls. For boys, it 's pants and trucks.” (Goldburg, A.2007) However, for some, this is not the case. Imagine for a moment that you are a two year old boy drawn to the color pink, make up, and skirts. If this is the case than most likely, you are experiencing Gender Dysphoria, otherwise known as gender identity disorder. This condition can be defined as possessing strong, persistent feelings of identification with the opposite gender and discomfort with one 's own assigned sex. People with GID desire to live as members of the opposite sex and often dress and use mannerisms associated with the other gender.

Throughout today’s society, there are multiple views and opinions on whether or not there are more than two genders or if gender is even just a social construct. Each person has their own individual preference on how they express their gender. Therefore, we can no longer assume what someone identifies as just by looking at them. Over the years I have learned more about gender expression and gender identity as I gained friends who were homosexual as well as transgender. I feel as if I was introduced to all of these ways of life at a young age, therefore I can, in some ways, teach those who are uneducated and do not know what to think. I have personally never really thought about the different gender identities I could label myself as but as of right now I identify as a cisgender female