Holy Angel University

Angeles City
College of Nursing

GENDER IDENTITY
AND
GENDER IDENTITY DISORDER
A LESSON PLAN

Presented to the College of Nursing

In Partial Fulfillment of the Requirements
In
Principles and Strategies of Health Education

September 29, 2008

 Holy Angel University
Angeles City
College of Nursing

I. Objectives:
A. Student-centered:
After 30 minutes of classroom lecture the learners will be able to:
a. Define gender identity
b. List factors affecting gender identity
c. Distinguish one type of gender identity from the other
B. Student-instructor centered
After 30 minutes of classroom lecture the instructor will be able to:
a. Motivate and encourage the learners to participate in the discussion
and activities
b. Deliver the lesson confidently and with sense of humor
c. Manage the students and the physical setting

II. Subject Matter

Gender and Gender Identity Disorder

III. Materials
Power point Presentation, CPU, Multimedia projector, laptop, manila papers and
cardboards with drawings.

IV. Procedure

A. Introduction- Motivation: A game of charades( 5-10 minutes)

• The class will be divided into two. Each group will choose a
representative to act. The teacher prepared pieces of paper with different
words written on it (gay, tomboy, girl, lalaki and some showbiz
 personalities like Aiza Seguerra, Boy Abunda, Arnel Ignacio and the
likes). Within 1 minute the representative of each group will pick out
papers and act out what topic or idea is written on it and the subgroup
should be able to identify the words being acted by their representative.
This motivation aims to arouse the class and for the students to enhance
their creativity. The teacher serves as the guide and timer. After 4 rounds
the game will end.

B. Presentation- lecture

• The teacher will ask the students to see the relevance and identify
the similarities of the words that were acted by the representatives. If the
students are able to answer, gender/ gender identity, sexual preference/
sexuality, this would be the starting point of lecture.
• Teacher will ask the students to recall their previous knowledge
about aspects of sexuality. If they are able to answer it would be
recognized and the teacher will continue presenting the aspects of
sexuality.

Aspects of sexuality
BIOLOGIC GENDER- term used to denote chromosomal sexual
development. Male XY, female XX
GENDER ROLE BEHAVIOR- the way a person acts as male or female
including the expression of one’s gender of what is perceive as gender
appropriate behavior, outward expression of one’s gender
GENDER/ SEXUAL IDENTITY- The inner sense a person has of being a
male, a female or the sense of masculinity or femininity which may be the
same or different from biologic gender(GENDER DYSPHORIA). This
term is also intended to distinguish psychological association from the
physiologic and sociologic aspects of gender or sexuality.
It is also important to know that gender identity is established or
developed from childhood and how the parents brought up their child.
 FACTORS AFFECTING GENDER IDENTITY
• The student-teacher will introduce the factors that affect gender identity:
biological and social factors. Biological factors include hormonal
influences.
• The student-teacher will ask the students to enumerate female and male
sex hormones (one student will be asked).
• The students may answer: testosterone for male sex hormone, estrogen
and progesterone for female sex hormones.
• The student-teacher will introduce Melissa Hines, a professor from the
University of Cambridge and her three models of action of hormonal
influences on gender in the year 2002 which include: the Classic Model,
the Gradient Model, and the Model of Active Feminization. All three
were postulated from rodent experiments. (Brain Gender by Melissa
Hines, 2004)
• The student-teacher will ask one student to volunteer in front and be a
sample rodent model.
• The student-teacher will discuss and explain the Classic Model of
hormonal influences. This model states that the presence of testicular
hormones, (testosterone) during early fetal life causes a masculine
development of rodents, while absence of testicular hormones causes a
feminine development. After doing the explanation, the student-teacher
will also be having the volunteer wear a piece of a manila paper with the
drawing of a male body after the introduction of an image of testosterone
pasted on a cardboard. Another piece of manila paper with the drawing of
a female body will then be worn by the volunteer in the absence of
testosterone.
• With the same volunteer, the student-teacher will discuss and explain the
Gradient Model of hormonal influences. This model describes a more
gradual effect of hormonal influences on behavior. Normal variations in
hormones cause movement along a male and female gradient within each
sex. Therein it is assumed that a greater amount of hormones
 administered in tests, creates a more dramatic change in behavior. After
doing the explanation, the student-teacher will introduce greater amounts
of testosterone, through an image on a cardboard and have the volunteer
wear the manila paper with the drawing representing male characteristics.
Reversibly, as there is introduction of estrogen and progesterone, the
volunteer will wear the manila paper with the drawing representing female
characteristics.
• Lastly, with the same volunteer, the student-teacher will discuss and
explain the Model of Active Feminization of hormonal influences. This
model postulates that ovarian hormones cause a lesser, but present effect
of mild virilization to some brain areas. After doing the explanation, the
student-teacher will introduce estrogen and progesterone, again, through
an image on a cardboard and after which, the volunteer will wear the
manila paper with the drawing of a female body.
• The student-teacher will let the students ask some questions.
• Only 1-2 students will have the opportunity to ask.
• The student-teacher will enumerate social factors affecting gender
identity: the family and the community that include peers/school, media
and work, and will cite examples for each. (www.wikipedia.org)
• The student-teacher will let the students ask some questions.
• Only 1-2 students will have the opportunity to ask.

TYPES OF GENDER IDENTITY

• The teacher will say: “After knowing what Gender Identity is
and the factors affecting it, let us now discuss the types of Gender Identity.
Also, let us find out what type you belong.
• The teacher will read the four types of Gender Identity. She
will call someone to read the first type and its description. A heterosexual
is one who finds sexual fulfillment with the member of the opposite
gender. Interest in the opposite sex and sexual relationships may begin as
early as the beginning of puberty. (5th edition Maternal and Child Health
Nursing. Care of the Childbearing and Childrearing Family Adelle Pilliteri
2007)
• After the student read the description, the teacher will explain
it. “I think most of us belongs to this type, am I right? Because this is the
type wherein we find ourselves attracted to the opposite gender. Male is
attracted to female, female is attracted to male. This attraction usually
begins at the age of puberty or between ages 13-20.”
• The teacher will call a male student and will ask him when is
the time he had a “crush” or felt attracted to someone. Follow up question,
“by the way is that person male or female?”
• This time the teacher will call a female student and ask the
same question.
• If this students both had a “crush” as early as the beginning of
puberty. She will say “I also felt attracted as early as 7 years old. I am
pretty sure most of us here felt an attraction with someone at an early age,
or have had a relationship with the opposite gender.”
• The teacher will say “Okay let us move on to the next type
which is homosexual.” The teacher will read its description. “Homosexual
is a person who finds sexual fulfillment with a member of his or her own
sex. This type is exactly the opposite of heterosexual. If in heterosexual
male is attracted to female and female is attracted to male, this time male
is attracted to male and female attracted to female. Most individuals who
are homosexual know that they are “different” because they are not
interested in the opposite sex, classmates. Commonly used terms for them
are gay and lesbian. Gay refers to a homosexual man and lesbian refers to
a homosexual woman.”
• The teacher will ask “What stage of life do you think
homosexuals experience this?”. If no one answers she will call somebody
to answer.
• If the student answered correctly she will applaud the student
by saying “correct, very good Mr./Ms. (student’s name).
 • “Is it not in Erik Erikson’s psychosocial theory, the
development task in the adolescent stage is identity vs. role confusion?
That is why during adolescence in which homosexuals seek sense of
identity, that they realize that the reason they felt “different” is because
they are homosexual. This can be a frightening time because a homosexual
identity may not be easily revealed to family and friends. During young
adulthood is the time most persons begin to live a homosexual lifestyle.”
• “Now class, is anyone of you fall under this type? But wait
before you answer there is still two more types to choose from.”
• “The third type is bisexuality.” The teacher will read its
description. People are bisexual if they achieve sexual satisfaction from
both homosexual and heterosexual relationships. This type is the
combination of the first two types discussed. For example if you are a
male, you may be attracted to either male or female.
• Gays and bisexual men may be at greater risk for HIV and
STDs. It is simply because they engaged in sexual activities both with the
same and the opposite sex.
• “The fourth type is the transsexuals or transgender person. It is
an individual who, although of one biologic gender, feels as if he or she
should be of the opposite gender. These are the persons who believe that
they are born with a male body but in every psychological sense a genuine
woman. They wish to make their body as congruent as possible with the
preferred sex through surgery and hormone treatment. However, such
operations do not change the person’s chromosomal structure. Meaning
only the physical appearance will change but not his or her genes. Despite
a new outward appearance, the person realizes that he/she is still not
totally the person he or she wished to become.”

• After knowing the definition and factors affecting Gender Identity, the
student-teacher will discuss the definition of Gender Identity Disorder.
According to John L. Miller, MD, Gender Identity Disorder is a condition
 where in a person strongly identifies with the other sex. The individual
may identify with the opposite sex to the point of believing that he/she is,
in fact, a member of the other sex who is trapped in the wrong body. This
causes that person to experience serious discomfort with his/her own
biological sex orientation. The gender identity disorder causes problems
for this person in school, work or social settings
(http://www.athealth.com/Consumer/Disorders/GenderIden.html). The
student teacher will give examples related to the topic.

• The student-teacher will proceed with the characteristics that occur with
Gender Identity Disorder.

o Boys

-Tend to prefer to dress in girls’ clothes.

-They often avoid competitive sports and have little interest in rough and
tumble games.

-They frequently prefer to play games with girls, and they enjoy girls as
playmates.

-They usually enjoy acting as a female figure, such as a mother or a

princess, in the games they play.

-Boys with gender identity problems pretend not to have a penis; they
want it removed, and they wish they had a vagina.

o Girls

-Prefer to wear boys' clothes and want to look like a boy.

-They prefer boys as playmates and often enjoy competitive contact and
rough play.
 -Girls with gender identity disorder wish they could grow a penis, and do
not look forward to growing breasts or menstruating.

-They would like to be a man when they grow up.

o Adult

-Sometimes live their lives as members of the opposite sex.

-They tend to be uncomfortable living in the world as a member of their

own biologic or genetic sex.

-They often cross-dress and prefer to be seen in public as a member of the

other sex.

-Some people with the disorder request sex-change surgery.

• After the discussion, students will be allowed to ask questions. But

only 2-3 students will be given the opportunity to ask.

V. EVALUATION

A 20 item quiz will be given as an evaluation for students. The test is

composed of two types: Identification and Enumeration. These two type of test
aims to determine the learner’s acquisition of knowledge and to determine if the
students have achieved the remembering and understanding level of cognitive
dimension.

I. Identification
__________1. It is the inner sense of a person as being male or female
__________2. A diagnosis used by psychologist to describe a person who
experiences significant discomfort with biologic sex
__________3. Individuals who wish to undergo physical surgery to refashion their
primary sexual characteristics, secondary or both.
__________4. Female sex chromosome
__________5. Another term to denote discontent with biological sex they are born
with.

II. Enumeration
1-4. types of gender/ sexual; identity
5-7. three models of action of hormonal influences on gender
8-10. Characteristic that occur in young boys with GID
11-13. Characteristic that occur in young girls with GID
14-15. Characteristic that occur in adults with GID

Answers
I. Identification
1. Gender Identity
2. Gender Identity Disorder
3. Transsexuals
4. XX
5. gender dysphoria

II. Enumeration
1-4 heterosexual, homosexual, bisexual, transsexual
5-7. Classic model, Gradient model, Model of Active Feminization
8-10.

-Tend to prefer to dress in girls’ clothes.

-They often avoid competitive sports and have little interest in rough and
tumble games.
 -They frequently prefer to play games with girls, and they enjoy girls as
playmates.

-They usually enjoy acting as a female figure, such as a mother or a

princess, in the games they play.

-Boys with gender identity problems pretend not to have a penis; they
want it removed, and they wish they had a vagina.
11-13.

-Prefer to wear boys' clothes and want to look like a boy.

-They prefer boys as playmates and often enjoy competitive contact and
rough play.

-Girls with gender identity disorder wish they could grow a penis, and do
not look forward to growing breasts or menstruating.

-They would like to be a man when they grow up.

14-15

-Sometimes live their lives as members of the opposite sex.

-They tend to be uncomfortable living in the world as a member of their

own biologic or genetic sex.

-They often cross-dress and prefer to be seen in public as a member of the

other sex.

-Some people with the disorder request sex-change surgery.

VI. ASSIGNMENT

Students will be asked to research for a journal about Gender Identity Disorder, give their
reaction on it. This is intended for the students to learn more about the topic, and be
updated regarding the issues and new studies about the lessons presented. They can
search the web to find the assignment such as:

- www.sciencedirect.com

- www.elsevier.com

- www.dogpile.com

The journal will be placed in a short bond paper, together with the student’s reaction on
it. It will be passed the next meeting. 20 points will be allotted for the assignment.

Criteria for evaluating the assignment include:

• Relevance to the topic (5pts.)

-This includes the selection of Journal. The journal must be related to the topic,
must contain significant facts.

• Content (10 pts.)

- The reaction must be related to the journal. It must present the important
highlights, details and ideas included of the journal.

• Organization of thoughts (5 pts.)

- It includes the correctness in constructing sentence, and systematic presentation of

ideas. The reaction is limited to 3 paragraphs, each containing 5-10 sentences.