Why do men and women change their gender
CRITICAL THINKING 100 – TERM RESEARCH PAPER
Final Draft Due: 11/29/21 (submitted as an Attachment to an email to: mhoffman@bmcc.cuny.edu)
Topic Due for Approval: No later than 10/20/21 (submitted via email)
Outline or First Draft and a List of Sources Due 11/8/21 (submitted as an Attachment to an email)
Specifications: The paper should be 5-7 pages (double-spaced, 14pt. type, including graphics, tables, references, and all supplemental information).
***All papers must have a Title and a “List of Works Consulted.”
(See MLA guidelines)
NOTE: I am available to discuss your paper as you begin, make progress, and near completion of this project.
[DO NOT PROCRASTINATE]
Research: All papers must make use of at least two sources. These sources must be reliable and valid. They should provide a mixture of background information, expert analysis, expert opinion, and/or expert explanation. The sources can be articles from journals, newspapers, books, interviews, etc. ***These sources will be presented in a “List of Works Consulted.”
Within the text, the sources will be presented after the quote or paraphrase using in-text citations (e.g., “The quote” (Hoffman, 1).
Questions for evaluating Internet sources:
- Type of Web page. Who is the host? Note the URL (e.g., .com; .edu; .org; .gov)
- Author/Authority. What individual or organization is responsible for the site? What are the qualifications of the author(s)? Are they respected experts? Do other sources use their work?
- Purpose and Audience. (e.g., is it trying to “sell” something?)
- Can you detect biases?
- Are sources given for any statistics or facts? If so, what are they?
The Project
We have discussed the importance of RESPONSIBILITY in decision-making and problem-solving.
Your project is to present a specific problem/situation that requires a degree of personal and/or social responsibility to solve. The solution to the problem may require personal and/or societal sacrifice.
In President Obama’s Inaugural Address in 2008, he spoke of “…the spirit of service; a willingness to find meaning in something greater than themselves {Note: he was talking about those who serve the nation}. And yet, at this moment—a moment that will define a generation—it is precisely this spirit that must inhabit us all…What is required of us now is a new era of responsibility: a recognition on the part of every American that we have duties to ourselves, our nation and the world, duties that we do not grudgingly accept, but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character, than giving our all to a difficult task.” A month later in President Obama’s address to Congress and the nation, he added that all Americans would have to “sacrifice” to bring the nation back to financial stability and to set the course for our future.
***Obviously, this call for sacrifice is particularly relevant to help the U.S. overcome the ravages of the pandemic.
***With President Obama’s plea as your guide, this project must identify a problem/situation, present facts about including definitions and history, present a critical analysis of that problem/situation, and provide some ideas of potential solutions and/or a plan of action.
NOTE: This is not a personal essay. While your opinion may be part of your conclusion, it must not be the central focus of the paper.
***The subject matter/topic may focus on a problem that is EDUCATIONAL, SOCIAL, POLITICAL, ECONOMIC, OR PERSONAL. You are free to choose the subject matter, but you must receive my approval (via e-mail).
A few examples from students’ papers in past semesters of problems/situations include: Government and Individual responsibility during the Covid-19 pandemic; Racism; Sexual harassment and discrimination; the U.S. Legal System; Global Warming and Climate Change; Remote learning; Higher Education (e.g., cost, curriculum, instructors); Substance Abuse; Domestic Violence; Elder Care; Public Transportation in NYC; Poverty; Illiteracy; Housing in NYC; the negative and/or positive impacts on society and individuals of electronic devices (e.g., smartphones, computers, etc.) and Social Media.
***You may choose any topic that lends itself to research including current issues such as the Coronavirus pandemic ( including subtopics such as the economic impact, the response to medical science’ advice and warnings, the disproportionate number of people of color who have fallen victim to the virus, resistance to vaccination and mask wearing), police brutality, social protest, and the lack of trust in expertise and authority.
As part of your conclusion, you should make clear what one (you) can do to help address and solve the problem you’ve explored. In addition, you might suggest what your community could do or what the nation could do. Your “plan of action” should require some personal and/or communal sacrifice, demonstrate a degree of personal and/or communal responsibility, and be realistic.
AVOIDING PLAGIARISM
***ALWAYS give credit to your sources. You cannot do this too often. When discussing the history or terminology of your subject, you must provide the source. When presenting any facts or data, you must provide the source. You must not pretend to be an expert even when giving an opinion. Be sure to give credit to the source of your opinion or the source of others’ opinions.
***Failure to give credit will lead to accusations of Plagiarism.
Paraphrase: when you paraphrase a source, you restate the information in your own words instead of quoting directly. A paraphrase presents the original information in approximately the same number of words, but in the paraphraser’s own wording. You must remember that you are “borrowing” ideas and therefore must acknowledge the source of these ideas with an In-Text Citation.
Direct Quotation: when you directly quote a source, you copy the words or numbers of your source exactly, putting “all quoted material inside quotation marks.” The quote must be accurate. The quote must be followed by an In-Text Citation or be preceded by a phrase like: According to or Prof. Hoffman believes.
***Be selective about what you choose to quote; reserve direct quotation for important ideas stated memorably, for especially clear explanations by authorities, and to support your claims or assertions. Don’t include lengthy quotes. Instead, combine part of a quote with a summary or paraphrase.
Integrating Quotations into your Paper: Whenever you want to use borrowed material (summary, paraphrase, or quotation), you need to introduce the material with a signal word or phrase to alert the reader that what follows is not yours. You can include the author’s name or the source’s name. For example: Hoffman stated, “Blah, blah…” or Twain observed, or Aristotle emphasized. Use words like acknowledges; believes; declares; implies; points out; reports; suggests.
When referring to the quote, don’t say: “In this quote”; instead, say: This …
*You need not explain each quote especially if the meaning is obvious.
*The grade for this assignment will account for 40% of your grade for the semester.
ANSWER
Why Men and Women Change their Gender
Overview
Gender change is one of the outcomes that is currently being experienced in today’s social setting. Men and women continue to change their gender status as they seek to develop optimal satisfaction in themselves. In the US, 0.7% of adults aged 18-24 and 0.5% of those aged 65 and older have a different gender identity (World Population Review). These statistics show the extent to which men and women are willing to adopt a different identity. One of the factors that make men and women change who they are is gender dysphoria. The realization that one’s gender identity is contrary to what they were assigned after birth makes individuals change their gender. Also, the upbringing environment might cultivate the desire to change from one gender to another. The nature of the environment where a person is brought into might force them into changing their gender. Lastly, peer pressure is a key recipe for the decision to change one’s gender. For example, when a young girl is hanging out in the company of peers who have altered their identity, she is compelled to change hers to fit in the group. This can potentially make the girl change her gender status to acquire a male-defined identity. Thus, men and women change their gender because their identity does not match their birth-assigned one, based on the upbringing environment and due to peer pressure.
A mismatch between one’s gender and sex/gender status assigned during birth
Men and women are likely to change their gender after realizing that their identity does not match the one given after birth. This mismatch can potentially make one change from one gender to another. During birth, girls and boys are assigned respective gender identities. However, as they grow up, they might realize that they have a different gender identity than the one they were assigned after birth. For example, a girl can realize that she possesses male-related behavior and characteristics, especially during puberty. This will make the girl change her ways of dressing and peers. This is due to the discomfort associated with their biological or assigned gender identity (Littman 3). The realization that one’s actual identity does not align with the one assigned after birth creates this discomfort. There is a higher chance that one will change their gender identity to meet the current one portrayed in their lives.
Environmental upbringing
The environment in which girls and boys are brought into might determine their decisions to change their gender identity. The bond that children create with their parents and those around them might potentially influence their gender identity. For example, as children grow up, they develop attachment bonds that are crucial for developing gender identity (Apeiranthitou, George and Penelope 74). These bonds determine the identities that children develop. For instance, when boys create viable bonds with their mothers, they might be attracted to changing their identities to acquire female-based ones. This is based on the desire to develop motherly feelings based on what the mothers passed to them. The same case applies to the girls who establish strong bonds with their fathers and other male figures in their surroundings might make them adopt male-associated characteristics. Thus, the decision to obtain a male or female related identity emerges from the nature of the environmental upbringing.
Peer Pressure
Peer pressure is largely connected to the urge and decision to change one’s gender identity. As men and women interact with their peers, they tend to engage in behaviors and actions to fit in the group. Peer pressure influence becomes apparent in early ages where children separate along gender lines and develop interests, identities, and behaviors that correlate with those of their close friends (Golshirazian et al. 10). The same case applies to adolescents and the adult population. They are likely to build gender identities that represent the larger domains in the group. For instance, if a girl joins a peer group composed of a few or all members who have changed their identity, she is likely to change her behavior to fit in. Also, the same case applies to men who join groups of team members who dress and behave like women. The man is attracted to changing his identity so that he becomes part and parcel of the group. This shows that peer pressure is a major factor that exposes men and women to changed gender identities.
Conclusion
The issue of changed gender identities remains a pivotal issue of concern in contemporary times. A large segment of men and women are altering their identities based on the mismatch between their gender identity and the birth-assigned one. Also, the environment in which they were brought in and peer pressure are major factors that expose them to changed gender identities. Based on the desire to change identities, there is a dire need for stakeholders to offer support to men and women depicting altered gender identities. For example, psychologists and other care providers should provide appropriate guidance and direction to these persons to accept themselves as they are. This will allow them to override the need to change their gender identity. Also, parents should ensure that they bring their children in the right way by training and educating them about their gender identity. As they grow up, they will build characteristics and behaviors that align with their assigned birth identity.
Appendix (Chart)
Source: (World Population Review)
Works Cited
Apeiranthitou, Vasiliki, George Thomas, and Penelope Louka. “Gender dysphoria: A critical discussion of the understanding and treatment of gender dysphoria.” Dialogues in Clinical Neuroscience & Mental Health 2.1 (2019): 72-80.
Golshirazian, Sharlene, et al. “The effect of peer groups on gender identity and expression.” International Journal of Research 9 (2015).
Littman, Lisa. “Parent reports of adolescents and young adults perceived to show signs of a rapid onset of gender dysphoria.” PLoS One 13.8 (2018): e0202330.
“What Percentage Of The Population Is Transgender”. Worldpopulationreview.Com, 2021, https://worldpopulationreview.com/state-rankings/transgender-population-by-state.
