Blog #10: ROMANTIC RELATIONSHIPS AND GENDER-RELATED ISSUES

Love and sexuality are emphasized during adolescent stage. In this stage, there is a developing interest and progress in romantic relationships,and in sexual and gender identity. In this lesson, what struck me was the definition of the terms. The definitions of gender identity, gender expression, sex, and sexual orientation have helped me understand the differences of these terms and why they can not be interchangeably used. Furthermore, I have learned that social factors such as family, media, religion, school, and peers have been greatly affecting our perceptions of sexuality. In Hartley’s 4 processes involved in gender socialization - manipulation, canalization, verbal appellation, and activity exposure - it is evident that social factors like family influence our perception on gender. We were still infants, but our parents have introduced gender stereotyping already. The impact of this is that we are not able to deeply explore our identity as our behaviors are limited to what these social factors have taught us about gender role.

With that, we should encourage people to stop gender stereotyping and start informing them about these different gender terms. As individuals who have knowledge about this, this is the perfect time to share this knowledge with other people who are not aware yet about the issue. Through this, we are able to contribute in developing one’s identity by allowing them to explore and understand the different gender-related issues.

Blog #9: RELATIONSHIP WITH PEERS

The lesson on peer groups allowed me to evaluate how my relationship with peers contributed in constructing my identity. In this lesson, I found out that relationship with peers varies  across stages. During adolescent period, the concept of “crowds” emerges as transformation in peer relationship happens at this stage. I learned that crowd affects one’s social relationship. How one interact with other members in the same crowd or people in other crowds is sometimes associated with crowd that he belongs to, because there are crowds that have their own lifestyles and systems in which members are expected to observe. Therefore, a person tends to conform with how his crowd is presented. In this manner, a person’s identity is constructed.

With that, I learned  that I can use crowds as another approach to understand self and others. Since crowds represent the perceptions, behaviors, interest, etc.of its members; and how members interact with each others, sometimes, depends on how members perceived their crowds, evaluating my crowds and others’ crowds would give me an idea about my identity and others’.

Blog #8: RELATIONSHIP WITH PARENTS

Since our family is very traditional, respect is a big word which every member of the family is expected to observe. When I was in junior high school, I was very dependent on them. I used to value whatever they say to me, and I used to consider their opinions on how I should live my life. In short,  I just let my parents decide for my future. There was no attempt in making my own decision until in senior high school they told me to decide on my own. I was afraid at the beginning because I remembered that there was this moment when I was in grade 8 where I attempted to disobey them and followed what I wanted; but as a result of this, I just made a mistake. After I became comfortable of my situation, I learned to become independent.

In the lesson about individuation, I realized that separation and self-assertion - components of individuation - help develop one’s identity. In my case, my parents allowing me to decide on my own helped me develop my own identity. I realized that my parents wanted me to have my own identity separate from them. By being independent from them, I feel more connected with my parents. In fact, after I graduate from senior high school, we treated each other like friends. With this lesson I learned, I am now able to appreciate more how significant the role of my parents in establishing my identity.