Gender impacts development in a number of ways,
along with several other factors including race, ethnicity, socioeconomic
status, and ability. This was apparent in Linda Sax’s (2009) article. One
example she provides is how in the context of college, male and female students
might face different expectations in matriculation when choosing colleges
(women often feel more pressure than men to stay closer to home by attending a
nearby college so they can attend to family issues). The expectations of male
and female students and the ones in which they personally have impacts their
development.
The theories which Bilodeau &
Renn (2005) described have similarity to several theories we have read in the
course, yet Fassinger (1998) differs some. Bilodeau and Renn discuss the
D’Augelli (1994) model of sexual orientation, which is as follows: 1) exiting heterosexuality; 2) developing a personal LGB
identity; 3) developing an LGB social identity; 4) becoming an LGB offspring;
5) developing an LGB intimacy status; and 6) entering an LGB community. This
process reminds me of several of the theories we have studied such as
Chickering and Perry, in which students experience these stages, but in a
nonlinear order. Fassinger (1998), however, explains how LGB is different from
most identity theories. “LGB identity development exhibits a critical
distinction from other kinds of minority identity development (based on race,
ethnicity, gender, etc.) in that LGB identity usually is not visible to oneself
or others (Wall & Evans, 1991). While studies around LGB identity roughly
surfaced around the same time ethnic and women’s studies did in the 1970s,
there are still differences around the stages students might experience through
them.
In reading the
Mueller and Cole (2009) article, there is a suggestion that the model of
heterosexual consciousness they proposed was similar to that of White identity
development models. I agree there are some similarities between them in that
they are often understood as dominant groups and often perceived as normalized.
However, it can be problematic to assume there is not variation among these two
groups, or that being heterosexual automatically means as a group they
disregard others who are unlike them. “Hoffmann (2004) noted that is becomes
problematic when we fail to pay attention to the identity development of
majority group members (i.e., heterosexuals) because it may ‘inadvertently
perpetuate the status of majority group members as the ‘other,’ as the ones who
need explaining” (p.375).
While I identify as
a straight woman, my orientation is not something I am perpetually conscious of,
and this seems fine to me. “For some heterosexual people, this consciousness
may be an integral part of their life and for others it may be of little
concern” (p.321). As someone interest-ed in working at the college
administrative level, I know to expect a lot of diverse groups of students and
individuals. My approach to students is being welcoming and open, yet while I
aspire to those, I like to see myself as someone who does them, but lets it go
without saying.
In Janine McCabe,
Amanda E. Tanner, and Julia R. Heiman’s (2010) article The Impact of Gender Expectations on Meanings of Sex and Sexuality:
Results from a Cognitive Interview Study, there is an exploration of how
gender impacts sex and sexuality of college students on one college campus. Our findings illustrate that existing stereotypes
and expectations about gender imbue individuals’ meanings, understandings, and
discussions about sexuality, its importance, and its functions (p.261)
I was also interested in child gender norms. The link below
leads to a post in Girl’s Life Magazine:
Questions
- Given some of the theories and ideas about orientation in the readings this week, what are your thoughts on your consciousness about your orientation? Whether you are heterosexual (‘majority’) or LGBT (‘minority’), do you think that one group thinks more about than the other? Do you think it is just individualistic?
- Do you feel as though socialization growing up (how you dressed, what kinds of toys or games you played, what colors you liked) solely influences orientation, or do you think that it is more of an innate, biological sense that has come to define yourself? Do you think of it more as nature versus nurture?
References
Bill and Dave. (2012,
August 13). Ew! Why do guys talk about gross stuff?
Retrieved
from http://www.girlslife.com/post/2012/08/13/The-Scoop-Why-guys-talk-about-gross-stuff.aspx
Bilodeau, B.L.
& Renn, K.A. (2005). Analysis of LGBT identity development models and implications for practice. In R.L.
Sanlo (Ed.), Sexual orientation and gender identity. New Directions for Student Services, No.111, pp. 28-29.
Fassinger, R.
(1998). Lesbian/gay/bisexual identity and student development theory. In R.
Sanlo (Ed.), Working with lesbian, gay, and bisexual
college students: A handbook for administrators
and faculty (pp.13-22). Westport, CT: Greenwood Publishing Group.
Mccabe, J., Tanner, A. E., & Heiman, J. R. (2010).
The impact of gender expectations on meanings
of sex and sexuality: Results from a cognitive interview study. Sex Roles,
62(3-4), 261.
Mueller, J.A., & Cole, J.C. (2009). A qualitative
examination of heterosexual consciousness
among college students. Journal of
College Student Development, 50(2), 332.
Sax, L. (2009).
Gender matters: The variable effect of gender on the student experience. About Campus.
2-10.
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