Sex/Gender Fausto-Sterling, Anne
2012, 20120427, 2012-04-27
eBook
Sex/Gender presents a relatively new way to think about how biological difference can be produced over time in response to different environmental and social experiences.
This book gives a clearly ...written explanation of the biological and cultural underpinnings of gender. Anne Fausto-Sterling provides an introduction to the biochemistry, neurobiology, and social construction of gender with expertise and humor in a style accessible to a wide variety of readers. In addition to the basics, Sex/Gender ponders the moral, ethical, social and political side to this inescapable subject.
An interview with the author! WOMR - The Lowdown with Ira Wood - Sex an Gender Identity with Anne Fausto-Sterling: http://www.publicbroadcasting.net/womr/.jukebox?action=viewMedia&mediaId=1025429
From birth to 15 months infants and caregivers form a fundamentally intersubjective, dyadic unit within which the infant's ability to recognize gender/sex in the world develops. Between about 18 and ...36 months the infant accumulates an increasingly clear and subjective sense of self as female or male. We know little about how the precursors to gender/sex identity form during the intersubjective period, nor how they transform into an independent sense of self by 3 years of age. In this Theory and Hypothesis article I offer a general framework for thinking about this problem. I propose that through repetition and patterning, the dyadic interactions in which infants and caregivers engage imbue the infant with an embodied, i.e., sensori-motor understanding of gender/sex. During this developmental period (which I label Phase 1) gender/sex is primarily an intersubjective project. From 15 to 18 months (which I label Phase 2) there are few reports of newly appearing gender/sex behavioral differences, and I hypothesize that this absence reflects a period of developmental instability during which there is a transition from gender/sex as primarily inter-subjective to gender/sex as primarily subjective. Beginning at 18 months (i.e., the start of Phase 3), a toddler's subjective sense of self as having a gender/sex emerges, and it solidifies by 3 years of age. I propose a dynamic systems perspective to track how infants first assimilate gender/sex information during the intersubjective period (birth to 15 months); then explore what changes might occur during a hypothesized phase transition (15 to 18 months), and finally, review the emergence and initial stabilization of individual subjectivity-the period from 18 to 36 months. The critical questions explored focus on how to model and translate data from very different experimental disciplines, especially neuroscience, physiology, developmental psychology and cognitive development. I close by proposing the formation of a research consortium on gender/sex development during the first 3 years after birth.
In this review, I explore theoretical and empirical approaches to the development of gender/sex and sexual orientation (SO). Leaving behind the nature versus nurture opposition, I look at both ...identities as deeply embodied. My approach intertwines sex, gender, orientation, bodies, and cultures without a demand to choose one over the other. First, I introduce basic definitions, focusing on how intertwined the concepts of sex and gender really are. I affirm recent trends to consider a new term-gender/sex-as the best way to think about these deeply interwoven bodily traits. I introduce several literatures, each of which considers the processes by which traits become embodied. These points of view offer a basis for future work on identity development. Specifically, and selectively, I provide insights from the fields of phenomenology, dyadic interaction and the formation of presymbolic representations in infancy, and dynamic systems in infant development. I consider how thinking about embodied cognition helps to address intersubjectivity and the emergence of subjective identity. Next, I review what we currently know about the development of complex sexual systems in infancy and toddlerhood. Finally, I discuss the few existing theories of SO development that consider the events of infancy and childhood.
Complexities of gender and sex Lancaster, Roger; Marks, Jonathan; Fausto‐Sterling, Anne ...
Anthropology today,
December 2023, 2023-12-00, 20231201, Volume:
39, Issue:
6
Journal Article
This editorial reflects on the controversy at the American Anthropological Association and the Canadian Anthropology Society's conference, where a session on the fixity of biological sex was ...cancelled. Retracing developments from Simone de Beauvoir's foundational ideas to the theories of second‐wave feminism it emphasizes how the gender concept was posed as a dynamic cultural construct. rather than a fixed biological fate, then shows that biological sex is also more complex than earlier characterizations of it as given, fixed, and immutable. Underscoring the complexities of academic debate and inclusivity, the piece highlights anthropologists’ work in revealing gender diversity and spotlights the role of young LGBTQI researchers in reshaping our concepts of sex and gender, which have moved from fixed binaries to a more fluid understanding in contemporary thought. The editorial concludes with a call for an integrated, non‐dichotomous approach to (cultural) gender and (biological) sex, a nuanced understanding that recognizes their interplay.
Fausto-Sterling examines whether well-developed dynamic systems theories can provide a better understanding of how social categories act on bone production. Moreover, she presents current discussions ...of biology, race, and medicine to explore claims about racial difference in bone structure and function.
This paper revisits group difference and individual variability in birth weight, head size, Apgar score, and motor performance in neonatal and 8-month-old males and females using a large existing ...data set. The goal is primarily theoretical--to reframe existing analyses with an eye toward designing and executing more predictive analyses in the future. 3D graphing to visualize both the areas of overlap and regions of disparity between boys and girls has been used. A two-step cluster analysis of boys and girls together revealed three clusters. One was almost equally divided between boys and girls, but a second was highly enriched for boys and the third highly skewed toward girls. The relationship between cluster membership and Bayley motor scores at 8 months tested the hypothesis that initial differences that have no sex-related behavioral content might start processes that produce later sex-related differences. Initially, parental belief systems may be less important than infant care patterns evoked by basic size and health characteristics, even though later parental behaviors assume a decidedly gendered pattern.
In the study of variation in brain structure and function that might relate to sex and gender, language matters because it frames our research questions and methods. In this article, we offer an ...approach to thinking about variation in brain structure and function that pulls us outside the sex differences formulation. We argue that the existence of differences between the brains of males and females does not unravel the relations between sex and the brain nor is it sufficient to characterize a population of brains. Such characterization is necessary for studying sex effects on the brain as well as for studying brain structure and function in general. Animal studies show that sex interacts with environmental, developmental and genetic factors to affect the brain. Studies of humans further suggest that human brains are better described as belonging to a single heterogeneous population rather than two distinct populations. We discuss the implications of these observations for studies of brain and behaviour in humans and in laboratory animals. We believe that studying sex effects in context and developing or adopting analytical methods that take into account the heterogeneity of the brain are crucial for the advancement of human health and well-being.
We followed the nondistressed vocalization dynamics of 30 mother–infant dyads observed in a naturalistic setting using multiple time points between 3 and 11 months to identify subtle relationships ...between age, sex and maternal behavior ending by 1 year of age with diverging trajectories of nondistressed vocalization. We observed no mean differences between boys and girls in frequency or duration of nondistressed vocalizations at any one time period. However, while these parameters were essentially static for boys, girls showed a quadratic developmental curve, declining in frequency and duration between 6 and 8 months and climbing above their early starting point by 9–11 months. Mothers of boys showed a linear decrease in the duration of their speech over the 9 months of our study. In contrast, mothers of girls showed quadratic patterns of ultimately increasing vocalization frequency and duration, over the months 3–11 of development. Finally, boys' and girls' vocalization contingent to maternal speech revealed no differences. Mothers of boys, however, did not change significantly over time, while mothers of girls showed an increase in contingent responsiveness from 3–5 months to 9–11 months and from 6–8 months to 9–11 months. A similar pattern was followed for object‐related maternal vocal responses.
We diagram and discuss theories of gender identity development espoused by the clinical groups represented in this special issue. We contend that theories of origin relate importantly to clinical ...practice, and argue that the existing clinical theories are under-developed. Therefore, we develop a dynamic systems framework for gender identity development. Specifically, we suggest that critical aspects of presymbolic gender embodiment occur during infancy as part of the synchronous interplay of caregiver-infant dyads. By 18 months, a transition to symbolic representation and the beginning of an internalization of a sense of gender can be detected and consolidation is quite evident by 3 years of age. We conclude by suggesting empirical studies that could expand and test this framework. With the belief that better, more explicit developmental theory can improve clinical practice, we urge that clinicians take a dynamic developmental view of gender identity formation into account.
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