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Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities

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Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities Merrimack College Merrimack ScholarWorks Community Engagement Student Work Education Student Work Spring 2019 Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities Shaun William Kevin Connors Merrimack College, [email protected] Follow this and additional works at: https://scholarworks.merrimack.edu/soe_student_ce Part of the Community-Based Learning Commons, and the Lesbian, Gay, Bisexual, and Transgender Studies Commons Recommended Citation Connors, Shaun William Kevin, "Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities" (2019). Community Engagement Student Work. 26. https://scholarworks.merrimack.edu/soe_student_ce/26 This Capstone - Open Access is brought to you for free and open access by the Education Student Work at Merrimack ScholarWorks. It has been accepted for inclusion in Community Engagement Student Work by an authorized administrator of Merrimack ScholarWorks. For more information, please contact [email protected]. 1 Running head: INTERGENERATIONAL LGBTQ+ SPACE Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities Shaun William Kevin Connors Merrimack College 2019 INTERGENERATIONAL LGBTQ+ SPACE 3 Acknowledgements In a 2015 keynote address at Camp Pride, Diego Rivera said “don’t wait your turn, turn your weight” while discussing LGBTQ+ activism, this would later empower me to begin the pursuit of this project. It’s because of activists like Diego, Marsha P. Johnson, Sylvia Rivera, Mara Keisling, Gavin Grimm, Les Feinberg, Kate Bornstein, S. Bear Bergman, and countless others that I continue this work in the hope that it empowers the next generation of LGBTQ+ activists. To my LGBTQ+ academic mentors, Drs. Liz Ahl, Katie Herzig, Jay Irwin, Amy Milligan, and Wendy Palmquist--thank you for being a friend. To my Plymouth family, you continue to embody Ut Prosim and show up. I am thankful for your continued insight, support, and efforts to continue supporting my pursuits. Thanks for your belief in me from the very beginning and your willingness to support my dreams. You have never doubted me and that means the world. To the 2019 Community Engagement cohort, thank you for showing up and being open to supporting me through this process. I am especially thankful for the Social Justice Education Capstone class and the diligent guidance of Dr. Melissa Nemon. We challenged and supported each other in all the right ways, and this is only the beginning. Finally, to my family--chosen and blood, thank you for being willing to support me through this endeavor. You never cease to amaze me by showing up in ways I never imagined were possible. INTERGENERATIONAL LGBTQ+ SPACE 4 Abstract This project examined the ways LGBTQ+ communities document, share, and connect to their histories. It supported an interactive, sensory learning-based workshop that fostered exploration and learning in LGBTQ+ and adjacent communities. The workshop was attended by a variety of participants who showed the markers of having engaged in a cultural third space while learning about and engaging with LGBTQ+ history-based information. Overall, the workshop was a resounding success and provided opportunities for further research and exploration into the connections between how people access their personal and cultural histories and what pathways are provided for them to do so. INTERGENERATIONAL LGBTQ+ SPACE 5 Table of Contents Acknowledgements ......................................................................................................................... 3 Abstract ........................................................................................................................................... 4 Literature Review............................................................................................................................ 8 Project Plan ................................................................................................................................... 16 Situation Statement ................................................................................................................... 16 Defined Goals ............................................................................................................................ 17 Target Audience and Stakeholders ............................................................................................ 17 Crafting a Clear Message .......................................................................................................... 18 Incentives for Engagement ........................................................................................................ 18 Outreach Methods ..................................................................................................................... 19 Responsibilities Chart ............................................................................................................... 20 Tools and Measures to Assess Progress .................................................................................... 20 Implementation Timeline .......................................................................................................... 21 Logical Framework ................................................................................................................... 21 Implementation Notes ............................................................................................................... 22 Methodology ................................................................................................................................. 22 Findings......................................................................................................................................... 25 Discussion ..................................................................................................................................... 32 References ..................................................................................................................................... 36 Appendix A ................................................................................................................................... 40 Appendix B ................................................................................................................................... 41 Appendix C ................................................................................................................................... 44 INTERGENERATIONAL LGBTQ+ SPACE 6 Intergenerational Space-Holding Within Lesbian, Gay, Bisexual, Transgender, and Other Gender & Sexual Minority Communities Widespread acceptance of some aspects of Lesbian, Gay, Bisexual, Transgender, Queer, and other Gender and Sexual Minority communities’ (LGBTQ+) culture occurs with regularity. There are even trends toward appropriation into normative United States culture. However, there are still no widespread efforts to create cultural institutions that preserve the rich history or highlight the rapidly changing landscape of these LGBTQ+ cultures. Community elders may feel as if they belong to an entirely different community than their youthful counterparts and that the youth may feel disconnected with their community and its history. Many other cultural groups have assimilated into United States culture at the cost of some of their cultural heritage. This is evident in communities such as the East Asian-American communities taking on the role of “model minorities” after decades of marginalization and isolation in mainstream society. This phenomenon multiplies when we consider intersectionalities of the LGBTQ+ and other identity groups such as LGBTQ+ people of color, people who are LGBTQ+ and religious, and older people who are LGBTQ+. In examining these phenomena, research such as that done by DeGruy, Denham, Mohatt, and others reveals the long-term impact of assimilation into colonialist United States culture. Communities forced into this assimilation experience these effects when not provided opportunities to embrace and learn about their personal historical contexts. Examples of this include Post-Traumatic Slave Syndrome (DeGruy, 2005), struggles faced by Native American and other First Nations/Indigenous Peoples, and those excommunicated from certain tight-knit religious communities, such as the Amish. INTERGENERATIONAL LGBTQ+ SPACE 7 This initiative serves to foster the creation of space within LGBTQ+ communities. The initiative focuses on youth and elders because the exclusion of those populations happens easily within the spaces they traditionally claim, such as bars and nightclubs. Those spaces are inherently exclusionary of age, accessibility, culture, or a myriad of other factors. For examples, drinking age will not allow minors to enter the space, and elders might feel socially accepted. Most often when people think of LGBTQ+ culture they think of a brief list of things: Pride parades, ‘Gay’ bars, drag, HIV/AIDS and specific people such as Oscar Wilde, Ellen DeGeneres, Freddie Mercury, Alice Walker, Harvey Milk, etc. These people and moments in time lack the nuance to adequately convey the vibrancy of LGBTQ+ communities. Many people often wonder when there will be “enough,” adequate tolerance or acceptance, and programs that effectively serve LGBTQ+ communities. Increasingly, among LGBTQ+ activist communities, there is growing
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