ANTH Lecture 8

Lecture Introduction

• Acknowledgment of Students: Teacher expresses gratitude for student attendance despite busy schedules.

• Reminders of Upcoming Topics:

  • Continuation of lecture covering sex and gender.

  • Review of readings from Anne Fausto Sterling and Emily Martin.

• Film Day Announcement: No lecture next week; students can choose between a film on Barbie or a documentary on masculinity.

Technical Issues

• Black Bar Issue: Teacher acknowledges a technical issue regarding a black bar covering the slides from previous lecture and seeks to resolve it.

• Encouragement for Interaction: Students are invited to ask questions or make comments during the lecture.

Understanding Gender Beyond the Binary

• Judith Butler's Influence: Discussion on Butler's theories related to gender reproduction and policing.

• General Observation: Current dominant norms in North America categorize gender strictly into men and women.

• Third and Fourth Genders: Teacher will explore cultures with more than two gender categories, including examples from indigenous North America.

Indigenous Cultures in North America

• Historical Presence of Third Genders:

  • Between 100-150 indigenous communities recognized third or fourth gender categories prior to colonization.

  • Third genders known as male/ female variants; recognition based on engagement in non-traditional gender roles (e.g., a male engaging in weaving).

• Two-Spirit Identity:

  • Term coined by indigenous queer and non-binary activists.

  • Represents a contemporary identity merging historical cultural diversity with the modern LGBTQ+ movement.

  • Recognition as Two-Spirit was based on adopting roles outside cultural norms, not sexual preference.

Cross-Cultural Examples of Gender Diversity

• Cultural Recognition: Various cultures historically assigned equal status or high respect to third-gender individuals, contrasting with contemporary oppression in some societies.

• Hijras in India:

  • Recognized as a third gender; includes biological males but culturally distinct from men.

  • Historically respected roles in religious rituals; oppression initiated by European colonialism, paralleling indigenous intersex oppression.

• Broader Cultural Comparisons: Similar dynamics observed in other cultures such as Indonesia (five genders) and muxes in Mexico.

Questions about Gender and Sexuality

• Inviting Student Questions: Teacher encourages sharing insights or questions regarding the spectrum of gender roles discussed and invites international perspectives.

Discussion of Intersex Individuals

• Definition and Misconceptions: Explaining the socially constructed roles diverging from biological sex.

• Anne Fausto Sterling's Contribution: Raises awareness of intersex conditions, emphasizing the existence of intersex individuals beyond binary sex categories.

• Statistics: Historical approximations of intersex individuals in the population.

• Medical Violence: Awareness of forced surgeries and harmful practices against intersex individuals is highlighted.

Social Constructs of Gender Identity

• Distinction Between Gender and Sex: Clear differentiation between gender roles as socially constructed versus biological sex as a biological concept.

• Continuing Activism: Emphasized the need for recognition of intersex individuals' rights and autonomy in medical contexts.

Reading Summary: "Pink and Blue" by Anne Fausto Sterling

• Objective: Exploration of cultural and potential biological reasons behind children's color preferences.

• Findings on Preferences:

  • Initial color preferences in early age not aligned with gender roles.

  • Connection of societal reinforcement through psychological rewards as a perpetuator of gender conformity.

• Cultural Mechanisms: Nature and nurture interact to shape gender preferences.

• Capitalism's Role: Historical context wherein capitalism led to strict color associations for boys and girls' clothing.

Conclusion and Wrap-Up

• Reflection: Teacher emphasizes ongoing gender discourse within cultural and medical frameworks.

• Future Discussions: Next week's focus on further readings and potential follow-up on today's lecture topics.

• Encouragement for Student Engagement: Teacher reiterates openness to questions and further discussion via email or after each class.

• Closing Remarks: Acknowledgment of student attendance and expressions of gratitude as class concludes.