Sexual Orientation

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Short Paper 5
You will use Peterson’s (1998) “Case studies of Midlife Generativity: Analyzing Motivation and Realization” from the APA’s Generativity and Adult Development: How and Why We Care for the Next Generation (Peterson (1998) – Case Studies of Midlife Generativity – Analyzing Motivation and Realization.pdf ).
NOTE: you will only be using the case studies from Peterson’s chapter—the case studies start from page 111; you are not being asked to review or reflect on the California Q Sort or the Thematic Apperception Test (TAT).
You will also refer to section 8.4.1 (Psychosocial Development) on pages 194 to 197 in our textbook and the notes and recorded lecture on Erikson’s psychosocial theory of development.
Peterson presents case studies for twelve women. The women were selected for their midlife scores for generativity motivation and generativity realization. There are four groups of women: (a) women who scored high on both motivation and realization; (b) women who scored high motivation and low on realization; (c) women who scored low on motivation and high on realization; and (d) women who scored low on both motivation and realization. The groups can be described as follows:
Group A: women who valued and achieved generative goals
Group B: women who valued but did not achieve generative goals
Group C: women who did not value but realized generative goals
Group D: women who did not value or achieve generative goals
The 12 participants in Peterson’s study were selected from a longitudinal study of women who graduated from Radcliffe College in the mid-1960s. Researchers collected extensive open-ended and closed-ended questionnaire data from these women at ages 18, 31, 37, 43, and 48. Most of the participants came from middle- to upper-middle-class backgrounds, and 77% of the women received degrees beyond their bachelor’s degree, forming an educationally elite group.
Write a 2-page paper (not more than 2 pages, not less than 2 pages), double-spaced, that addresses the following items:
How does this group of women define generativity? What is present in (or absent from) their lives that they associate with a generative life? How does it compare to how YOU define generativity, and why is it different/the same?
Which of Erikson’s other psychosocial crises/dilemmas are relevant to generativity? In what ways might the resolution or lack of resolution of those psychosocial crises/dilemmas have impacted the generativity of these women?
Based on the article, our textbook, and your own judgment/experience, what personal and/or social factors likely supported the women who achieved generative goals?
Based on the article, our textbook, and your own judgment/experience, what personal and/or social factors likely impeded the women who did not achieve generative goals?
Select at least two aspects of identity from Burnham’s (2012) Social GRACES (see below*). For the aspects of identity you selected, describe how they might impact the achievement of generative goals. (If you like, you may add complexity to your answer by addressing intersectional identities, i.e., combinations of aspects of identity.)
* Social GRACES is an acronym/mnemonic explaining the visible/invisible and spoken/unspoken aspects of our identity. It allows us to examine the elements of identity that might impact our lives and behaviors. The social graces include:
G: Gender, Gender Identity, Geography, Generation
R: Race, Religion
A: Age, Ability, Appearance
C: Class, Culture, Caste
E: Education, Ethnicity, Economics
S: Spirituality, Sexuality, Sexual Orientation   For more information on Sexual Orientation check on this:

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