The Four Boxes of Gendered Sexuality: A Lesson Plan for Teaching About the History and Effects of Gendered Sexuality

Crane, Betsy; Towne, Angela; Crane-Seeber, Jesse

doi:10.1080/15546128.2013.854008

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…Several existing sexuality education curricula already encourage young people to question sexual behavior norms (Crane, Towne, & Crane-Seeber, 2013;Sclafane et al, 2005), and such topics and curricula provide another possible entry point for improving gender inclusiveness in sexuality education.…”

Section: Resultsmentioning

confidence: 99%

Understanding Transgender Identity Development in Childhood and Adolescence

Boskey¹

2014

American Journal of Sexuality Education

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Many sexuality educators and professionals, even those involved in program development and planning, are not aware of the biological and social factors involved in gender identity development in youth. As such, this topic is often not as well addressed in whole life educational curricula as better understood topics, such as reproductive anatomy, puberty, and contraception. This review article is intended to provide an overview of gender identity development in childhood and adolescence, in order to encourage better integration of comprehensive understandings of gender identity into new sexuality education curricula through the inclusion of specific information about transgender and other gender nonconforming identities.

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Section: Resultsmentioning

confidence: 99%

Understanding Transgender Identity Development in Childhood and Adolescence

Boskey¹

2014

American Journal of Sexuality Education

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“…As a gendered noun, "man" appears in a variety of ways. In keeping with Crane et al (2013)'s observation that "man" tends to connote a bearer of responsibility and authority, it commonly invokes a status as a comparatively formal designation, by placing the subjects within an institutional context. This is consistent with the use of "man" by Trump is in description of the personal qualities of an individual.…”

Section: Performing Hypermasculinitymentioning

confidence: 94%

Tough guys and little rocket men: @Realdonaldtrump’s Twitter feed and the normalisation of banal masculinity

Smith

Higgins

2020

Social Semiotics

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This article looks at discourses of masculinity in the social media performance of US President Donald Trump. The article discusses the implications of these for the normalisation of regressive forms of masculinity in public discourse, where normalisation is the process of co-opting otherwise deviant behaviours by integrating them into institutional practice. The article begins by exploring ways in which Trump's social media performance exhibits the characteristics of "hypermasculinity". The analysis then turns to the everyday expression of traditionally macho masculinity by Trump by conducting a search for tokens of the masculine-gendered nouns "man" and "guy", and using critical discourse analysis to reveal the use of these in exercising gendered forms of judgement. Of particular importance is the informal "guy", through which Trump defines challengers within power-based masculine oppositions. Overall, we find that while the concept of hypermasculinity is useful in describing provocative displays of "bad behaviour" oriented-towards a populist style of leadership, but that Trump routinely produces more banal types of masculine performance that objectify allies and opponents within a gendered hierarchy, and may be said to normalise regressive forms of masculinity within the prevailing political culture.

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“…Among the exceptions, only two have been formally evaluated, both of which focus on doing and policing of appearance-based gender norms, including painting nails (Edwards 2010), walking, sitting, and talking (Berkowitz et al 2010). Among published exercises not evaluated, nearly all address only the doing of gender rather than also gender policing (e.g., Crane, Towne, and Crane-Seeber 2013; Giuffre, Anders, and Bird 2008; Kolb 2000; Loewen and Sampson 1986; Marciano 1986; Schacht 2004; Taylor 2003; for an exception, see Good and Moss-Racusin 2010). To my knowledge, no learning exercise has been published on the ways in which gender is done in dating, including speed dating.…”

Section: A Speed Dating Interactionist Gender Theory Exercisementioning

confidence: 99%

Teaching Interactionist Gender Theory through Speed Dating

Messinger

2015

Teach Sociol

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Few evaluated classroom exercises to date have addressed one of the most cited and compelling explanations of gender formation over the life course: interactionist gender theory. This theory posits that people actively “do” or “perform” their gender in every interaction, and as such, they often subconsciously reshape their public gendered personas based on the degree to which they find social acceptance within a given social context. This paper presents a highly engaging and temporally compact classroom exercise utilizing simulated speed dating to illustrate and generate discussion about interactionist gender theory among undergraduate social sciences and gender studies students. An evaluation study indicates that the exercise improves students’ perceived understanding of interactionist gender theory and that it is both highly helpful and enjoyable.

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The Four Boxes of Gendered Sexuality: A Lesson Plan for Teaching About the History and Effects of Gendered Sexuality

Cited by 8 publications

References 15 publications

Understanding Transgender Identity Development in Childhood and Adolescence

Understanding Transgender Identity Development in Childhood and Adolescence

Tough guys and little rocket men: @Realdonaldtrump’s Twitter feed and the normalisation of banal masculinity

Teaching Interactionist Gender Theory through Speed Dating

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