Ch 5: Identity and sexuality

• Cisgender
• Gender identity
• Transgender
• Sexuality and sexual identity
• Gender fluidity
• Non-binary
• Genderqueer and agender
• Chapter reflection: Pursuing romantic relationships

• Define and differentiate between sex, gender, gender identity, gender expression, and sexual orientation.
• Analyze the role of culture, family, media, and social institutions in shaping gender and sexual identities.
• Compare biological, psychological, and sociocultural explanations of gender and sexual identity.

Today, we’re going to cover some foundational concepts essential to understanding gender and sexuality: definitions of sex, gender, gender identity, gender expression, and sexual orientation. Then, we’ll analyze how culture, family, media, and institutions shape these identities. Finally, we’ll compare different explanations—biological, psychological, and sociocultural—that scholars use to understand gender and sexual identity.

Let’s start with some key terms:

• “Sex” refers to the biological characteristics we’re born with—things like chromosomes (XX or XY), hormone levels, and reproductive anatomy. For example, people are usually classified as male or female at birth, but we also recognize “intersex” individuals whose biological traits don’t fit typical definitions of male or female.
• “Gender”, on the other hand, is not about biology. It’s a social and cultural concept that relates to the roles, behaviors, and attributes a society considers appropriate for men, women, and other identities. Gender varies widely between cultures and historical periods.
• “Gender Identity” is a deeply-held, internal sense of one’s own gender. Someone’s gender identity might be male, female, both, neither, or something else. It may or may not match their sex assigned at birth.
• “Gender Expression” refers to the external ways a person presents their gender—through clothing, hairstyles, mannerisms, voice, and other behaviors. Importantly, expression can be fluid and doesn’t have to align with identity or societal expectations.
• Finally, “Sexual Orientation” is about whom a person is emotionally, romantically, or sexually attracted to. People may identify as heterosexual, homosexual, bisexual, pansexual, asexual, among others.

So, in summary: sex is biological; gender is social and cultural; gender identity is internal; gender expression is external; and sexual orientation is about attraction.

Now, let’s discuss how these identities are shaped beyond biology or personal feeling.

• Culture provides the broad framework—norms, beliefs, and traditions—that defines what it means to be ‘male’ or ‘female’ or other genders. For example, some cultures recognize more than two genders, such as the Hijra in South Asia or Two-Spirit people in some Indigenous North American cultures.
• Family is often the first place where children learn about gender roles. Parents and caregivers influence what toys children play with, how they dress, and how they behave, often in ways that align with societal gender norms.
• Media, including TV, movies, music, advertising, and now social media, plays a powerful role in reinforcing or challenging gender stereotypes. Think about the kinds of characters or role models that are commonly portrayed: Are women often shown in caregiving roles? Are men portrayed as strong and unemotional? These messages affect how people see themselves and others.
• Social Institutions like schools, workplaces, and religious organizations can either reinforce rigid gender binaries and inequalities or help create inclusive environments. For example, consider how school dress codes or bathroom policies impact gender expression and identity.

All these factors together influence how gender and sexuality are experienced and understood.

Now let’s move into theories explaining gender and sexual identity, starting with biological explanations.

Biological theories emphasize genetics, hormones, and brain structure. For example, research shows that prenatal exposure to certain hormones like androgens can influence later gender-typical behaviors. Some studies suggest differences in brain areas related to cognition and emotion between males and females.

However, biological explanations have limits—they often struggle to account for the diversity and fluidity of gender and sexuality. They can also unintentionally support stereotypes or ignore cultural context.

Psychological theories, on the other hand, focus on individual development and learning:

• Psychoanalytic approaches, originating with Freud, propose that unconscious motives and early family dynamics shape gender identity. For example, Freud’s Oedipus complex theorized that boys develop masculine identity through identification with their fathers.
• Social Learning Theory emphasizes the role of modeling, reinforcement, and punishment. Children learn gender roles by observing others and being rewarded or corrected.
• Cognitive Developmental Theory suggests that children actively construct their understanding of gender as they grow, reaching stages of gender constancy and stability.
• Gender Schema Theory combines cognition and social learning, proposing that children develop mental frameworks (‘schemas’) about gender that guide how they process information and behave.

Finally, sociocultural theories place gender and sexual identity in the context of society, culture, and power structures.

These perspectives argue that gender is fluid and constructed through social interactions and cultural norms. They emphasize how language, media, laws, and institutional practices reinforce or challenge gender binaries. For example, gender norms can vary widely across cultures and historical periods, showing that gender is not fixed or universal. These theories also highlight how systems like patriarchy and heteronormativity maintain gender inequalities.

Putting this altogether:  Gender and sexuality are complex phenomena shaped by biology, psychology, and society. Understanding these multiple influences helps us appreciate the diversity of human experience and challenges simplistic or rigid ideas about gender and sexual identity.

Purpose:  This goal of this activity is to help students critically examine the limitations of the gender binary and creatively imagine social structures, language, and systems that validate a spectrum of gender identities.  It is intended to help students understand the limitations of the gender binary and to identify real-life systems that reinforce binary thinking, while also proposing realistic, inclusive alternatives.

Instructions:

Step 1: Quick Context (5–10 minutes)

Begin with a brief mini-lecture or reading excerpt that:

• Defines the gender binary (male/female as exclusive and oppositional).
• Introduces non-binary, genderqueer, agender, and gender fluid identities.
• Highlights how institutions (language, bathrooms, forms, clothing, pronouns) reinforce the binary.

Step 2: Group Brainstorm (15–20 minutes)

Divide students into small groups (3–4 people).  Ask each group to reimagine a specific system to make it inclusive beyond the binary. Assign or let them choose one of the following:

• Education (classroom structure, student records, dress codes)
• Government Forms (IDs, applications, voting)
• Public Spaces (restrooms, locker rooms, signage)
• Media/Pop Culture (characters, advertising, casting)
• Healthcare (medical records, intake forms, patient language)

Prompt:

"How would this system look if it were designed with gender diversity in mind, rather than assuming a binary? What changes would you propose? What challenges might arise, and how could they be addressed?"

Note:  This encourages groups to create a visual or list of changes and principles. (They can draw, use sticky notes, or outline on a whiteboard or shared document)

Step 3: Gallery Walk or Group Presentations (15–20 minutes)

Each group presents their redesigned system briefly (2–3 minutes).  Ask the class to:

• Compare ideas
• Reflect on real-world feasibility
• Discuss emotional or social impact of these changes

Debrief Questions:

• What assumptions about gender were challenged in this activity?
• How might these changes affect people of all genders—including cisgender individuals?
• What resistance might these changes face, and how can education help shift norms?

Cisgender

• What does it mean to be cisgender, and why is it important to understand this term—even if it describes your own experience?
• How can cisgender privilege show up in daily life, policies, or institutions?
• How might being aware of one’s cisgender identity contribute to allyship with trans and non-cis individuals?

Gender Identity

• How do you define gender identity, and how is it different from gender expression or biological sex?
• What factors influence how a person understands or explores their gender identity over time?
• How does society respond differently to people whose gender identity aligns with expectations versus those who do not?

Transgender

• What are some common misconceptions about transgender people and identities, and how can they be challenged?
• What role does visibility play in the lives of transgender individuals—both positively and negatively?
• What structural barriers (healthcare, legal, social) do many trans individuals face, and how might these be addressed?

Sexuality and Sexual Identity

• How is sexual identity shaped by personal experiences, cultural context, and societal norms?
• In what ways is sexual identity fluid for some people, and why is that important to recognize?
• How can one navigate the difference between personal sexual identity and how others perceive or label it?

Gender Fluidity

• What does it mean for gender to be fluid? How does this challenge traditional binary models?
• How might people with fluid gender identities experience the world differently than those with more fixed identities?
• How can institutions (like schools or workplaces) better support gender fluid individuals?

Non-binary

• What does the term “non-binary” encompass, and how does it disrupt binary understandings of gender?
• Why might language (e.g., pronouns, titles) be especially significant for non-binary individuals?
• What are some common assumptions about non-binary people that should be examined or questioned?

Genderqueer and Agender

• How do genderqueer and agender identities complicate or expand traditional ideas of gender?
• How might someone’s lived experience as agender differ from someone who identifies as non-binary or genderqueer?
• What can society learn from people who identify outside of or reject the gender binary entirely?

Pursuing Romantic Relationships

• How do gender identity and sexual orientation influence how individuals pursue or experience romantic relationships?
• In what ways do societal expectations around gender roles affect dating and romance?
• How can inclusive understandings of gender and sexuality improve communication and connection in relationships?
• What does a healthy romantic relationship look like in a world where gender and sexual identities are diverse and evolving?

Assignment Overview:
 In this 5–7 page essay, you will analyze how culture, family, media, and social institutions (such as education, religion, and law) influence the development and expression of gender and sexual identities. Drawing on course materials, real-world examples, and academic sources, you will evaluate how identity is socially constructed, maintained, and challenged in different contexts.

Assignment Prompt:

Part I: Theoretical Framework (1–2 pages)

• Briefly explain what it means for gender and sexuality to be socially constructed.
• Introduce the idea that identities are shaped by external forces—not just personal or biological factors.

Part II: Analysis of Influencing Forces (3–4 pages)
 Discuss how each of the following influences the formation of gender and/or sexual identity. Use specific examples or evidence from scholarly sources and/or media.

1. Culture:
   • Consider traditions, language, norms, or national ideologies.
   • How do cultural values promote or restrict identity expression?
2. Family:
   • How do parenting styles, expectations, or family roles impact identity?
   • How are messages about gender and sexuality transmitted in the household?
3. Media:
   • Analyze the impact of media representation (TV, film, music, social media, etc.).
   • How do stereotypes or visibility of LGBTQ+ individuals shape identity?
4. Social Institutions:
   • Choose one or more: education, religion, healthcare, or legal systems.
   • How do institutional policies or norms support or marginalize certain identities?

Part III: Critical Reflection (1 page)

• Reflect on how your own identity (or someone else's, if more appropriate) has been shaped by these forces.
• Which influences were most impactful? Which created support or conflict?