Tags: gender, achieved status, gender socialization, masculinity, performativity theory, 00 to 05 mins
Year: 1997
Length: 3:35
Access: YouTube

Summary: Many gender scholars gravitate towards the concept of gender practices because the explanatory model is so multifaceted. First, practicing gender captures how gender is something most men and women do regularly in their daily lives. However, the concept of gender practices also highlights how these ways of doing gender are socially structured or socially institutionalized because, somewhat like the rules of a sport, socially-shared normative guidelines set the parameters for how we practice gender. Lastly, most individuals become so well-practiced in their gender, it is done reflexively or without thinking, which explains how gender is ever-present and especially-salient in our lives (yet so regularly overlooked and seemingly inconsequential). However, what would happen if a man never learned his gender practices? In this clip from the movie In & Out, Kevin Kline uses a self-help audio book to help him learn to be masculine. It teaches him to more effectively monitor his gender practices—thus drawing on humor to illuminate the subtle ways gender dictates much of our daily behavior. Furthermore, because this example revolves around the interconnections between dancing and masculinity, the clip can spark discussion about manhood and ethnicity, especially since dancing is a gendered practice that exemplifies masculine athletic ability and prowess in many cultures.

Submitted By: Jason Eastman

Tags: culture, gender, lgbtq, sex/sexuality, fa'afafine, gender binary, Samoan culture, third gender, 06 to 10 mins
Year: 2010
Length: 6:35
Access: YouTube

Summary: This segment from the New Zealand television program Pacific Beat St explores the concept of Fa'afafine (fah-fa-fee-neh), a gender category in Samoan culture that is distinct from man or woman. In this way, Fa’afafine can be understood as a third gender that falls outside of the gender dichotomy, and this gender category is integrated into the fabric of Samoan society. As explained here, if a family is comprised of all sons, one of the boys will sometimes be raised as a daughter in order to perform daily duties that are associated with femininity. Other times, parents will raise their (biologically born) boys Fa’afafine if they exhibit strong feminine characteristics at an early age. The work performed by Fa’afafines is valued within the culture and, as noted in this clip, can include such things as cooking, caregiving, and singing in the choir. Fa'afafines present their gender in a variety of ways, as one American traveller observed: "Some of the Fa'afafines I met were very effeminate and dramatic, some were big old bruisers, some were very understated and graceful, but all walked among their countrymen with heads high and a solid footing in society." However, although Fa’afafines are an established part of Samoan culture, as this video states, they still face discrimination and marginalization, similar to transgender people in other societies. In this clip, Phylesha Brown-Acton, a Fa'afafine and transgender advocate, speaks of the prejudices she's faced. Instructors can highlight the specific stereotypes Phylesha cites, which, in addition to being perceived as "a sex worker, a druggie, a thief," also include the misperception of being "a man who wears women's clothing." As Phylesha says, every Fa'afafine has a different identity, but she personally does not identify as a man or a woman; as such, she is not "a man who wears women's clothing." This perspective and societal arrangement challenges the Western gender binary system. The clip also features Phylesha's advocacy work with youth and we meet three Fa’afafine youth advocates who work on behalf of transgender issues.

Submitted By: Valerie Chepp

Tags: gender, lgbtq, sex/sexuality, conversion therapy, gender socialization, research ethics, 06 to 10 mins
Year: 2011
Length: 7:56
Access: CNN.com

Summary: This CNN investigation looks at the controversial work of psychologist George Allan Rekers, whose 1970s "sissy boy" experiment sought to make a boy more masculine. It covers many sociological concerns including gender socialization, sexual orientation, and the ethics of research. First, in believing young boys who display behaviors thought of as feminine are more likely to be gay than supposedly masculine boys, Rekers exemplifies a common type of flawed thinking by conflating gender and sexual orientation. He attempted to "correct" supposedly feminine boys with severe sanctions (positive and negative) not only to compel boys to act in more masculine ways, but also to reduce the likelihood they would be gay as adults (and he is within a minority of people who think that is a bad thing). Second, because of the extremity of the sanctions that occurred under a psychologist’s recommendations, the “sissy boy experiment” raises many ethical concerns about applied social-psychological research—especially studies conducted on children (and also conversion therapy more generally) without consideration to the long term effects. Rekers, who is well-known in the anti-gay movement today, heralds the experiment as a success despite the fact that the boy committed suicide as an adult. As a third and final consideration about this video, we should keep in mind that everyone is subject to milder forms of sanctions on our gendered behaviors; boys (and even adult men) are often rewarded for supposedly masculine behavior while being shamed or even punished when they act ways deemed feminine (and of course, vice-versa for women). There is no doubt these experiences shape our gendered selves while reinforcing normative gendered behaviors more generally.

Submitted By: Jason Eastman

Tags: art/music, bodies, gender, intersectionality, race/ethnicity, sex/sexuality, feminism, rap music, 00 to 05 mins
Year: 2007
Length: 4:25
Access: YouTube

Summary: In this music video, rap artist Missy Elliott fills the void in the discussion of pro-sex black feminism. Historically, black voices have been excluded from the sex-positive feminist revolution. In part, the marginalization of black voices is a product of a colonial past that has stereotyped the black body as always already hypersexual (see Saarjite Baartman). As a result, black academics have taken up a “politics of silence” to resist these stereotypes. A potential site to begin the discussion of a pro-sex black feminist discourse is rap music (Skeggs 1993). The female rappers “talk back, talk black” (hooks 1989) to the colonialist system that attempts to contain the expression of women’s sexuality. In Missy Elliott’s hit song “Work It” (lyrics here), she expresses her own kind of sexuality, effectively creating a dialogue for us to rethink our analyses of black women’s sexuality. How does Missy (re)claim her body as a site of desire and empowerment? How does Missy establish herself as an active sexual subject in the song? Does this challenge patriarchal notions of female sexuality? How does she subvert traditional understandings of the black body? Does Missy challenge conventional (white) beauty standards (i.e. celebration of hips, large butt etc)? How, if at all, does Missy’s music differ from other female artists and, specifically, other popular women rappers? Does Missy create a language for other black women to start understanding and theorizing about their sexual experiences? Can we understand the black female body as separate from representations of Saartje Baartman? How does this enhance our understanding of active black female desire? Do you think that rap music is a legitimate medium to begin theorizing about black sexual scripts?

Submitted By: Pat Louie

Tags: bodies, culture, emotion/desire, gender, multiculturalism, sex/sexuality, social construction, cultural relativity, ideal beauty, 06 to 10 mins
Year: 1997
Length: 9:56
Access: YouTube

Summary: What is beauty? Is beauty an objective feature or is it in the "eye of the beholder"? According to a 2012 competition hosted by Lorraine Cosmetics, the most "natural" and "objectively" beautiful woman was determined "scientifically" through such measures as facial symmetry. While the incident ignited a public debate about the ability to "scientifically" measure beauty, a review of the research shows that people's sense of beauty varies across time and culture. In this video, famous anthropologist Desmond Morris notes that while there is a "biological language of sex" in which people are attracted to others through physical characteristics, this process is mediated through a "complex cultural adventure." Throughout cultures across the world, people exaggerate the features of beauty that their culture deems attractive. A study looking at beauty across 200 different cultures found hardly any qualities that existed across all cultures. The video documents several of these physical features on women, including neck length, foot size, and lip size. It illustrates the cultural evaluation of beauty and the (often painful) techniques used to achieve the unnaturally extreme forms of beauty. What notions of female beauty in your culture might be similar to or different from conceptions of beauty found in the video? Viewers may also note the heteronormativity of the video, in which beauty is explicitly stated to attract members of the opposite sex.

Submitted By: omowbray

Tags: children/youth, gender, violence, femininity,  types of domestic abuse, socialization, 00 to 05 mins 
Year: 2002
Length: 3:41
Access: YouTube

Summary: Although it may happen behind closed doors, domestic violence is a public issue that has serious psychological, social, and physical consequences. This short clip (start 0:00; end 3:41) from the documentary Mickey Mouse Monopoly (2002) is useful for illustrating how pop cultural messages in children's media socialize girls (and boys) to accept and overlook intimate partner violence. This clip brings to light the normalization and romanticization of partner abuse in Beauty and the Beast. As scholars in the documentary argue, the film teaches girls that a woman should be patient and supportive of her abusive partner in order to help him change his behavior (i.e., transform into a prince). Such messages are harmful when, in reality, women and girls should be encouraged to leave abusive relationships and seek help if their partner is mean, violent, and coercive. After screening the clip, instructors might ask some of the following questions: What are the types of partner abuse we see in this clip? How does Disney sugarcoat the Beast’s abuse as “just a short temper?” How might these messages about the normalization and romanticization of partner abuse be dangerous to children? The clip is a great segue into a broader discussion of how femininity is represented in Disney films. What desirable feminine qualities are associated with princesses (e.g., beauty, helplessness, passivity, etc)? What kinds of undesirable qualities are associated with female villains in Disney films (e.g., independent, single, agentic, powerful, ugly, etc.)? For additional teaching resources, check out this study guide for Mickey Mouse Monopoly, complete with assignment ideas and additional discussion questions.

Submitted By: Patricia Louie

Tags:  gender, inequality, lgbtq, prejudice/discrimination, sex/sexuality, social mvmts/social change/resistance, sports, 00 to 05 mins
Year: 2012
Length: 1:00
Access: You Can Play Project

Summary: The You Can Play project brings athletes, gay and straight, together to promote and educate other athletes and sports fans about equity in all levels of sport from professional to recreational. The project argues "It’s time to talk about sports and it’s time for us to create change. It’s one of the last bastions of society where discrimination and slurs are tolerated. It doesn’t have to be this way. There’s an assumption in sports that gay and lesbian players are shunned by all athletes. It’s just not true and You Can Play is dedicated to providing positive messages from athletes, coaches and fans." Their website features a growing library of video clips, each 30-60 seconds long, with professional and collegiate athletes and team personnel describing their support for the initiative. Some videos simply show athletes' meanings of sport without vocalizing their support, while other videos feature explicit statements of support (e.g. San Jose Sharks forward Tommy Wingels says "I am proud to support LGBT athletes everywhere"). The videos can be used to discuss gender and sexuality stereotypes in sport, to challenge these stereotypes, and show how sport can also function as a site for education and social change.

Submitted By: Margaret Austin Smith

Tags: children/youth, gender, psychology/social psychology, cognitive-development theory, gender constancy, socialization, 00 to 05 mins
Year: 2009
Length: 0:41
Access: YouTube

Summary: This short clip is useful for teaching cognitive-development theory or, the way child development affects gender socialization. Specifically, the clip demonstrates and challenges the concept of gender constancy and how our understanding of gender as something constant and immutable is not inherent. Rather, what we consider natural or obvious is the product of social learning, i.e., socialization. Note that the older girl seems to regard the categories of "boy" and "girl" as more stable and less susceptible to change.

Submitted By: Michelle Sandhoff

Tags:  art/music, gender, intersectionality, race/ethnicity, sex/sexuality, androcentrism, female masculinity, gender performance, masculinity, schemas, 00 to 05 mins
Year: 2010
Length: 3:21
Access: YouTube

Summary:  [Trigger warning: there is explicit language used in this clip.] This is the official music video for  English pop singer and songwriter Jessie J's debut single "Do it Like a Dude" (2010). I use this video to discuss gender schemas, or cognitive processes by which individuals become gendered in society. I begin by asking students to identify, according to the video and society at large, the different characteristics that compose "doing it like a dude." Students might mention such things as wearing certain attire, making certain movements or gestures, drinking beer, smoking cigars, having money, being aggressive, or having heterosexual penetrative sex. Students can be encouraged to think how our ideas about these behaviors serve to gender individuals. The video is also a useful catalyst for a discussion about intersectionality and the multiplicities of masculinities (and femininities). For example, instructors might ask students to identify characteristic associated with racialized constructions of gender (e.g., Black masculinity, Latino masculinity, white masculinity, etc...), and how different constructions of masculinity are similar and/or different from one another. Further, the juxtaposition between the lyrics and the styling of Jessie J is also a useful illustration of capitalism and marketing. While singing about performing masculinity, Jessie J performs a sexualized femininity, and students are often quick to connect this with the drive to sell albums. Finally, the video can be used to discuss issues related to androcentrism—can we imagine a male artist trying to "do it like a woman?"

Submitted By: Michelle Sandhoff

Tags: children/youth, gender, marketing/brands, media, sex/sexuality, gender binary, 00 to 05 mins
Year: 2010
Length: 0:29
Access: YouTube

Summary: This diaper advertisement from Australia is an excellent illustration of how sex and gender are treated as the same thing. Sociologists have long drawn attention to the difference between sex and gender, where sex refers to biological or physiological differences such as chromosomes, hormonal make-up, and sex organs (internal and external) and gender refers to characteristics that a society or culture define as masculine or feminine. In this ad, diapers targeting physiological differences are marketed with images of gender differences (and stereotypical ones at that). I find this advertisement useful for getting students to discuss gender binaries and the difference between sex and gender.

Submitted By: Michelle Sandhoff