You can use your video gallery to show off samples of your work, instructions for your products, recorded testimonials from satisfied customers, and more — and this is the perfect space to introduceUNIT 9. GENDER AND SEXUAL ORIENTATION (Parts 1 and 2) In this class we cover a lot of ground, looking at the intersection of three constructs: sex, gender identity and expression, and sexual orientation and their relationship to the construct of “normal.” In particular we look at how students’ experiences (at all levels) of these constructs interact with institutions’ expectations, producing disparate learning.Learning Goals: 1. Distinguish between sex, gender identity and expression, and sexual orientation as constructs. 2. Identify how particular positions within each of these constructs are valued over others in educational environments and the impact that valuing can have on learning outcomes for some students. Key Questions: 1. How does the concept of hegemony relate to our discussion of gender identity and sexual orientation? 2. What messages do you see being sent in your own institution about “normal” and “gender identity”—for students and for educators? 3. How do we determine what is best for students in areas like these, in which some communities have very deeply felt and opposing views?