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Stage 3. Preparation of the text “Gender autobiography”

The purpose of gender autobiography:

• trace the development of one’s own gender identity using the example of the conditions of one’s gender socialization;

• identify the mechanisms and ways in 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 become aware of the characteristics of his gender identity, as well as the ways and means of their formation.

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



Gender Autobiography

1. How old do you remember yourself? When did you first feel the differences between boys and girls, men and women? When have you noticed a different attitude of adults towards boys and girls?

2. Who did you prefer to play with at the age of 5–8? 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, in adolescence?

3. What did they say to you in childhood, what should be a girl, what should be a boy? How did they make you understand what kind of behavior others are waiting for you, like a boy or a girl?

four.
Gender processes in school. Teacher-inspired behavioral patterns: were they different for boys and girls? The attitude of teachers to the performance and discipline of boys and girls - was it different?

5. Recall any circumstances of your childhood, when you have mastered certain ideas about the difference in gender roles. At what age did this happen?

6. Relationship with parents. Which parent was closer to you at preschool, primary school, adolescence and youth? What rules of relations between representatives of different sex existed in your family? What relationship models are you trying to follow?

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

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

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

The analysis and synthesis of the results presented in the texts of gender autobiographies of students, the teacher can conduct 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 the formation of gender identity. To structure the discussion, the teacher may ask the following questions. 1. When to start
  2. Stage 2. Acquaintance with the text “Example of early gender socialization”
    The teacher reads to the students the text “An example of early gender socialization” (see annex). For text analysis, the teacher can ask students the following questions. 1. What attitudes of the grandson and granddaughter's perception are reflected in the statements of the grandfather and grandmother? 2. What psychological mechanisms of gender socialization will be actively used by grandparents (participants of the
  3. Stage 4. Training of skills of the critical analysis of the texts devoted to gender problems
    The facilitator distributes to each student the text of the report B. Francis (see annex), as a homework, he suggests carefully reading its content and answering 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 for 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 for constructing their own gender identity. Objectives: to replenish and consolidate participants' knowledge 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: DILEMMAS 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 the daily organization of the private sphere. New gender norms emerge, but at the same time Soviet patterns of social organization of relations between the sexes are preserved. In this case, not only the rules of the game change, but also a situation of ambiguity in self-determination arises.
  7. Gender eTaP of SeCSUAL RESOLUTION
    In our opinion, the sexual revolution in Russia took place in several stages. If in the Western societies, the sexual revolution of the 1960-1970s 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 forms gender stereotypes?”
    The purpose of this task 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 church, family and formal education, education and various educational institutions, the street, peers, important adults, the media, pop music, art and literature, etc.
  9. Stage 4. Discussion of the concept “Gender stereotype”
    Students are given materials (glossary) with definitions of the concepts “social stereotype”, “gender stereotype”. It is appropriate to ask for examples of stereotypes of national, age, gender (relative to women, regarding men), to discuss where they come from. After discussion, we ask students to express their views on the desirability of following gender stereotypes.
  10. Stage 3. Performance of the task “Gender mosaic”
    At this stage, students are reminded that such aspects of feminist theory 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 concepts that have arisen due to them in psychology related to various aspects of gender
  11. Stage 2. Acquaintance with the concept of gender manipulation
    Objective: study 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 the previously printed sheets describing an example of manipulation taken from the literature and suggests with him
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