8.6: Gender Expression and Sexual Orientation

Development of Sexual Orientation

According to current scientific understanding, individuals are usually aware of their sexual orientation between middle childhood and early adolescence. However, this is not always the case, and some do not become aware of their sexual orientation until much later in life. It is not necessary to participate in sexual activity to be aware of these emotional, romantic, and physical attractions; people can be celibate and still recognize their sexual orientation. Some researchers argue that sexual orientation is not static and inborn, but is instead fluid and changeable throughout the lifespan.

There is no scientific consensus regarding the exact reasons why an individual holds a particular sexual orientation. Research has examined possible biological, developmental, social, and cultural influences on sexual orientation, but there has been no evidence that links sexual orientation to one factor (APA, 2008). Biological explanations, that include genetics, hormones, and birth order, will be explored further. Excess or deficient exposure to hormones during prenatal development has also been theorized as an explanation for sexual orientation. One-third of females exposed to abnormal amounts of prenatal androgens, a condition called congenital adrenal hyperplasia (CAH), identify as bisexual or lesbian (Cohen-Bendahan et al., 2005). In contrast, too little exposure to prenatal androgens may affect male sexual orientation (Carlson, 2011).

Gender Expression

A person’s subjective experience of their own gender and how it develops, or gender identity, is a topic of much debate. It is the extent to which one identifies with a particular gender; it is a person’s individual sense and subjective experience of being a man, a woman, or other gender. It is often shaped early in life and consists primarily of the acceptance (or non-acceptance) of one’s membership into a gender category. Gender roles and identity is largely a function of culture. Children learn to differentiae and begin to identify these characteristics through the process of socialization.

Many countries such as Africa, India, Philippines and Sweden have a much more cultural permissiveness related to gender. Here is a map of gender diverse countries and their traditions Gender Diverse Countries. Sweden is ranked as one of the most egalitarian countries in the world, with a strong national equality discourse and a relatively high number of men engaging in traditionally communal roles such as parenting and domestic tasks (Gustafsson Sendén et al., 2019).

Note

In some cultures, gender is seen as completely binary, a dichotomy. If your culture tends to view gender as binary, is one gender dominant, or are the genders of equal value, as in the yin-yang symbol in Chinese culture?

What is your view now as you begin this discussion?

How are these expectations transmitted to children?

In most societies, there is a basic division between gender attributes assigned to males and females. In all societies, however, some individuals do not identify with some (or all) of the aspects of gender that are assigned to their biological sex.

Those that identify with the gender that corresponds to the sex assigned to them at birth (for example, they are assigned female at birth and continue to identify as a girl, and later a woman) are called cisgender. In many Western cultures, individuals who identify with a gender that is different from their biological sex (for example, they are assigned female at birth but feel inwardly that they are a boy or a gender other than a girl) are called transgender. Some transgender individuals, if they have access to resources and medical care, choose to alter their bodies through medical interventions such as surgery and hormonal therapy so that their physical being is better aligned with their gender identity.

Recent terms such as “genderqueer,” “genderfluid,” “gender variant,” “androgynous,” “agender,” and “gender nonconforming” are used by individuals who do not identify within the gender binary as either a man or a woman. Instead they identify as existing somewhere along a spectrum or continuum of genders, or outside of the spectrum altogether, often in a way that is continuously evolving.

The Gender Continuum

Generally, our psychological sense of being male and female, gender identity corresponds to our biological sex. This is known as cisgender. This is not true for everyone. Transgender individuals’ gender identities do not correspond with their birth sexes. Transgendered males assigned the sex female at birth have a strong emotional and psychological connection to the forms of masculinity in their society that they identify their gender as male. A parallel connection to femininity exists for transgendered females.

A binary or dichotomous view of gender (masculine or feminine) is specific to some cultures, like the United States, but it is not universal. In some cultures there are additional gender variations resulting in more than two gender categories. For example, Samoan culture accepts what they refer to as a third gender. Fa’afafine, which translates as “the way of the woman,” is a term used to describe individuals who are born biologically male but embody both masculine and feminine traits. Fa’afafines are considered an important part of Samoan culture. In Thailand, you can be male, female, or kathoey (Tangmunkongvorakul, Banwell, Carmichael, Utomo, & Sleigh, 2010) and in Pakistan, India, Nepal, and Bangladesh transgender females are referred to as hijras, recognized by their governments as a third gender (Pasquesoone, 2014).

Because gender is so deeply ingrained culturally, it is difficult to determine the prevalence of transgenderism in society. Rates of transgender individuals vary widely around the world (see Table 1) and are shaped by social norms and cultural values. Transgendered individuals, who wish to alter their bodies through medical interventions such as surgery and hormonal therapy, so that their physical being is better aligned with their gender identity, are called transsexuals. Not all transgendered individuals choose to alter their bodies. Many will maintain their original anatomy but may present themselves to society as the opposite gender.

There is no single, conclusive explanation for why people are transgendered. Some hypotheses suggest biological factors such as genetics, or prenatal hormone levels, as well as social and cultural factors, such as childhood and adulthood experiences. Most experts believe that all of these factors contribute to a person’s gender identity (American Psychological Association, 2008). Unfortunately, transgendered and transsexual individuals frequently experience discrimination based on their gender identity and are twice as likely to experience assault or discrimination as non-transgendered individuals. Transgendered individuals are also one and a half times more likely to experience intimidation (National Coalition of Anti-Violence Programs, 2010) and be the victim of violent crime.

Transgender or Gender Non-Conforming Children

Children who do not feel that they are the gender they were assigned with birth, deserve a bit of special attention in this discussion about gender as. “Gender identity and expression are central to the way we see ourselves and engage in the world around us. This is certainly true of transgender and gender-expansive children and teens, for whom family support is absolutely critical” (Human Rights Campaign, 2019).

Transgender issues manifest at different times in life in different individuals. In most cases of gender dysphoria, the condition is often apparent in early childhood, when such a child may express behavior in-congruent with and dissatisfaction related to their assigned gender. However, many of these children experience rejection as a result of their differences and quickly attempt to repress them. Therefore, people who see these children regularly may be unaware that they are unhappy as members of their assigned gender.

Family acceptance among transgender children predicts an increase in greater self-esteem, social support, and general health status. It also protects against depression, substance abuse, and suicidal ideation and behaviors. Parents’ access to information is critical in aiding and advocating for transgender youth.

Figure \(\PageIndex{1}\): Two non-binary students looking at each other in the hallway. (CC BY-NC-ND 4.0; Zackary Drucker via Vice)

A safe school climate is essential for transgender, gender dysphoric, and gender non-conforming children, who likely experience stress and anxiety due to their desire to transition or display themselves as a different gender. While many schools have become more accepting and allow children to express their desired gender identity, current research shows that there is an increased amount of harassment, bullying, indifference by school staff, and antigay victimization towards transgender and gender non-conforming youth.

LGBTQ Parenting

LGBTQ parenting refers to lesbian, gay, bisexual, and transgender (LGBT) people raising one or more children as parents or foster care parents. This includes: children raised by same-sex couples (same-sex parenting), children raised by single LGBTQ parents, and children raised by an opposite-sex couple where at least one partner is LGBTQ. Within the microsystem, LGBTQ people can become parents through various means including current or former relationships, co-parenting, adoption, donor insemination, reciprocal IVF, and surrogacy.One of the most controversial issues concerning the family today is that of gay and lesbian marriages. According to census data, about 800,000 same-sex couples now live together in the United States, and about one-fifth of these couples are raising at least one child under age 18; the number of children being raised by same-sex couples is about 270,000 (Barkan, Marks, & Milardo, 2009). In the macrosystem, Five states permit same-sex marriage as of July 2010—Connecticut, Massachusetts, New Hampshire, Iowa, and Vermont—along with Washington, DC. Several other states recognize civil unions or provide some legal benefits to same-sex couples, but civil union status does not afford couples the full range of rights and privileges that married couples enjoy. Thirty-two states have laws or constitutional amendments that ban same-sex marriage. Internationally, same-sex marriage is permitted in Belgium, Canada, the Netherlands, Norway, Portugal, South Africa, Spain, and Sweden.

Among other arguments, opponents of same-sex marriages say that they threaten the stability of the institution of marriage and that children of same-sex couples fare worse in several respects than those raised by both their biological parents (Benne & McDermott, 2009). However, the social science evidence fails to support either of these two arguments. There is no evidence that heterosexual marriages have been undermined in the five states that have legalized same-sex marriage. For example, Massachusetts, which has allowed same-sex marriage since 2004, continues to have one of the lowest divorce rates in the nation. Regarding children of same-sex couples, studies find that their psychological well-being is as high as those of children of heterosexual couples. As a review of this body of research concluded, “Because every relevant study to date shows that parental sexual orientation per se has no measurable effect on the quality of parent-child relationships or on children’s mental health or social adjustment, there is no evidentiary basis for considering parental sexual orientation in decisions about children’s ‘best interest’” (Stacey & Biblarz).

Scientific research consistently shows that gay and lesbian parents are as fit and capable as heterosexual parents, and their children are as psychologically healthy and well-adjusted as those reared by heterosexual parents despite the reality that considerable legal discrimination and inequity remain significant challenges for these families. Major associations of mental health professionals in the U.S., Canada, and Australia have not identified credible empirical research that suggests otherwise.

Figure \(\PageIndex{2}\): Two fathers (an LGBT couple) with their son. (CC BY 4.0; MickeyMasters via Wikimedia)

Children of LGBT parents do not have any differences in their gender role behaviors in comparison to those observed in heterosexual family structures. In fact, a study by Bos and Sandfort (2009) also revealed that children raised by same-sex couples felt less pressured to follow gender stereotypes. But children may struggle with negative attitudes about their parents from the harassment they may encounter by living in society.

Critical Reflection

What challenges might LGBTQ families face? What role might early childhood educators and their programs play in supporting these families?

What resources in your community support LGBTQ families?

Trans Parenting

There is little to no visibility or public support through pregnancy and parenting resources directed towards trans parents. In the case of trans individuals who desire to become parents and to be legally recognized as mothers or fathers of their children, courts often refuse to legally acknowledge such roles because of biological discrimination.

Figure \(\PageIndex{3}\): Ferndando Machado and Diane Rodriguez, who are both transgender, with their son Sununun. (CC BY-SA 4.0; Ceoti via Wikimedia)

Bias and Discrimination

Gender Bias

Gender stereotypes and cultural norms maintain gender and sexual inequalities in society. Differential treatment on the basis of gender is also referred to gender discrimination or sexism and is an inevitable consequence of gender stereotypes. Sexism varies in its level of severity. In parts of the world where women are strongly undervalued, young girls may not be given the same access to nutrition, health care, and education as boys. Further, they will grow up believing that they deserve to be treated differently from boys (Thorne, 1993; UNICEF, 2007). Gender stereotypes typically maintain gender inequalities in society. The concept of ambivalent sexism recognizes the complex nature of gender attitudes, in which women are often associated with positive and negative qualities (Glick & Fiske, 2001). It has two components. First, hostile sexism refers to the negative attitudes of women as inferior and incompetent relative to men. Second, benevolent sexism refers to the perception that women need to be protected, supported, and adored by men. There has been considerable empirical support for benevolent sexism, possibly because it is seen as more socially acceptable than hostile sexism.Gender inequality based on gender bias is found in varying degrees in most societies around the world, and the United States is no exception.

As an individualist culture, North Americans believe that people should be free to pursue whatever family and career responsibilities they desire but enculturation and stereotyping combine to limit the ability of girls and boys and women and men alike to imagine less traditional possibilities.Different treatment by gender begins with parents. A meta-analysis of research from the United States and Canada found that parents most frequently treated sons and daughters differently by encouraging gender-stereotypical activities (Lytton & Romney, 1991). Fathers, more than mothers, are particularly likely to encourage gender-stereotypical play, especially in sons. Parents also talk to their children differently based on stereotypes. For example, parents talk about numbers and counting twice as often with sons than daughters (Chang, Sandhofer, & Brown, 2011) and talk to sons in more detail about science than with daughters. Parents are also much more likely to discuss emotions with their daughters than their sons.

Biased attributions lead to negative stereotyping and discrimination but being aware of your personal biases, as well as situations or contexts where you experience bias helps reduce cultural. It is important to remember that biases are not permanent and can be shaped and changed to limit their impact on our thoughts and behaviors (Dasgupta, 2013). Taking a culturally relativist perspective is another way to reduce gender bias. When we consider the experiences of people who are different from us, we are less likely to make negative and hasty judgments. Challenging and correcting gender stereotypes in everyday activities is another way that we can reduce gender bias as individuals.

Gender inequality is found in varying degrees in most societies around the world, and the United States is no exception. Just as racial/ethnic stereotyping and prejudice underlie racial/ethnic inequality so do stereotypes and false beliefs underlie gender inequality.Globalization and cultural transmission has facilitated improvements in gender inequality but more can be done to challenge traditional possibilities and increase the opportunities for both females and males. Women working full time often have trouble making ends meet, so many are in low-paying jobs. One-parent families headed by a woman for any reason are much poorer ($30,296 in 2008 median annual income) than those headed by a man ($44,358) according to Gadlla (2008). Additionally, women also engage in a “second shift” of work at home; they take care of most of the household (cleaning and cooking), childcare (homework, bathing, etc.), and additional family care responsibilities (such as caring for elderly parents). As many sociologists note, this unequal distribution of unpaid labor is largely connected to traditional gender roles.Although stereotypes and beliefs have weakened considerably since the 1970s thanks in large part to the contemporary women’s movement and the gay and lesbian rights movements, they obviously persist and hamper efforts to achieve full gender equality.

Sexual Orientation Bias

With regard to sexuality, there is a substantial body of evidence showing that homosexuals and bisexuals are treated differently than heterosexuals in schools, the workplace, and the military. Much of this discrimination is based on stereotypes, misinformation, and homophobia — an extreme or irrational aversion to homosexuals. In the United States, major policies to prevent discrimination based on sexual orientation have not been enacted until recently and are largely the result of local changes rather than national or federal policy.

The United States is heteronormative, meaning that society supports heterosexuality as the norm. Consider, for example, that homosexuals are often asked, "When did you know you were gay?" but heterosexuals are rarely asked, "When did you know you were straight?" (Ryle, 2011). Living in a culture that privileges heterosexuality has a significant impact on the ways in which non-heterosexual people are able to develop and express their sexuality.

Open identification of one's sexual orientation may be hindered by homophobia, which encompasses a range of negative attitudes and feelings toward homosexuality or people who are identified or perceived as being lesbian, gay, bisexual, or transgender (LGBT). It can be expressed as antipathy, contempt, prejudice, aversion, or hatred; it may be based on irrational fear and is sometimes related to religious beliefs (Carroll, 2016). Homophobia is observable in critical and hostile behavior, such as discrimination and violence on the basis of sexual orientations that are non- heterosexual. Recognized types of homophobia include institutionalized homophobia, such as religious and state-sponsored homophobia, and internalized homophobia in which people with same-sex attractions internalize, or believe, society's negative views and/or hatred of themselves.In adolescences feelings of internalized homophobia may be unconscious due to the judgement, discrimination from peers, families, educators and institutions. Children may experience homophobic bullying in every agent of socialization. Some research suggest that identifying as an LGBTQ youth was the most common reason for school victimization by their peers specifically in anti- social language towards the youth (Hong & Garbarino, 2012).

Gay, lesbian, and bisexual people regularly experience stigma, harassment, discrimination, and violence based on their sexual orientation (Carroll, 2016). Research has shown that gay, lesbian, and bisexual teenagers are at a higher risk of depression and suicide due to exclusion from social groups, rejection from peers and family, and negative media portrayals of homosexuals (Bauermeister et al., 2010). Socio- culturally, research suggest larger school setting, school settings that offer social group support (affinity groups) offer more protective environments for LGBTQ youth. Teacher who are trained and involved report a lower rate of harassment.

References

American Psychological Association (APA). (2008). Answers to your questions: For a better understanding of sexual Orientation and Homosexuality. Washington, DC.

Barkan, S., Marks, S., & Milardo, R. (2009, September 22). Same-sex couples are families, too. Bangor Daily News.

Bauermeister, J. A., Johns, M. M., Sandfort, T. G., Eisenberg, A., Grossman, A. H., & D'Augelli, A. R. (2010). Relationship trajectories and psychological well-being among sexual minority youth. Journal of youth and adolescence, 39(10), 1148–1163.

Benne, R., & McDermott, G. (2009). Gay marriage threatens families, children, and society. In R. Espejo (Ed.), Gay and lesbian families (pp. 11–15). Farmington Hills, MI: Greenhaven Press.

Bos, H., & Sandfort, T. G. M. (2010). Children's gender identity in lesbian and heterosexual two-parent families. Sex Roles, 62(1), 114-126.

Carroll, J. L. (2016). Sexuality now: Embracing diversity. Australia: Cengage Learning.

Chang, A. Sandhofer, C., & Brown, C. S. (2011). Gender biases in early number exposure to preschool-aged children. Journal of Language and Social Psychology.

Cohen-Bendahan, C. C. C., van de Beek, C., & Berenbaum, S. A. (2005). Prenatal sex hormone effects on child and adult sex-typed behavior: Methods and findings. Neuroscience and Biobehavioral Reviews, 29(2), 353–384.

Dasgupta, N. (2013). Chapter Five - Implicit Attitudes and Beliefs Adapt to Situations: A Decade of Research on the Malleability of Implicit Prejudice, Stereotypes, and the Self-Concept. Advances in Experimental Social Psychology, 47, 233-279.

Gadalla, T. M. (2008). Gender differences in poverty rates after marital dissolution: A longitudinal study. Journal of Divorce & Remarriage, 49(3/4), 225–238.

Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality. American Psychologist, 56(2), 109–118.

Gustafsson Sendén, M., Klysing, A., Lindqvist, A., & Renström, E. A. (2019). The (Not So) Changing Man: Dynamic Gender Stereotypes in Sweden. Frontiers in psychology, 10, 37.

Hong, J., & Garbarino, J. (2012). Risk and Protective Factors for Homophobic Bullying in Schools: An Application of the Social-Ecological Framework. Educational Psychology Review, 24(2), 271–285.

Human Right Campaign Foundation. (2019). Corporate Equality Index 2019: Rating Workplaces on Lesbian, Gay, Bisexual, Transgender, and Queer Equality.

King M. (2019). Stigma in psychiatry seen through the lens of sexuality and gender. BJPsych international, 16(4), 77–80.

Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109(2), 267–296.

National Coalition of Anti-Violence Programs, (2010). Hate Violence against Gay, Lesbian, and Transgender Communities affected by HIV. New York New York.

Pasquesoone, V. (2014, April 14). 7 Countries Giving Transgender People Fundamental Rights the U.S. Still Won’t. MIC.

Ryle, Robyn . 2011. Questioning Gender: A Sociological Exploration. Thousand Oaks, CA: Pine Forge Press.

Stacey, J., & Biblarz, T. J. (2001). (How) does the sexual orientation of parents matter? American Sociological Review, 66(2), 159–183.

Tangmunkongvorakul, A., Banwell, C., Carmichael, G., Utomo, D., Sleigh, A. (2010). Sexual Identities and Lifestyles Among Non-Heterosexual Urban Chiang Mai Youth: Implications for Heath. Cult Health Sex, 12(7).

Thorne, B. (1993). Gender Play: Girls and Boys in School. New Brunswick, NJ: Rutgers University Press.

Attribution

Pressbooks. (2016). Introduction to Sociology: Understanding and Changing the Social World. Openstax.

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Boundless Psychology - Gender and Sexuality references Curation and Revision by Boundless Psychology, which is licensed under CC BY-SA 4.0

Boundless Psychology - Gender and Sexuality references Curation and Revision by Boundless Psychology, which is licensed under CC BY-SA 4.0

The Human Rights Campaign (2019).Transgender Children & Youth: Understanding the Basics. Retrieved from https://www.hrc.org/resources/transgender-children-and-youth-understanding-the-basics

Lifespan Development: A Psychological Perspective by Martha Lally and Suzanne Valentine-French is licensed under CC BY-NC-SA 3.0;