The Collision of Sex and Gender
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Anne Fausto-Sterling Frameworks of desire Genes versus choice. A quick and dirty tain unalienable Rights . ” Moreover, search of newspaper stories covering sci- rather than framing research projects in enti½c research on homosexuality shows terms of the whole of human desire, we that the popular press has settled on this neglect to examine one form, heterosex- analytic framework to explain homosex- uality, in favor of uncovering the causes uality: either genes cause homosexuality, of the ‘deviant’ other, homosexuality. or homosexuals choose their lifestyle.1 Intellectually, this is just the tip of the The mischief that follows such a for- iceberg. When we invoke formulae such mulation is broad-based and more than as oppositional rather than developmen- a little pernicious. Religious fundamen- tal, innate versus learned, genetic versus talists and gay activists alike use the chosen, early-onset versus adolescent genes-choice opposition to argue their experience, a gay gene versus a straight case either for or against full citizenship gene, hardwired versus flexible, nature for homosexuals. Biological research versus nurture, normal versus deviant, now arbitrates civil legal proceedings, the subtleties of human behavior disap- and the idea that moral status depends pear. on the state of our genes overrides the Linear though it is, even Kinsey’s scale historical and well-argued view that we has six gradations of sexual expression; are “endowed by [our] Creator with cer- and Kinsey understood the importance of the life cycle as a proper framework for analyzing human desire. Academics Anne Fausto-Sterling is professor of biology and –be they biologists, social scientists,2 or gender studies in the Department of Molecular cultural theorists–have become locked and Cell Biology and Biochemistry at Brown Uni- into an oppositional framework. -
Biographies of Janet Mock and Miss Major, Black Trans Women
Whalen Symposium Abstract – Award Consideration John Jacobson, Women’s and Gender Studies Word Count: 694, excluding title and bibliography #GirlsLikeUs: The Development of Femme Identities in the (Auto)biographies of Janet MoCk and Miss Major, BlaCk Trans Women Understanding the subjectivities oF black transgender women lies at the intersection oF multiple academic Fields. Revolutionaries such as Judith Butler, bell hooks and Kate Bornstein have all contributed to discourse surrounding transgender women oF color. To understand and humanize the subjectivities oF these women, there must be an interaction of gender theory, queer theory, queer of color critique, and black Feminism. Trans women oF color are routinely in the margins oF academic spaces because their lives are interactions of unique oppressed identities. This presentation puts the (auto)biographical lives and works (a memoir and documentary, respectively) oF two black trans women in context: Janet Mock, a young activist, author, and media maker, and Miss Major, an elderly activist whose liFe has spanned From Attica to Stonewall and beyond (Licona). It centers their stories through the black Feminist concept of “a healthy love for ourselves, our sisters and our community which allows us to continue our struggle and work” (Combahee River Collective). Through these methods oF black Feminist love, we can observe the ways Mock and Major have developed black trans Femme identities and how those identities are revolutionary. Mock and Major both establish self-love through their modes oF unique gender expression, the way they “become” women in the way that Simone de Beauvoir theorized through personal growth and gender expression. Their living oF this theory allows the idea oF womanhood, or Femme-central identity, to be a “process, a becoming, a constructing that cannot be rightfully said to originate or end” (Butler). -
Counseling Transgender Youth Utilizing Expressive Art Therapies
1 CHAPTER 1 Introduction The True Colors of Authenticity I see your true colors Your true colors (Written by Billy Steinberg and Tom Kelly) The quest to know our true identity is a challenging process that evolves over a lifetime. Transitions are inherent for everyone, yet these shifts of physical, intellectual, emotional, social and spiritual change are even more challenging for transgender or gender non-conforming (GNC) youth. Transitions include birth, childhood, adolescence, adulthood, death and everything in between those phases that embraces a shift or an adjustment to a life circumstance. When these life phases also include an evolutionary change of the individual as well, it can be a difficult and seemingly never ending journey. The journey toward self starts with the pronouncement of our biological or assigned sex. The moment the declaration boy! specific gender begins. For many of us gender simply is. It is not something that is questioned, debated, or defended. 1 2 What happens to the transgender child when that declaration of assigned sex or in other words, their gender identity or gender expression does not conform to the sex of their body? How might they adapt healthfully into a world that often rejects atypical presentations of what it means to be a boy or a girl? How can mental health care professionals best guide, assist and support these children and their families through this process? Kate Bornstein (2013), author and transgender activist, stated The genders well-rounded, creative, loving people I . (p. 73). When transgender youth are insistent, persistent and insistent regarding their gender, we need to look and listen to what they are really saying because they are providing us with invaluable information about themselves and how they relate to the world. -
Nonbinary Gender Identities in Media: an Annotated Bibliography
Nonbinary Gender Identities in Media: An Annotated Bibliography Table of Contents Introduction-------------------------------------------------------------------------------------------------------------1 Glossary------------------------------------------------------------------------------------------------------------------2 Adult and Young Adult Materials----------------------------------------------------------------------------------6 Nonfiction-----------------------------------------------------------------------------------------------------6 Articles (Scholarly and Popular)------------------------------------------------------------------------14 Fiction---------------------------------------------------------------------------------------------------------19 Comics (Print and Web)----------------------------------------------------------------------------------28 Film and Television----------------------------------------------------------------------------------------31 Web Resources---------------------------------------------------------------------------------------------37 Children’s Materials-------------------------------------------------------------------------------------------------41 Nonfiction----------------------------------------------------------------------------------------------------41 Fiction---------------------------------------------------------------------------------------------------------41 Film and Television----------------------------------------------------------------------------------------42 -
Media Reference Guide
media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us. -
A Correlational Study on the Neurodevelopemental
A CORRELATIONAL STUDY ON THE NEURODEVELOPEMENTAL THEORIES OF HUMAN SEXUALITY HONORS THESIS Presented to the Honors College of Texas State University In Partial Fulfillment Of the Requirements for Graduation in the Honors College By Keimche P. Wickham San Marcos, Texas May 2016 A CORRELATIONAL STUDY ON THE NEURODEVELOPMEMENTAL THEORIES OF HUMAN SEXUALITY by Keimche P. Wickham Thesis Supervisor: ________________________________ Natalie Ceballos, Ph.D. Department of Psychology Second Reader: __________________________________ Judith Easton, Ph.D. Department of Psychology Approved: ____________________________________ Heather C. Galloway, Ph.D. Dean, Honors College TABLE OF CONTENTS . LIST OF TABLES………………………………………………………………………vii LIST OF FIGURES…………………………………………………………………..…viii ABSTRACT………………………………………………………..….……….…...…viiii CHAPTER I. INTRODUCTION………………………………………..…..…..…...1 History of Homosexuality ……......…………… ………..….….…2 Social and Psychological issues of Homosexuality...…..................4 Scientific Studies of Homosexuality.………………..………….... 5 Fraternal Birth Order Effect……………………………………….6 The Kin Selection Theory……………………………......………..7 II. METHOD…………………..………………………..…………..……8 Questionnaires………………....………….………………………9 Data Analysis ………………………………….…….…………..10 Birth Order……………………………….....….………………...11 Parent-Child Relationships………………………………..……..11 III. RESULTS……………………………………………………………12 Birth Order Effects……………......………………………….…..13 Parent-Child Relationships………......………………………......14 IV. DISCUSSION…………………………………………………….….16 Strengths and Limitations……………………………………..…19 -
Key Terms LGBTQ
KEY TERMS Sex (Sex Assigned at Birth): A biological construct that refers to our physical attributes and our genetic makeup. This includes determines birth-assigned male or female sex. Gender Identity: A person’s internal, deeply-felt sense of being male, female, something other, or in between. Gender identity is not determined by genitals or Sex Assigned at Birth Gender Expression: An individual’s characteristics and behaviors such as appearance, dress, mannerisms, speech patterns, and social interactions that are perceived as masculine or feminine. Gender Nonconformity (gender creative, gender expansive): Gender expressions that fall outside of societal expectations for one’s sex assigned at birth • May (or may not) impact gender identity: Natal male: “I am a girl and I like to express femininity.” Natal male: “I am a boy and I like to express femininity.” Non-Binary Gender: An umbrella term that reflects gender identities that don’t fit within the accepted binary of male and female. Individuals can feel they are both genders, neither or some mixture thereof. Terms under this umbrella: genderqueer, gender fluid, agender, bigender, etc. Non-binary folks may use they/them/theirs or other neutral pronouns. Gender diverse/fluid/expansive/creative: Conveys a wider, more flexible range of gender identity and/or expression. It reinforces the notion that gender is not binary, but a continuum; and that many children and adults express their gender in multiple ways. Sexual Orientation: The gender to which one is romantically and/or sexually attracted Transgender or Trans : Individuals with an affirmed gender identity different than their sex-assigned-at-birth. -
Transfeminist Perspectives in and Beyond Transgender and Gender Studies
Transfeminist Perspectives Edited by ANNE ENKE Transfeminist Perspectives in and beyond Transgender and Gender Studies TEMPLE UNIVERSITY PRESS Philadelphia TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2012 by Temple University All rights reserved Published 2012 Library of Congress Cataloging-in-Publication Data Transfeminist perspectives in and beyond transgender and gender studies / edited by Anne Enke. p. cm. Includes bibliographical references and index. ISBN 978-1-4399-0746-7 (cloth : alk. paper) ISBN 978-1-4399-0747-4 (pbk. : alk. paper) ISBN 978-1-4399-0748-1 (e-book) 1. Women’s studies. 2. Feminism. 3. Transgenderism. 4. Transsexualism. I. Enke, Anne, 1964– HQ1180.T72 2012 305.4—dc23 2011043061 Th e paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Contents Acknowledgments vii Introduction: Transfeminist Perspectives 1 A. Finn Enke Note on Terms and Concepts 16 A. Finn Enke PART I “This Much Knowledge”: Flexible Epistemologies 1 Gender/Sovereignty 23 Vic Muñoz 2 “Do Th ese Earrings Make Me Look Dumb?” Diversity, Privilege, and Heteronormative Perceptions of Competence within the Academy 34 Kate Forbes 3 Trans. Panic. Some Th oughts toward a Th eory of Feminist Fundamentalism 45 Bobby Noble 4 Th e Education of Little Cis: Cisgender and the Discipline of Opposing Bodies 60 A. Finn Enke PART II Categorical Insuffi ciencies and “Impossible People” 5 College Transitions: Recommended Policies for Trans Students and Employees 81 Clark A. -
1 Introducing LGBTQ Psychology
1 Introducing LGBTQ psychology Overview * What is LGBTQ psychology and why study it? * The scientific study of sexuality and ‘gender ambiguity’ * The historical emergence of ‘gay affirmative’ psychology * Struggling for professional recognition and challenging heteronormativity in psychology What is LGBTQ psychology and why study it? For many people it is not immediately obvious what lesbian, gay, bisexual, trans and queer (LGBTQ) psychology is (see the glossary for defini- tions of words in bold type). Is it a grouping for LGBTQ people working in psychology? Is it a branch of psychology about LGBTQ people? Although LGBTQ psychology is often assumed to be a support group for LGBTQ people working in psychology, it is in fact the latter: a branch of psychology concerned with the lives and experiences of LGBTQ people. Sometimes it is suggested that this area of psychology would be more accurately named the ‘psychology of sexuality’. Although LGBTQ psychology is concerned with sexuality, it has a much broader focus, examining many different aspects of the lives of LGBTQ people including prejudice and discrimination, parenting and families, and com- ing out and identity development. One question we’re often asked is ‘why do we need a separate branch of psychology for LGBTQ people?’ There are two main reasons for this: first, as we discuss in more detail below, until relatively recently most psychologists (and professionals in related disciplines such as psychiatry) supported the view that homosexuality was a mental illness. ‘Gay affirmative’ psychology, as this area was first known in the 1970s, developed to challenge this perspective and show that homosexuals are psychologically healthy, ‘normal’ individuals. -
A Human Sexuality and Socialization Curriculum. PUB DATE 75 NOTE 45P
-• DOCUMENT RBSUE ED 131 644 EC 091 911 , AUTHOR Blum, Gloria J.; Blum, Barry TITLE Feeling Good About Yourself: A Human Sexuality and Socialization Curriculum. PUB DATE 75 NOTE 45p. AVAILABLE FROM Gloria Blum, 507 Palia Way, Mill Valley, California 94941 EDRS PRICE • MF=$0.83 HC-$2.06 Plus Pstage'. ' ' DESCRIPTORS Adolescents; Cntraception; *Curriculum Guides; Exceptional Child Eduéation; *Handicapped Children; Hmosexua lity; *Parent Teacher Cooperation; Self Concept; Sex (Characteristi ès) ; *Sex Education; Sex Role; Sé ivality; *Socialization; Stereotypes; *Student Centered Curricului;'Teaching Methods; venereal Diseases; Young Adults ABSTRACT Presénted is a curriculuh plan designed for .use, in' a socialization and.híman'sexuality•program for handicapped young adults. Notes to: the teacher cover topics such as establishment' Of trust and clarification of the'sexual attitudes of self and others-. The need for relating' to parents of students is explained and suggestions of appropriate topics and techniques for discussion are .included. Provided are objectives, definitions, activities, and subjects for discussion in curriculum areas concerning "getting to , know yourself" and "relating to others"', such as the following: feeling, recognizing-, and knowing emotions; getting to know .our body,; erotic.fantasies, physical disabilities relating to masturbation and intercourse,' sex roles, aád sexual independence.. Appended are' a list of additional techniques and activities for parents and students; and a list of resources such as charts, books, models, kits, and other teaching aids.- (IM) A itUMAN SEXUALITY and SOCIALIZATION CURRICULUM Designed For Everyone Physically Disabled Emotionally Disabled Mentally Disabled Socially Disabled Non-disabled by GLORIA J. BLUM BARRY BLUM, M.D. Parts of this paper which are derived from publications of..other authors (indicated by asterisks in the.bibliography) may not -be reproduced without specific permission from`those authors. -
Transfixed in Lesbian Paradise
Transfixed in Lesbian Paradise Trish Salah is a Montreal-based writer and teacher at Ginger has hair like wings folded round her Concordia and Bishop's University. Her writing has been face. I want to go there but even on a cot this small widely published and her most recent work appears in it isn't going to happen. Not because she won't let me. the journals Drunken Boat and Canadian Theatre Review, Not as far as I know. I rationalize: she's tired; she's and the collection, Sexing the Maple: A Canadian Source been working all night; she and Dev are celebrating an Book. Her first book of poetry, Wanting in Arabic, was anniversary tonight; we're both femmes. As I mark published in 2002. identity, it's in differences: she's beautiful, I'm not; she's genetic, I'm - what? A machine? Abstract I don't know if she would let me. Let alone, This narrative essay reflects upon experiences at the if she would want me. To do - what? Toronto Women's Bathhouse to think about It's a small cot and in places we're touching. asymmetrical conditions of trans inclusion in lesbian But we're not. We're next to one another. Suppose it erotic and cultural spaces. It queries the affective wasn't a kiss? Suppose it was just the comfort of two disjunctures between formal policies of trans-inclusion in bodies easy with one another. Suppose we were simply women's spaces and "on the ground" interpersonal holding one another, comfortable as possible on a cot recognition of trans women as women and of trans men this size. -
Effects of the Sex of the Perpetrator on Victims' Subsequent Sexual
Faculty & Staff Scholarship 2019 Effects of the sex of the perpetrator on victims’ subsequent sexual behaviors and adulthood sexual orientations Sandra S. Stroebel Marshall University Stephen L. O'Keefe Marshall University Karen Griffee Concord University Karen V. Harper-Dorton West Virginia University Keith W. Beard Marshall University See next page for additional authors Follow this and additional works at: https://researchrepository.wvu.edu/faculty_publications Digital Commons Citation Stroebel, Sandra S.; O'Keefe, Stephen L.; Griffee, Karen; Harper-Dorton, Karen V.; Beard, Keith W.; Young, Debra H.; Swindell, Sam; Stroupe, Walter E.; Steele, Kerri; Lawhon, Megan; and Kuo, Shih-Ya, "Effects of the sex of the perpetrator on victims’ subsequent sexual behaviors and adulthood sexual orientations" (2019). Faculty & Staff Scholarship. 2355. https://researchrepository.wvu.edu/faculty_publications/2355 This Article is brought to you for free and open access by The Research Repository @ WVU. It has been accepted for inclusion in Faculty & Staff Scholarship by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Authors Sandra S. Stroebel, Stephen L. O'Keefe, Karen Griffee, Karen V. Harper-Dorton, Keith W. Beard, Debra H. Young, Sam Swindell, Walter E. Stroupe, Kerri Steele, Megan Lawhon, and Shih-Ya Kuo This article is available at The Research Repository @ WVU: https://researchrepository.wvu.edu/faculty_publications/ 2355 Stroebel et al., Cogent Psychology (2018), 5: 1564424 https://doi.org/10.1080/23311908.2018.1564424 CLINICAL PSYCHOLOGY & NEUROPSYCHOLOGY | RESEARCH ARTICLE Effects of the sex of the perpetrator on victims’ subsequent sexual behaviors and adulthood sexual orientations 1,2* ’ 2 3 4 Received: 26 July 2018 Sandra S.