Conflicting Perspectives of Traditional and Homosexuality

Topics: Gender, Homosexuality, Sexual orientation Pages: 7 (2543 words) Published: April 3, 2005
Are there any relative theories that can separate the understanding of sexual orientation and gender identity? I will try to correlate between traditional relationships versus homosexuality relationships. However, there are too many variables seem to have a cause or causes of homosexuality. I will try to relate some basic theories and definitions of several ideas that can be confusing. Several research studies have been completed, and none of them showed any reason to believe in one cause of how homosexuality begins. One major theory I will make is in connection with is called "social-cognitive theory" and gender schema theory (Psychology 7th edition, David Myers, Module 6 page 125 and Module 35 pages 472-483). I believe that for anyone to get complete understanding of homosexuality and its nature of causes we need to look at it in a process of stages.

Conflicting Perspectives of Traditional and Homosexual
Sexual Orientation and Gender Identity
First thing, is to define the clarity of several terms before going into the process of theories. What is sexual orientation? Sexual orientation is the direction of one's sexual interest toward members of the same, opposite, or both sexes (Webster's Dictionary). However, just those two really do not explain nor do they justify any causes. In addition, according to society and history, what is the meaning of relationship, and marriage? Once again defining terms that have been used traditionally in society is the term heterosexual orientation. A relationship is defined as "the condition or fact of being related; connection or association; connection by blood or marriage; kinship. A particular type of connection existing between people related to or having dealings with each other: has a close relationship with his siblings, a romantic or sexual involvement as for the definition of marriage, "the legal union of a man and woman as a husband and wife, though the definition might be evolving. [Or] the legal union of a man and woman as husband and wife. Or the state of being married; wedlock: A common-law marriage; a union between two persons having the customary but usually not the legal force of marriage: a same-sex marriage (Webster's Dictionary)." According to the textbook, gender identity is "one's sense of being male or female." Now as for the theory, that can be related to social-cognitive. The meaning of social learning theory is that we learn social behaviors by observing and imitating and by being rewarded or punished. Again, the textbook states, "when families discourage traditional gender typing, children organize themselves into boy worlds and girl worlds, each guided by rules for what boys and girls do." (125) Sample Theory

I will explain this in a case study theory and setting to see a better idea of how this works. We have 30 or 40 children ages between 5 and 6 years old. The median for the male and female is 50 percent. As we observe them play amongst themselves, we will see that one male and one female will be either playing alone or playing with the opposite gender. What will this demonstrate? I will explain this process in relative to the theory of social cognitive (social learning theory) and gender schema theories. Here is how it works, as the male child is teased or rejected by his peers for some inexcusable reason. The child will find some way to fit in with the other children. By doing so he will start playing with toys alone and away from the other children, feeling isolated, and the boy child could attempt to socialize with the girls. Sometimes a one of the girls could feel sorry for the little boy and start socializing with the male child so that he has a friend. As these children continue to get older and going through the stages of development, some changes take place. However, I need to make a standpoint in reference to this theory. I have reviewed several research studies that seem plausible or even...

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