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Queer Expertise: Urban Policing and the Construction of Public Knowledge About Homosexuality, 1920–1970
Queer Expertise: Urban Policing and the Construction of Public Knowledge About Homosexuality, 1920–1970 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Lvovsky, Anna. 2015. Queer Expertise: Urban Policing and the Construction of Public Knowledge About Homosexuality, 1920–1970. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:17463142 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Queer Expertise: Urban Policing and the Construction of Public Knowledge about Homosexuality, 1920–1970 A dissertation presented by Anna Lvovsky to The Committee on Higher Degrees in the History of American Civilization in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History of American Civilization Harvard University Cambridge, Massachusetts May 2015 © 2015 – Anna Lvovsky All rights reserved. Advisor: Nancy Cott Anna Lvovsky Queer Expertise: Urban Policing and the Construction of Public Knowledge about Homosexuality, 1920–1970 Abstract This dissertation tracks how urban police tactics against homosexuality participated in the construction, ratification, and dissemination of authoritative public knowledge about gay men in the -
The Political Birth of Gay Affirmative Social Services
Smith ScholarWorks Theses, Dissertations, and Projects 2016 The political birth of gay affirmative social services Jose ́ A. Hernandez.́ Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social Work Commons Recommended Citation Hernandez.,́ Jose ́ A., "The political birth of gay affirmative social services" (2016). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1690 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. José A. Hernández The Political Birth of Gay Affirmative Social Services ABSTRACT This thesis reports on the preliminary oral history findings collected for a larger national study directed by David S. Byers and Stephen Vider. The findings reported here focus on the experiences of clinicians and social service providers in Los Angeles, California. Another student, Dexter Rose, conducted similar field research in Seattle, Washington. Both projects were under the supervision of the principal investigators. This investigative oral history study examines the perspective of clinicians and social services workers who provided affirmative services to gay and lesbian communities in the years 1960-1987. These years are of great importance because they mark the beginning of political gay and lesbian movements, LGBT riots and organizing, the removal of homosexuality from the DSM, and the discovery and devastation of AIDS. This study documents the experiences of the founders and leaders of the gay and lesbian social services and seeks to understand their motivation to organize their communities. The following question guided this study, “What motivated social services providers and mental health professionals to provide affirmative therapy and services to LGBT during the 1960-1987?” I conducted semi-structured interviews with 10 gay and lesbian leaders from Los Angeles. -
1 Teaching LGBTQ History and Heritage Leila J. Rupp LGBTQ
1 Teaching LGBTQ History and Heritage Leila J. Rupp LGBTQ Heritage Initiative: Theme Study Chapter Imagine a world in which students could visit not just Civil War battlefields that raise the profound issues of slavery and what it means for states to be united, but also buildings that housed places that came to feel like home to people marginalized because of sexuality and gender, places that were important enough to defend against onslaughts by the police. That is the possibility that teaching the lesbian, gay, bisexual, transgender, and queer (LGBTQ) past through historic sites offers. The houses where famous and less known lesbian, gay, bisexual, and transgender people lived, the commercial establishments they patronized and defended, and even places that mark a history of discrimination and violence offer the opportunity to make LGBTQ history a part of US history in a way that makes a difference for students, wherever they are learning history. A more inclusive history certainly matters to LGBTQ students, who suffer not just from bullying and other forms of discrimination but also from being deprived of a past. Many years ago, I was teaching an introductory US history course when I ran into a student from the class who was working in the local gay restaurant. He told me that he had never heard of Stonewall until I talked about it in a lecture on social movement of the 1960s. He was so excited to hear a mention of the gay past in a history class that he told his roommate about it. He also came out, since they had never discussed their sexual identities, and then the roommate came out to him. -
LGBTQ America: a Theme Study of Lesbian, Gay, Bisexual, Transgender, and Queer History Is a Publication of the National Park Foundation and the National Park Service
Published online 2016 www.nps.gov/subjects/tellingallamericansstories/lgbtqthemestudy.htm LGBTQ America: A Theme Study of Lesbian, Gay, Bisexual, Transgender, and Queer History is a publication of the National Park Foundation and the National Park Service. We are very grateful for the generous support of the Gill Foundation, which has made this publication possible. The views and conclusions contained in the essays are those of the authors and should not be interpreted as representing the opinions or policies of the U.S. Government. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Government. © 2016 National Park Foundation Washington, DC All rights reserved. No part of this publication may be reprinted or reproduced without permission from the publishers. Links (URLs) to websites referenced in this document were accurate at the time of publication. LEGACY People engage with history in many ways, not just through reading books and reports. The chapters in this section are designed as resources for NPS interpreters, museum staff, teachers, professors, parents, and others who do applied history work and who wish to incorporate LGBTQ history and heritage into their programs, lessons, exhibits, and courses. TEACHING 32LGBTQ HISTORY AND HERITAGE Leila J. Rupp Imagine a world in which students could visit not just Civil War battlefields that raise the profound issues of slavery and what it means for states to be united, but also buildings that housed places that came to feel like home to people marginalized because of sexuality and gender, places that were important enough to defend against onslaughts by the police. -
OUT for Safe Schools Yearly Calendar
JANUARY FEBRUARY JANUARY FEBRUARY 25, 1982 No Name Calling Week Wisconsin First In schools across the U.S., students participate in an annual week Wisconsin became the first state to enact a gay and lesbian of educational activities to end name-calling and bullying in their civil rights bill, explicitly protecting gay and lesbian identified communities. people from discrimination in employment, housing, and public accommodations. NEW YEAR’S EVE, 1967 Black Cat Raid SOMETIME IN 1969 Police raided the Black Cat Tavern in the Silver Lake neighborhood Nation’s First LGBT Center of Los Angeles, CA during a New Year’s Eve party in 1967. At that In 1969 the founders of the Los Angeles Gay Community Services time, romantic relationships between men were deemed to be Center, known today as the Los Angeles LGBT Center, began illegal and police raids of LGBT bars were common. The Black Cat providing services to LGBT youth and adults. In 1974, after a 3-year raid was unique because it prompted one of the first documented legal battle against the IRS, this Center became the nation’s first protests for LGBT rights and on February 11th, about 200 – 600 openly-LGBT organization to be granted nonprofit, tax-exempt LGBT people from different racial and social backgrounds united to status. It is now the world’s largest LGBT organization. protest the discrimination of LGBT people. BLACK CAT RIOTS, FEBRUARY 11, 1967 PRIDE (Personal Rights in Defense and Education) led hundreds in protest when police raided the Black Cat Tavern in Los Angeles and brutally beat patrons and the bartender. -
Stonewall Factsheet
STONEWALL: The Basics A collaboration of the NYC LGBT Historic Sites Project, Making Gay History, New York Public Library, GLSEN, National Parks Conservation Association, and the Stonewall 50 Consortium. 5O What was the Stonewall uprising or the Stonewall riots? In the early morning hours of June 28, 1969, homeless LGBTQ teens, trans women of color, lesbians, drag queens, gay men, and allies all decided to take a stand. What started out as an all-too-routine police raid of the Stonewall Inn gay bar in New York City turned into a multi-night uprising on the streets of Greenwich Village. It wasn’t the first time LGBTQ people fought back and organized against oppression, but the Stonewall uprising ignited a mass movement that quickly spread across the U.S. and around the globe. When did the Stonewall Inn open? The Stonewall Inn was opened in 1967 by Mafioso Fat Tony Lauria as a “private” gay club—one of the few in Greenwich Village where patrons could dance. Gay bars often operated as “private” clubs to circumvent the New York State Liquor Authority regulation that prohibited gay people from being served alcoholic beverages. What was there before 1967? The two storefronts occupied by the original Stonewall Inn at 51-53 Christopher Street were 5 constructed as stables in the mid- 19th century. In 1930, the build- ings were combined with one O facade to house a bakery. In 1934, Bonnie’s Stonewall Inn opened as a bar and restaurant and operated until 1964, when the interior was destroyed by fire. The building’s existing 50-foot-wide facade looks much as it did at the time of the uprising in 1969. -
Stonewall Riots 1 Stonewall Riots
Stonewall riots 1 Stonewall riots The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community[2] against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of New York City. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for gay and lesbian rights in the United States. Gay Americans in the 1950s and 1960s faced a legal system more anti-homosexual than those of some Warsaw Pact countries.[3][4] Early homophile groups in the U.S. sought to prove that gay people could be assimilated into society, and they favored non-confrontational education for homosexuals and heterosexuals alike. The last years of the 1960s, however, were very contentious, as many social movements were active, including the African American Civil Rights Movement, the Counterculture of the 1960s, and antiwar demonstrations. These influences, along with the liberal environment of Greenwich Village, served as catalysts for the Stonewall riots. The Stonewall Inn, taken September 1969. The Very few establishments welcomed openly gay people in the 1950s sign in the window reads: "We homosexuals and 1960s. Those that did were often bars, although bar owners and plead with our people to please help maintain peaceful and quiet conduct on the streets of the managers were rarely gay. At the time, the Stonewall Inn was owned [1] Village—Mattachine". by the Mafia.[5] It catered to an assortment of patrons and was known to be popular among the poorest and most marginalized people in the gay community: drag queens, representatives of a newly self-aware transgender community, effeminate young men, male prostitutes, and homeless youth. -
Short History of Lgbt Activism in the Usa
A SHORT HISTORY OF LGBT ACTIVISM IN THE USA Although the Stonewall riots in 1969 in New York are popularly remembered as the spark that produced a new gay liberation movement, the origins predate this iconic event. Certainly, militant resistance to police bar-raids was nothing new — as early as 1725, customers fought off a police raid at a London (UK) homosexual/trans- gender molly house. Organized movements, particularly in Western Europe, have been active since the 19th century, producing publications, forming social groups and campaigning for social and legal reform. The movements of the period immediately preceding gay liberation, i.e. from the end of World War II to the late 1960s, are known collectively as the Homophile movement. The Society for Human Rights was the first recognized gay rights organization in the United States, established in Chicago in 1924 having received a charter from the state of Illinois, and producing the first American publication for homosexuals, Friendship and Freedom. A few months after being chartered, the group ceased to exist in the wake of the arrest of several of the Society's members. Despite its short existence, the Society has been recognized as a precursor to the modern gay liberation movement and spurred the creation of future gay rights societies. The Mattachine Society was founded in 1950 by Harry Hay and a group of Los Angeles male friends who formed the group to protect and improve the rights of homosexuals. Because of concerns for secrecy and the founders’ leftist ideology, they adopted the cell organization being used by the Communist Party. -
History of the Gay Rights Movement in America
History of the Gay Rights Movement in America Pre-Stonewall Beginning in colonial times there were prohibitions of sodomy derived from the English criminal laws passed in the first instance by the Reformation Parliament of 1533. The English prohibition was understood to include relations between men and women as well as relations between men and men. As Europeans settled in North America, they encountered Native American cultures which had different ideas about sexuality and gender. The accounts of French, Spanish and British travelers about Native American customs are full of references to such cultural differences, such as the acceptance among some groups of same-sex sexual activity and cross-dressing. Reactions to these differences ranged from amused to violent, as Europeans confronted cultures that did not follow what Europeans had always considered to be "natural" laws. European colonial governments sought to control the sexual behavior of the people within their settlements. The British, French, and Spanish all passed laws regarding sex outside of marriage and "sodomy" - a range of same-sex sexual activities. In early British colonies, as under English law, sodomy was a capital crime (punishable by death). One of the earliest recorded convictions for sodomy in the colonies was that of Richard Cornish, a sea captain executed in 1624 in Virginia for alleged homosexual acts with a servant. Despite the severity of the laws, however, we know of only a few instances of executions in sodomy cases during the colonial period. People were more likely to be tried for the lesser offense of "lewd behavior," which did not incur the death penalty. -
Stonewall Riots, 1969
Chapter 18 RiotingRioting forfor GayGay LiberationLiberation The Stonewall Riots, 1969 A contemporary photo of the Stonewall Inn in New York’s Greenwich Village A community forced to live in shadows proudly stands up to the police. n the 1960s, lesbian, gay, bisexual, transgender people, and those questioning their sexual Iorientation or assigned gender (now known as the LGBTQ community but back then usually just called gay) faced severe legal and social discrimination. Gay bars, gay parties, and gay sex were illegal in most states. Dressing in clothes not considered “correct” for a person’s assumed gender could lead to prison or shame on the front page of the local newspaper. If their identities were publicized, LGBTQ people could lose their careers and homes. Since homosexuality was officially classified as a mental disorder, the authorities (and sometimes their own families) sent many gay people to mental institutions. Believing gay people to be susceptible to blackmail and Communist influence, the US government had declared homosexuals a security risk in the 1950s and purged thousands of people from government jobs. But a vibrant LGBTQ subculture existed. As with other minority communities, the subculture wanted recognition and social justice. Underground organizations such as the Mattachine Society in Los Angeles and the Daughters of Bilitis in San Francisco advocated for acceptance of homosexuals and eventually grew into national organizations. In April 1965, these two groups staged the first public gay and lesbian political demonstrations outside the White House and the United Nations, to call attention to the imprisonment of gay people in Cuba. Hundreds of gay bars, nightclubs, theaters, and gathering places existed as well, in spite of being illegal. -
THE END of GENDER? Rob & Claire Smith
THE END OF GENDER? Rob & Claire Smith Introduction In 2014 the High Court of Australia ruled that that ‘sex’ should no longer be regarded as ‘binary’ – that is, as either ‘male’ or ‘female’. Children are being taught that gender is something they can choose and change, while Facebook now offers over 50 different gender options and ‘Queer Theory’ suggests that the ideal is freedom from gender itself! And strange as it sounds, such ideas are becoming increasingly mainstream. This workshop will look at how we got here, the Bible’s teaching about gender and how the gospel speaks to these complex societal and pastoral challenges. a) Our interest in this area b) The transgender ‘tipping point’ c) The pressing pastoral questions 1. Terminology and definitions a) Biological sex b) Gender or gender expression c) Gender identity d) Gender roles e) Gender bending f) Gender dysphoria g) LGBTIQ • L • G • B • T • I • Q or QQ or C h) Assigned sex 2. How did we get here? a) Where is here? The End of Gender? 2 b) The path to the present • The Enlightenment • Immanuel Kant (1724-1804) • Marquis de Sade (1740-1814) • Sigmund Freud (1856-1939) • Alfred Kinsey (1894-1956) • The 1960s sexual revolution c) LGBT landmark moments 1952 – Christine Jorgensen, previously a soldier named George, becomes an American transsexual media sensation. TIME described Jorgensen, after surgery, as “a blonde with a fair leg and a fetching smile.” The ‘Jorgensen story’ effectively marks the beginning of the transgender revolution – although Jorgensen was referred to as a ‘transvestite’. 1964 – TransMan, Reed Erickson, creates the Erickson Educational Foundation in order to promote gay and transgender equality. -
What Caused the Black Cat Tavern Riots?
LGBTQ+ History Lesson Inquiry Question: What caused the Black Cat Tavern Riots? Standard: 11.10 Inquiry Question: What caused the Black Cat Tavern Riots? Miguel Covarrubias Los Angeles Unified School District Content Standards 11.10 Students analyze the development of federal civil rights and voting rights. CCSS Standards: Reading, Grades 6-12 • RH 1:Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • RH 7: Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. • RH 9: Integrate information from diverse information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Writing, Grades 6-12 • WH1: Write arguments focused on discipline-specific content. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying, the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. • WH4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from informational texts to support analysis reflection, and research. Speaking and Listening, Grades 11-12: • SL1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in- groups, and teacher-led with diverse partners on grades 11-12 topics, texts and issues, building on others ideas and expressing their own clearly and persuasively.