Gender+Identity

Dayna Mazur

**Gender Identity**
 * Definition of Gender Identity**

Gender identity is an individual’s self-conception as being male or female by identifying themselves with that particular sex. Children begin developing strong gender identities in the first year of their life. Most of the time, this identification is matched with the individual’s biological characteristics but at times, they are not the same. Gender identity is self-identified based on inherent factors. For example, if a person considers herself a female and refers to herself in feminine terms, her gender identity is female. Gender role is an outward expression of personality that reflects one’s identity. If a woman considers herself female, her gender role is female only if she exhibits female characteristics. These female characteristics can be qualities such as wearing a skirt, playing with dolls, having a tea party, etc (Ghosh, 2009). **History of Gender Identity** In the past and still to this day, some individual’s gender identities do not match their biological characteristics. Even though most individual’s gender identities and biological characteristics do match, there are certain cases where there is a disparity. When a mother and father raise a child, they expect their child to have certain interests based on their gender. They expect their daughter to love the color pink, take dance classes, etc. They expect their son to play sports, play with trucks, etc. If these expectations do not match a child’s behavior, parents oftentimes become concerned for their child. Angelika, a 21-year-old transgender female, spent the first 15 years of her life as a boy. Even though her peers considered her to be male, she never felt masculine. She enjoyed playing with dolls and always wished she could hang out with the girls at school instead of the boys. "There was this one point in time when I was little that I looked in a mirror, and I was just wishing that I was a girl," she said. "I couldn't really understand why I had a boy part, but my mind was like a girl. I was so confused." (Oprah Winfrey Show, 2007). This is a common feeling for children who identify with a sex that does not match their biological characteristics. Confusion and stress take over their mind, and concerns run through their mind as to whether they’re homosexual or maybe in another person’s body. Angelika assumed that she must be gay if her interests were feminine and she was attracted to boys. Her parents would expose her to boy activities, but she just couldn’t hold any interest. Angelika wanted to play with dolls and only had interest in hanging out with the girls at school. During the middle years of childhood, gender identification becomes even more stable. Children gravitate towards hanging with those of their same sex, and they also tend to take interest in looking and acting like their same-sex peers. “All children pick up characteristics from the men and women around them, incorporating these traits into their own personalities and value systems. They are also influenced by TV and sports heroes and adults in all other activities in their lives. Over time, the combined effect of these many influences may determine many of their masculine and feminine qualities” (Healthy Children, 2010). The media strongly shapes a child’s gender identity and behaviors. Parents expose their children to television shows, music, magazines, etc, and these sources of media teach children the characteristics of males of females. **Sexual Stereotypes** When the interests of a child deviate from their expected interests, discrimination and laughter are usually some of the consequences. A child’s peers at school find humor in the feminine behaviors of boys and masculine behaviors of girls. This may seem ridiculous and unfair, but it is commonly the case and extremely hurtful to gender-confused individuals. According to “Gender Identity and Discourse Analysis”, the way we speak to and about another person has a stronger effect than some may realize. The attitude and acceptance from others can strongly influence the confidence and/or happiness of an individual (Litosseliti & Sunderland, 2002). According to “Gender Dysphoria: Time for Positive Thinking”, “There is a high suicide rate among transsexuals. Around half of all such teenagers will try to commit suicide before the age of 20. Many find it difficult to reconcile their sense of identity with the body they occupy” (Blunden & Dale, 2009). This statistic is one of importance because suicide rates are continuing to increase. A person shouldn’t feel that they don’t deserve to live because their interests don’t connect to their biological characteristics. It is possible that these current suicide statistics are linked to parental disapproval. It’s important for parents to not become excessively concerned with their child’s interests. A child should never be forced to be something he or she is not. If a little boy enjoys playing with dolls, his parents need to let him play with dolls and support his interest. Some children’s interests and behaviors may not conform to society’s expectations, but that does not mean that the child should feel wrong in their actions.
 * ||  **Development of Gender Identity** A child’s awareness of being a boy or a girl begins in the first 8-10 months of their life. After one year of life, children discover their genitals. Soon after that, children become aware of physical differences between boys and girls and by age three, they can easily categorize themselves as male or female. A child’s gender identity is stable by age four, and they understand that they’ll always be either male or female. As they discover this stability, they also learn gender role behavior. They learn that girls play with dolls and boys play with trucks. By age four, children understand all of the interests, activities, and occupations associated with each sex.  ||
 * ||  **Development of Gender Identity** A child’s awareness of being a boy or a girl begins in the first 8-10 months of their life. After one year of life, children discover their genitals. Soon after that, children become aware of physical differences between boys and girls and by age three, they can easily categorize themselves as male or female. A child’s gender identity is stable by age four, and they understand that they’ll always be either male or female. As they discover this stability, they also learn gender role behavior. They learn that girls play with dolls and boys play with trucks. By age four, children understand all of the interests, activities, and occupations associated with each sex.  ||

After much debate, Morehouse men now have a wide spectrum of fashion at school. In addition to interests and behaviors, parents, teachers, and other students also have a hard time accepting gender-confused children for their clothing. Morehouse, an all-male black college in Georgia, has a historical tradition of acceptance, yet that contradicts their dress code rules. Morehouse has issues with the men dressing in any fashion other than masculine. According to Kevin Webb, the president of a gay student group at Morehouse, "We are all humans, students," he said. "We should be able to experience things, including cross-dressing. If we take those moments away, we have failed them during the four years. We haven't allowed them to grow" (Chen, 2010). **References** Blunden, P., & Dale, J. (2009). Gender dysphoria: time for positive thinking. //Mental Health// //Practice, 12,// 16-19.

Chen, S. (2010). Male, female, or neither? Gender identity debated at same-sex colleges. //CNN.// Retrieved April 5, 2011, from [].

Gender identity. (2011). In //Encyclopædia Britannica//. Retrieved from [].

Gender identity. //Oprah.// Retrieved April 4, 2011, from [].

Gender identity and gender confusion in children. //Healthy Children.// Retrieved April 4, 2011, from [|http://www.healthychildren.org/English/ages-stages/gradeschool/pages/Gender] [|Identity-and-Gender-Confusion-In-Children].

Ghosh, Shuvo. (2009). Sexuality, gender identity. //Medscape.// Retrieved April 5, 2011, from [].

Litosseliti, L., & Sunderland, J. (2002). //Gender identity and discourse analysis.// Philadelphia, PA: John Benjamins Publishing.