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Pages:
7 pages/≈1925 words
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2
Style:
MLA
Subject:
Psychology
Type:
Book Report
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 30.24
Topic:
Being Transgender Girl Fighting to be Accepted by Family and School
Book Report Instructions:
the book I choose is Becoming Nicole. Please able each part I will delete after. I am also attaching more information on a file. I did part 1 we can redo it though I am attaching it as well.
Part 1 of the paper consists in writing a summary of the fiction book after reading it.
Part 2 consists in writing out in a few sentences (2 or 3) the theoretical perspective as well as the theory and the concepts you will use to analyze the paper in part 3 Part 3 is about writing a psychological analysis of the fiction book.
Instructions and guidelines for each part are posted in Blackboard for each part of the paper. There are several files to help you in each part of the paper. It is recommended that you read them carefully
Book Report Sample Content Preview:
Student’s Name
Lecturer’s Name
Unit
Due Date
Becoming Nicole
Summary
Becoming Nicole is a book about a transgender girl fighting to be accepted by her family and school. Wayne and Kelly adopted her. The girls’ name was Wyatt in the early years, and her twin brother's name was Jonas. Jonas liked playing with cars and Wyatt with the little mermaid. That is when they realized she was different. Instead of tearing the family apart, they became closer and stood Nicole's transformation. Jonas always stuck up for his twin sisters and defended her from the town and the school system. She started a lawsuit against the school district for the right to use female restrooms at school. She became an activist to discuss important findings of gender identity.
Theoretical Perspective
Biological theory of gender development will be used to analyze ‘‘becoming Nicole’’. Two concepts that form this theory include gene variants and genetic influences on human behavior. According to the book, Wyatt developed a feminine personality at a young age, and genetic factors play a significant role in her transgender.
Analysis
First Section: Presentation of Theoretical Perspective and Concepts
The main focus of the biological theory of gender development is to identify biological factors that lead to gender transition. The biological theory of gender development suggests that biological components like hormones and chromosomes determine one’s gender (Boucher and Chinnah, 89). These components make children feel that they have the wrong identity, hence, transitioning from one gender to another. Studies show that gender identity and biological sex mismatch present with gender dysphoria, resulting in mental illness, childhood trauma, and family dysfunction (Jackson and Short, 98). Scientific evidence now shows that biological factors play a significant role in gender identity.
Jackson and Short (p. 101) opined that gender differences result from sex differences. It means that women and men act, think and feel differently because of differences in how their brains work. For instance, males’ left side of the brain is more developed, making it responsible for conventionally logical thinking, abstract and analytical thinking. Women’s right side of the brain is more developed, making it responsible for imaginative, artistic activity, visual and spatial tasks, and holistic and intuitive thinking (Boucher and Chinnah,p. 91). This approach attributes gender role development to biological processes.
It is worth noting that gender disparities are caused by chromosomal differences, which lead to hormonal differences. Women and men have different chromosomes (Miller, p. 4). Women have XX chromosomes whereas men have XY chromosomes. During conception, male and female embryos are indistinguishable apart from their chromosomes. However, the males’ Y chromosome begins to promote the production of testosterone and other androgens (Jackson and Short, p. 101).
These androgens cause the male brain to develop differently from the female. A biopsychologist would argue that these differences in brain development and brain activity due to androgen secretion cause men to behave differently from females (Boucher and Chinnah, p. 93). Miller (p. 4) found that females exposed to increased levels of androgens prenatally tend to be more physically active like boys. However, absence or low levels of androgens in males lead to the development of female characters.
Several studies involving humans and other animals have established that chromosomal and hormonal differences between males and females affect the numerous masculine and feminine behaviors, supporting the biological perspective (Boucher and Chinnah, p. 95). According to Jackson and Short(p. 107), cross-cultural studies that have universal characteristics of gender support the biological view of gender identity. For instance, in all cultures studied, men were found to be more aggressive than women, suggesting an innate, biological difference (Boucher and Chinnah, p. 97). Similarly, Miller (p.5) examined what males and females consider potential in various cultures. They found that while men consistently utilized youth and physical attractiveness, women valued wealth and status.
The above differences may mirror biological differences between males and females that have emerged due to evolutionary processes (Miller, p. 2). However, it is imperative not to ignore the fact there are substantial differences in gender behaviors between some cultures. When cultures behave differently, it means that culture plays a central role in learning (Jackson and Short, p. 113). One study documented how three tribal societies in close proximity to each other in Papua Guinea assumed different gender roles (Boucher and Chinnah, p. 96). Such findings suggest that biological factors are heavily modified by learning although they influence gender behavior.
Therefore, it is safe to state that the biological theory of gender development plays a significant role in explaining differences in gender identity and behaviors. Key biological concepts used in this perspective are hormonal and chromosomal concepts which studies have found to be associated with changes in brain activity and behaviors of an individual (Miller, p. 3). Absence or low levels of androgens: - a hormone responsible for the testes and penis development leads a male to develop female characters and behaviors (Jackson and Short, p. 115). Therefore, there is a strong connection between biological factors and transgender.
Second Section: Concept Application
Biological concepts of hormones and chromosomes derived from the biological theory of gender development are applicable to the fictional story: Becoming Nicole (Miller, p. 1). These approaches maintain that psychological and behavioral gender differences are caused by biological differences between males and females (Jackson and Short, p. 109). As noted, this story follows the experience of Wyatt Maines as she makes the biological transition from male to female (Nutt, 320). It is clear from the beginning that Nicole knew she was not meant to be born male due to her involvement in more feminine activities.
Hormonal and chromosomal concepts help explain the reasons behind this transition. For instance, in her childhood, Nicole was attracted to dolls, which is associated with girlish behaviors (Nutt, p. 8). Perhaps, one can argue that Nicole’s feminine characters were biological following the concept of hormonal differences. As noted in the previous section, absence or low levels of androgen lead to the adoption of female characteristics (Jackson and Short, p. 104). Thi...
Lecturer’s Name
Unit
Due Date
Becoming Nicole
Summary
Becoming Nicole is a book about a transgender girl fighting to be accepted by her family and school. Wayne and Kelly adopted her. The girls’ name was Wyatt in the early years, and her twin brother's name was Jonas. Jonas liked playing with cars and Wyatt with the little mermaid. That is when they realized she was different. Instead of tearing the family apart, they became closer and stood Nicole's transformation. Jonas always stuck up for his twin sisters and defended her from the town and the school system. She started a lawsuit against the school district for the right to use female restrooms at school. She became an activist to discuss important findings of gender identity.
Theoretical Perspective
Biological theory of gender development will be used to analyze ‘‘becoming Nicole’’. Two concepts that form this theory include gene variants and genetic influences on human behavior. According to the book, Wyatt developed a feminine personality at a young age, and genetic factors play a significant role in her transgender.
Analysis
First Section: Presentation of Theoretical Perspective and Concepts
The main focus of the biological theory of gender development is to identify biological factors that lead to gender transition. The biological theory of gender development suggests that biological components like hormones and chromosomes determine one’s gender (Boucher and Chinnah, 89). These components make children feel that they have the wrong identity, hence, transitioning from one gender to another. Studies show that gender identity and biological sex mismatch present with gender dysphoria, resulting in mental illness, childhood trauma, and family dysfunction (Jackson and Short, 98). Scientific evidence now shows that biological factors play a significant role in gender identity.
Jackson and Short (p. 101) opined that gender differences result from sex differences. It means that women and men act, think and feel differently because of differences in how their brains work. For instance, males’ left side of the brain is more developed, making it responsible for conventionally logical thinking, abstract and analytical thinking. Women’s right side of the brain is more developed, making it responsible for imaginative, artistic activity, visual and spatial tasks, and holistic and intuitive thinking (Boucher and Chinnah,p. 91). This approach attributes gender role development to biological processes.
It is worth noting that gender disparities are caused by chromosomal differences, which lead to hormonal differences. Women and men have different chromosomes (Miller, p. 4). Women have XX chromosomes whereas men have XY chromosomes. During conception, male and female embryos are indistinguishable apart from their chromosomes. However, the males’ Y chromosome begins to promote the production of testosterone and other androgens (Jackson and Short, p. 101).
These androgens cause the male brain to develop differently from the female. A biopsychologist would argue that these differences in brain development and brain activity due to androgen secretion cause men to behave differently from females (Boucher and Chinnah, p. 93). Miller (p. 4) found that females exposed to increased levels of androgens prenatally tend to be more physically active like boys. However, absence or low levels of androgens in males lead to the development of female characters.
Several studies involving humans and other animals have established that chromosomal and hormonal differences between males and females affect the numerous masculine and feminine behaviors, supporting the biological perspective (Boucher and Chinnah, p. 95). According to Jackson and Short(p. 107), cross-cultural studies that have universal characteristics of gender support the biological view of gender identity. For instance, in all cultures studied, men were found to be more aggressive than women, suggesting an innate, biological difference (Boucher and Chinnah, p. 97). Similarly, Miller (p.5) examined what males and females consider potential in various cultures. They found that while men consistently utilized youth and physical attractiveness, women valued wealth and status.
The above differences may mirror biological differences between males and females that have emerged due to evolutionary processes (Miller, p. 2). However, it is imperative not to ignore the fact there are substantial differences in gender behaviors between some cultures. When cultures behave differently, it means that culture plays a central role in learning (Jackson and Short, p. 113). One study documented how three tribal societies in close proximity to each other in Papua Guinea assumed different gender roles (Boucher and Chinnah, p. 96). Such findings suggest that biological factors are heavily modified by learning although they influence gender behavior.
Therefore, it is safe to state that the biological theory of gender development plays a significant role in explaining differences in gender identity and behaviors. Key biological concepts used in this perspective are hormonal and chromosomal concepts which studies have found to be associated with changes in brain activity and behaviors of an individual (Miller, p. 3). Absence or low levels of androgens: - a hormone responsible for the testes and penis development leads a male to develop female characters and behaviors (Jackson and Short, p. 115). Therefore, there is a strong connection between biological factors and transgender.
Second Section: Concept Application
Biological concepts of hormones and chromosomes derived from the biological theory of gender development are applicable to the fictional story: Becoming Nicole (Miller, p. 1). These approaches maintain that psychological and behavioral gender differences are caused by biological differences between males and females (Jackson and Short, p. 109). As noted, this story follows the experience of Wyatt Maines as she makes the biological transition from male to female (Nutt, 320). It is clear from the beginning that Nicole knew she was not meant to be born male due to her involvement in more feminine activities.
Hormonal and chromosomal concepts help explain the reasons behind this transition. For instance, in her childhood, Nicole was attracted to dolls, which is associated with girlish behaviors (Nutt, p. 8). Perhaps, one can argue that Nicole’s feminine characters were biological following the concept of hormonal differences. As noted in the previous section, absence or low levels of androgen lead to the adoption of female characteristics (Jackson and Short, p. 104). Thi...
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