Sexual Orientation And Identity

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Sexual Orientation And Identity

Sexual identity is how one thinks of oneself in terms of to whom one is  or  attracted. Sexual identity may also refer to sexual orientation identity, which is when people identify or dis-identify with a  or choose not to identify with a sexual orientation. Sexual identity and  are closely related to sexual orientation, but they are distinguished, with  referring to an individual’s conception of themselves, behavior referring to actual sexual acts performed by the individual, and sexual orientation referring to romantic or sexual attractions toward persons of the opposite  or , the same sex or gender, to both sexes or more than one gender, or to no one.

Historical models of sexual identity have tended to view its formation as a process undergone only by , while more contemporary models view the process as far more universal and attempt to present sexual identity within the larger scope of other major identity theories and processes

Sexual orientation is an enduring pattern of  or  attraction (or a combination of these) to persons of the opposite  or , the same sex or gender, or to both sexes or more than one gender. These attractions are generally subsumed under , , and , while  (the lack of sexual attraction to others) is sometimes identified as the fourth category.

These categories are aspects of the more nuanced nature of  and terminology. For example, people may use other labels, such as  or , or none at all. According to the , sexual orientation “also refers to a person’s sense of identity based on those attractions, related behaviors, and membership in a community of others who share those attractions”.  are terms used in  to describe sexual orientation as an alternative to a  conceptualization. Androphilia describes sexual attraction to ; gynephilia describes the sexual attraction to . The term sexual preference largely overlaps with sexual orientation, but is generally distinguished in psychological research. A person who identifies as bisexual, for example, may sexually prefer one sex over the other. Sexual preference may also suggest a degree of voluntary choice, whereas the  is that sexual orientation is not a choice.

Scientists do not know the exact cause of sexual orientation, but they theorize that it is caused by a complex interplay of , , and . Although no single theory on the cause of sexual orientation has yet gained widespread support, scientists favor . There is considerably more evidence supporting nonsocial, biological causes of sexual orientation than social ones, especially for males. There is no substantive evidence which suggests parenting or early childhood experiences play a role with regard to sexual orientation. Research over several decades has demonstrated that sexual orientation ranges along , from exclusive attraction to the opposite sex to exclusive attraction to the same sex.

Sexual orientation is reported primarily within  and  (including ), but it is also a subject area in ,  (including ), and , and there are  that relate to .

Post a 5- to 7-slide Microsoft® PowerPoint® presentation summarizing the different perspectives on sexual orientation and identity.

Include detailed speaker’s notes to explain these perspectives.

 

 

also include introduction slide and a reference slide

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

 

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