GSS 1st Spring 2020 Paper 1: What Does It Mean To Say That S

Gsst 1sspring 2020paper 1what Does It Mean To Say That Sex Gender

Gsst 1sspring 2020paper 1what Does It Mean To Say That Sex, gender, and sexuality are socially constructed? In your response, be sure to explain/define key terms you are using and to integrate meaningfully at least three course readings assigned since the start of the quarter. You are encouraged to include examples or ideas from other course materials, such as lessons or videos, and from your personal experiences, as well. You may include outside materials, but you are not expected to. Papers will be evaluated using the following criteria: · Does the paper have a clear thesis sentence? · Does the paper include an accurate and sufficient explanation of what it means to say sex, gender, and sexuality are socially constructed? · Does the student include definitions of key terms and concepts? · Does the student meaningfully incorporate at least three course readings assigned since the start of the quarter? · Does the student correctly and effectively make use of course material to make their argument? · Is the paper written clearly and coherently? · Is the paper free of typographical errors, run-on and incomplete sentences, verb/noun incongruence, and other writing problems? · Is the paper no longer than 4 double-spaced pages using a reasonable (11-12 point) font and no smaller than 1-inch margins? · Does the student include in-text citations (Steinem 1978) for works cited? Please submit your paper no later than Saturday, April 25th, at 6pm via the iLearn site for your discussion section. Common Questions about Papers May I use the first person (“I”) voice? Yes, please do! We want to hear your voice. What is meaningful incorporation of a course reading? Meaningful incorporation means using a reading in such a way that reflects your understanding of the content and that advances the argument you are making. As much as possible, use your own words rather than quote directly from the reading. This helps convey your understanding of the material. Be sure to also use those readings that make the most sense for the argument you are making in your paper.

Paper For Above instruction

The concepts of sex, gender, and sexuality are central to understanding human identity and social organization. The assertion that they are socially constructed emphasizes that these categories are not purely biological or innate but are shaped by societal norms, cultural expectations, and historical contexts. This paper explores what it means to say that sex, gender, and sexuality are socially constructed, supports the discussion with key definitions, and incorporates insights from three course readings to deepen the analysis.

Initially, it is crucial to define the terms at the heart of this discussion. "Sex" generally refers to biological attributes such as chromosomes, hormones, and reproductive anatomy that are used to categorize individuals as male, female, or intersex. However, even biological factors are subject to social interpretation and normalization, as what counts as "male" or "female" can vary across cultures and historical periods (Fausto-Sterling, 2000). "Gender," on the other hand, pertains to the social meanings, roles, expectations, and behaviors assigned to individuals based on their sex. It encompasses concepts of masculinity and femininity that are learned and performed rather than biologically fixed (West & Zimmerman, 1987). "Sexuality" involves an individual's sexual desires, behaviors, and identities, which are also influenced and constructed through social norms and discourses.

Understanding that these categories are socially constructed shifts the perspective from biological determinism to a view where human identities are shaped by cultural and societal forces. According to Judith Butler (1990), gender is performative—constructed through repeated behaviors, speech, and actions that conform to societal expectations. This performativity reveals that gender is not an inherent trait but a social enactment sustained over time. Similarly, issues of sexuality are understood through frameworks of cultural narratives and power relations, demonstrating how sexual identities are often shaped by societal approval or disapproval.

The course readings support and elaborate on this understanding. For example, in "The Social Construction of Gender," West and Zimmerman (1987) argue that gender is an ongoing social accomplishment, achieved through daily interactions and practices. Their analysis shifts the focus from innate qualities to relational processes that produce gendered identities. Likewise, Fausto-Sterling (2000) critiques the binary view of biological sex, highlighting the fluidity and variability of sex characteristics and emphasizing how societal classifications influence people's understandings of their bodies.

Furthermore, in bell hooks’ (1992) essay on sexuality and liberation, she discusses how societal norms, media, and institutions reinforce normative ideas about sexuality, marginalizing those who do not conform. This reinforces the concept that sexuality is constructed through discursive practices that define what is considered "normal" or "deviant." These insights underscore the argument that sex, gender, and sexuality are not solely biological facts but are deeply embedded in social processes.

Examples from contemporary culture further exemplify this view. The increasing visibility of transgender and non-binary individuals illustrates how gender categories are challenged and redefined, reflecting their socially constructed nature. Additionally, the broader acceptance of diverse sexual orientations demonstrates that sexuality is not fixed but fluid and shaped by social attitudes and legislation (Rich, 1980). Personal experiences also serve to underscore how societal expectations influence individual identities and choices, affirming that these categories are shaped by social context.

In conclusion, describing sex, gender, and sexuality as socially constructed recognizes their foundation in societal norms, cultural discourses, and historical contexts. It challenges essentialist views and emphasizes human agency and the fluidity of identity. Integrating course readings such as West and Zimmerman (1987), Fausto-Sterling (2000), and hooks (1992) highlights the importance of social processes in shaping our understanding of these categories. Recognizing their constructed nature encourages greater acceptance of diversity and promotes social change towards more inclusive understandings of human identity.

References

• Fausto-Sterling, A. (2000). The five sexes: Why male and female are not enough. The Sciences, 40(4), 19-23.
• Hook, B. (1992). The will to change: Men, masculinity, and love. New York: Simon & Schuster.
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125-151.
• Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
• Rich, J. (1980). Compulsory heterosexuality and lesbian existence. Signs: Journal of Women in Culture and Society, 5(4), 631-660.