Development of Sexual Identity - Term Paper Example

Development of Sexual Identity Introduction People around the world come from different sexual orientation. Society dictates that females have certain role in the same way with their male counterparts. In fact, in a traditional society males are expected to be masculine, aggressive and to be dominant over their female counterparts. In general there is always a special distinction between males and females. Their varying lifestyles could probably explain it all. Their emotional aspects could also prove the basic differences between a male and a female.

In other words, based on observation, so much can be understood about the sexual identity most particularly on a person’s sexual orientation. There are varying theories that try to explicate or prove factors that could produce sexual orientation, but no single aspect could especially do that, so a need to combine them is essential in understanding this matter. Biological factor There are evidences suggesting that sexual orientation or the development of one’s sexual identity from the biological perspective is genetic.

This can be particularly observed in a case of twins. In one of the twins identifying oneself as homosexual, the response on the other on this matter as observed is most likely the same even though they might have been separated or raised in completely different social environment (Walsh 1997). Another important finding shows that brain structures played a significant role towards sexual identity. Unlike their heterosexual counterparts, homosexuals have larger anterior commissure, a bundle of neurons that connect the brain’s right and left hemisphere (Cabaj & Stein 1996).

However, the results of the above findings remained inconclusive and statistically insignificant due to the fact that the studies were only conducted to small samples (Feldman 2003). Environmental factor The magic bullet theory implies that a passive audience is most likely to be influenced by the media through its powerful force within the entire context of communication process (Sparks 2009). This particularly applies in advertising and other media activities. A child watching a fairy tale for instance could be influenced by the very character of the antagonists or protagonists of the story.

A four year-old girl was able to understand the concept of a princess and to dress like one through watching Cinderella and Snow White. These movie films have positively influenced that child to act the way how Cinderella and Snow White do. Eventually, the four-year old girl was starting to dream and hopeful to meet her prince charming someday. In general, Cinderella and Snow White depict entirely the archetype of the role of women that traditional society expects of them. In the eyes of that four-year old girl, it was the natural thing to do for Cinderella and Snow White to live like a princess, act the way they do.

Dreaming to be like a princess, she basically started to request for dresses that would make her feel like a princess too. What is the most important point in this case was the fact that the four year old girl gained specific positive approval from her parents. Her mother would tell her that she looked so cute and cuddly with her dress. It was a good thing that the child would want to hear from her parents from time to time, so in a sense it was a positive reinforcement for her. This particular case strongly depicts the fact that sexual identity could be possibly learned from the environment most particularly from the media and the person’s immediate environment.

The above case is in line with another important theory that could probably explain sexual orientation and the development of sexual identity. From the learning theory, sexual orientation is viewed to be developed through rewards and punishments (Masters & Johnson 1979). This may sound plausible at some point, but another researches found that those individuals raised by homosexual parents were statistically found not to be most likely turned out homosexual, which could also disprove the notion that sexual identity is acquired directly from the immediate environment especially from others (Golombok & Tasker 1996).

Conclusion As already been discussed, the above two general factors in understanding development of sexual identity have both something good to say on a person’s sexual orientation and its development. Although at some point they may have failed to consistently prove their claims, in one way or another the other factor can justify specific concerns that are not met by the other. In other words, it is good to combine the biological and environmental factors together in order to substantially understand the fact that sexual identity is formed due to important and special reason and not just a mere chance.

References Cabaj, R. P. & Stein, T. S. (1996). Textbook of homosexuality and mental health. Washington, DC: American Psychiatric Press. Feldman, R. S. (2003). Essentials of Understanding Psychology (5th ed.). New York, NY: McGraw-Hill. Golombok, S., & Tasker, F. (1996). Do parents influence the sexual orientation of their children? Findings from a longitudinal study of lesbian families. Developmental Psychology. 32, 3-11. Masters, W. H., & Johnson, V. E. (1979). Homosexuality in perspective. Boston: Little, Brown.

Sparks, G. G. (2009). Media Effects Research: A Basic Overview (3rd ed.). Mason, OH: Cengage Learning. Walsh, M. R. (1997). Women, men, and gender: Ongoing debates. New Haven, CT: Yale University Press.