Module 6: Capstone Assignment Part 3 Assignment

Running head: CAPSTONE PART 3 1

Theory of Gender and Sexual Identity

[Student Name]

National Louis University

Dr. Dustin Heuerman

HED 632

SAMPLE COURSE CAPSTONE PART 3

This document is not meant to serve as a perfect assignment submission, but as a good example of how your paper should look when submitted.

CAPSTONE PART 3 2

Theory of Gender and Sexual Identity

The growing response that gender and sexual fluidity transcends the rigid categories of

heterosexuality, homosexuality and bisexuality (Parrenas, 2017) gives rise to the need for more

research. The complexity surrounding sexual and gender identity indicates that we are in a

gender and sexual identity revolution that may warrant the development of addition theories to

explore this developmental process (Gevisser, 2015). Changing societal norms see gender as

falling on a spectrum and not limited to binary assignments of male and female (Parrenas, 2017).

My working theory, the Theory of Gender and Sexual Identity builds upon previous theories and

supports the complexity of sexual fluidity in individual development.

Rogers’ Theory of Gender and Sexual Identity

In the previous work submitted for Capstone Part 2, Evans (2009) reminds us that the

conceptual model of multiple dimensions of identity was developed by earlier theorists and that

the core of self or one’s personal identity includes personal attributes and other important factors.

Moreover, gender, sexual orientation, race, social class, family, education and culture are viewed

as intersecting circles surrounding the core identity. Like Evans’ model, the theory is a series of

junctions of progress whereby individuals move fluidly as they grow to understand themselves in

relation to their external environments. Moreover, in this theory, identity development is not seen

as always linear or sequential in nature (Morgan, 2012). There are four stages that are included

within this working theory.

Stage 1-Pre-Socialization of Gender and Sexual Identity

In the Pre-Socialization stage, the individual is unaware or not influenced by the larger

society or parental expectations of gender or sexual identity roles. This can show up in children,

who are not aware of sexuality and gender and/or whose parents do not subscribe to colors,

CAPSTONE PART 3 3

clothes, toys or activities traditionally assigned to male or female. In addition, adolescents and

adults may be unmoved by social pressures to conform to what is expected in terms of gender or

sexuality. In this stage, the individual may exhibit fluidity, but may experience conflict or crisis

when external expectations are imposed upon the individual (Gender Identity, 2016).

Stage 2- Social Identity Conflict

In this stage of the developed theory, the individual is aware of and concerned about

mainstream social expectations of gender and sexual identity. This causes personal conflict as the

individual’s feelings, thoughts or identity contradict roles. The individual may be influenced by

parental, peer, employer or society’s expectations and struggle with finding or expressing their

own voice. In this stage, the individual may hide sexual identity or conform according to what he

or she deems acceptable. Although, the view may be gender identity is not automatically binary,

but is fluid (Parrenas, 2017), the individual seeks conformity to lessen outward conflict with

popular culture.

Stage 3- Sexuality and Gender Acceptance

In Stage 3 of this theory, persons have developed a personal acceptance for their gender

or sexual identity. The individual may have found a healthy peer group and parental support as

well as a significant relationship that is supportive and affirming. Persons in this stage do not

experience conflict with person and society. They do not conform to gender expectations are in

the developing pride and confidence part of the development. The gender and sexual identity

formation are both public and private entities that are seamlessly integrated into the person’s

overall development.

CAPSTONE PART 3 4

Stage 4-Pride and Confidence

Persons who are operating from this position of their gender and identity development are

fully aware of who they are and do not waver in expressing their preferences, identity or gender.

Individuals have a strong sense of self and understand the potential for social conflict as it

pertains to gender roles and sexual identity, but do not feel the need to conform. Individuals

understand the need to stay current with the terminology and is aware of the gender movement

within the rapidly changing world. Persons in this stage may view gender as no longer contained

by the binaries of male and female and subscribe to the notion that sex is what is between your

legs and gender is what is between your ears (Gevisser, 2015).

It is important to reiterate that this is a working theory in need of further development.

Moreover, it is not to viewed as linear or occurring in sequence for individuals may have various

facets of any stage at periods during their development.

CAPSTONE PART 3 5

References

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L., & Renn, K. (2009). Student

Development Student development in college: Theory, research, and practice (2nd ed.).

San Francisco, CA: Jossey-Bass.

Gender Identity. (2016). New Atlantis: A journal of Technology & Society, (50), 86-113.

Gevisser, M. (2015). Engendered: Beyond the binary. Nation, 300(14), 233-235.

Gervacio, J. (2012). A comparative review of Cass’s and Fassinger’s sexual orientation identity

development models, e Vermont Connection: 33(7). Available at:

http://scholarworks.uvm.edu/tvc/vol33/iss1/7

Morgan, E.M. (2012). Not always a straight path: College student’s narratives of heterosexual

Identity development. Sex Roles, 66, 79-93.

Parrenas, J. (2017). Twenty-first century gender: Welcome to the gender revolution!

Lesbian News, 42(10), 66-67.