Life Skills Development/Unit Two/Gender and Sex Roles/Assessment

Self Assessment

What is the difference between gender and sex? Sex refers to the genetic and physical or biological identity of a person, which indicates whether one is male or female. Gender usually refers to socially/culturally constructed (invented) characteristics that are then attributed to the different biological sexes.

Self Assessment

What are the various types of gender? There are two major types of gender these being masculine and feminine; however, there are also other alternatives including: Androgynous: having both male and female characteristics. Metro sexual: a male who adopts “female” grooming habits. Transsexual: a person who is born as one sex and is brought up in that sex, but has gender identity of the opposite sex and wishes to live and does live according to the gender roles associated with that sex. Transgender: a person who refuses to adhere to one set of gender roles or to transcend the scheme of gender roles completely, regardless of their physiological sex.

Discussion

Discuss in preparation for portfolio: What messages did you receive as a child about gender – about the roles, qualities and expectations for women and men? Where did these messages come from? How did this early learning shape your adult values and assumptions?

Self Assessment

Question: How has gender roles changed over time? Answer: Gender role is composed of several elements. A person's gender role can be expressed through clothing, behaviour, choice of work, personal relationships and other factors. Gender roles were traditionally divided into strictly feminine and masculine gender roles, though these roles have diversified today into many different acceptable male or female gender roles. In the past, men were expected to be the major bread winners and head of the household, while women were expected to be housewives, catering to the needs of men and the children. However, this is no longer so, families are now becoming matriarchal where women are the major bread winners and are no longer expected to stay at home.

Assignment

Please complete the table. State which gender you think fits the specific roles and why. Argue your point. ROLES GENDER PRODUCTIVE (paid or unpaid work in or outside the home, wealth generation) FAMILY CARE (taking care of the household, especially the young) KIN RELATIONS (taking care of the extended family) COMMUNITY RELATIONS (involvement in the immediate and/or national community) SELF DEVELOPMENT (taking care of the self for personal and professional development) SPOUSE RELATIONS (focus on maintaining marital relations) Write three (3) paragraphs discussing A time when you felt that you could have acted differently in one of your gender roles (1 paragraph). How would you like Gender relations to be in your home? (1 paragraph) How would you like Gender relations to be in your classroom/work area? (1 paragraph)

Social Construction of Gender

Reflection

Answer the following questions: What messages did you receive as a child about gender – about the roles, qualities and expectations for women and men? Where did these messages come from? How did this early learning shape your adult values and assumptions? In discussing Gender & Relationships, it has become necessary to understand where our concepts of Gender and specifically Gender Roles originated. This is especially on light of our previous topic being Parenting. We urge you therefore; to dig deep.... think about your childhood and all that your parents and guardians instilled within you and try to answer these questions as earnestly as possible.

Self Assessment

Question: What is the major factor affecting the change in gender roles? Answer: The major factor affecting the change in gender roles has been the rise of feminism. For approximately the last 100 years women have been fighting for equality (especially in the 1960s with second-wave feminism and radical feminism, which are the most notable feminist movements) and were able to make changes to the traditionally accepted feminine gender role. However, most feminists today say there is still work to be done.

Self Assessment

Question: What is feminism? Answer: Feminism is the belief that society is disadvantageous to women, systematically depriving them of individual choice, political power, economic opportunity and intellectual recognition. Feminism is therefore a doctrine that advocates equal rights for women. Feminism became an organized movement in the 19th century as people increasingly came to believe that women were being treated unfairly. The feminist movement was rooted in the progressive movement and especially in the reform movement of the 19th century. Many countries began to grant women the vote in the late 19th century and early 20th century (New Zealand being first in 1893, with the help of suffragist Kate Sheppard), especially in the final years of the First World War onwards. The reasons varied, but they included a desire to recognize the contributions of women during the war (since the men were at war, women had to take on all their responsibilities), and were also influenced by rhetoric used by both sides at the time to justify their war efforts.

Self Assessment

Question: What are the stages in a relationship? Answer: Romantic love: This is the love that Hollywood loves to promote as the only kind of love. Romantic love is wonderful, easy, and effortless. It is very spontaneous and alive. Adjusting to reality: Inevitably, predictably, eventually, reality rears its “ugly” head and the bubble bursts on the Romantic stage. Sometimes it is a slow leak; other times a sudden and complete blow-out. But either way, something happens which causes a minor or major conflict in the new relationship. The power struggle: As the disillusionment of the Adjusting to Reality stage deepens, the couple tends to have more disagreements. Minor issues blow up into larger arguments. Yelling appears for the first time, if it ever will. Both partners dig in their heels and defend their positions on issues fiercely. Re-evaluation: The Power Struggle is physically and emotionally draining, and if the couple can survive, they move into the next stage, of a conscious Re-Evaluation of the relationship. Whereas the original commitment one makes is typically based on projections of fantasy, this Re-Evaluation takes into account the reality and fears and defences of each person. Do I really want to stay with this person? Reconciliation: In this stage, after the distance of the Re-evaluation, if the relationship has survived, there is a re-awakening of interest in getting closer and connecting again. Knowing all that they know, coming from reality and not fantasy, there is a decision to have the willingness to try once again. Acceptance: The final stage in a committed relationship, which researchers estimate less than 5% of couples ever reach, is one of complete Acceptance. There is an integration of the need of the self and the needs of the relationship. Each person takes responsibility for their own needs, for their own individual lives, and also for providing support for their partner.

Self Assessment

Question: How can I end a relationship gracefully? Answer: The spark is missing. Tell the person you enjoy spending time together, but for whatever reason, you just do not feel the spark. You do not want to mislead the person. Explain that you care too deeply about the person to ever lead them on, or make them feel the relationship has a chance to progress. Be encouraging. Let them know they are a great catch, will recover, and will meet someone new. Give positive feedback only. Honestly answer any questions about the breakup. Do not be nasty. Remember, they are a nice guy or girl. Do not blame the person. Do not in any way make them feel like the breakup is their fault. Let them leave the relationship believing it was a poor fit between the two of you. Tell him or her it is not about them. Make it clear that he or she doesn't have any major physical or intellectual faults. Nice people have a tendency to analyze the breakup for months. If they think it has something to do with a ‘hooknose’ or lack of knowledge about Renaissance painters, they will beat themselves up for years. Do not continue getting physical. Making a nice person believe there's a chance to continue the relationship, when you have no intention of really dating them again, is just plain wrong. Deliver the message clearly. If you think the person will have a hard time leaving you alone, be as clear and business-like as possible in communicating your message that the relationship is over.

Assignment

Having read the information above, discuss some other reasons why a relationship can dissolve and write a dialogue demonstrating some positive ways to dissolve a relationship gracefully. Discuss something that you would do differently in the home and in the work. Perform a role play demonstrating a change from negative to Positive Gender Relationships.

Activity

Express your views on Social Construction of Gender. You can express yourself via: Images Emotions Gendered Perspectives Lens of Experience Hopes and Dreams (of Equity, being Respected and Valued, Open Communication, Human rights and Social Justice).

Portfolio Contents

1. Reflections on when I knew my gender.
2. Reflections on the images, emotions, perspectives, experiences and hopes I feel are regarding my gender.
3. Reflections on my behaviour in my gender role.
4. My hopes for gender relations.
5. Written views from the male or female perspective on education and training, economy, power and decision making, health, media, and girl child/boy child.

Unit summary

In this unit you learned about

• Gender and its origins
• How to end a relationship gracefully
• Behave appropriately with peers and adults
• Exercise parenting skills in the wider community when the need arises
• Take responsible action to stop abuse by reporting and seeking counselling for children who have been victims of abuse
• That you should value diversity
• How to demonstrate responsibility with respect to roles
• And the importance of displaying emotional management

Checklists of Performance Task

1. Listing and acting out of what the trainees perceive to be appropriate male and female behaviour

	RUBRIC of performance criteria	V. Well Done	Well Done	OK	Not Ok- Will redo by ….
1.	I understand the differences between gender and sex.
2.	I listed what I believe to be positive and negative male behavior
3.	I listed what I believe to be positive and negative female behaviour
4.	I wrote my reflections on when I knew my gender.
5.	I wrote my reflections on the images, emotions, perspectives, experiences and hopes I feel are regarding my gender.
6.	I wrote my reflections on my behaviour in my gender role
7.	I wrote my hopes for gender relations.
8.	I wrote my views from the male and from the female perspective on education and training, economy, power and decision making, health, media, and girl child/boy child.

2. Sex as an important factor in a relationship.

	RUBRIC of performance criteria	V. Well Done	Well Done	OK	Not Ok- Will redo by ….
1.	I wrote my views on what is important in relationships regardless of gender.

3. Reflections on rights for transgender and homosexual people

	RUBRIC of performance criteria	V. Well Done	Well Done	OK	Not Ok- Will redo by ….
1.	I presented my arguments to my partner for the rights of transgender people
2.	I presented arguments for the rights of all people including homosexual people

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