DOCSLIB.ORG

The Violence of Heteronormative Language Towards the Queer Community by Jessica King

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Violence of Heteronormative Language Towards the Queer Community by Jessica King The Violence of Heteronormative Language Towards the Queer Community by Jessica King Introduction of expression (signs) that are interpreted The old adage goes, “Sticks and stones may break as evidence of a subject’s sex, gender and my bones, but words can never hurt me;” however, sexuality (the signified). Further, one’s most people know this to be untrue.. Words have identity in one category is linked to one’s the unique power to create reality: they can be used identity in another… Evidence of a body’s both to empower and create change, and to form gender is taken as evidence of the body’s sex stereotypes and breed mistrust. More sinister uses of and sexuality as well (3-4). language include directly doing violence to others, or indirectly supporting violent societal structures Many American (and, more broadly, Western) through the normalization of the marginalization of cultural institutions are based on heteronormative some groups. assumptions—they are so pervasive as to not even One social group particularly vulnerable to be noticeable in daily life. One of the reasons that the violent effects of heteronormativity is the heteronormativity has such a strong influence on lesbian, gay, bisexual, transgender, questioning/ how our culture behaves and constructs itself is that queer, intersex, and asexual/aromantic, (LGBTQIA) the language we use to create reality is inherently or queer, community—though the violent heteronormative. effects of heteronormativity are far-reaching.1 This The English language itself creates the expectation article examines several different examples of that sex ought to be on a binary through the use heteronormative violence towards the LGBTQIA of “he” or “she” to describe human beings. This community through language: heteronormative usage leaves no room for other options and makes violence inherent in the structure of the English it difficult for English speakers to conceive of any language, the erasure of asexuals and bisexuals, middle ground. While this is of little consequence to and the violence of misgendering transgender cisgender individuals—those whose assigned gender people. The article will also address the effects of based on their biological sex at birth matches their heteronormative language towards the cisgender gender identity—there are enormous consequences heterosexual community, which in many ways for gender non-conformists. Some people identify parallels the effects on the LGBTQIA community; as agender (without a gender), as genderfluid (their however, the article’s main focus will be on the queer gender identity is mutable and might change over community. a period of time) or as transgender (their gender identity is not the same as their assigned gender based The Limitations of the English Language on their biological sex at birth). With the English According to Katrina Kimport, heteronormativity is: language as it is, these individuals are limited in their ability to express their identity. In circumstances The institutionalized expectation that where one is unsure of a subject’s gender, modern bodies are constructed into oppositionally English dictates that one should write “he or she” situated (sexual and social) categories… It is (Cruz 215) premised on the assumption that sex, gender, Such language limits and excludes other and sexuality are fixed and immutable. It identities and is a form of heteronormative violence, assumes an a priori existence of sex, gender forcing everyone necessarily into the gender binary. and sexuality that induces particular forms These limitations take away autonomy from the Aisthesis 17 Volume 7, 2016 The Violence of Heteronormative Language Towards the Queer Community individual to decide how they would like to present Myers’ study of children’s television programming to the world and how they think about their own revealed that this problem is extensive. It found that identity. The ability to express a gender outside of ideas of compulsory heterosexuality were presented heteronormative standards enables an individual to rapid-fire in a space of between 20 and 30 minutes. The defy gender roles with ease; after all, why conform most sinister aspect of compulsory heterosexuality to the roles and standards of a gender you do not revealed by the study is the presentation of violent identify with? Using “he or she” does not allow for ideas of women as weak beings to be preyed on the full expression of some individuals’ identity, and of men as natural predators. One character on and thus limits their potential to self-actualize. a children’s television show describes approaching Furthermore, the use of the gender-neutral “them” is women with the following metaphor: “When the often not accepted in formal writing in place of “his lions are out hunting gazelles, they don’t attack the or her.” strong healthy ones. Oh no. They attack the weak Though some alternatives have been offered— ones. The ones crying and eating ice cream” (135). for instance zie and hir (“Need” 1)—these are By putting the language of violence in the forms of not commonplace. The alternative to linguistically jokes, not only is heteronormativity enforced, but assuming a person’s gender, as the English language also the social norms that arise from such language stands right now, is to call someone an “it,” a title are trivialized and normalized. By joking about the usually reserved for the non-human, especially hunting of women and the jeering at boys who fail to inanimate objects, as we will generally assign animals live up to masculine standards, media tells children genders. Addressing someone in such a way is equally “This behavior is what is normal and acceptable.” as violent and disrespectful as assuming someone’s Kristin Myers and Laura Raymond’s 2010 study gender; the implication of using these words is that demonstrates that elementary girls are also aware of those who do not conform to heteronormative heteronormative pressures and create heteronormative gender expectations are less than human. If our spaces and roles amongst themselves. In their study, language does not allow for divergent identities, Myers and Raymond found that the girls used words how can we expect society to accept or respect such such as “appropriate,” as well as “gay” and “lesbian” identities? pejoratively to police each other’s behavior in a way similar to the media norms described above. Heteronormative Violence in Media and Towards The use of the word “appropriate” is indicative of the Heterosexual Cisgender Community how our culture creates femininity in opposition to Aside from the gendered limitations of the masculinity. English language, there also exist very obvious ways The cultural use of the word “appropriate” is of doing violence through words that embody and violent in that it can delegitimize or stigmatize encourage violence. As Kristin Myers points out girls’ feelings or desires, especially if those break in her 2012 study, a common form of humor that with heteronormativity—for example, homosexual appears early in the cultural life of an individual feelings or desires or a desire for sex that is considered via media directed at children is the presentation of uncharacteristic of someone performing femininity males in feminized ways. properly. Discussions of what is “appropriate” is Such a presentation leads to “fag talk;” that is, insults closely related to slut-shaming, a form of violence based on the degradation of males by calling them in which women who have a number of sexual females or homosexuals. This language by extension partners deemed too high are mocked and degraded. is also degrading to women and the queer community. The discussion of “appropriate” is violent on the The use of words like “fag,” “pussy,” “gay,” and “girl” individual level, but also has consequences as far- to police boys’ gender performances both explicitly reaching as the political discussion of birth control and implicitly encourages sexism and homophobia, and abortion. Beginning at a young age, women and what Myers calls “compulsory heterosexuality” are told what are “appropriate” ways to conduct (127). This language simultaneously creates, reifies and themselves, particularly sexually (where women are indicates heteronormativity in American culture. expected to be chaste and men are encouraged to be Aisthesis 18 Volume 7, 2016 The Violence of Heteronormative Language Towards the Queer Community sexually predatory), which creates an environment the idea of sex. Sex distinctions are inherently tied where rape is allowable and, I would argue, encouraged to sexual orientation, and both heterosexuals and through the language used to teach young girls and homosexuals benefit from having labels. The label of boys. By bringing the conversation around to whether heterosexual, for instance, is useful in a court of law. women’s actions, dress, et cetera were “appropriate,” Yoshino’s study finds that in sexual harassment suits our culture takes the onus of blame for violence away involving two males, if one can present his behavior from the perpetrators and places it on the victim. as homosocial (read: just “horseplay” or “boys being Similarly, the use of violent words like “crush,” “hit boys”), rather than homoerotic, he is unlikely to face on” and “mine” to describe romantic relationships punishment (49). By destabilizing the distinctions with others exemplify violence that is condoned in between hetero- and homosexuals, bisexual visibility society, and which promote a culture of violence, in law would eliminate this exception. This often against women, as women are expected to example is interesting because it is an instance of conform to someone else’s prescribed standards of heteronormative language (the language used to behavior (Myers and Raymond 176-8). These words describe cisgender heterosexual men’s violence create relationship dynamics that use physically towards one another as playful and in good fun, even violent words to describe romantic feelings towards though the other individual feels harmed) that erases another, and then a dynamic of ownership after a bisexuals harming not bisexuals, but heterosexuals.
Load more

Recommended publications
  • Promoting a Queer Agenda for Hate Crime Scholarship
    LGBT hate crime : promoting a queer agenda for hate crime scholarship PICKLES, James Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/24331/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version PICKLES, James (2019). LGBT hate crime : promoting a queer agenda for hate crime scholarship. Journal of Hate Studies, 15 (1), 39-61. Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk LGBT Hate Crime: Promoting a Queer Agenda for Hate Crime Scholarship James Pickles Sheffield Hallam University INTRODUCTION Hate crime laws in England and Wales have emerged as a response from many decades of the criminal justice system overlooking the structural and institutional oppression faced by minorities. The murder of Stephen Lawrence highlighted the historic neglect and myopia of racist hate crime by criminal justice agencies. It also exposed the institutionalised racism within the police in addition to the historic neglect of minority groups (Macpherson, 1999). The publication of the inquiry into the death of Ste- phen Lawrence prompted a move to protect minority populations, which included the lesbian, gay, bisexual, and transgender (LGBT) community. Currently, Section 28 of the Crime and Disorder Act (1998) and Section 146 of the Criminal Justice Act (2003) provide courts the means to increase the sentences of perpetrators who have committed a crime aggravated by hostility towards race, religion, sexuality, disability, and transgender iden- tity. Hate crime is therefore not a new type of crime but a recognition of identity-aggravated crime and an enhancement of existing sentences.
    [Show full text]
  • Glossary. a Tool for the Use of Gender-Inclusive Language
    GLOS- SARY A tool for the use of gender-inclusive language 2 Metropolis advocates engaged metropolitan governance that attends to social life in all its complexity, seeking to enhance the quality of life of all citizens living in metropolitan spaces. To do so, it is crucial to incorporate a gender perspective in the structure of the organisation, while drafting every public policy, and while managing the services offered in our metropolises. It is part of Metropolis’ mission to provide more visibility on the involvement and commitment of our membership as they work towards ensuring that women and girls have the right to the city, by drawing up policies, strategies and instruments that promote gender equality. This Glossary was conceived in response to Metropolis Action Line 2, which claims for the strengthening of urban capacities for good metropolitan governance, indicating as a specific measure the creation of a full gender- sensitive and effective plan on learning and capacity building. Developed within the Metropolis Secretariat General, this Glossary represents a tool for promoting the use of a common and inclusive language in metropolitan governance. The listed terms aim to raise the awareness of gender-inclusivity in the context of sustainable urban development. Intended since its conception as work in progress, Metropolis’ Glossary will be reviewed periodically to keep the terminology updated and consistent with the rapidly changing urban reality. Our members and partners are invited to give their contribution and feedback during this process, sending an email to [email protected] 3 A 2030 Agenda Autonomy for Sustainable The concept of autonomy refers to people’s capacity to make free and Development informed decisions about their lives, enabling them to be and act in accordance The plan of action adopted by the United with their own aspirations and desires, Nations in 2015 for “people, planet, given a historical context that makes and prosperity” that includes 17 those possible.
    [Show full text]
  • Inclusive Language Guide Living Document – Updates Made Frequently
    Inclusive Language Guide Living Document – Updates made frequently What this document is: This is a living resource compiled by the Inclusive Communications Task Force at Colorado State University. The document is intended to serve as a best practices guide. It is provided and will be updated with the intention of sharing meaningful and useful language suggestions. It is worth noting that language is always evolving so this document will be updated periodically. What this document is not: This is not an official policy or required practice. This document is intended as a resource to help our campus community reflect our Principles of Community particularly inclusion, respect, and social justice. The language in the guide may not apply to every individual and it is critical to take personal preference into account. The guide is not about political-correctness or policing grammar, but rather helping communicators practice inclusive language and helping everyone on our campus feel welcomed, respected, and valued. A few general best practices: Use people-first language (i.e. person with a disability vs. disabled or person of color vs. colored) unless the person indicates another preference. Never assume a person’s gender identity based on their name or their appearance – if you don’t know, use gender inclusive pronouns or ask for their pronouns Use gender inclusive language when speaking in generalities or about groups of people that you do not know the individual pronouns of (i.e. everyone vs. ladies and gentlemen and they/them/theirs vs. he/him/his and she/her/hers). WORD/PHRASE TO AVOID WORD/PHRASE MEANING OR REASON SUGGESTION FOR REPLACEMENT PHRASE SHOULD BE AVOIDED Addicted / Like Crack Oftentimes used to describe something I’m hooked / I’m a devoted fan of that the person uses often, “I’m addicted to Netflix” or “These candies Delicious / excellent are like crack”.
    [Show full text]
  • Attitudes Toward Bisexuality According to Sexual Orientation and Gender
    Fairfield University DigitalCommons@Fairfield Graduate School of Education & Allied GSEAP Faculty Publications Professions 7-2016 Attitudes Toward Bisexuality According to Sexual Orientation and Gender Katherine M. Hertlein Erica E. Hartwell Fairfield University, [email protected] Follow this and additional works at: https://digitalcommons.fairfield.edu/education-facultypubs Copyright 2016 Taylor and Francis. A post-print has been archived with permission from the copyright holder. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Bisexuality in 2016, available online: http://www.tandfonline.com/10.1080/ 15299716.2016.1200510 Peer Reviewed Repository Citation Hertlein, Katherine M. and Hartwell, Erica E., "Attitudes Toward Bisexuality According to Sexual Orientation and Gender" (2016). GSEAP Faculty Publications. 126. https://digitalcommons.fairfield.edu/education-facultypubs/126 Published Citation Hertlein, Katherine M., Erica E. Hartwell, and Mashara E. Munns. "Attitudes Toward Bisexuality According to Sexual Orientation and Gender." Journal of Bisexuality (July 2016) 16(3): 1-22. This item has been accepted for inclusion in DigitalCommons@Fairfield by an authorized administrator of DigitalCommons@Fairfield. It is brought to you by DigitalCommons@Fairfield with permission from the rights- holder(s) and is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses, you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected].
    [Show full text]
  • Conceptualized Heterosexual Theory and Identity Development
    Running head: CONCEPTUALIZED HETEROSEXUAL THEORY Conceptualized Heterosexual Theory and Identity Development Breyan N. Haizlip Georgia Southern University Scott Schaefle University of Colorado Denver Danica Hays Old Dominion University Jennifer Cates Regis University Authors Note Breyan N. Haizlip, Department of Leadership, Technology, and Human Development, Georgia Southern University. Danica Hays, Department of Counseling and Human Services, Old Dominion University Jennifer Cates, Division for Counseling and Family Therapy, Regis University This research project was partially funded by a grant from the Southern Association of Counselor Education and Supervision. Correspondence concerning this article should be addressed to Breyan Haizlip, Georgia Southern University, P.O. Box 8131, Statesboro, GA 30458. E-mail: [email protected] CONCEPTUALIZED HETEROSEXUAL THEORY 2 Abstract Through the use of consensual qualitative research and interpretative phenomenology, the present study examined how 50 heterosexually identified counselors-trainees conceptualized their sexual identity development. The results provide support for Conceptualized Heterosexual Theory, which indicates that how heterosexual counselors conceptualize their sexual identity is related to four developmental dimensions: inherent orientation responses, pre-conceptualized heterosexuality, heterosexual identity development, and identification, directed towards 3 distinct identities: interdependent heterosexuality, independent heterosexuality, and unresolved heterosexuality.
    [Show full text]
  • The Reconstruction of Gender and Sexuality in a Drag Show*
    DUCT TAPE, EYELINER, AND HIGH HEELS: THE RECONSTRUCTION OF GENDER AND SEXUALITY IN A DRAG SHOW* Rebecca Hanson University of Montevallo Montevallo, Alabama Abstract. “Gender blending” is found on every continent; the Hijras in India, the female husbands in Navajo society, and the travestis in Brazil exemplify so-called “third genders.” The American version of a third gender may be drag queen performers, who confound, confuse, and directly challenge commonly held notions about the stability and concrete nature of both gender and sexuality. Drag queens suggest that specific gender performances are illusions that require time and effort to produce. While it is easy to dismiss drag shows as farcical entertainment, what is conveyed through comedic expression is often political, may be used as social critique, and can be indicative of social values. Drag shows present a protest against commonly held beliefs about the natural, binary nature of gender and sexuality systems, and they challenge compulsive heterosexuality. This paper presents the results of my observational study of drag queens. In it, I describe a “routine” drag show performance and some of the interactions and scripts that occur between the performers and audience members. I propose that drag performers make dichotomous American conceptions of sexuality and gender problematical, and they redefine homosexuality and transgenderism for at least some audience members. * I would like to thank Dr. Stephen Parker for all of his support during the writing of this paper. Without his advice and mentoring I could never have started or finished this research. “Gender blending” is found on every continent. The Hijras in India, the female husbands in Navajo society, and the travestis in Brazil are just a few examples of peoples and practices that have been the subjects for “third gender” studies.
    [Show full text]
  • Identities That Fall Under the Nonbinary Umbrella Include, but Are Not Limited To
    Identities that fall under the Nonbinary umbrella include, but are not limited to: Agender aka Genderless, Non-gender - Having no gender identity or no gender to express (Similar and sometimes used interchangeably with Gender Neutral) Androgyne aka Androgynous gender - Identifying or presenting between the binary options of man and woman or masculine and feminine (Similar and sometimes used interchangeably with Intergender) Bigender aka Bi-gender - Having two gender identities or expressions, either simultaneously, at different times or in different situations Fluid Gender aka Genderfluid, Pangender, Polygender - Moving between two or more different gender identities or expressions at different times or in different situations Gender Neutral aka Neutral Gender - Having a neutral gender identity or expression, or identifying with the preference for gender neutral language and pronouns Genderqueer aka Gender Queer - Non-normative gender identity or expression (often used as an umbrella term with similar scope to Nonbinary) Intergender aka Intergendered - Having a gender identity or expression that falls between the two binary options of man and woman or masculine and feminine Neutrois - Belonging to a non-gendered or neutral gendered class, usually but not always used to indicate the desire to hide or remove gender cues Nonbinary aka Non-binary - Identifying with the umbrella term covering all people with gender outside of the binary, without defining oneself more specifically Nonbinary Butch - Holding a nonbinary gender identity
    [Show full text]
  • ABSTRACT SEALE, ELIZABETH KELLEY. the Policing of Gender In
    ABSTRACT SEALE, ELIZABETH KELLEY. The Policing of Gender in Middle School. (Under the direction of Barbara J. Risman.) Based on 43 semi-structured interviews with children in grades 6th through 8th, this study examines how heteronormativity, or normative heterosexuality, shapes and reinforces gender stratification among preadolescents. The sample consists of 29 white and 17 non- white children. The author draws from self-evaluation theory, closure theory, and theory on heteronormativity in demonstrating that heteronorms and the use of the gay stigma operate to regulate gender performances and identities. Findings suggest specifically that a) while norms of femininity have altered in response to the feminist movement, norms of masculinity have not; b) male gender nonconformists are harassed through the use of the gay stigma, putting significant pressure on boys to maintain a hegemonic masculine/heterosexual identity; c) openly gay students are not always harassed to the extent suggested by the level of homophobia revealed in interviews with middle school students; d) boys use the gay stigma against other boys in their struggle for dominance over others; and e) white girls are less homophobic than other groups. The strict regulation of self and others reproduces heterosexism and patriarchy in ways profoundly important for understanding the persistence of inequality. THE POLICING OF GENDER IN MIDDLE SCHOOL by ELIZABETH KELLEY SEALE A thesis submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Master of Science SOCIOLOGY Raleigh 2005 Approved by: Richard Della Fave Maxine Thompson Barbara Risman, Chair BIOGRAPHY Elizabeth Seale is currently a PhD student in the Department of Sociology and Anthropology at NCSU.
    [Show full text]
  • Definitions to Help Understand Gender and Sexual Orientation
    Definitions to Help Understand Gender and Sexual Orientation Asexual/Ace: A term that describes a person Gender Dysphoria: Clinically significant distress who lacks sexual attraction or desire for other caused when a person's assigned birth gender is people. not the same as the one in which they identify. Birth Assignment (Sex Assigned at Birth): According to the American Psychiatric This is generally determined by external genitalia at Association's Diagnostic and Statistical Manual of birth––female, male or intersex. Mental Disorders (DSM), the term - which replaces Gender Identity Disorder - "is intended to better Bisexual/Bi+: A term that describes a person characterize the experiences of affected children, who is emotionally, romantically or sexually adolescents, and adults”. attracted to people of more than one gender, Gender Expression: sex, or gender identity. External appearance of one's gender identity, usually expressed through Cisgender: A term that describes a person whose behavior, clothing, haircut or voice, which may or gender identity aligns with the sex assigned to may not conform to socially defined behaviors and them at birth. characteristics typically associated with being Cis-Heteronormative: This term refers to the either feminine or masculine. assumption that heterosexuality and being Gender Identity: An internal, deeply felt sense of cisgender are the norm, which plays out in being female, male, a blend of both or neither. interpersonal interactions and society, and furthers Refers to how individuals perceive themselves and the marginalization of queer and gender diverse what they call themselves. Can be the same as or people. different from their sex assigned at birth.
    [Show full text]
  • Homophobia and Transphobia Illumination Project Curriculum
    Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (10­15 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the post­performance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/student­rights/student­rights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality.
    [Show full text]
  • Homophobia and Transphobia Exist
    Homophobia and Transphobia Exist. These forms of oppression can be enacted, even unintentionally, by English language arts teachers through their instruction, curriculum, and classroom policies at all grade levels. LGBTQ+- affirming teachers consciously work to create a welcoming learning environment for all students. Thus, as members of the National Council of Teachers of English, we recognize that teachers work toward this environment when they Acknowledge that coming out is a continual process, and support students and colleagues as they explore and affirm their identities as lesbian, gay, bisexual, pansexual, asexual, queer, transgender, nonbinary, and other gender and sexual minority identities (LGBTQ+). Recognize that LGBTQ+ people exist in all communities and have intersectional identities. Racism, xenophobia, classism, ableism, sexism, and other forms of oppression impact LGBTQ+ communities. Cultivate classroom materials and libraries that reflect the racial, ethnic, economic, ability, geographic, religious, and linguistic diversity within LGBTQ+ communities. Include reading and writing opportunities that reflect the experiences of LGBTQ+ communities, including literary works, informational articles, and multimedia texts. Seek learning opportunities, both professional and informal, to develop their understanding of LGBTQ+ topics in education. Challenge practices and policies that censor, deny, or dehumanize LGBTQ+ students, educators, families, and communities. Avoid dividing students into “boys” and “girls” and avoid other activities and language that treat gender as binary and assume everyone identifies with a gender. Advocate for the creation and support of LGBTQ+-affirming spaces in their schools. These spaces might include a Genders and Sexualities Equality Alliance, Gay-Straight/Queer-Straight Alliance, or Gender- Expansive Youth Club. Honor the experiences, stories, and accomplishments of LGBTQ+ people year-round, and beyond their coming out stories.
    [Show full text]
  • Public Opinion and Discourse on the Intersection of LGBT Issues and Race the Opportunity Agenda
    Opinion Research & Media Content Analysis Public Opinion and Discourse on the Intersection of LGBT Issues and Race The Opportunity Agenda Acknowledgments This research was conducted by Loren Siegel (Executive Summary, What Americans Think about LGBT People, Rights and Issues: A Meta-Analysis of Recent Public Opinion, and Coverage of LGBT Issues in African American Print and Online News Media: An Analysis of Media Content); Elena Shore, Editor/Latino Media Monitor of New America Media (Coverage of LGBT Issues in Latino Print and Online News Media: An Analysis of Media Content); and Cheryl Contee, Austen Levihn- Coon, Kelly Rand, Adriana Dakin, and Catherine Saddlemire of Fission Strategy (Online Discourse about LGBT Issues in African American and Latino Communities: An Analysis of Web 2.0 Content). Loren Siegel acted as Editor-at-Large of the report, with assistance from staff of The Opportunity Agenda. Christopher Moore designed the report. The Opportunity Agenda’s research on the intersection of LGBT rights and racial justice is funded by the Arcus Foundation. The statements made and views expressed are those of The Opportunity Agenda. Special thanks to those who contributed to this project, including Sharda Sekaran, Shareeza Bhola, Rashad Robinson, Kenyon Farrow, Juan Battle, Sharon Lettman, Donna Payne, and Urvashi Vaid. About The Opportunity Agenda The Opportunity Agenda was founded in 2004 with the mission of building the national will to expand opportunity in America. Focused on moving hearts, minds, and policy over time, the organization works with social justice groups, leaders, and movements to advance solutions that expand opportunity for everyone. Through active partnerships, The Opportunity Agenda synthesizes and translates research on barriers to opportunity and corresponding solutions; uses communications and media to understand and influence public opinion; and identifies and advocates for policies that improve people’s lives.
    [Show full text]