OK, so you've been allocated a project group with four girls. Well, things are starting to improve already!
The teacher asks each group to discuss ideas and agree a topic for the Semester long project, based on the guidelines in the introductory packs.
The girls all start talking about their thoughts and ideas, and clearly have a far better understanding of the subject that you. You are seriously floundering with absolutely no idea what the subject matter is or what the project should be about. A number of topics are debated, and some quickly dismissed before you even understood what they were, and many of the details they are talking about are a bit beyond your immediate comprehension. However, they do finally reach a decision.
Realizing that you are not fully on board with the topic, they try to explain it to you. "OK Tony, we need to have a project studying either sociological or psychological affects on a person or society. Yeah? Well we thought we could study how a person's attitudes and behaviors are affected by their gender by them living as the opposite gender. So we'll each take on a roll in the project appropriate to our skills, experience, and suitability. OK?"
The girls all agree that this would fully meet the brief, and they all support this choice, but want you to agree as well. Well, it sounds straightforward enough, although you're not sure where you're going to find someone willing to live as the opposite gender, although you guess one of the girls must know someone, otherwise they wouldn't have suggested it. All sounds a bit weird really, but sort of interesting. So, despite not really understanding how this fits the assignment requirements, you agree. They all seem very pleased, and high five each other and you. The fact that they are all smiling at you makes you feel quite buoyant, and a bit more part of the group.
The choice of project is then announced to your teacher by Rachael, one of the girls in your group.
"We want to study the sociological and psychological impacts on a person living as the opposite gender, to determine how the person is perceived by society based on their assumed gender, and how the subject's own attitudes and behaviors are affected."
Rachael continues. "Tony has agreed to be our subject for the project. So he will dress as a girl, wear makeup and act as if he's a girl. We will study how he is treated by his peer group, and how he responds to see if his behaviors change based on his perceived gender."
"Hang on!" you start. "You didn't say anything about me dressing up as a girl!"
"Well," your teacher responds, "I think you have an excellent topic, so on the assumption that you can resolve Mr Jackson's apparent dissent I think this could be one of the most promising projects so far. Well done group." He moves on to the next group, leaving you almost speechless.
"At which point did I agree to cross-dress? I thought we were studying someone else, not me!" you say.
"The project guidelines are quite clear," Rachael replies, "We must select a subject for the project from within our group. Everyone is assigned a roll based on knowledge and suitability. I'm the project leader, Louise is the research assistant, Amy is the archivist and librarian, and Susan has studied sociology before, so is our most qualified to observe and monitor any changes. You have least knowledge of the subject matter, but are ideally suited to be our subject. You haven't developed much body hair yet, your complexion is quite smooth, and you're the right size to fit into girls clothes. You are the obvious choice!"
"Yes, but I could do any of those other things... I'd be a laughing stock if I turn up tomorrow dressed as a girl, and how could that prove anything if everybody knows its me cross-dressing!"
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