The Importance Of Gender Inversion Among Gay Men

In Stephen Mays’ essay “What about Gender Roles in Same-sex Relationships?” published in They Say I Say, the author discusses how people often assign gender roles automatically, even with gay and lesbian couples. Mays stresses the concept of femininity and masculinity, and also shows the difference in their roles, supports them with vivid imagery, and gives a rare example of gay male preferences, all while using the correct diction when referring to personal experiences. Although the author reiterates gender roles and their effect on same-sex relationships, he gives clear examples that support the idea of masculine or feminine qualities.

There is an omnipotent and elusory force that festers and conspires just beneath the placid surface of our society—protected and intact. It is a force that lingers—seemingly undetected—in every relation, in every interaction and in every corner of society that it can fill. This force is manipulative, coercive, powerful—and it structures nearly every aspect of social life. What is this force, you may ask? Well, it is popularly referred to as Heterosexuality. Indeed, heterosexuality, as an institution, produces and wields tremendous power over the lives and decisions of social actors. It cuts through every social facet, safeguards and constructs hierarchies and orders along lines of gender, sexuality, race, and class. Incontrovertibly, heterosexuality is a fundamental organizing principle of our society—maintained through cultural productions, discursive practices, and heterosexual norms. Moreover, the dominance of heterosexuality is nourished and privileged through the heterosexual imaginary – “a way of thinking that conceals the operation of heterosexuality in structuring gender (across race, class and sexuality) and closes off any critical analysis of heterosexuality as an organizing institution” (Ingraham, 2002, p. 76). Relying on illusory and romanticized abstractions of heterosexuality, the heterosexual imaginary obfuscates the institutionalized nature of this privileged status. This obfuscation

There are various perceptions of gay and lesbian couples that they represent a more egalitarian relationship. (Civettini 2015:1) However, when same-sex couples are observed there is still a tendency to believe that the relationship contains a masculine and feminine figure following the heterosexual model. So, it is necessary to address both how these couples deviate from society’s norms as gay individuals but might still be reproducing the same behaviors as heterosexual couples because the ideologies are so deeply rooted in social institutions. The stereotypical connotations of masculinity and femininity influence all aspects of American society and gender display relies heavily on meeting those given expectations. So, in the case of this article, the author Civettini views a connection between sex, gender, and sexual orientation when it comes to displaying

As everyone knows that men are objective, unemotional, and inarticulate. Yet men formed friendships and they usually have larger friendship groups than women, their way to ‘connect’ with each other is impersonally and unemotionally. This result in a much more realistic view of Homosociality in Men's Talk. Men does not like women that chat and exchange ideas often due to gender difference which men and women has naturally difference in biology and behavior. Men are to normatively want (and need) to do things with groups of other men exclusive of women. Man are too dominancy which means they has masculinity with dominance or authority; to be a man is to be strong, authoritative, and in control. However, when personal feelings (friend love) transforms into special feelings (homosexual love), the difference of morality between human has decided they admit to be a gay or not. Implicit in the belief that extraordinary friendship is the base foundation of homosexual

The media tends to depict these intersectional friendships generally as gay men and straight women that are the best of friends who go shopping and clubbing together. Though this gender norm was common within the study, there are still other friendships that are regularly overlooked. The

“Doing gender” refers to how a person communicates their gender identity. Gender can be “done” in a countless number of ways, both verbally and nonverbally. Some examples of this include speech, appearance, career, leadership style, and even handwriting. The study of communication and the study of gender are closely related. Communication works in a way that allows people to construct, perform, and change gender, but it also has the ability to constrain a person’s

For thousands of years, established gender roles have been a part of our society. Women are commonly known as sensitive, emotional, or passive. On the contrary, men are described as rational, competitive, independent, or aggressive. Believing women are more emotional than men is stereotyping. However, the stereotype is not entirely untrue. Development of gender roles is often conditioned more by environmental or cultural factors than by hereditary or biological factors. The development of gender roles between men and women involves the inference of peer community of each gender, the communication style of male and female and the intimacy or connection level of men and women.

How one communicates is also influenced by gender. Studies show that ones sex can place a person in a gender role expectation. Women and Men communicate differently and because sexual identity is defined through same sex parent or role model, women and men can get into gender role expectations. These expectations influence their perception attitudes and behavior that will result in a communication style. This early self-concept can effect each one's interpersonal relations. Women for instance are much-attached human beings they have very early identification with their mothers, and this can cause an on going pattern of role expectation. It can lead to interpersonal communication skills that are very nurturing and understanding. Women are not threatened by intimacy and communicating at a close range with people. Similarly, men also have an early identification process not with their mother, but their fathers. Men tend to be fairly reserved, and quite. Men are most comfortable when there is a level of separation. This male role will contribute to the communication processes and it can cause communication to

Furthermore, Piquero and Sealock hypothesized that there will be a difference in the emotional responses by males and females. Also, it is expected that there will be no difference in anger responses across gender but females will have a higher level of depression. However, gender differences will be present in coping responses, but females will report higher levels of cognitive, emotional, and social coping resources. Lastly, it is expected that there

Thus, concluding that the explanation of biological, psychodynamic and learning approaches does influence on gender development. Each of these approaches explains how gender is developed in their own way. From the biological approach, we found out that gender differences are seen as resulting from sex differences. In other words, women and men act, think and feel differently because of differences in how their brains work. These brain differences may result from chromosomal differences and may also be the result of hormonal differences.

In her introduction, Irvine says that “Something queer is happening to the word “queer,”” (p.477). She bases her claim on direct quotations a variety of individuals, such as Gregory Ward and Trish Mcdermott. Gregory Ward, a Northwestern University linguist who teaches a course on language and sexuality, claims that the entertainment industry is changing the word’s image, because of it being commonly used. Furthermore, “Trish Mcdermott, a vice president of “romance” at the Match.com online dating service, says she’s seeing the word appear more often in personal ads.”

Some of these gender roles and stereotypes have been created due to the differences in physique, thinking, personality, and behavior that is actually present between men and females. Physical differences are more visible to the eye due to the distinction between primary and secondary sex characteristics for each gender. Males have testes, deeper voices, a bigger body type, and more facial hair, where as women have a smaller body, higher voices, ovaries, and wider hips. (Rathus, 2010, p.448). Cognitive differences have to do with the brain and the way men and women

Queer theory questions creations of normal and divergent, insider, and outsider.2 Queer theorists analyse a situation or a text to determine the relationship between sexuality, power and gender. Queer theory challenges basic tropes used to organize our society and our language: even words are gendered, and through that gendering an elliptical view of the hierarchy of society, and presumption of what is male and what is female, shines through. Queer theory rejects such binary distinctions as arbitrarily determined and defined by those with social power. It works to deconstruct these binaries, particularly the homosexual/heterosexual binary.4

How one communicates is also influenced by gender. Studies show that ones sex can place a person in a gender role expectation. Women and Men communicate differently and because sexual identity is defined through same sex parent or role model, women and men can get into gender role expectations. These expectations influence their perception attitudes and behavior that will result in a communication style. This early self-concept can effect each one's interpersonal relations. Women for instance are much-attached human beings they have very early identification with their mothers, and this can cause an on going pattern of role expectation. It can lead to interpersonal

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational