Ch11 Gender and Human Sexuality

Chapter 11 Gender and Human Sexuality -13906512890500 OUTLINE (Survey & Question) This outline is intended to help you survey the chapter. As you read through the various sections, write down any questions or comments that come to mind in the space provided. This is a valuable part of active learning and the SQ4R method. It not only makes your reading time more enjoyable and active, but it also increases retention and understanding of the material. TOPIC NOTES I. SEX AND GENDER Problems with Definition Gender Role Development Sex and Gender Differences Research Highlight: The Art and Science of Flirting II. THE STUDY OF HUMAN SEXUALITY Gender and Cultural Diversity: A Cultural Look at Sexual Behaviors III. SEXUAL BEHAVIOR Sexual Arousal and Response Research Highlight: Are There Evolutionary Advantages to Female Nonmonogamy? C. Sexual Orientation IV. SEXUAL PROBLEMS A. Sexual Dysfunction B. Sexually Transmitted Infections (STIs) Critical Thinking/Active Learning: Rape Myths and Rape Prevention 895352857500 Core and Expanded LEARNING OBJECTIVES (Read, Recite & wRite) While reading the chapter, stop periodically and recite (or repeat in your own words) the answers to the following learning objectives. It will also help your retention if you write your answer in the space provided. (Page numbers refer to the text Psychology in Action, 6th Ed.) Core Learning Objectives These objectives are found at the beginning of each chapter of Psychology in Action (6th ed.). 1. How are sex and gender defined, and how do we develop our gender roles? What are the major sex and gender differences between men and women? 2. How do scientists study a sensitive topic like sex? 3.How are men and women alike and different in sexual arousal and response? What is the latest research on sexual orientation? 4. What factors contribute to sexual dysfunction and sexually transmitted infections? Expanded Learning Objectives These objectives offer more detail and a more intensive way to study the chapter. Upon completion of CHAPTER 11, the student should be able to: Differentiate between sex and gender, gender identity and sexual orientation, transsexualism and transvestitism, and homosexual and bisexual (pp. 380-382). Define gender role, and describe the two major theories of gender role development: social learning theory and cognitive developmental theory (pp. 383-384). Describe the major sex and gender differences between males and females; and discuss the contributions of nature and nurture on gender differences (pp. 384-386). Define androgyny, and discuss research on the relationship between mental health characteristics and higher scores on masculinity or androgyny (pp. 386-387). Describe the findings of naturalistic studies of human courtship rituals, including the role of the female in initiating and maintaining a flirtatious interaction (pp. 388-389). Briefly discuss the contributions of Havelock Ellis, Kinsey, and Masters and Johnson to the study of human sexuality (pp. 389-391). Briefly describe cultural variations in human sexual behavior, and provide an example of an ethnocentric bias related to a U.S. sexual ritual or procedure (pp. 391-393). List and describe the four stages in Masters and Johnson’s sexual response cycle (p. 393-394). Discuss the two major perspectives that explain differences in sexual desire, motivation, and activity between men and women (p. 395). Discuss genetic/biological and psychosocial explanations for homosexuality; define homophobia and state the position of the psychological community regarding homosexuality (pp. 396-397). List the major forms of sexual dysfunction and state their possible organic and/or psychological causes (pp. 398-399). Discuss the role of performance anxiety, the interaction of the sympathetic and parasympathetic nervous systems, and the impact of sexual scripts, hormones, nerve impulses, and emotions on sexual arousal (pp. 399-402). Describe the four major principles of Masters and Johnson’s approach to sex therapy. Describe three guidelines for improving sexual functioning (pp. 402-403). State age- and gender-related risk factors for contracting an STI, and list the major sexually transmitted infections (STIs), describing their basic symptoms and the consequences if left untreated. (pp. 403-405). Describe the progression of an HIV infection to “full-blown AIDS,” and describe six suggestions for decreasing the chances of contracting HIV/AIDS and other STIs (pp. 404-407). Discuss common rape myths, and state three ways to avoid stranger rape plus three ways to prevent acquaintance rape (p. 406, Appendix B). -1390652857500 KEY TERMS (Review) The review step in the SQ4R method is very important to your performance on quizzes and exams. Upon completion of this chapter, you should be able to define the following terms. AIDS (Acquired Immune Deficiency Syndrome): ______________________________________ _______________________________________________________________________________ Androgyny: ____________________________________________________________________ _______________________________________________________________________________ Double Standard: ________________________________________________________________ _______________________________________________________________________________ Excitement Phase: _______________________________________________________________ _______________________________________________________________________________ Gender: ________________________________________________________________________ _______________________________________________________________________________ Gender Identity: _________________________________________________________________ _______________________________________________________________________________ Gender Role: ___________________________________________________________________ _______________________________________________________________________________ HIV positive: ___________________________________________________________________ _______________________________________________________________________________ Orgasm Phase: __________________________________________________________________ _______________________________________________________________________________ Performance Anxiety: ____________________________________________________________ _______________________________________________________________________________ Plateau Phase: __________________________________________________________________ _______________________________________________________________________________ Refractory Period: _______________________________________________________________ _______________________________________________________________________________ Resolution Phase: ________________________________________________________________ _______________________________________________________________________________ Sex: ___________________________________________________________________________ _______________________________________________________________________________ Sexual Dysfunction: ______________________________________________________________ _______________________________________________________________________________ Sexual Orientation: ______________________________________________________________ _______________________________________________________________________________ Sexual Prejudice: ________________________________________________________________ _______________________________________________________________________________ Sexual Response Cycle: ___________________________________________________________ _______________________________________________________________________________ Sexual Scripts: __________________________________________________________________ _______________________________________________________________________________ -13906512573000 ACTIVE LEARNING EXERCISES (Recite) The recite step in the SQ4R method requires you to be an ACTIVE learner. By completing the following exercises, you will test and improve your mastery of the chapter material, which will also improve your performance on quizzes and exams. Answers to some exercises appear at the end of this study guide chapter. ACTIVE LEARNING EXERCISE I The Role of Culture and Gender on Personal Sexual Values One of the most important ingredients of healthy sexuality is the ability to recognize and evaluate one's own values (ideals, mores, standards, and principles that guide behavior). Are the sexual values you hold a simple reflection of the values of your family or peer group? Or are they the result of careful, deliberate choice? Have you carefully examined opposing values and compared them to your own? How do your values reflect your culture and your gender role? Since values have such a powerful influence on thinking, you should critically evaluate them. To help you explore your values regarding gender and human sexuality, read the four value statements on the left. Then, in the space to the right, simply check whether you agree or disagree. Agree Disagree 1. Anyone who wants to prevent pregnancy should have easy access to reliable methods of contraception; it doesn't matter whether a person is married or single, young or old. ______ ______ 2. Gay and lesbian couples should be allowed the same legal protections (property inheritance, shared pension plans, shared medical benefits) as heterosexual married couples. ______ ______ 3. Abortion in the first four months of pregnancy should be a private decision between the woman and her doctor. ______ ______ 4. Sex education belongs in the home, not in public schools. ______ ______ Each person's sexual values come from a host of sources, some internal and others external to the individual. The second part of this exercise gives you an opportunity to examine these sources. Review your agree or disagree responses to the previous four statements. Indicate the degree to which each of the sources listed in the left-hand column has influenced your beliefs by placing a check mark in the appropriate column. VS = Very Significant Influence SS = Somewhat Significant Influence NS = Not a Significant Influence Sources Contraception Homosexuality Abortion Sex Education 0304800003048000 VS SS NS VS SS NS VS SS NS VS SS NS 03048000Personal experience Family patterns Peer standards Historical events Religious views Research findings Now reexamine the checks you made for each of your four sexual values and their source of influence. Do you notice any patterns in your check marks? Which source has been most influential in the development of your sexual values? Do you think this source is the most appropriate and most justifiable? Why or why not? Which source has been least influential in the development of your sexual values? How do you explain this? Do you notice any inconsistencies in your choice of sources? In what cases has personal experience played a more significant role than family patterns, peer standards, and so on? To further clarify your sexual perspective and sharpen your critical thinking skills, share your responses with a close friend, dating partner, or spouse. ACTIVE LEARNING EXERCISE II Personal Values Clarification: Exploring Your Own Gender Role Development (An Affective Skill) To help you explore your values regarding "masculinity and femininity," we offer several critical thinking questions regarding your own gender role socialization. While reading through the questions, jot down your thoughts and try to think of specific examples from your personal history. You will find that sharing these written notes with others often leads to a fascinating discussion of "the proper roles for women and men." During your early childhood, what gender messages did you receive from your favorite fairy tales, books, television shows? How were women and men portrayed? Are the roles of men and women different in the books and television programs you read and watch today? Did anyone ever tell you that you were a "big boy now" or to "act like a lady?" What did they mean? How did you feel? What were the power relationships like in your family? In what situations was your mother powerful? Your father? Do you remember being treated differently from your opposite-sexed brother or sister? What is the division of labor in your family today (breadwinner, housekeeper, etc.)? As a child, what did you want to be when you grew up? Did that change, and if so, when? Why? What career are you now pursuing? Why? What were your favorite subjects in school? Your most hated subjects? Why? Have you ever wished you were born as the opposite sex? If so, why? Have you ever felt competitive with friends of your same sex? If so, over what? In what ways do you express your emotions (crying, slamming doors, etc.), and how is it related to your being a male or female? What kinds of things do you get most rewarded for by others today (attractiveness, strength, intelligence, business success, money earned, family status, etc.)? How does this relate to your gender role? Have you ever deviated from traditional expectations of you as a male or female? If so, what was your own and others' reaction to it? Have you ever felt restricted or pressured by social expectations of you as a man or woman? If so, in what way? -1390654953000 CHAPTER OVERVIEW (Review) The following CHAPTER OVERVIEW provides a narrative overview of the main topics covered in the chapter. Like the Visual Summary found at the end of each chapter in the text, this narrative summary provides a final opportunity to review chapter material. I. Sex and Gender The term sex is differentiated along seven dimensions: chromosomal sex, gonadal sex, hormonal sex, external genitals, internal accessory organs, secondary sex characteristics, and sexual orientation. Gender, on the other hand, is differentiated according to gender identity and gender role. Transsexualism is a problem with gender identity; transvestism is cross-dressing for sexual arousal. Sexual orientation (gay, lesbian, bisexual, or heterosexual) is unrelated to both transsexualism and transvestism. There are two main theories of gender role development: Social learning theorists focus on rewards, punishments, and imitation, whereas cognitive-developmental theorists emphasize the active, thinking processes of the individual. Studies of male and female sex differences find several obvious physical differences, such as height, body build, and reproductive organs. There are also important functional and structural sex differences in the brains of human females and males. Looking at gender differences, studies find some differences (such as in aggression and verbal skills), but the cause of these differences (either nature or nurture) is still being debated. II. The Study of Human Sexuality Although sex has always been an important part of human interest, motivation, and behavior, it received little scientific attention before the twentieth century. Havelock Ellis was among the first to study human sexuality despite the repression and secrecy of nineteenth-century Victorian times. Alfred Kinsey and his colleagues were the first to conduct large-scale, systematic surveys and interviews of the sexual practices and preferences of Americans during the 1940s and 1950s. The research team of Masters and Johnson pioneered the use of actual laboratory measurement and observation of human physiological response during sexual activity. Cultural studies are also important sources of scientific information on human sexuality. III. Sexual Behavior Masters and Johnson identified a four-stage sexual response cycle during sexual activity---excitement, plateau, orgasm, and resolution. There are numerous similarities and differences between the sexes in this cycle, but differences are the focus of most research. According to the evolutionary perspective, males engage in more sexual behaviors with more sexual partners because it helps the species survive. The social role approach suggests this difference results from traditional cultural divisions of labor. Although researchers have identified several myths concerning the causes of homosexuality, the origins remain a puzzle. In recent studies, the genetic and biological explanation has gained the strongest support. Despite increased understanding, sexual orientation remains a divisive issue in America. IV. Sexual Problems Many people experience sexual dysfunction. They often fail to recognize the role of biology in both sexual arousal and response. Ejaculation and orgasm are partially reflexive. And the parasympathetic nervous system must be dominant for sexual arousal, whereas the sympathetic nervous system must dominate for orgasm to occur. Several aspects of sexual arousal and response are also learned. Early gender role training, the double standard, and sexual scripts teach us what to consider the "best'' sex. Many sexual problems can be helped with sex therapy. Masters and Johnson emphasize the couple's relationship, combined physiological and psychosocial factors, cognitions, and specific behavioral techniques. Professional sex therapists offer important guidelines for everyone: Sex education should be early and positive, avoid a goal or performance orientation, and keep communication open. The most publicized STI is AIDS (acquired immunodeficiency syndrome). Although AIDS is transmitted only through sexual contact or exposure to infected blood, many people have irrational fears of contagion. At the same time, an estimated one million North Americans are HIV positive and therefore carriers. -139065-12382500 SELF-TESTS (Review & wRite) Completing the following SELF-TESTS will provide immediate feedback on how well you have mastered the material. In the crossword puzzle and fill-in exercises, write the appropriate word or words in the blank spaces. The matching exercise requires you to match the terms in one column to their correct definitions in the other. For the multiple-choice questions in Practice Tests I and II, circle or underline the correct answer. When you are unsure of any answer, be sure to highlight or specially mark the item and then go back to the text for further review. Correct answers are provided at the end of this study guide chapter. Crossword Puzzle for Chapter 11 ACROSS 3 The societal expectations for normal and appropriate male and female behavior. When these expectations are based on exaggerated and biased beliefs about differences between the sexes and are rigidly applied to all members of each sex, they are known as gender role stereotypes. 6 Impairment of the normal physiological processes of arousal and orgasm. 9 Final stage of the sexual response cycle when the body returns to its nonaroused state. 13 A catastrophic illness in which human immunodeficiency viruses (HIV) destroy the immune system's ability to fight disease, leaving the body vulnerable to a variety of opportunistic infections and cancers. 14 Third stage of the sexual response cycle when pleasurable sensations peak and orgasm occurs. 15 The psychological and sociocultural meanings added to biological maleness or femaleness. 16 Socially dictated descriptions of the sequences of behavior that are considered appropriate in sexual interactions. 17 How one psychologically perceives oneself as either male or female. DOWN 1 An individual's primary erotic attraction can be toward members of the same sex (homosexual or gay or lesbian), both sexes (bisexual), or other sex (heterosexual). 2 Second stage of the sexual response cycle, characterized by a leveling off of high arousal. 4 The beliefs, values, and norms that subtly encourage male sexuality and discourage female sexuality. 5 Phase following orgasm during which further orgasm is considered physiologically impossible. 6 Biological maleness and femaleness, including chromosomal sex, gonadal sex, hormonal sex, external genitals, and internal accessory organs. Also, activities related to sexual behaviors, such as masturbation and intercourse. 7 A fear that one will be unable to meet the expectations for sexual "performance'' of one's self or one's partner. 8 Masters and Johnson's description of the bodily response to sexual arousal. The four stages are excitement, plateau, orgasm, and resolution. 10 First stage of the sexual response cycle, characterized by increasing levels of arousal and increased engorgement of the genitals. 11 Combining characteristics considered typically male (e.g., assertive, athletic) with characteristics considered typically female (e.g., yielding, nurturant); from the Greek andro meaning male and gyn meaning female. 12 Negative attitudes toward an individual because of her or his sexual orientation. FILL-IN EXERCISES The psychological and sociocultural meanings added to biological maleness and femaleness is known as __________ (p. 381). __________ refers to having a gender identity opposite that of the biological sex; whereas __________ refers to becoming sexually aroused by wearing the clothing of the other sex (p. 382). _________ refers to a sexual orientation toward the same sex; whereas being sexually attracted to both males and females is referred to as _______ (p. 382). Societal expectations for normal and appropriate female and male behavior are known as __________ (p. 400). __________ individuals combine some characteristics considered typically male with characteristics considered typically female (p. 407). During the 19th century, it was believed that __________ caused brain damage and death (p. 390). During the resolution phase of the sexual response cycle, a male is likely to be in the __________ period (p. 394). According to the __________, sexual differences (such as males having more sexual partners) evolved from an ancient set of mating patterns that helped the species survive (p. 395). An irrational fear of homosexuality in others or oneself is known as __________ (p. 397). Impairment of the normal physiological processes of arousal and orgasm is known as a __________ (p. 398). MATCHING EXERCISES Column A Column B Double Standard 1.____ Self perception as either male or female. Havelock Ellis 2.____ Sexual orientation to both men and women. Sex 3.____ Combination of both masculine and feminine. Bisexual 4.____ Used direct measurement and observation of sex. Masters and Johnson 5.____ Encourages male sexuality and discourages female’s. Plateau Phase 6.____ Inability to respond to sexual arousal to point of orgasm. Gender Identity 7.____ Leveling off of sexual arousal. Orgasmic Dysfunction 8.____ Fearing won’t meet self or partner’s sexual expectations. Performance Anxiety 9.____ Biological dimensions of maleness or femaleness. Androgyny 10.____ Based his research on personal diaries. PRACTICE TEST I _____ refers to a person’s biological dimensions of maleness or femaleness. The sex chromosome The gonads Sex Gender _____ refers to the psychological perception of oneself as either male or female. Sex role conformity Assigned sex Gender dysphoria Gender identity A transsexual is a person who has a _____. mismatch between gender identity and his or her gonads, genitals, or internal accessory organs mismatch between gender role and his or her gonads, genitals, or internal accessory organs homosexual preference for sexual gratification need to wear clothing of the opposite sex for sexual gratification A _____ individual is sexually attracted to the same sex. lesbian gay homosexual all of the above The _____ theory states that children learn their gender roles by actively processing information about their sex, gender schemas, and social reinforcements. mental processing cognitive developmental information gathering cognitive-social Males with _____ levels of intellectual abilities achieve significantly higher math scores on the SAT. lower average the highest all of these options Males display more _____ aggression than females. physical indirect relational all of these options Androgyny is another word for a(n) _____. combination of both male and female personality traits adrenogenital syndrome oversupply of androgens during prenatal development transvestite A major pioneer in sex research who first used the case study method was _____. B. F. Skinner Sigmund Freud Alfred Kinsey Havelock Ellis One of the earliest and most extensive surveys of human sexual behavior in the United States was conducted by _____. Havelock Ellis William Masters and Virginia Johnson Emily and John Roper Alfred Kinsey Limited exposure to the sexual practices of other cultures may lead to _____, the tendency to view our culture’s sexual practices as normal. sexual prejudice ethnic typing ethnocentrism sexual predation Orgasm refers to the _____. final phase of the sexual response cycle male refractory period experiencing a highly intense and pleasurable sense of release of tension peak of the excitement phase Research on the causes of homosexuality _____. has helped overcome many misconceptions and myths provides evidence of a biological foundation is inconclusive all of these options _____ refers to negative attitudes toward an individual because of his or her sexual orientation. Homophobia Gay pride Gay prejudice Sexual prejudice The inability to obtain or maintain an erection sufficiently firm for intercourse is _____. primarily a psychological problem sometimes associated with diabetes, hormonal deficiencies, stress, and anxiety experienced only by older males associated with long-term relationships Regarding sexuality, the double standard _____. encourages male sexuality discourages female sexuality makes women responsible for stopping male advances all of these options _____ teach us “what to do, when, where, how, and with whom.” Sex surrogates Sex therapists Sex manuals Sexual scripts Painful intercourse in men or women is called _____. dyspareunia endorphin-deficient syndrome sexual aversion disorder priapism All of the following are principles of Masters and Johnson's approach to sex therapy except _____. setting goals to improve sexual performance examination of the relationship between the two people use of medical histories and physical examinations exploration of individual attitudes and sex education AIDS is the result of an infection by the _____ virus (HIV). human incapacitating herpes I human immunodeficiency hepatitis I PRACTICE TEST II Sex is to biological as _____. gender is to psychosocial anatomy is to physiology intercourse is to making love physiological is to psychological Which of the following is NOT a gonad? ovary testicle uterus all of these are gonads Gender _____ is a term most associated with cognitive developmental theory. roles identity confusion schemas Men are more likely to attribute their successes to internal abilities; women are more likely to attribute their successes to _____. internal abilities external factors the men in their lives their mothers Lower levels of serotonin in males have been linked to _____. sexual arousal aggressive behavior alertness all of these options Androgyny is _____. a combination of masculine and feminine traits another term for a hermaphrodite an intersexed individual an intrasexed individual The physiological aspects of human sexual responses were studied by _____. Havelock Ellis Freud Masters and Johnson Alfred Kinsey In recent years, _____ have condemned female circumcision, clitoridectomy, and genital infibulation. most Middle Eastern countries the United Nations all African nations all of these options In your text’s diving analogy for the sexual response model, walking across the diving board is analogous to the _____ phase excitement plateau orgasm resolution Which of the following is NOT one of the stages in the human sexual response cycle as described by Masters and Johnson? resolution orgasm foreplay excitement The _____ first occurs during the excitement phase of the sexual response cycle. spermarche woman’s refractory period man’s refractory period sex flush The _____ branch of the _____ nervous system is in dominance during orgasm and ejaculation. sympathetic; autonomic peripheral; somatic parasympathetic; autonomic somatic; parasympathetic When a male cannot control how quickly he ejaculates in 50% or more of his sexual encounters, he is most likely experiencing a problem called _____. spermarche dyspareunia male orgasmic dysfunction premature ejaculation Vaginismus is a sexual disorder that involves fear of _____. hormosexuality androgyn heterosexuality intercourse Sexual arousal is dependent on the dominance of the _____ nervous system. parasympathetic autonomic somatic sympathetic Based on your answer to the previous question, _____ can therefore interfere with sexual arousal. relaxation strong emotions vaginismus foreplay With regard to sexual functioning, tobacco use is associated with _____. increased sexual desire lowered inhibitions inhibited orgasm a decrease in the frequency and duration of erections Having AIDS generally refers to being infected with a virus that attacks the _____. central nervous system peripheral nervous system mucous membranes immune system With regard to STIs, the use of latex condoms and the practice of monogamy are considered to be _____. a waste of time safe sexual practices the only ways to prevent STD transmission methods of lessening your chance of contracting an STD Suggested ways to help prevent acquaintance rape include each of the following EXCEPT _____. be assertive date in groups avoid physical resistance threaten to call the police ANSWERS The following answers to active learning exercises, crossword puzzles, fill-ins, matching exercises, and practice tests 1 and 2 provide immediate feedback on your mastery of the material. Try not to simply memorize the answers. When you are unsure of your “guess” or make an error, be sure to go back to the textbook and carefully review. This will greatly improve your scores on classroom exams and quizzes. Crossword Puzzle for Chapter 11 FILL-IN EXERCISES 1. gender; 2. Transsexualism, transvestism; 3. Homosexuality (or gay or lesbian), bisexuality; 4. sexual scripts; 5. Androgynous; 6. nocturnal emissions; 7. refractory; 8. evolutionary perspective; 9. sexual prejudice; 10. sexual dysfunction. MATCHING EXERCISES a. 5, b. 10, c. 9, d. 2, e. 4, f. 7, g. 1, h. 6, i. 8, j. 3. PRACTICE TEST I 1. c (p. 381) 11. c (p. 391) 2. d (p. 381) 12. a (p. 394) 3. a (p. 382) 13. d (p. 396) 4. d (p. 382) 14. d (p. 397) 5. b (p. 383) 15. b (p. 399) 6. c (p. 386) 16. d (p. 400) 7. a (p. 386) 17. d (p. 400) 8. a (p. 386) 18. a (p. 399) 9. d (p. 390) 19. a (p. 402) 10.d (p. 390) 20. c (p. 404) PRACTICE TEST II 1. a (p. 381) 11. d (p. 394) 2. c (p. 381) 12. a (p. 398) 3. d (p. 383) 13. d (p. 399) 4. b (p. 385) 14. d (p. 399) 5. b (p. 386) 15. a (p. 398) 6. a (p. 386) 16. b (p. 398) 7. c (p. 390) 17. d (p. 402) 8. b (p. 393) 18. d (p. 404) 9. b (p. 394) 19. b (p. 407) 10.c (p. 393) 20. c (p. 406)