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Stage 3. Preparation of the text “Gender Autobiography”

Purpose of gender autobiography:

• follow the development of their own gender identity as an example of the conditions of their gender socialization;

• highlight the mechanisms and methods by which the construction of gender identity is carried out.

Gender autobiography is a means of studying the formation and development of gender identity. As a way of self-reflection, it is aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can realize the characteristics of his gender identity, as well as the ways and means of their formation.

Instruction: “Remember your early childhood and school years. Remember the attitude to yourself as a representative of a certain gender of your parents, relatives, teachers. Based on the memoirs, write your gender autobiography based on the proposed plan ”(note: the plan of gender autobiography given in the work“ Gender of a Woman ”is used as the basis [8, p. 111]).



Gender Autobiography

1. At what age do you remember yourself? When did you first feel the differences between boys and girls, men and women? When did you notice the different attitudes of adults towards boys and girls?

2. Who did you prefer to play at the age of 5–8 years? Do you remember your favorite toys? Who were your favorite fairy-tale characters and cartoon characters? Favorite games: moving or calm, group or single? What was your clothing and appearance in early childhood, in elementary grades, as a teenager?

3. What did they tell you in childhood, what a girl should be, what a boy should be? How did you make it clear what kind of behavior others would expect from you, like a boy or girl?

four.
Gender processes at school. Behavioral patterns instilled by teachers: did they differ for boys and girls? The attitude of teachers to the performance and discipline of boys and girls - was it different?

5. Remember any circumstances of your childhood when you learned some ideas about the difference in gender roles. At what age did this happen?

6. Relations with parents. Which of your parents was closer to you in preschool, primary school, adolescence and youth? What are the rules of relations between members of different sexes in your family? What relationship models are you trying to follow?

7. What qualities do you value most in men, which ones in women? Why? Do you think that women and men suffer from gender stereotypes and norms prevailing in society?

8. Who (or what), in your opinion, to a greater extent influenced your gender views and perceptions?

9. Highlight the most common mechanisms, techniques, methods used by others to form your identity and your gender perceptions.

The teacher can conduct analysis and generalization of the results presented in the texts of gender autobiographies of students in the following areas:

• systematization and identification of the most common mechanisms and methods that determine the characteristics of gender identity;

• systematization of gender representations of students.
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Stage 3. Preparation of the text “Gender Autobiography”

  1. Stage 3. Performing the exercise “Gender Autobiography”
    This exercise is necessary in order to help students fill the studied academic material with personal meaning, which allows to consolidate and emotionally enrich the knowledge gained. Before starting work, it is necessary to discuss with students the problem of gender identity formation. To structure the discussion, the teacher may ask the following questions. 1. When does it start?
  2. Stage 2. Acquaintance with the text “An Example of Early Gender Socialization”
    The teacher reads the text “Example of early gender socialization” to students (see the appendix). To analyze the text, the teacher can ask students the following questions. 1. What are the perceptions of the grandson and granddaughter reflected in the statements of grandfather and grandmother? 2. What psychological mechanisms of gender socialization will grandfather and grandmother actively use (participants described
  3. Stage 4. Training skills of critical analysis of texts on gender issues
    The host gives each student the text of the report by B. Francis (see the appendix), as a homework, offers to carefully read its contents and answer the following questions: 1. How does the author of the text define the concept of gender and gender identity? 2. Is this understanding consistent with that adopted in gender studies? 3. What the author of the text does not agree with and for
  4. Lesson 5. Gender autobiography as a method of studying the mechanisms of gender socialization
    This lesson is primarily aimed at updating the participants ’own experience at the stage of early gender socialization. In the process of this work, participants will try to understand the ways and mechanisms of constructing their own gender identity. Goals: replenishment and consolidation of knowledge of participants about theories and mechanisms of gender socialization; development of self-reflection skills during actualization
  5. Gender autobiography as a method of studying the mechanisms of gender socialization
    Gender autobiography as a method of studying the mechanisms of gender
  6. FOURTH STAGE: DILEMAS OF GENDER DIFFERENCE AND GENDER EQUALITY
    In the post-Soviet period, the position of women and men in society changes both at the political and ideological levels, and at the level of everyday organization of the private sphere. New gender norms arise, but at the same time, Soviet models of social organization of relations between the sexes are preserved. At the same time, not only the rules of the game change, but also a situation of ambiguity arises in self-determination
  7. SEXUAL REVOLUTION GENERAL STAGE
    In our opinion, the sexual revolution in Russia took place in several stages. Whereas in Western societies the sexual revolution of the 1960s – 1970s was associated with the development of the contraceptive market and political changes (feminist and other political movements, public debates on this topic), in Russia political changes were caused by changes in everyday life and public
  8. Stage 6. Discussion “Who shapes gender stereotypes?”
    The purpose of this assignment is to form ideas about the institutions of gender socialization and gender technologies. Usually, students easily establish a list of factors of gender socialization: traditions, culture, religion and the church, family and formal education, education and various educational institutions, the “street”, peers, significant adults, the media, pop music, art and literature, etc.
  9. Stage 4. Discussion of the concept of “gender stereotype”
    Students are given materials (a glossary) with definitions of the concepts of “social stereotype”, “gender stereotype”. It is appropriate to ask for examples of stereotypes of national, age, and gender (for women, for men), and to discuss where they come from. After discussion, we ask students to express their views on the appropriateness of following gender stereotypes.
  10. Stage 3. Completing the task "Gender Mosaic"
    At this stage, students are reminded that the directions of feminist theory, such as liberal and radical feminism, were most important for the emergence of gender studies in psychology. In the course of further work, students are invited to compare these areas of feminist theory and the ideas that arose in psychology related to various aspects of gender
  11. Stage 2. Acquaintance with the concept of gender manipulation
    Purpose: study of the specifics of gender manipulation. The study of conditions affecting the development of manipulation in relationships, based on the personal experience of students. Task 1. “Working with an example of gender manipulation” (an example of gender manipulation is given in the appendix). The teacher distributes to students printed earlier sheets with a description of an example of manipulation taken from the literature, and offers with it
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