Readings on Gender and Sexuality

Sandra Lipsitz Bem, “Dismantling Gender Polarization and Compulsory Heterosexuality: Should We Turn the Volume Down or Up?”

Reading Questions:

1. Bem published this essay in 1995 and states she’s been working as a psychologist for 25 years. The issues she addresses are prominent in political dialogue today. Considering her argument against “compulsory heterosexuality,” how much has changed since 1995? What might Bem think of current issues in gender identity?
2. Bem pulls other psychologists and philosophers into her discussion of gender. Consider the stances of Butler, Douglas, and Fausto-Sterling in regards to Bem’s argument. In what ways are their arguments similar? Different? How does reading these other viewpoints color your ideas regarding Bem’s argument?

Writing Questions:

1. Compose a Summary and Response Essay in which you consider Bem’s ideas of sex, gender, and androgyny and how they may apply today. Are we limited because of gender roles? Are we limited by “compulsory heterosexuality”? Are these issues at work in our daily lives, in regards to family, relationships, careers, etc.? Be sure to summarize Bem’s essay as the basis of your response.
2. Compose an Analysis Essay discussing Bem’s conclusion that “proliferating gender categories” is the solution to gender polarization. How is gender polarization a factor in our society today? Has there been a proliferation of gender categories? To what effect? In what ways can these ideas create space for more people? To what effect? Be sure to use Bem’s ideas to analyze specific examples in discussion.

Rachel Feltman, “Sexism Often Comes with a Smile, Study Finds”

Reading Questions:

1. Consider the term “benevolent sexism” as Feltman uses it in this essay. How can sexism be benevolent? How is benevolent sexism harmful to women? What are the far-reaching issues regarding benevolent sexism?
2. Discuss how a “hostile sexist” and their behavior might differ from “benevolent sexism.” Which is more harmful? Consider in-person, non-verbal, and internet interactions in your answer.

Writing Questions:

1. Compose a Summary and Response Essay in which you discuss the harm differing types of sexism enacts regarding women and their roles in society. In what ways are women harmed by these actions? Are those ways personal, professional, financial, etc.? What might women be do to respond to these actions. Be sure to summarize Feltman’s essay as the basis of your response.
2. Compose an Analysis Essay in which you consider the idea of how putting women on a pedestal is detrimental to women and their roles in society. How does this seem antithetical to the arguments of the equality movement? What can women do in the face of “benevolent sexism”? Be sure to use Feltman’s ideas to analyze specific examples in your discussion.

Ken Gillam and Shannon R. Wooden, “Post-Princess Models of Gender: The New Man in Disney/Pixar”

Reading Questions:

1. What are the characteristics of the “New Man” that Gillam and Wooden see in recent Disney/Pixar movies? How do these characteristics differ from traditional definitions of masculinity?
2. Gillam and Wooden analyze several movies in order to support their claim. Can you think of additional examples that would support their claim? Can you think of counterexamples that might challenge or complicate their claim?

Writing Questions:

1. Compose an Analysis Essay that uses Gillam and Wooden’s ideas to examine a recent Disney/Pixar movie that they don’t already discuss. Does the “New Man” appear in the movie you’ve chosen, or are the representations of men different from those Gillam and Wooden describe? You should identify and analyze several examples in order to support your claim.
2. Compose a Synthesis Essay in which you bring Gillam and Wooden into conversation with Jean Kilbourne and her essay on “Hidden Persuaders: Advertising’s Toxic Effects.” All of these authors are concerned with how gender is represented in the media and what effects such representations can have on viewers. Your essay should state your own position on the potential effects of such representations, and you should synthesize ideas from Gillam and Wooden and Kilbourne in order to contextualize and support your claim.

Jeremy Posadas, “Teaching the Cause of Rape Culture: Toxic Masculinity”

Reading Questions:

1. Posadas writes that rape is part of a “socially legitimized practice of sexual violence.” In what ways is this true? How does this lead to society at large not believing women who come forward in cases of sexual violence? How does the structure of our society cause these issues to go hand in hand?
2. Posada’s class is listed in both religious and gender studies. What about this topic lends itself to both departments? What are the main tenets of each that are exemplified in this essay? Is this an appropriate dual-credit course? Explain.

Writing Questions:

1. Posada’s class focuses on developing projects that will help in this issue of sexual violence. Write a Summary and Response Essay in which you discuss the purposes of his class projects, and propose one of your own, targeted to specific demographics chosen by you. Summarize Posada’s essay as the basis of your response.
2. Write a Synthesis Essay in which you consider Posada’s essay with Schrock and Schwalbe’s (“Men, Masculinity, and Manhood Acts”). How does Schrock and Schwalbe’s discussion of “manhood acts” lead to Posada’s ideas about masculinity and sexual violence? Whose ideas are more likely to lead to a dismantling of rape culture? Be sure to use both essays in your synthesis.

Stephanie Rosenbloom, “Good Girls Go Bad, for a Day”

Reading Questions:

1. Rosenbloom explores not only costumes but the attitudes towards sexiness. She cites Dr. Tolman, who discusses the idea of what being sexy means to teen girls. Why is this idea important? How does this understanding lead into the types of Halloween costumes popular for women?
2. Rosenbloom also cites Dr. Nelson, who finds that costumes for little girls are gendered and that they are designed to create more mature shapes on these children. What is the intent behind dressing children in this manner? Does this lead naturally into teens and college students dressing sexily? Explain.

Writing Questions:

1. Compose an Analysis Essay in which you explore gendered marked clothing and costumes for women of all ages. What, if anything, is problematic about this issue? How does gender marking influence women’s clothing choices? What is significant about this issue in regards to Halloween costumes? Be sure to use Rosenbloom’s ideas to analyze specific examples.
2. Compose a Synthesis Essay that brings Rosenbloom into conversation with Bem (“Dismantling Gender Polarization and Compulsory Heterosexuality: Should We Turn the Volume Down or Up?”) and Feltman (“Sexism Often Comes with a Smile, Study Finds”). How would Bem’s ideas of compulsory heterosexuality function in the face of gender marked clothing and costumes? Is “benevolent sexism” at play in the design of these clothes? Is Halloween an opportunity for sexists to thrive? Use Bem, Feltman, and Rosenbloom in your synthesis.

Douglas Schrock and Michael Schwalbe, “Men, Masculinity, and Manhood Acts”

Reading Questions:

1. Schrock and Schwalbe argue that gender is performative. In what ways are men taught to perform in masculine ways? Where and when does this start in our society? What long-term effects does this have on men, women, and our society at large?
2. Schrock and Schwalbe state that the media represents the ideal man as “white and monied.” What effect do manhood acts have on minority men or lower-class men? How do “manhood acts” help to keep women in secondary positions in the home and workplace?

Writing Questions:

1. Write a Summary and Response Essay in which you discuss the idea of manhood in the United States. What points regarding male behaviors seem accurate to you? What effects on men as individuals are observable? What effects on our society? Discuss the idea of gender roles in school, or employment, or socializing. Summarize Schrock and Schwalbe as the basis of your response.
2. Write a Synthesis Essay in which you discuss this essay in conversation with Rosenbloom (“Good Girls Go Bad, for a Day”). Both essays discuss the performative nature of gender. How are these essays similar? What power dynamics are illumined by performative acts? Do the performances of both genders lead to gender inequality? Discuss. Be sure to include both Schrock and Schwalbe and Rosenbloom in your synthesis.

Cassidy Sugimoto, Vincent Larivère, Chaoqun Ni, Yves Gingras, and Blaise Cronin, “Global Gender Disparities in Science”

Reading Questions:

1. Consider the dominance of men in scientific publication in most spaces. What countries are the publications equal between men and women? What countries have women dominated in publication? What is it about these societies that allows for these discrepancies?
2. Discuss the possibilities regarding citations. In many cases, when women hold prominent roles in authorship, those papers are cited less. What are some reasons for this disparity?

Writing Questions:

1. Compose a Summary and Response Essay in which you address the idea of science publishing and gender parity. What is important about parity in science? What are the obstacles to parity in science publication? What are the possibilities regarding science and publishing parity? Summarize Sugimoto’s essay and data as the basis of your response.
2. Compose an Analysis Essay in which you consider systemic inequalities that contribute to women’s lack of publication and progress in science. In countries or states with parity, why is that possible? What are some solutions to this unequal publication and citation rate? Be sure to use Sugimoto’s ideas as you analyze specific examples.

Additional Readings on Gender and Sexuality

1. Sarah Boxer, “Why Are All the Cartoon Mothers Dead?”
2. Hélène Cixous, “The Laugh of the Medusa”
3. Aaron H. Devor, “Becoming Members of Society: Learning the Social Meanings of Gender”
4. Augustín Fuentes, “Myths about Sex”
5. Emily W. Kane, “‘No Way My Boys Are Going to Be Like That!’: Parents’ Responses to Children’s Gender Nonconformity”
6. Judith Lorber, “The Social Construction of Gender”
7. Michael A. Messner and Suzel Bozada-Deas, “Separating the Men from the Moms: The Making of Adult Gender Segregation in Youth Sports”
8. Susie Orbach, “Losing Bodies”
9. Peggy Orenstein, “What’s Wrong with Cinderella?”
10. C. J. Pascoe, “‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse”