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Differences Among Black Women Based on Class, Sexual Orientation

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Differences Among Black Women Based on Class, Sexual Orientation LESBIAN GENDER IDENTITY DEVELOPMENT AND GENDER ROLES OF YOUNG BLACK WOMEN By Maria Valenti A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Psychology 2011 ABSTRACT LESBIAN GENDER IDENTITY DEVELOPMENT AND GENDER ROLES OF YOUNG BLACK WOMEN By Maria Valenti While there is a paucity of scientific research that explores the diversity of lesbian existence, even less research focuses on young Black lesbian women and the way these lesbians negotiate their lesbian community. A small body of research suggests that lesbians tend to divide themselves into social groups based on gender identity and expression (e.g., butches and femmes). The research behind this dissertation qualitatively explored lesbian gender identity development, norms, and gender socialization among Black lesbian gender groups. Fourteen interviews with Black young women of low socioeconomic status were conducted (5 ―femme,‖ 4 ―stemme,‖ and 5 ―stud‖). Analyses followed modified analytic induction procedures. Three a priori propositions that were based on past research literature and theory were modified to fit the data. Another proposition originated from the data and subsequent analyses. Overall, analyses revealed that the experiences of identity development, enactment of gender norms, and gender socialization varied across gender. Enactments of stud and femme gender norms were often extreme, with studs exemplifying heteronormative (hyper)masculinity, and femmes exemplifying femininity. Stemmes, however, alternatively endorsed both masculine and feminine norms, but enacted them to a lesser extreme than did studs and femmes. The gender expression of stemmes changed based on context (e.g., mood state and relationships). Results indicated that the stud participants constituted the only lesbian gender group to endorse being socialized by other members of their own gender group. For most of the young women, socialization occurred through a system of reward and punishment rather than overt mentoring. Analyses also revealed an imperative for studs and femmes to adhere strictly to their respective gender. Acting outside of those norms was often met with negative repercussions. By extension of this standard, stemmes were often looked upon with disdain, especially by studs. Although all the participants were embedded within a lesbian, gay, bisexual, and transgender (LGBT) community, they were still influenced to some extent by the gender norms of the broader society. Femmes and stemmes reflected young Black female gender norms, and studs reflected young Black male gender norms. Overall, results revealed the importance of lesbian gender identity for young sexual minority Black women of low socioeconomic status. With regard to future research, the results elucidated the importance of addressing lesbian gender identity as well as sexual orientation identity, because experiences (e.g., identity development, gender role enactment, and socialization) differed based on gender. In addition, future research may benefit from including longitudinal designs with contextual measures, because lesbian gender may be fluid and dependent on context. More dynamic theories allowing for variation and flux could also be instrumental in understanding the complexity of lesbian gender. ACKNOWLEDGEMENTS Many people have helped guide me through this dissertation process. First, I would like to thank my committee members for pushing me intellectually – their insight and knowledge were invaluable. I‘d like to thank especially my advisor and mentor, Robin Miller, whose guidance and advice were instrumental in making this research project and dissertation a success. I have learned so much from her not only academically, but about life. Thank you, Robin, for being patient and believing in my ideas. Your encouragement was motivating. I would also like to thank Nkiru and Sarah for being willing to critique and challenge my analyses, so I could add more depth. To Sarah in particular who challenged me intellectually, but also was there to help with childcare or anything else that I needed during the final haul. I am forever grateful. I can‘t help but mention my parents and grandparents for instilling in me the value of education as well as teaching me perseverance. This value and skill came in handy when I was ready to tear up my paper and ―throw in the towel.‖ To Yale – only true ―mishpocha‖ would dedicate their free time to reading my work and helping me refine my writing. To Tulin - thank you for staying by my side and riding the rollercoaster of grad school with me. It hasn‘t always been easy, but I appreciate you and everything you are. To Aiden and Levi – thank you for reminding me not to take myself too seriously – sometimes your smiles and giggles are exactly what I need. iv TABLE OF CONTENTS LIST OF TABLES ....................................................................................................................... vi CHAPTER 1 ...................................................................................................................................1 HISTORICAL CONTEXT OF BUTCH-FEMME ................................................................................... 2 Black Lesbian Community ...................................................................................................... 6 Butch/Stud ............................................................................................................................... 7 Femme ................................................................................................................................... 12 The Butch-Femme Dyad ....................................................................................................... 15 INTERSECTIONALITY THEORY .................................................................................................... 19 FUNCTION OF IDENTITY ............................................................................................................. 22 SOCIAL IDENTITY THEORY (SIT) ............................................................................................... 24 SELF-CATEGORIZATION THEORY (SCT) .................................................................................... 26 IDENTITY DEVELOPMENT PROCESSES ........................................................................................ 28 Erikson‟s Stages of Psychosocial Development ................................................................... 28 GENDER ..................................................................................................................................... 31 Gender Identity Development ............................................................................................... 31 Gender Consistency vs. Inconsistency .................................................................................. 33 SEXUAL ORIENTATION IDENTITY DEVELOPMENT ...................................................................... 36 AGE: EMERGING ADULTHOOD ................................................................................................... 38 ETHNICITY AND SEXUAL ORIENTATION ..................................................................................... 41 GENDER AND RACE: BLACK WOMEN ......................................................................................... 42 GENDER AND RACE: BLACK MEN .............................................................................................. 46 DIVERSITY: A KEY TENET OF COMMUNITY PSYCHOLOGY ......................................................... 49 The Principle of Community Culture .................................................................................... 49 The Principle of Community Context .................................................................................... 50 The Principle of Self-in Community ...................................................................................... 51 CURRENT STUDY ....................................................................................................................... 52 A Priori Propositions ............................................................................................................ 53 CHAPTER 2 .................................................................................................................................57 METHOD .................................................................................................................................... 57 Participants ........................................................................................................................... 57 Procedures ............................................................................................................................ 58 Measure................................................................................................................................. 59 Data analysis: Modified Analytic Induction ......................................................................... 59 Data Management ................................................................................................................. 63 Verification of the Results ..................................................................................................... 64 CHAPTER 3 .................................................................................................................................66 RESULTS ...................................................................................................................................
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