Gender Identity: A Lesson Plan

Holy Angel University Angeles City College of Nursing

GENDER IDENTITY AND GENDER IDENTITY DISORDER A LESSON PLAN

Presented to the College of Nursing In Partial Fulfillment of the Requirements In Principles and Strategies of Health Education

September 29, 2008

Holy Angel University Angeles City College of Nursing I. Objectives: A. Student-centered: After 30 minutes of classroom lecture the learners will be able to: a. Define gender identity b. List factors affecting gender identity c. Distinguish one type of gender identity from the other B. Student-instructor centered After 30 minutes of classroom lecture the instructor will be able to: a. Motivate and encourage the learners to participate in the discussion and activities b. Deliver the lesson confidently and with sense of humor c. Manage the students and the physical setting II. Subject Matter Gender and Gender Identity Disorder III. Materials Power point Presentation, CPU, Multimedia projector, laptop, manila papers and cardboards with drawings. IV. Procedure A. Introduction- Motivation: A game of charades( 5-10 minutes) •

The class will be divided into two. Each group will choose a representative to act. The teacher prepared pieces of paper with different words written on it (gay, tomboy, girl, lalaki and some showbiz

personalities like Aiza Seguerra, Boy Abunda, Arnel Ignacio and the likes). Within 1 minute the representative of each group will pick out papers and act out what topic or idea is written on it and the subgroup should be able to identify the words being acted by their representative. This motivation aims to arouse the class and for the students to enhance their creativity. The teacher serves as the guide and timer. After 4 rounds the game will end. B. Presentation- lecture •

The teacher will ask the students to see the relevance and identify

the similarities of the words that were acted by the representatives. If the students are able to answer, gender/ gender identity, sexual preference/ sexuality, this would be the starting point of lecture. •

Teacher will ask the students to recall their previous knowledge

about aspects of sexuality. If they are able to answer it would be recognized and the teacher will continue presenting the aspects of sexuality. Aspects of sexuality BIOLOGIC GENDER- term used to denote chromosomal sexual development. Male XY, female XX GENDER ROLE BEHAVIOR- the way a person acts as male or female including the expression of one’s gender of what is perceive as gender appropriate behavior, outward expression of one’s gender GENDER/ SEXUAL IDENTITY- The inner sense a person has of being a male, a female or the sense of masculinity or femininity which may be the same or different from biologic gender(GENDER DYSPHORIA). This term is also intended to distinguish psychological association from the physiologic and sociologic aspects of gender or sexuality.

It is also important to know that gender identity is established or developed from childhood and how the parents brought up their child.

FACTORS AFFECTING GENDER IDENTITY •

The student-teacher will introduce the factors that affect gender identity: biological and social factors.

Biological factors include hormonal

influences. •

The student-teacher will ask the students to enumerate female and male sex hormones (one student will be asked).

•

The students may answer: testosterone for male sex hormone, estrogen and progesterone for female sex hormones.

•

The student-teacher will introduce Melissa Hines, a professor from the University of Cambridge and her three models of action of hormonal influences on gender in the year 2002 which include: the Classic Model, the Gradient Model, and the Model of Active Feminization. All three were postulated from rodent experiments. (Brain Gender by Melissa Hines, 2004)

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The student-teacher will ask one student to volunteer in front and be a sample rodent model.

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The student-teacher will discuss and explain the Classic Model of hormonal influences. This model states that the presence of testicular hormones, (testosterone) during early fetal life causes a masculine development of rodents, while absence of testicular hormones causes a feminine development. After doing the explanation, the student-teacher will also be having the volunteer wear a piece of a manila paper with the drawing of a male body after the introduction of an image of testosterone pasted on a cardboard. Another piece of manila paper with the drawing of a female body will then be worn by the volunteer in the absence of testosterone.

•

With the same volunteer, the student-teacher will discuss and explain the Gradient Model of hormonal influences. This model describes a more gradual effect of hormonal influences on behavior. Normal variations in hormones cause movement along a male and female gradient within each sex.

Therein it is assumed that a greater amount of hormones

administered in tests, creates a more dramatic change in behavior. After doing the explanation, the student-teacher will introduce greater amounts of testosterone, through an image on a cardboard and have the volunteer wear the manila paper with the drawing representing male characteristics. Reversibly, as there is introduction of estrogen and progesterone, the volunteer will wear the manila paper with the drawing representing female characteristics. •

Lastly, with the same volunteer, the student-teacher will discuss and explain the Model of Active Feminization of hormonal influences. This model postulates that ovarian hormones cause a lesser, but present effect of mild virilization to some brain areas. After doing the explanation, the student-teacher will introduce estrogen and progesterone, again, through an image on a cardboard and after which, the volunteer will wear the manila paper with the drawing of a female body.

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The student-teacher will let the students ask some questions.

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Only 1-2 students will have the opportunity to ask.

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The student-teacher will enumerate social factors affecting gender identity: the family and the community that include peers/school, media and work, and will cite examples for each. (www.wikipedia.org)

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The student-teacher will let the students ask some questions.

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Only 1-2 students will have the opportunity to ask.

TYPES OF GENDER IDENTITY •

The teacher will say: “After knowing what Gender Identity is

and the factors affecting it, let us now discuss the types of Gender Identity. Also, let us find out what type you belong. •

The teacher will read the four types of Gender Identity. She

will call someone to read the first type and its description. A heterosexual is one who finds sexual fulfillment with the member of the opposite gender. Interest in the opposite sex and sexual relationships may begin as early as the beginning of puberty. (5th edition Maternal and Child Health

Nursing. Care of the Childbearing and Childrearing Family Adelle Pilliteri 2007) •

After the student read the description, the teacher will explain

it. “I think most of us belongs to this type, am I right? Because this is the type wherein we find ourselves attracted to the opposite gender. Male is attracted to female, female is attracted to male. This attraction usually begins at the age of puberty or between ages 13-20.” •

The teacher will call a male student and will ask him when is

the time he had a “crush” or felt attracted to someone. Follow up question, “by the way is that person male or female?” •

This time the teacher will call a female student and ask the

same question. •

If this students both had a “crush” as early as the beginning of

puberty. She will say “I also felt attracted as early as 7 years old. I am pretty sure most of us here felt an attraction with someone at an early age, or have had a relationship with the opposite gender.” •

The teacher will say “Okay let us move on to the next type

which is homosexual.” The teacher will read its description. “Homosexual is a person who finds sexual fulfillment with a member of his or her own sex. This type is exactly the opposite of heterosexual. If in heterosexual male is attracted to female and female is attracted to male, this time male is attracted to male and female attracted to female. Most individuals who are homosexual know that they are “different” because they are not interested in the opposite sex, classmates. Commonly used terms for them are gay and lesbian. Gay refers to a homosexual man and lesbian refers to a homosexual woman.” •

The teacher will ask “What stage of life do you think

homosexuals experience this?”. If no one answers she will call somebody to answer. •

If the student answered correctly she will applaud the student

by saying “correct, very good Mr./Ms. (student’s name).

•

“Is it not in Erik Erikson’s psychosocial theory, the

development task in the adolescent stage is identity vs. role confusion? That is why during adolescence in which homosexuals seek sense of identity, that they realize that the reason they felt “different” is because they are homosexual. This can be a frightening time because a homosexual identity may not be easily revealed to family and friends. During young adulthood is the time most persons begin to live a homosexual lifestyle.” •

“Now class, is anyone of you fall under this type? But wait

before you answer there is still two more types to choose from.” •

“The third type is bisexuality.” The teacher will read its

description. People are bisexual if they achieve sexual satisfaction from both homosexual and heterosexual relationships. This type is the combination of the first two types discussed. For example if you are a male, you may be attracted to either male or female. •

Gays and bisexual men may be at greater risk for HIV and

STDs. It is simply because they engaged in sexual activities both with the same and the opposite sex. •

“The fourth type is the transsexuals or transgender person. It is

an individual who, although of one biologic gender, feels as if he or she should be of the opposite gender. These are the persons who believe that they are born with a male body but in every psychological sense a genuine woman. They wish to make their body as congruent as possible with the preferred sex through surgery and hormone treatment. However, such operations do not change the person’s chromosomal structure. Meaning only the physical appearance will change but not his or her genes. Despite a new outward appearance, the person realizes that he/she is still not totally the person he or she wished to become.”

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After knowing the definition and factors affecting Gender Identity, the student-teacher will discuss the definition of Gender Identity Disorder. According to John L. Miller, MD, Gender Identity Disorder is a condition

where in a person strongly identifies with the other sex. The individual may identify with the opposite sex to the point of believing that he/she is, in fact, a member of the other sex who is trapped in the wrong body. This causes that person to experience serious discomfort with his/her own biological sex orientation. The gender identity disorder causes problems for

this

person

in

school,

work

or

social

(http://www.athealth.com/Consumer/Disorders/GenderIden.html).

settings The

student teacher will give examples related to the topic. •

The student-teacher will proceed with the characteristics that occur with Gender Identity Disorder. o Boys -Tend to prefer to dress in girls’ clothes. -They often avoid competitive sports and have little interest in rough and tumble games. -They frequently prefer to play games with girls, and they enjoy girls as playmates. -They usually enjoy acting as a female figure, such as a mother or a princess, in the games they play. -Boys with gender identity problems pretend not to have a penis; they want it removed, and they wish they had a vagina. o Girls -Prefer to wear boys' clothes and want to look like a boy. -They prefer boys as playmates and often enjoy competitive contact and rough play.

-Girls with gender identity disorder wish they could grow a penis, and do not look forward to growing breasts or menstruating. -They would like to be a man when they grow up. o Adult -Sometimes live their lives as members of the opposite sex. -They tend to be uncomfortable living in the world as a member of their own biologic or genetic sex. -They often cross-dress and prefer to be seen in public as a member of the other sex. -Some people with the disorder request sex-change surgery. •

After the discussion, students will be allowed to ask questions. But only 2-3 students will be given the opportunity to ask.

V. EVALUATION A 20 item quiz will be given as an evaluation for students. The test is composed of two types: Identification and Enumeration. These two type of test aims to determine the learner’s acquisition of knowledge and to determine if the students have achieved the remembering and understanding level of cognitive dimension. I.

Identification

__________1. It is the inner sense of a person as being male or female __________2. A diagnosis used by psychologist to describe a person who experiences significant discomfort with biologic sex

__________3. Individuals who wish to undergo physical surgery to refashion their primary sexual characteristics, secondary or both. __________4. Female sex chromosome __________5. Another term to denote discontent with biological sex they are born with. II.

Enumeration

1-4. types of gender/ sexual; identity 5-7. three models of action of hormonal influences on gender 8-10. Characteristic that occur in young boys with GID 11-13. Characteristic that occur in young girls with GID 14-15. Characteristic that occur in adults with GID Answers I. Identification 1.

Gender Identity

2.

Gender Identity Disorder

3.

Transsexuals

4.

XX

5.

gender dysphoria

II.

Enumeration

1-4 heterosexual, homosexual, bisexual, transsexual 5-7. Classic model, Gradient model, Model of Active Feminization 8-10. -Tend to prefer to dress in girls’ clothes. -They often avoid competitive sports and have little interest in rough and tumble games.

-They frequently prefer to play games with girls, and they enjoy girls as playmates. -They usually enjoy acting as a female figure, such as a mother or a princess, in the games they play. -Boys with gender identity problems pretend not to have a penis; they want it removed, and they wish they had a vagina. 11-13. -Prefer to wear boys' clothes and want to look like a boy. -They prefer boys as playmates and often enjoy competitive contact and rough play. -Girls with gender identity disorder wish they could grow a penis, and do not look forward to growing breasts or menstruating. -They would like to be a man when they grow up. 14-15 -Sometimes live their lives as members of the opposite sex. -They tend to be uncomfortable living in the world as a member of their own biologic or genetic sex. -They often cross-dress and prefer to be seen in public as a member of the other sex. -Some people with the disorder request sex-change surgery.

VI. ASSIGNMENT Students will be asked to research for a journal about Gender Identity Disorder, give their reaction on it. This is intended for the students to learn more about the topic, and be

updated regarding the issues and new studies about the lessons presented. They can search the web to find the assignment such as: -

www.sciencedirect.com

-

www.elsevier.com

-

www.dogpile.com

The journal will be placed in a short bond paper, together with the student’s reaction on it. It will be passed the next meeting. 20 points will be allotted for the assignment. Criteria for evaluating the assignment include: •

Relevance to the topic (5pts.)

-This includes the selection of Journal. The journal must be related to the topic, must contain significant facts. •

Content (10 pts.)

- The reaction must be related to the journal. It must present the important highlights, details and ideas included of the journal. •

Organization of thoughts (5 pts.)

- It includes the correctness in constructing sentence, and systematic presentation of ideas. The reaction is limited to 3 paragraphs, each containing 5-10 sentences.