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By a Dissertation Submitted in Partial Fulfillment of the Requirements For BEYOND GENDER DEVELOPMENT: INTERNAL RESOURCES RECOGNIZED by DEBBRA MELODY HAVEN A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY IN PSYCHOLOGY MERIDIAN UNIVERSITY 2009 Copyright by Debbra Melody Haven 2009 BEYOND GENDER DEVELOPMENT: INTERNAL RESOURCES RECOGNIZED by DEBBRA MELODY HAVEN A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY IN PSYCHOLOGY MERIDIAN UNIVERSITY 2009 This dissertation has been accepted for the faculty of the Meridian University by: ___________________________________ Jürgen Kremer, Ph.D. Dissertation Advisor ____________________________________ Shoshana Fershtman, Ph.D. Dissertation Chair ____________________________________ Melissa Schwartz, Ph.D. Academic Dean iv ABSTRACT BEYOND GENDER DEVELOPMENT: INTERNAL RESOURCES RECOGNIZED by Debbra Melody Haven Carl Jung’s theory of contrasexuality is fundamental to this dissertation. This study’s Research Problem posed the question: What new images, experiences, and insights arise when women and men imagine and practice contrasexual gender performances and expressions that are outside of traditional gender roles? The research hypothesis stated that: Imagining and practicing contrasexual performances will encourage a beginning awareness of contrasexual aspects, gender projections, and a re-imagining of gender for the future. The literature reviewed addresses psychological, cultural, and sociological perspectives along with imaginal approaches to contrasexual resources and projection. It was found that the literature seems to inadequately address how gender imagery affects individuals. Evoking experience, expressing, interpreting, and integrating it, constitute the Four Phases in Imaginal Inquiry, the research methodology used for this study. Guided visualization, Authentic Movement, journal writing, and role-plays were imaginal approaches employed for recognizing internalized images. The primary experiences v evoked for participants consisted of gender imagery and contrasexuality, and the transcending or seeing beyond gender. The Cumulative Learning reveals that early, good-enough family support for developing both feminine and masculine capacities allows an individual to explore contrasexuality throughout their lifetime without severe and restrictive gatekeeping dynamics, and enables the individual to digest discrepancies between social expectations related to gender performance and the individual’s core identity. Embodying and visualizing cross-gender experience enhances empathy both toward others and the internal other and supports the withdrawal of projections and the increase in capacities. Four learnings emerged: First, childhood gender identity develops through selective identification with positive aspects of both genders and disidentification from limiting aspects, in an atmosphere of sufficient parental support, despite cultural expectations and stereotypes. Second, the expression and amplification of stereotypical gender roles evokes disgust, anger, sadness, and surprise for both genders and assists in disidentification, and withdrawal of projections. Third, the contrasexual performance and experience brings to awareness the limiting aspects of gender roles, leading either to further personal insight or increased rigidity resulting from defensive processes. Fourth, through gatekeeping dynamics, unfamiliar movement and stances are restricted as they threaten to dislodge familiar and gender adaptive patterns. In reflecting on these learnings, the mythical characters of Narcissus, Persephone, and Demeter are drawn on to portray challenges and rewards inherent in the individuation process. vi ACKNOWLEDGEMENTS First, I am grateful to courageous women and men who model a respect for all and who defy prejudices of any kind, whether as sexism, racism, ageism, or any of the other wounding isms–or phobias concerning others who live differently–and understand they are wounding not only to individuals but to the world, and are a barrier to peace. I am thankful to my friends who I consider my extended family. I also appreciate my parents who taught me how wrong prejudice is through their own biases that I could not understand. I saw their struggles and search for meaning in the limiting roles of a 1950s family in a North American suburb. Though they never shed restrictive gender roles, they did instill a longing in me for a different way of living. I am particularly grateful to my daughter, Alexandra, who has inspired, challenged, and taught me much through being her own person. Her lifestyle and choices help me realize my own struggle with gender roles is my own in a very unique way, as is hers. I am grateful to my partner and friend, Michael Welch, who provided support on many levels throughout the writing of this dissertation. I am also grateful for the support of soul in psychology that Meridian University upholds. vii CONTENTS ABSTRACT . iv ACKNOWLEDGEMENTS . vi Chapter 1. INTRODUCTION . 1 Research Topic Relationship to the Topic Theory-In-Practice Research Problem and Hypothesis Methodology and Research Design Learnings Significance and Implications of the Study 2. LITERATURE REVIEW . 23 Introduction and Overview Psychological Perspectives on Gender Development Cultural and Sociological Perspectives on Gender Development Imaginal Approaches to Gender Development Conclusion 3. METHODOLOGY . 109 Introduction and Overview viii Chapter Participants Four Phases of Imaginal Inquiry 4. LEARNINGS . 135 Introduction and Overview Learning One: Honoring Increased and Individual Capacities Learning Two: Amplifying Roles Focuses Insight through Affect Learning Three: Contrasexual Capacities Engaged in Cross-Gender Rehearsal Learning Four: The Gatekeeper at the Threshold Conclusion 5. REFLECTIONS . 183 Introduction Significance of Learnings Mythic and Archetypal Reflections Implications of the Study Conclusion Appendix 1. ETHICS APPLICATION . 213 2. CONCEPTUAL OUTLINE . 221 3. CHRONOLOGICAL OUTLINE . 223 4. INFORMED CONSENT . 227 5. SCREENING FORM . 229 6. FLYER TO RECRUIT PARTICIPANTS . 232 ix Appendix 7. GUIDED GENDER VISUALIZATION SCRIPT . 233 8. GUIDED CROSS-GENDER VISUALIZATION SCRIPT . 236 9. AUTHENTIC MOVEMENT SCRIPT . 239 10. GENDER ROLE-PLAYS SCRIPT . 242 11. CLOSING JOURNAL QUESTIONNAIRE FORM . 244 12. MEETING ONE: INTRODUCTION AND OPENING RITUAL . 246 13. MEETING ONE: CLOSING RITUAL . 247 14. MEETING TWO: ORIENTATION AND RITUAL . 248 15. MEETING TWO: CLOSING AND RITUAL . 249 16. SUMMARY OF LEARNINGS . 250 17. THANK YOU LETTER TO PARTICIPANTS . 254 18. SUMMARY OF DATA . 255 Samples of Responses: Closing Questionnaire 1 Samples of Responses: Closing Questionnaires 2 and 3 Samples of Responses: Closing Questionnaires 4 and 5 Samples of Responses: Closing Questionnaire 6 Samples of Responses: Closing Questionnaires 7 and 8 Samples of Responses: Journaling from Traditional Role-Play 1 Samples of Responses: Journaling from Traditional Role-Play 2 Samples of Responses: Journaling from Traditional Role-Play 3 Samples of Responses: Journaling from Traditional Role-Play 4 Samples of Responses: Journaling from Cross-Gender Role-Play 1 x Appendix Samples of Responses: Journaling from Cross-Gender Role-Play 2 Samples of Responses: Journaling from Cross-Gender Role-Play 3 Samples of Responses: Journaling from Cross-Gender Role-Play 4 Samples of Responses: Journaling from Cross-Gender Role-Play 5 Samples of Responses: Journaling from First Guided Visualization Traditional Role Activity Samples of Responses: Journaling from Second Guided Visualization Cross-Gender Activity Samples of Responses: Journaling from Authentic Movement 1 Samples of Responses: Journaling from Authentic Movement 2 NOTES . 274 REFERENCES . 307 1 CHAPTER 1 INTRODUCTION This qualitative participatory research study on gender development begins by unfolding theory and concepts to highlight significant points about the research topic. In this chapter I address my relationship to the development of gender, then continue with a discussion of Carl Jung’s theory of individuation (drawn from his Analytical Psychology), which provides a conceptual foundation for the topic and recognition of the contrasexual archetype. This theoretical understanding provides the context for presenting the Research Problem and Research Hypothesis, as well as the Research Design and Methodology. This chapter concludes with an overview of the Learnings and their significance.1 The second chapter provides a survey of literature relevant to this research on gender development. The literature is presented in three clusters. These clusters are entitled as follows: Psychological Perspectives on Gender Development, Cultural and Social Perspectives on Gender Development, and Imaginal Approaches to Gender Development. The research method utilized for this project was Imaginal Inquiry, a qualitative research method authored by Aftab Omer.2 In Chapter 3 this research method is described and the Research Problem and Research Hypothesis are discussed. The Research Design for this project is then described in detail through presentation of its specific Four Phases of Imaginal Inquiry. 2 The Learnings are found in Chapter 4, which are discussed through the six steps of Imaginal Inquiry. The Learning sections are: Learning One: Honoring Increased and Individual Capacities, Learning Two: Amplifying Roles Focuses Insight through Affect, Learning Three: Contrasexual Capacities Engaged in Cross-Gender Rehearsal, and Learning Four:
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