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Gender

Gender. Personal and social identity. syllabus dot points. The nature of the development of personal and social identity Students will develop knowledge and understanding of the nature of the development of personal and social identity through the study of:

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Gender

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  1. Gender Personal and social identity

  2. syllabus dot points • The nature of the development of personal and social identity • Students will develop knowledge and understanding of the nature of the development of personal and social identity through the study of: • the role of socialisation and the influence of agents of socialisation on the development of personal and social identity • the influence of each of the following on the development of personal and social identity: • family and kinship • ethnicity and culture • gender • sexuality • beliefs • location, class and status • peers • school • media, including contemporary communication technologies • the ‘nature versus nurture’ debate

  3. WALT • Understand how secondary socialisation agents influence our sense of self WILF • Written response on role of the gender in the socialisation process

  4. Concepts Identify which of our fundamental, additional & related concepts will apply

  5. Gender – the Society & Culture Definition • The socially constructed differences between females and males. • Social life – including family life, roles, work, behaviour and other activities – is organised around the dimensions of this difference. • Gender also refers to the cultural ideals, identity and stereotypes of masculinity and femininity and the sexual division of labour in institutions and organisations. • Gender reflects the values a society places on these social constructs, which are particular and unique to a society.

  6. The socially constructed differences between females and males • Our masculinity or femininity (or both) is/are shaped by both biology and the experiences of our lives. • Our biological sex IS NOT our gender. • We are born with a ‘sex’ but we socially construct our gender.

  7. “As far as I’m concerned…any gender is a drag”. • Patti Smith • What do we think this means?

  8. family life, roles, work, behaviour etc,are organised around gender difference.

  9. How do we socially construct the difference? What do we teach each to do? How do we talk about each?

  10. What are the implications of our table? “If gender is constructed, could it be constructed differently, or does its constructedness imply some form of social determination?” • Judith Butler LIST THE DANGERS OF HAVING PRESCRIBED ROLES & LANGUAGE FOR EACH • Remember, masculine/feminine are binary opposites.

  11. GENDER IDENTITY AND ‘PERFORMANCE’ • … One is not born a woman, but rather becomes, a woman… (Simone de Beauvoir). Ideas of masculinity and femininity are adopted and learnt throughout the socialisation process. Gender is performed as a social ritual, in other words, people perform or ‘do’ masculinity or femininity as though what they are doing comes naturally and is a part of their essential biological make up or gendered roles. Judith Butler – Your behaviour creates your gender https://www.youtube.com/watch?v=Bo7o2LYATDc

  12. In which environments are gender norms/stereotypes most prominent? Why these places, do you think?

  13. Fashion • We are socialised to understand that one of the best tools we have at our disposal in representing our social gender identity is, fashion.

  14. When/how can we challenge traditional gendered fashion norms/expectations?

  15. Discuss - How do ideas of gender help us develop our identity? • Personal Identity: • Social Identity:

  16. You can’t ask that - transgender http://iview.abc.net.au/programs/you-cant-ask-that/LE1517H003S00#pageloaded

  17. DISCUSS - how does the trans community destabilise the male/female binary?

  18. Extended Response Question (approx. 300 words) Explain the role gender plays in the socialisation process. Relate cause and effect; make the relationships between things evident; provide why and/or how

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