Sexuality Today 11Th Edition Kelly Solutions Manual Full Chapter PDF

Chapter 5 Developmental and Social Perspectives on Gender
SEXUALITY TODAY 11TH EDITION

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CHAPTER 5
DEVELOPMENTAL AND SOCIAL PERSPECTIVES ON
GENDER
TOTAL TEACHING PACKAGE OUTLINE
Lecture Outline Resources Reference
Chapter 5: Developmental and Social Perspectives on Gender

HOW MANY SEXES ARE Teaching Suggestions: 3(A), 7(B)
THERE? Learning Objectives: #1,2,3,4,5
SEXUAL DIFFERENTIATION Teaching Suggestions: 7(A), 7(C)

Learning Objectives: #6,7,8,9,10,11,12,13,14,
15,16,17,18, 19,20,21,22,23,24,
MASCULINITY AND Teaching Suggestions: 1(A), 2(A), 2(C), 3(B),

FEMININITY 5(C), 6(A)
Learning Objectives:
#25,26,2728,29,30,31,32,33,
34,35,36, 37,38,39
TRANSGENDER IDENTITIES Teaching Suggestions: 2(D)
Learning Objectives: #40,41,42,43,44,45,46
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without
the prior written consent of McGraw-Hill Education.
GENDER IN SOCIETY AND Teaching Suggestions: 2(B), 4(A), 5(A), 5(B)

CULTURE Learning Objectives: #47,48,49,50,51,52,53,54,
55,56
LEARNING OBJECTIVES
After reading this chapter, students should be able to:
1. Briefly describe controversies regarding the perception of the sexes.
2. List and describe the types of intersexuality.
3. Describe three cross-cultural views of intersexuality and examples of third genders.
4. Describe the controversy regarding intersexuality in Western cultures.
5. Describe the concepts of gender identity and gender role.
6. Describe biological essentialism and social constructionism.
7. List and describe the general components of the factors of sexual differentiation.
8. List and describe the four levels of biological sex.
9. Describe the process of creating a personal perspective of one’s gender.
10. Consider how gender roles may become self-fulfilling prophecies.
11. Describe the chromosomal prenatal factors of sexual differentiation.
12. Describe the fetal gonadal factors regarding sexual differentiation.
13. Describe the fetal hormonal factors involving sexual differentiation including the H-Y
antigen.
14. Describe possible genetic factors in regard to fetal development that challenge it as the
“default” gender.
15. Describe rare genetic problems seen in early stages of sexual differentiation.
16. Describe the influence of dihydrotestosterone (DHT) in genital development.
17. Describe the perceived influence of hormones of brain development and sex
differentiation.
18. Describe the influences of sex hormones that result in sexual differentiation variations.
19. Describe the characteristics of fetally androgenized females, and describe the process by
which this occurs.
20. List and describe the effects of two synthetic hormones on sexual differentiation.
21. Describe the effect of androgenital syndrome on male and female sexual differentiation.
22. Describe the physiological effects of androgen insensitivity syndrome.
23. Describe the effects of differential socialization.
24. Describe the multiplier effect of hormones at the social environmental level.
25. List and describe three findings of sexual differentiation at puberty.
26. Describe two general factors regarding adult gender identity.
27. List and briefly describe three models regarding the concept of masculinity and femininity.
28. List and describe “exaggerated” extremes of the bipolar model of masculinity and
femininity.
29. Compare and contrast qualities of androgyny with qualities of traditional femininity.
30. Describe general qualitative differences between males and females.
31. Describe the difference in males and females in cognitive and motor function.
32. Describe the facts of brain differentiation in males and females.
33. Briefly describe the learning process in gender role development.
34. Describe the psychodynamic gender differentiation model.
35. Describe social learning theory when applied to gender development.
36. Describe cognitive development theory as it applies to gender development.
37. Briefly describe gender schema theory.
38. Briefly describe multifactorial theories in gender roles.
39. Describe how transgendered individuals are perceived both socially and professionally.
40. Briefly describe what is known about transsexualism.
41. Describe the continuum for transgenderism.
42. Briefly describe sex reassignment processes and procedures for transsexuals.
43. Describe cultural influences regarding the acceptance of gender difference in males and
females.
44. Describe gender influences of educational institutions on gender discrepancies.
45. Briefly describe the changing perception and standing discrepancies of gender in the work
place.
46. Describe how the field of academia and the field of science continue to perpetuate gender
disparity.
47. Describe the general nature of the feminist movement in America.
48. Describe two waves of feminist activities in American history.
49. Describe how contemporary feminists have influenced perceptions of sexuality.
50. List three traditional male roles that may make men uncomfortable.
51. Describe objectives and outcomes of asserting masculinity as a cultural movement in

North America.
52. Describe the general consequences of the level of male interaction within a culture.
53. Describe how gender roles are influenced by cultural values.
54. Describe the influence of gender roles on mate selection.
55. Describe cross-cultural understandings of gender.
CHAPTER OVERVIEW
One of the basic concepts to be taken from this chapter is that biological and environmental factors
interact to make us the men and women we become. Another is that being a female or male, a
woman or a man may not be as straightforward as is often thought. Finally, the chapter clarifies
how cultural and social influences interact with gender, impacting differently on females and males
as they grow and develop. These basic concepts form a foundation on which other aspects of our
sexuality should be viewed.
• Western culture emphasizes the existence of two sexes, but there are forms of intersexuality
such as hermaphroditism or pseudohermaphroditism. In other cultures and times of history,
intersexuality has been accepted.
• The development of our gender identity and gender role is determined by a complex interaction
of genetic, physiological, and sociocultural factors.
• Sexual differentiation is the process by which organisms develop into the different genders.
Gender is determined biologically in four developmental arenas: genetic, gonadal, body, and
brain. Gender is also influenced by the following developmental factors: prenatal, infancy,
childhood and puberty.
• During prenatal life (before birth), the combining of chromosomes sets into motion a genetic
program for producing a male, a female, or some ambivalent anatomical structure. The pairing
of sex chromosomes is normally XX for females and XY for males, but there can be abnormal
combinations (for examples, XXX, XXY, XYY) that produce unusual characteristics.
• After about one month of embryonic development, an undifferentiated set of fetal gonads
appears, along with Müllerian ducts (potential female organs) and Wolffian ducts (potential
male organs).
• If the Y chromosome is present, with its SRY gene, then H-Y antigen is produced, transforming
the gonads into testes, which in turn produce testosterone and anti-Müllerian hormones. They
promote development of male organs from the Wolffian ducts and suppress further
development of Müllerian ducts.
• If the Y chromosome is absent, then the fetal gonads become ovaries and the Wolffian ducts
disintegrate. The DAX-1 gene on the X chromosome may control a mechanism by which this
gene inhibits the development of male genitals and promotes development of female structures.
• Male and female genitals and inner reproductive structures then develop. The presence or
absence of the male hormones affects development of the nervous system. These hormones
have a masculinizing effect, while an independent process of defeminization is going on. The
absence of androgens results in the processes of demasculinization and feminization.
• A multiplier effect may exist between biological and social factors that eventually lead to
masculine and feminine behaviors.
• During infancy and childhood, boys and girls are treated in particular ways, and social
influences along with anatomy begin to help the child form a core gender identity.
• Adult gender roles may be conceptualized by bipolar, orthogonal, and oblique models; each
one offers different views of the relationship between femininity and masculinity.
• People who exaggerate culturally accepted gender roles are called hypermasculine or
hyperfeminine. Androgyny reflects high frequencies of both masculine and feminine traits in
the same individual.
• Transgenderism has often been interpreted as pathological and considered a gender identity
disorder, but transgender individuals have been asking for increased recognition in society.
• Evolutionary psychologists believe biological bases may exist for some broad categories of
gender-related behaviors.
• Masculinity and femininity are defined by the behaviors that are found in average men and
women. Some average differences occur between females and males in a few cognitive and
motor functions.
• Several theoretical positions exist concerning gender role development. The psychodynamic
approach involves complex unconscious interactions between children and their parents.
• Social learning theory emphasizes socialization and the modeling of gender behaviors by
children.
• Cognitive-developmental theory emphasizes how human thought processes reinforce and

perpetuate the gender roles learned from socialization.
• Gender schema theory highlights the complex network of associations that people hold with
regard to gender.
• Behavioral genetics emphasizes an interaction of nature and nurture in the development of

gender roles.
• The feminist movement in American history began with an outcry for women’s rights in 1848
by Elizabeth Cady Stanton and Susan B. Anthony.
• Feminists want to see men and women treated, and compensated, equally and without
discrimination.
• Men have examined the limiting and unhealthy effects of the roles expected of them in our
culture.
TEACHING SUGGESTIONS
1. Small Group Activities
A) Men, Women, and Awareness
Objective: To gain knowledge of the issues and complexities of being male or female.
Method:
• Put students into small groups of males and females.
• Ask the men to make lists of what they want women to know about men.
• Ask the women to make lists of what they want men to know about women.
• After representatives from the different groups present their lists to everyone, open up
dialogue and discussion on what has been reported.
Upon completion: Students may have developed a greater understanding of what it means
socially, psychologically, and emotionally to be male and female.
2. Large Group Activities
A) “Act like a Man” Box
Objective: To examine traditional and contemporary characteristics and stereotypes of

gender.
Method:
• Divide the classroom into two large groups; the groups can be segregated by gender or
mixed.
• Draw on the board two large squares and label on top of the square “Act like a Man”
and “Act like a Woman”. One large group per box.
• Tell the students that you want one representative to write (scribe) inside the box all
responses to the following: use descriptive terms to define what a real man/real woman
is like. The two large groups should stand around their respective boxes. Make sure
the scribe understands that this is a brainstorming exercise and all answers get written
in the box regardless of who agrees.
• If students get stuck, prompt them with the following: what does a real man/real
woman do for work? Dress like? Hygiene and grooming habits, family construct,
personality traits, behaviors, etc. should be listed until the box is full. Stereotypes will
be listed and these are part of our cultural perceptions.
• When the boxes are complete, have students return to their seats and address the first
teaching point: what is the implication of using the term “lady” instead of “woman”?
• You will then ask the following and write student responses to the right of the square
for both gender boxes: When you were in 6th, 7th, and/or 8th grades and you and your
friends met a kid that didn’t fit in the box, what names were they called? List all terms
no matter the intensity of the slang or disrespectful nature.
• You will then ask the following and write student responses to the left of the square for
both gender boxes: as this kid who didn’t fit in the box and was subject to this language
and ridicule grew into an adult, what behaviors and choices and personality
characteristics might he/she experience? In other words, what might a person be like
if they don’t fit in the box? It is important to note that just because someone was called
a “fag” in the 7th grade, they wouldn’t necessarily commit suicide; however, someone
who has been ostracized and subject to intense cruelty might (man box) = suicide,
domestic violence, feel depressed, sad, isolated, resort to drugs/alcohol, be aggressive,
misunderstood, have unhealthy relationships, be passive, etc. (woman box) = same as
man box with more gender specific behaviors such as unplanned pregnancies, too early
sexual activity, eating disorders, low self-esteem, etc. Again, this is reasonable
speculation, not an “if – then” set-up.
• Processing exercise:
1. Review the terms to the right of the boxes. Two distinct categories should be
found: man box = 1. sexual orientation [fag, gay, queer, pansy] 2. female-ness
[girl, sissy, mama’s boy, panty waist] woman box = 1. sexual orientation [dyke,
lesbo, butch, 2. female sexual expression [slut, whore, skank, frigid, tramp] And
of course there will be terms listed that do not fit into those categories, but every
time (for the last ten years) I’ve worked this exercise, those terms and similar ones
emerge. Ask the following: Is it ok that sexual orientation and female-ness are
the biggest insults in this country? How do you feel about this? Is there anything
that should be done? What will you do when you are raising your children or
working with children to change this phenomenon?
2. Is it ok or not ok that we have gender boxes? Can we live without them? If your
gender box is different than your neighbors, can you find common ground? Do
you want others to have the same gender boxes as you? How do your gender
boxes influence your relationships? Choices? Politics?
Upon completion: Students will realize that their culture has conditioned them to some
degree in their views on what it means to be male and female. Ideally, this activity will
help them to see the bigger picture of gender issues.
* Excerpted from Paul Kivel, Men's Work: How to Stop the Violence That Tears Our Lives Apart,
1992, rev. 1998.
B) Social/Cultural Advantages of being Male or Female
Objective: To develop an awareness of the advantages and inequalities in society regarding

the genders.
Method:
• This activity is designed to complete individually; however, it could be done in small

groups.
• Ask the males to write a list of the social/cultural advantages of being female.
• Ask the females to write a list of the social/cultural advantages of being male.
• Instructor asks for responses one at a time going back and forth from female to male.
Allow for discussion/debate time on each response given.
Upon completion: Students will be able to evaluate the distribution of power in reference
to the specific gender and how that may have its advantages and drawbacks.
C) Pressures of Gender
Objective: To explore the concepts of masculinity and femininity.
Method:
• In a large group setting, pose the following questions:
1. How do women feel about the pressures to be feminine?
2. How do men feel about the pressures to be masculine?
3. What do students think these two terms really mean?
Upon completion: Students will be able to look beyond the cultural boundaries of gender
and begin to discover themselves.
D) Gender Theory Debate
Objective: To examine two perspectives on gender theory.
Method:
• Have students organize a debate between the social constructionist perspectives on

gender and the concepts of evolutionary theory.
• Aside from the formal differences raised by the debate, are there areas where the two
groups might find consensus?
Upon completion: A thorough examination of the two theories will have provided a unique
learning experience for students.
3. Guest Speakers
A) Invite a gender-aware therapist (sometimes called a feminist therapist) to the class to
explain the perspectives from which she or he approaches counseling or therapy. The
students may be invited to think of questions for the guest ahead of time.
B) Contact your local PFLAG, transgender support/social group or community
counselors/therapists specializing in gender concerns and invite a speaker to class. A
post-operative transsexual would make an ideal candidate to speak to the specific social
and biological theories about gender.
4. Case Study
A) The case study of Ricardo in the text (Ricardo Expresses His Attitudes about “Male-
Bashing”) represents a common campus theme. Partly as a reaction to feminism, and partly
because of what they see as inequity, many men have begun to resist what they see as
“male-bashing.” They want to believe that it is no more acceptable to degrade or make
jokes about males than it is any other gender or ethnic group.
• Ask your students about examples of male-bashing, which some may have experienced.
• Discuss the comment “men were only getting back what they had been dishing out for
years” and its potential negative impact upon society.
5. Essays/Papers
A) Ask students to research gender-related expectations and customs in other cultures; and
then have students report on their findings.
B) Have students research gender inequalities in the workplace.
C) Ask students to research theories on transsexuality.
6. Questionnaires
A) Use the various exercises in the self-evaluation at the end of the chapter in the main text
as the basis for classroom discussion.
7. SexSource Video Bank
The SexSource video bank provides an excellent array of short videos that may serve as
discussion starters. In order to elicit the best responses, it is advisable to pair students in groups
of two for “pair sharing.” Give them the initial starter questions below, and then show the videos
after some initial discussion. Instructors should preview videos for time and content.
Additionally, you may want to download clips prior to class to ensure they are ready for viewing
regardless of network connectivity. All video clips may be found at:
http://www.mhhe.com/sexsource
A) Women Talk Sex video clip – Ask paired students: How do women like to be stimulated?
Are there differences in what women prefer? Once students have been given some time to
share their initial answers, show the Women Talk Sex video clip and continue discussion.
This is often a very lively discussion, since men have many misconceptions about what
women find pleasurable. It is advisable to pair men and women up in same-sex groups and
have the men go first, before showing the video.
B) First Do No Harm video clip – Ask paired students: If you were born with both male and
female genitalia, how would you want to grow up? Should parents choose a gender for
intersex children? After some initial discussion show the First Do No Harm video clip.
This may elicit a very charged debate among students, many of whom will be unaware of
the prevalence of intersex individuals. Be prepared to moderate, as this is almost
guaranteed to start a lively debate. This is an excellent discussion starter on intersex
individuals and the issues they deal with.
C) Denise Talks about her Transgender Experience video clip – Ask paired students: Have
you always felt you should be a woman or man? What does the term ‘transsexual’ mean?
Would you date someone who is transsexual? After some initial discussion show the video
clip of Denise and continue. You may want to begin with a still image of Denise and ask if
there is anything unique about her. It is unlikely that the class will be aware she is
transgendered. This is an excellent clip for starting a discussion on transgender issues, and
it is important to remind the class that while they may not believe they have ever known a
transgendered person, it’s more likely that a transgendered individual hasn’t shared that
information with them.
GLOSSARY
androgen insensitivity syndrome: a developmental condition in which cells do not respond to
fetal androgen, so that chromosomally male (XY) fetuses develop external female genitals.
There also is a feminization of later behavioral patterns.
androgyny (an-DROJ-uh-nee): the presence of high frequencies of both masculine and feminine
behaviors and traits in the same individual.
anti-Müllerian hormone: secretion of the fetal testes that prevents further development of female
structures from the Müllerian ducts.
biological essentialism: a theory that holds that human traits and behaviors are primarily formed
by inborn biological determinants such as genes and hormonal secretions, rather than by
environmental influences.
conception: the process by which a sperm unites with an egg, normally joining 23 pairs of
chromosomes to establish the genetic “blueprint” for a new individual. The sex chromosomes
establish its sex: XX for female and XY for male.
congenital adrenal hyperplasia: a genetic disorder that masculinizes chromosomal females and
seems to lead to a masculinization of behavior as well.
core gender identity: a child’s early inner sense of its maleness, femaleness, or ambivalence,
established prior to puberty.
DAX-1: the region on the X chromosome that seems to play a role in sexual differentiation.
DHT-deficiency syndrome: a condition in which chromosomally male fetuses have

underdeveloped male genitals and may be identified as girls at birth; however, at puberty they
begin to develop masculine secondary sex characteristics, and seem to maintain masculine
patterns of behavior.
differential socialization: the process of treating boys and girls differently as they are growing
up.
dihydrotestosterone (DHT): a chemical produced by the fetal testes that promotes further
development of the testes, scrotum, and penis in the fetus.
disorders of sex development (DSD): a more scientific term now being applied to those with
combinations or ambiguities of female and male anatomical structures.
fetally androgenized females: a condition in which hormones administered during pregnancy

caused chromosomally female (XX) fetuses to have masculinization of genitals and perhaps
of later behavioral patterns, even though they were raised as girls.
gender dysphoria (dis-FOR-ee-a): another term sometimes used to describe a gender identity
disorder.
gender identity: a person’s inner experience of gender: feelings of maleness, femaleness, or some
ambivalent position between the two.
gender identity disorder: the expression of gender identity in a way that is socially inconsistent
with one’s anatomical sex.
gender role: the outward expression and demonstration of gender identity through behaviors,
attire, and culturally determined characteristics of femininity and masculinity.
gender schema: a complex cognitive network of associations and ideas through which the
individual perceives and interprets information about gender.
gonads: sex and reproductive glands, either testes or ovaries, that produce hormones and,
eventually, reproductive cells (sperm or eggs).
H-Y antigen: a biochemical produced in an embryo when the Y chromosome is present; it plays
a role in the development of fetal gonads into testes.
hyperfemininity: a tendency to exaggerate characteristics typically associated with femininity.
hypermasculinity: a tendency to exaggerate manly behaviors, sometimes called machismo.
intersexuality: a combination of female and male anatomical structures so that the individual
cannot be clearly defined as male or female.
Müllerian ducts (myul-EAR-ee-uhn): embryonic structures that develop into female sexual and
reproductive organs unless inhibited by male hormones.
multiplier effect: the combining of biological and socioenvironmental factors more and more with
one another in the process of human development.
pseudohermaphrodite: a person who possesses either testes or ovaries in combination with some
external genitals of the other sex.
social constructionism: a theory that holds that human traits and behaviors are shaped more by
environmental social forces than by innate biological factors.
secondary sex characteristics: the physical characteristics of mature women and men that begin
to develop at puberty.
sexual differentiation: the developmental processes—biological, social, and psychological—that

lead to different sexes or genders.
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Proper Way to Wrap Papers for Mailing
The Clipped Corners Prevent the Adhesive from Coming in Contact with the
Paper inclosed
In using a homemade paper wrapper for mailing purposes cut a

triangular section from each end of it before applying the paste or
mucilage. This prevents the adhesive from oozing out at the edges
and sticking to the paper it incloses. This also permits the easy
withdrawal of the paper.
Groove Cutter for Wood
Having occasion to cut some grooves in a board and not being
properly equipped for such work, I made the tool shown in the
sketch. Although rather crude in appearance it will do good work if
properly made. It consists of a handle, A, shaped to afford a
comfortable grip for the hand, and a cutter, B, made of a short piece
of hacksaw blade, clamped along the left side of the handle by the
strip C, which is held with screws. A pin, D, driven into the handle
and allowed to project about ¹⁄₁₆ in., prevents the blade from sliding
back under the clamp. For guiding the blade, the arrangement F is
employed. An extension, E, is nailed on the right side of the handle,
and holes made near each end for two screws having round heads,
such as may be obtained from discarded dry batteries. These screws
are for securing the sliding stop F, which is a flat piece of hardwood
with slots cut near the end for screws to pass through to provide for
adjustment.
Two Slots are Made with the Cutter, and the Stock between Them Removed
with a Chisel
In use, the guide F is adjusted until it is the desired distance from

the cutter and then secured by the screws. The tool is handled like a
plane, care being taken not to bear down too hard, as the cutter may
bind and cause it to be pulled from the clamp. In cutting a groove,
two slots are cut and the stock between them removed with a chisel.
A One-Runner Sled
The Barrel Stave Has a Sufficient Curve to Make It Pass Smoothly over Hard
Snow
Just an ordinary barrel stave, with a center post and a crossboard
for a seat, makes a good one-runner sled. Select a good, smooth
stave for the runner and securely fasten the upright, which is 1 ft.
long, to it in the center. The seat is made of a board, about 1¹⁄₂ ft.
long, nailed to the upper end of the upright.
Substitute for a Gas-Stove Oven
Wishing to bake a nice loaf cake one afternoon for dinner, and
finding that the fire in my range had gone out, I remembered an oven
shown me at one time for use on a small gas plate, which consisted
of a cover, a bottom piece, and a support for the pan. The thought
came to me that with all my pots and pans I ought to be able to get
some results by the combination of two pie tins, a cake pan, and a
stew pan, and on trial it baked as fine a cake as anyone could wish.
A Combination of Pie Tins, Cake Pan, and Stew Pan to Make Temporary Gas-
Stove Oven
A small pie tin was placed in a larger one, as shown; on this was
placed the cake pan filled with the cake batter, and over the whole
was placed the stew pan, which acted as a heat retainer or oven. A
good hot flame was used at first, and was then gradually turned
lower until the cake was finished.—Contributed by Mrs. Anna M. B.
Romig, Allentown, Pa.
Box Cover without Hinges
Box Cover Using Pins Instead of Hinges to Keep It in Place
Two ordinary boxes may be fitted together as one without using

hinges, if nails or screws are inserted at points along the edges so
that they will slip into holes bored at corresponding points in the
edges of the other box. The nail heads or screw heads should be
filed off or cut off after being placed in position.
¶All metal patterns should be thoroughly cleaned with a stiff brush
having plenty of beeswax on it and dipped in powdered plumbago.
Brush the pattern well, and it will draw easily and make a smooth
casting.
Sanitary Holder for Thread and Dental Floss
A simple and convenient method of protecting a spool of thread, or
dental floss, from collecting dirt and germs is shown in the
illustration. A small glass jar, with a metal screw top, is procured, of
such a size that it will easily accommodate the spool of thread
desired to protect, with at least ¹⁄₈ in. clearance all around the edge
of the spool. Procure a short piece of stiff wire, not more than ¹⁄₁₆ in.
in diameter, and make a frame similar in form to the one shown. The
center portion of this frame should be just a little longer than the
spool, so that a small wood key may be placed through the eye
formed in the wire and thus hold the spool firmly on the frame. The
outside portions of the frame should be such a distance apart that
they will rest against the sides of the jar and of such a length that
they will reach from the bottom to the top of the jar when the lid is
screwed down tightly. If these dimensions are observed, the spool
and frame will remain in a fixed position in the jar.
A small opening, just a little larger than the thread, is made in the
center of the lid, through which the thread is to pass. The edges of
this opening are smoothed off so that they will not cut the thread
when it is being drawn out. A small cutter may be made by forming a
V-shaped opening in the lid, through which the thread is to pass. The
edges of the V-shaped piece are sharpened to serve as a cutting
edge. The end of the thread will be held under the V-shaped piece
after it is cut, thus preventing it from falling back into the jar.
¶The word “diameter” when applied to gears is always understood to

mean the pitch diameter.
The Sporting Rifle
and How to Use It
by Stillman Taylor
Sportsmen are interested in rifles and rifle shooting largely from the
hunting standpoint, although target shooting is a favorite sport
with many of them. This discussion of the sporting rifle will be
concerned, therefore, principally with the hunting aspects, other
forms of shooting being considered as good methods of practice,
and the development of skill in the use of hunting weapons. The
novice, as well as the good shot, must have a suitable weapon, and
should have at least a general knowledge of the types of rifles
available, and their common uses. A number of representative types
of rifles are shown in Fig. 1, and the details of the breech
mechanisms and sights in Fig. 2. Targets and a homemade device
for backing them are shown in Fig. 3. The full-page illustration shows
several positions in the use of the rifle; a moving-target arrangement,
to be constructed by the ambitious shot; a diagram of the trajectory
of a rifle bullet, and several diagrams of the vital shots, in hunting
common big game.
The single-shot rifle, shown at A, Fig. 1, has been largely
supplanted by the repeater and the automatic, so far as hunting is
concerned. For use exclusively in indoor shooting, a heavy rifle of
the “Schuetzen” type is best suited. A high-grade ornamented rifle of
this type is shown in the headpiece of this article.
The most popular type of American rifle is the repeater of the
lever-action variety, shown at B. The lever action embodies many
good points: quickness of fire, ease of operation, freedom from
jamming at a critical moment, strength, and plenty of stopping power.
The mechanism of the lever-action repeating rifle is shown in detail
at J, Fig. 2, and that of the falling-breech-block type of single-shot
rifle, at K. Several other types of lever-action rifles are shown in Fig.
1.
Almost all lever-action repeaters are of the tubular-magazine type,
the magazine extending under the barrel, sometimes the full length
—full magazine; or halfway—half magazine. Rifles of these types are
shown at B and C, and a hammerless repeater at D.
The trombone, or pump-action, repeating rifle, shown at E, has a
mechanism similar to that used in the repeating shotgun, the sliding
forearm loading and ejecting the cartridge. The merit of the military
bolt-action rifle lies in its great strength and simplicity. A weapon of
this type was used by Roosevelt in Africa, and by other big-game
hunters. It is shown at F.
The chief advantages of the automatic rifle, shown at G, which is a
comparatively new weapon, are its speed in firing and its almost
noiseless action. This rifle has a recoil-operated action of the blow-
back type. That shown at H has a box magazine, and the automatic
action is based on the sliding of the barrel within a steel jacket. The
rifle shown at I may be used either as an automatic or as a pump-
action weapon.
The subject of stock and trigger adjustment is one to which every
experienced rifleman devotes considerable attention. The regular
stock rifle is built to standard dimensions, and often the stock is
found a trifle short. For the man of average reach, a 13³⁄₄-in. stock,
with a 1⁷⁄₈-in. drop at the comb, and about 3 in. drop at the heel, will
be found satisfactory.
Fig. 1
Various Types of Rifles in Common Use: A, English Model, Single-Shot,

with Open Sights and Shotgun Butt; B, Lever-Action Repeater, Tubular
Half Magazine; C, Lever-Action Repeater, Box Magazine; D, Hammerless,
Lever-Action Repeater; E, Pump-Action, High-Power Repeater; F, Military
Bolt-Action, Sporting Model; G, Automatic, Blow-Back Action; H,
Automatic, Box Magazine; I, Automatic, Combination Pump-Action
Rifle sights are of several types, of which there are in turn many
variations. Only the essentials of the standard types will be
considered. The regulation open sights, with which most rifles are
fitted at the factory, are the buckhorn rear and the Rocky Mountain
front sight. For a hunting rifle the most satisfactory sights are a gold-
bead front sight of about ³⁄₃₂-in. diameter, as shown in Fig. 2 at L; a
folding-leaf rear sight, shown at O, P, and Q, and a combination rear
aperture sight, at M and N, mounted on the tang of the rifle. An arm
so sighted is useful for all kinds of shooting. The combination rear
sight is used in deliberate shots at a target or at game, and the
folding-leaf sight is better than the buckhorn for quick snap shooting.
The sportsman who wishes to master the use of a rifle must have
a knowledge of the trajectory of such weapons, and particularly of
the rifle he uses regularly. He must know, also, how to aline the
sights correctly to get satisfactory results. The trajectory is the path
which the rifle bullet takes in passing from the muzzle of the rifle to
its mark. The force of gravity acts upon the bullet in flight and the
result is that the trajectory is curved, as indicated in the diagram at
the bottom of the page illustration. A relatively low trajectory is, of
course, desirable in a hunting rifle. The black-powder, or slow-speed,
cartridge has a relatively high trajectory, while the high-power
smokeless cartridges have relatively low trajectories.
The adjustment of the sights of a rifle is also of much importance.
Every rifle is targeted at the factory, but this may be done by a fair
shot, using the following method: Arrange three boxes, so that the
rifle barrel may rest upon one, and the arms of the marksman upon
the other two. Place a bag of sand upon the box, so that the barrel
may rest upon it, about 6 in. from the muzzle. Put the target into
place, and adjust the sights for 100 yd. If the sights are properly lined
up, the shots should fall quite regularly within a 10-in. circle. With
peep, or other target, sights, much finer results will be obtained. In
moving the sights it must be remembered that to move the rear sight
to the right will bring the shot to the right, and vice versa, while if the
front sight is moved to the right, the arm will shoot to the left. In
making the test, first adjust the front sight so that it is in exact
alinement with the center of the barrel, and then all corrections may
be made by moving the rear sight.
The proper way to sight a rifle is to hold the front sight just clear of
the notch in the rear sight, with the front bead barely touching the
outer ring of the bull’s-eye, at the extreme bottom. This is shown at
R, Fig. 3. It is the rule of good rifle shot to “see daylight between the
sight and the bull’s-eye.” In any event, do not cover up the front sight
by drawing it down into the notch of the rear sight, so that only the
top of the bead is visible. Another frequent error is to hold the front
sight to cover the bull’s-eye.
The Off-Hand, Knee-Support, and Prone Positions in Shooting should be
Mastered by the Sportsman. The Diagrams Represent Several Vital
Shots, the Moving Target, and the Trajectory of a Rifle Bullet
The sportsman who wishes to become a practical rifle shot should

learn how to handle the rifle in the several useful positions, so that
he may be able to sight accurately under different conditions.
Several of the most widely used positions are shown in the page
illustration. The off-hand position, with arm extended, is the most
commonly used and best position for the sportsman to practice, for
use in the woods. The off-hand, with body rest, or elbow resting on
the hip, is good for target shooting. The “Schuetzen” style of holding
the rifle, with palm rest, is used only in fine match shooting.
The knee-rest position is often useful for the sportsman in stalking
game, when it is desirable to expose oneself as little as possible. A
steadier aim may be secured, especially if a strong wind is blowing.
The prone position is much used by military riflemen, but they are
not permitted the muzzle rest, whereas the hunter often uses it. It is
easy to learn, and more accurate shooting may be done in this
position than in the off-hand or knee-rest positions.
For indoor practice at a target, the .22-caliber rifle is best. By fitting
up a suitable backstop, shooting may be done safely in the cellar or
attic. A satisfactory backstop may be made by fastening a plate of
iron into a packing box, 3 ft. square, as shown in Fig. 3. The plate
must be set at an angle so that the bullets will be deflected to the
bottom of the box.
In order that the rifleman may check up his work, it is desirable
that a standard target be used. The American standard target,
shown in Fig. 3, has been adopted by practically all rifle clubs, and,
as the majority of records are made upon it, the sportsman should
become familiar with it. The paper targets are inexpensive, and it is
easy to draw accurate homemade targets from the original. By the
use of disks of black and white paper—known as gummed target
pasters—one target may be used several times.
If convenient to do so, the novice should shoot a string of shots
every day, in the various positions. Do not try to hurry, but shoot
deliberately at first, aiming to secure a good average, rather than a
few bull’s-eye shots and many wild ones. With reasonable practice, it
is not difficult to score eight bull’s-eyes out of ten shots, when using
the prone position. Having attained this proficiency, the sportsman
may be regarded as a fair shot, and is ready to take up outdoor
target practice with the high-power rifle.

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Chapter 5 Developmental and Social Perspectives on Gender

SEXUALITY TODAY 11TH EDITION

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Lecture Outline Resources Reference

Chapter 5: Developmental and Social Perspectives on Gender

SEXUAL DIFFERENTIATION Teaching Suggestions: 7(A), 7(C)

MASCULINITY AND Teaching Suggestions: 1(A), 2(A), 2(C), 3(B),

GENDER IN SOCIETY AND Teaching Suggestions: 2(B), 4(A), 5(A), 5(B)

After reading this chapter, students should be able to:

1. Briefly describe controversies regarding the perception of the sexes.

2. List and describe the types of intersexuality.

3. Describe three cross-cultural views of intersexuality and examples of third genders.

4. Describe the controversy regarding intersexuality in Western cultures.

5. Describe the concepts of gender identity and gender role.

6. Describe biological essentialism and social constructionism.

8. List and describe the four levels of biological sex.

9. Describe the process of creating a personal perspective of one’s gender.

10. Consider how gender roles may become self-fulfilling prophecies.

11. Describe the chromosomal prenatal factors of sexual differentiation.

12. Describe the fetal gonadal factors regarding sexual differentiation.

16. Describe the influence of dihydrotestosterone (DHT) in genital development.

22. Describe the physiological effects of androgen insensitivity syndrome.

23. Describe the effects of differential socialization.

25. List and describe three findings of sexual differentiation at puberty.

26. Describe two general factors regarding adult gender identity.

30. Describe general qualitative differences between males and females.

32. Describe the facts of brain differentiation in males and females.

33. Briefly describe the learning process in gender role development.

34. Describe the psychodynamic gender differentiation model.

35. Describe social learning theory when applied to gender development.

36. Describe cognitive development theory as it applies to gender development.

37. Briefly describe gender schema theory.

38. Briefly describe multifactorial theories in gender roles.

40. Briefly describe what is known about transsexualism.

41. Describe the continuum for transgenderism.

44. Describe gender influences of educational institutions on gender discrepancies.

47. Describe the general nature of the feminist movement in America.

48. Describe two waves of feminist activities in American history.

49. Describe how contemporary feminists have influenced perceptions of sexuality.

51. Describe objectives and outcomes of asserting masculinity as a cultural movement in

53. Describe how gender roles are influenced by cultural values.

54. Describe the influence of gender roles on mate selection.

55. Describe cross-cultural understandings of gender.

• Cognitive-developmental theory emphasizes how human thought processes reinforce and

• Behavioral genetics emphasizes an interaction of nature and nurture in the development of

A) Men, Women, and Awareness

• Put students into small groups of males and females.

2. Large Group Activities

A) “Act like a Man” Box

Objective: To examine traditional and contemporary characteristics and stereotypes of

B) Social/Cultural Advantages of being Male or Female

Objective: To develop an awareness of the advantages and inequalities in society regarding

• This activity is designed to complete individually; however, it could be done in small

Objective: To explore the concepts of masculinity and femininity.

• In a large group setting, pose the following questions:

1. How do women feel about the pressures to be feminine?

2. How do men feel about the pressures to be masculine?

3. What do students think these two terms really mean?

D) Gender Theory Debate

Objective: To examine two perspectives on gender theory.