A QUEER GLOSSARY by Alice Venir and Olle Lundin This Queer Glossary Does Not Aim to Provide the Ultimate and Fixed Definitions
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LGBT Terminology 2011
LGBT Terminology & Cultural Information Orientation Related Terms Sexual Orientation - The internal experience that determines whether we are physically and emotionally attracted to men, to women, to both, or neither (asexual). Biphobia - Fear and intolerance of bisexual people. Bisexual/Bisexuality/Bi - A person who feels love, affection, and sexual attraction regardless of gender. Down-low - slang term that refers to men who have sex with men (MSM) but are either closeted or do not identify as gay. Most often associated with and has its origins in African American culture in the US Gay Man/Homosexual - A man who feels love, affection, and sexual attraction toward men. Heterosexism - Institutional policies and interpersonal actions that assume heterosexuality is normative and ignores other orientations. The belief that heterosexuality is superior to other orientations. Heterosexual/Heterosexuality/Straight - A person who feels love, affection, and sexual attraction to persons of a different gender. Homophobia - Fear and intolerance of homosexual people and/or of same sex attraction or behavior in the self or others. Lesbian/Homosexual - A woman who feels love, affection and sexual attraction toward women. Men who have Sex with Men (MSM) - or Males who have sex with Males (MSM) a clinical term that refers to men who engage in sexual activity with other men, whether they identify as gay, bisexual, or neither Omnisexual/pansexual: a person who feels love, affection and sexual attraction regardless of their gender identity or biological sex. Thus, pansexuality includes potential attraction to people (such as transgender individuals) who do not fit into the gender binary of male/female. Pomosexual: describe a person who avoids sexual orientation labels (not the same as asexual) Same gender loving (SGL) - coined for African American use by Cleo Manago in the early 1990s. -
Online Questionnaires
Online Questionnaires Re-thinking Transgenderism The Trans Research Review • Understanding online trans communities. • Comprehending present-day transvestism. • Inconsistent definitions of ‘transgenderism’ and the connected terms. • !Information regarding • Transphobia. • Family matters with trans people. • Employment issues concerning trans people. • Presentations of trans people within media. The Questionnaires • ‘Male-To-Female’ (‘MTF’) transsexual people [84 questions] ! • ‘MTF’ transvestites/crossdressers/transgenderists [83 questions] ! • ‘Significant Others’ (Partners of trans people) [49 questions] ! • ‘Female To Male’ (‘FTM’) transsexual people [80 questions] ! • ‘FTM’ transvestites/crossdressers/transgenderists [75 questions] ! • ‘Trans Admirers’ (Individuals attracted to trans people) • [50 questions] The Questionnaires 2nd Jan. 2007 to ~ 12th Dec. 2010 on the international Gender Society website and gained 390,227 inputs worldwide ‘Male-To-Female’ transvestites/crossdressers/transgenderists: Being 'In the closet' - transgendered only in private or Being 'Out of the closet' - transgendered in (some) public places 204 ‘Female-To-Male’ transvestites/crossdressers/transgenderists: Being 'In the closet' - transgendered only in private or Being 'Out of the closet' - transgendered in (some) public places 0.58 1 - Understanding online trans communities. Transgender Support/Help Websites ‘Male-To-Female’ transvestites/crossdressers/transgenderists: (679 responses) Always 41 Often 206 Sometimes 365 Never 67 0 100 200 300 400 1 - Understanding -
Understanding Transgender Identities
Understanding Transgender Identities FOUR VIEWS Edited by James K. Beilby and Paul Rhodes Eddy K James K. Beilby and Paul Rhodes Eddy, Understanding Transgender Identities Baker Academic, a division of Baker Publishing Group, © 2019. Used by permission. _Beilby_UnderstandingTransgender_BB_bb.indd 3 9/11/19 8:21 AM Contents Acknowledgments ix Understanding Transgender Experiences and Identities: An Introduction Paul Rhodes Eddy and James K. Beilby 1 Transgender Experiences and Identities: A History 3 Transgender Experiences and Identities Today: Some Issues and Controversies 13 Transgender Experiences and Identities in Christian Perspective 44 Introducing Our Conversation 53 1. Transition or Transformation? A Moral- Theological Exploration of Christianity and Gender Dysphoria Owen Strachan 55 Response by Mark A. Yarhouse and Julia Sadusky 84 Response by Megan K. DeFranza 90 Response by Justin Sabia- Tanis 95 2. The Complexities of Gender Identity: Toward a More Nuanced Response to the Transgender Experience Mark A. Yarhouse and Julia Sadusky 101 Response by Owen Strachan 131 Response by Megan K. DeFranza 136 Response by Justin Sabia- Tanis 142 3. Good News for Gender Minorities Megan K. DeFranza 147 Response by Owen Strachan 179 Response by Mark A. Yarhouse and Julia Sadusky 184 Response by Justin Sabia- Tanis 190 vii James K. Beilby and Paul Rhodes Eddy, Understanding Transgender Identities Baker Academic, a division of Baker Publishing Group, © 2019. Used by permission. _Beilby_UnderstandingTransgender_BB_bb.indd 7 9/11/19 8:21 AM viii Contents 4. Holy Creation, Wholly Creative: God’s Intention for Gender Diversity Justin Sabia- Tanis 195 Response by Owen Strachan 223 Response by Mark A. Yarhouse and Julia Sadusky 228 Response by Megan K. -
Terminology Packet
This symbol recognizes that the term is a caution term. This term may be a derogatory term or should be used with caution. Terminology Packet This is a packet full of LGBTQIA+ terminology. This packet was composed from multiple sources and can be found at the end of the packet. *Please note: This is not an exhaustive list of terms. This is a living terminology packet, as it will continue to grow as language expands. This symbol recognizes that the term is a caution term. This term may be a derogatory term or should be used with caution. A/Ace: The abbreviation for asexual. Aesthetic Attraction: Attraction to someone’s appearance without it being romantic or sexual. AFAB/AMAB: Abbreviation for “Assigned Female at Birth/Assigned Male at Birth” Affectionional Orientation: Refers to variations in object of emotional and sexual attraction. The term is preferred by some over "sexual orientation" because it indicates that the feelings and commitments involved are not solely (or even primarily, for some people) sexual. The term stresses the affective emotional component of attractions and relationships, including heterosexual as well as LGBT orientation. Can also be referred to as romantic orientation. AG/Aggressive: See “Stud” Agender: Some agender people would define their identity as not being a man or a woman and other agender people may define their identity as having no gender. Ally: A person who supports and honors sexual diversity, acts accordingly to challenge homophobic, transphobic, heteronormative, and heterosexist remarks and behaviors, and is willing to explore and understand these forms of bias within themself. -
An Exploration of Gender, Sexuality and Queerness in Cis- Female Drag Queen Performance
School of Media, Culture & Creative Arts Faux Queens: an exploration of gender, sexuality and queerness in cis- female drag queen performance. Jamie Lee Coull This thesis is presented for the Degree of Doctor of Philosophy of Curtin University November 2015 DECLARATION To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Human Ethics The research presented and reported in this thesis was conducted in accordance with the National Health and Medical Research Council National Statement on Ethical Conduct in Human Research (2007) – updated March 2014. The proposed research study received human research ethics approval from the Curtin University Human Research Ethics Committee (EC00262), Approval Number #MCCA-12-12. Signature: Date: 20/11/2015 i ABSTRACT This PhD thesis investigates the cultural implications of cis-women performing female drag, with particular focus on cis-female drag queens (aka faux queens) who are straight-identified. The research has been completed as creative production and exegesis, and both products address the central research question. In the introductory chapter I contextualise the theatrical history of male-to-female drag beginning with the Ancient Greek stage, and foreground faux queens as the subject of investigation. I also outline the methodology employed, including practice-led research, autoethnography, and in-depth interview, and provide a summary of each chapter and the creative production Agorafaux-pas! - A drag cabaret. The introduction presents the cultural implications of faux queens that are also explored in the chapters and creative production. -
Transgender and Gender Nonconforming Undergraduate Engineering Students: Perspectives, Resiliency, and Suggestions for Improving Engineering Education
AN ABSTRACT OF THE DISSERTATION OF Andrea Evelyn Haverkamp for the degree of Doctor of Philosophy in Environmental Engineering presented on January 22, 2021. Title: Transgender and Gender Nonconforming Undergraduate Engineering Students: Perspectives, Resiliency, and Suggestions for Improving Engineering Education Abstract approved: ______________________________________________________ Michelle K. Bothwell Gender has been the subject of study in engineering education and science social research for decades. However, little attention has been given to transgender and gender nonconforming (TGNC) experiences or perspectives. The role of cisgender or gender conforming status has not been investigated nor considered in prevailing frameworks of gender dynamics in engineering. The overwhelming majority of literature in the field remains within a reductive gender binary. TGNC students and professionals are largely invisible in engineering education research and theory and this exclusion causes harm to individuals as well as our community as a whole. Such exclusion is not limited to engineering contexts but is found to be a central component of systemic TGNC marginalization in higher education and in the United States. This dissertation presents literature analysis and results from a national research project which uses queer theory and community collaborative feminist methodologies to record, examine, and share the diversity of experiences within the TGNC undergraduate engineering student community, and to further generate community-informed suggestions for increased support and inclusion within engineering education programs. Transgender and gender nonconforming participants and researchers were involved at every phase of the study. An online questionnaire, follow-up interviews, and virtual community input provided insight into TGNC experiences in engineering contexts, with relationships between race, gender, ability, and region identified. -
Pink Triangles
Pink Triangles A Study Guide by Warren Blumenfeld, Alice Friedman, Robin Greeley, Mark Heumann, Cathy Hoffman, Margaret Lazarus, Julie Palmer, Lena Sorensen, Renner Wunderlich PART I : About the Film Pink Triangles is a 35 minute documentary designed to explore prejudice against lesbians and gay men. The purpose of the film is to document "homophobia" (the fear and hatred of homosexuality) and show some of its roots and current manifestations. The film offers some discussion about why this prejudice is so strong, and makes connections with other forms of oppression (i.e. towards women, Black people, radicals and Jews). We hope the film will enable audiences to learn about the realities of how gay men and lesbians experience oppression and enable viewers to move beyond their own stereotypes and lack of information. Pink Triangles is composed of many interviews with people who have first hand knowledge of discrimination. Mental health workers and hospital personnel discuss the attitudes of the "helping" professions toward homosexuality. Students in high school groups express their prejudices towards gay people and demonstrate their ability to understand and support gay issues. A parent of a lesbian explores the process of coming to terms with her daughter's choice, and other gay people discuss the mixed reactions from their families. Black, Latino and Asian lesbians and gay men analyze their communities and the connections between racism and homophobia. The film also provides a historical perspective. Medieval and early modern history documents the fact that gay men and lesbians were burned at the stake. (The word faggot which means a bundle of kindling became an epithet for a gay man because gay men were used as human torches to burn "witches" in the Middle Ages.) Old film footage of the allies liberating the concentration camp accompanies an interview with Professor Richard Plant, the foremost researcher on gay life in Nazi Germany. -
Supporting LGBTQ+ Youth: a Guide for Foster Parents
FACTSHEETS FOR FAMILIES | JUNE 2021 Supporting LGBTQ+ Youth: A Guide for Foster Parents Approximately 170,000 children, youth, and WHAT'S INSIDE young adults ages 10 to 20 are in foster care in the United States (U.S. Department of Terms and misconceptions Health and Human Services [HHS], Children's Bureau, 2020). Youth who identify as lesbian, gay, bisexual, transgender, questioning, LGBTQ+ youth and the child welfare system or other diverse identity (LGBTQ+) are overrepresented in foster care (Human Rights Creating a welcoming and affirming home for Campaign, 2015), with at least three studies youth estimating about 30 percent of youth in foster care identify as LGBTQ+ (Baams et al., 2019; Matarese et al., 2021; Sandfort, 2020). Supporting youth in the community Like all young people, LGBTQ+ (including Native American Two-Spirit)1 children and Conclusion youth in foster care need the support of a nurturing family to help them navigate their teenage years and grow into healthy adults. Resources These youth face additional challenges, including the losses that brought them into References 1 Two-Spirit is a person of a culturally and spiritually distinct gender exclusively recognized by some Native American/Alaska Native nations. Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 1 care as well as other possible traumatic events related to abuse and neglect. Often, these traumas are compounded by experiences Recognizing Sexual Orientation, Gender Identity, and Expression (SOGIE) Diversity they may suffer while in foster care or before entering foster care. LGBTQ+ youth also In this factsheet, we use the acronym LGBTQ+ in experience violence and other stressors the most inclusive sense possible of people with unique to the LGBTQ+ community, including diverse SOGIE. -
Safe Zone Training
Safe Zone Ally Training Manual 1 Safe Zone Ally Training An Introduction to MMA’s Safe Zone Ally Program The “Safe Zone” symbol is a message to lesbian, gay, bisexual, transgender, and queer people and their allies. The message is that the person displaying this symbol is understanding, supportive and trustworthy if a lesbian, gay, bisexual or transgender person needs help, advice or just someone with whom s/he can talk. The person displaying this symbol can also give accurate information about sexual orientation and/or gender identity. Our Mission The mission of the Safe Zone Ally Program is to provide a network of safe and supportive allies to the lesbian, gay, bisexual, transgender, and queer community at Maine Maritime Academy. Our Goal The Safe Zone Ally Program responds to the needs of the Maine Maritime Academy community. The goal of this program is to provide a welcoming environment for lesbian, gay, bisexual or transgender persons by establishing an identifiable network of supportive persons who can provide support, information and a safe place for LGBT persons within our campus community. Those who have committed to being Safe Zone Allies indicate that bigotry and discrimination, specifically regarding LGBT persons, are not tolerated. 2 Safe Zone Ally Training The Safe Zone Symbol The Meaning of the Symbol: The Triangle: represents the zone of safety - a pink triangle is one of the symbols of the LGBT pride movement - During the era of Hitler's rise to power, homosexual males, and to a lesser extent females, were persecuted and male homosexual acts were outlawed. -
Comic Trans Presenting and Representing the Other in Stand-Up Comedy
2018 THESIS Comic Trans Presenting and Representing the Other in Stand-up Comedy JAMES LÓ RIEN MACDONALD LIVE ART AND PERFORMANCE STUDIES (LAPS) LIVE ART AND PERFORMANCE STUDIES (LAPS) 2018 THESIS Comic Trans Presenting and Representing the Other in Stand-up Comedy JAMES LÓ RIEN MACDONALD ABSTRACT Date: 22.09.2018 AUTHOR MASTER’S OR OTHER DEGREE PROGRAMME James Lórien MacDonald Live Art and Performance Studies (LAPS) NUMBER OF PAGES + APPENDICES IN THE TITLE OF THE WRITTEN SECTION/THESIS WRITTEN SECTION Comic Trans: Presenting and Representing the Other in 99 pages Stand- up Comedy TITLE OF THE ARTISTIC/ ARTISTIC AND PEDAGOGICAL SECTION Title of the artistic section. Please also complete a separate description form (for dvd cover). The artistic section is produced by the Theatre Academy. The artistic section is not produced by the Theatre Academy (copyright issues have been resolved). The final project can be The abstract of the final project can published online. This Yes be published online. This Yes permission is granted for an No permission is granted for an No unlimited duration. unlimited duration. This thesis is a companion to my artistic work in stand-up comedy, comprising artistic-based research and approaches comedy from a performance studies perspective. The question addressed in the paper and the work is “How is the body of the comedian part of the joke?” The first section outlines dominant theories about humour—superiority, relief, and incongruity—as a background the discussion. It touches on the role of the comedian both as untrustworthy, playful trickster, and parrhesiastes who speaks directly to power, backed by the truth of her lived experience. -
Representi}{G Trans Sexualities
Kristina Gupø and Kaii June Cuankowski Gupta, K. {2012) 'Illn* and deception? Asexuality on House, MD'. Kinsey Confidential Bþ. Available at http://linseyconfidential.org/illness-deception-æexuality.house-md/ (accessed ? August 2015). Gupta, K. (2015) 'Compulsory sexualiry: evaluating an emerging concept'. Sigro : Jomulof Wmenìn 3 Culwe md Society. Volume 41 (1 ): 13 1-154. Gupta, K. and cacchioni, T. (2013) 'sexual improvement as ifyour health depends on itr an analysis of @ntemporary sex mmuals'. F¿njnrm ¿nd Psycftology. Volume 23 (4): 44245g, REPRESENTI}{G TRANS Hinderliter, A. (2009) 'Methodological isues for studying asexuality'. Archives of senø1 Behaviø. Volume 38 (5)¡ 619-621. Hulme, K. (L98q 'fhe Bme Peoplz: A Nov¿l. New Yo¡k: Penguin Books. SEXUALITIES Kahan, B. (2013) Ce\bæies: AreíunModemisnmdswlLile. Durham: Duke Univereity press. (2010) Kim, E. "'A mm, with the same feelings,,: disability, hummity, md heterosexual apparatus inBreaking theVøvæ, Bm m theFowtî of luþ, Breothingksffi, md Ocù,. In S. Chive¡s md Eliza Steinbock N. Ma¡kotié (eås) The ProblcmBo$: Prcjecting DisabíJitJ ín Fílm. Columbus: The Ohio State University Press. Pøybylo, E. and Cooper, D. (?014)'Asexual ¡esonances: rËcing a queerly aæxual æchive,. GLer The lomal of Gay anÀI¿sbim SatÅies. Volume 20 (3):29?-3f8. (198?) Ruso, V. Thc CelLulaìdCloset: Hwsenølity in theMovis. Rvd edn. New yo¡k: Harper and Row, This chapter disentangles the web of tems that knots together the medical naming of Sedgwick, E.K. (1997) Novel Gafing: Qreu Reddings in Fic¿rbn. Duham¡ Duke University præs. üanssexualism, the mediatised practices of tnns sex ând what might today be recognised as the muitiplicities of trans sexualities. -
Michael Levine and the Stonewall Rebellion
Michael Levine and the Stonewall Rebellion Introduction to the Interview (Running Time: 2:26) Michael Levine was at a popular gay bar in New York City in June 1969 when it was surrounded by police. At the time, the vice squad routinely raided and emptied gay bars. Patrons usually complied with the police—frightened at being identified publicly. But this particular Friday night was different because patrons at the Stonewall Inn stood their ground. They clashed—during what became known as the Stonewall Rebellion. Here, Michael Levine reflects with his friend, Matt Merlin, on what happened that night. Questions to Discuss with Students Following the Interview • Why did a “deafening silence” occur at the Stonewall Inn on the night Michael describes? What did this signal to the LGBT patrons at that time and place? • Why do you think the police targeted the Stonewall Inn? Do you think it was illegal for LGBT people to congregate in a bar at that time? • On the third night of the rebellion, Michael says, “We stood there on the street and held hands and kissed—something we would never have done three days earlier.” Why wouldn’t he have done this before the Stonewall Rebellion? What changed in that short space of time? Why did Michael feel so proud he had “chills”? • How did the Stonewall Rebellion change Michael’s relationship with his family? Why do you think he never disclosed his sexual identity to them and why do you think they never asked about his identity? • What does Michael mean when he says, “I didn’t feel that I was a different person…I felt the world is now more comfortable with me.” How did the Stonewall Rebellion change the lives of individuals? How did it change the world? Suggested Activities and Assignments for Extended Learning • Help students to understand the interconnections among various civil rights movements from the 1950s to the 1970s.