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• 1. [Article] Gender and Sexualities: An Inquiry

  Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University.

  Citation × Citation Citation Abstract Copy Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Close

• 2. [Article] Black Women and Race and Gender Tensions in the Trades

  Citation × Citation Citation Abstract Copy Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Close

• 3. [Article] Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles

  Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the ...

  Citation × Citation Citation Abstract Copy Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Close

• 4. [Article] Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

  Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports ...

  Citation × Citation Citation Abstract Copy Title: Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis Author: Nelli, Debora Kay Year: 2014 Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports that the gender equity values, beliefs and commitments of institutional leaders are a key factor in reducing institutional gender inequities (U.S. Dept of Labor, 1995), very little is known about the current preparation or evaluation of educational leadership values, especially at the doctoral level (Hess & Kelly, 2007, Grogan & Andrews, 2002; Levine, 2005; Murphy & Vriesenga, 2004). This study utilized feminist content analysis as a conceptual framework and research methodology to examine the collective gender equity values, beliefs and commitments of educational leaders represented in a key textual artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. This sequential mixed method content analysis examines 15,014 dissertation titles of Ed.D dissertations completed from 112 U.S. public doctoral granting institutions between 1998-2007 to identify 1185 dissertations indicating gender in their title. A purposeful sample of 177 abstracts was selected from emergent themes for further analysis. The final research phase examined a purposeful sample of 9 complete dissertation texts selected from the analysis of the abstracts. The research focused on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007? The findings indicate gender focused inquiry is not prevalent in Ed.D. dissertation titles, in public doctoral granting institutions from 1998-2007; only 7.4 % indicated any mention of gender. The findings also revealed great institutional variation in the prevalence of gender focused dissertations in the 112 institutions examined. Three themes also emerged from patterns of representations illuminating problematic gender cultural beliefs, 1,) male leadership and intellectual authority is privileged, 2.) Black males are "othered", 3.) Latinas are silenced. Three additional problematic themes of gender bias are revealed because of scanty representation in the sample, 1.) LGTBIQ issues silenced, 2.) Title IX trivialized and 3.) Feminism marginalized. Each of these three gender focused categories represented less than 1% of the Ed.D. dissertations completed in U.S. public doctoral granting universities between 1998-2007. The findings have implications for program planning of doctoral Ed. D. programs for the development of gender equity dispositions. The findings also contribute to the discipline by adding to the knowledge of Ed. D. dissertation content. This report includes recommendation for future research and practice. Title: Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis Author: Nelli, Debora Kay Year: 2014 Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports that the gender equity values, beliefs and commitments of institutional leaders are a key factor in reducing institutional gender inequities (U.S. Dept of Labor, 1995), very little is known about the current preparation or evaluation of educational leadership values, especially at the doctoral level (Hess & Kelly, 2007, Grogan & Andrews, 2002; Levine, 2005; Murphy & Vriesenga, 2004). This study utilized feminist content analysis as a conceptual framework and research methodology to examine the collective gender equity values, beliefs and commitments of educational leaders represented in a key textual artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. This sequential mixed method content analysis examines 15,014 dissertation titles of Ed.D dissertations completed from 112 U.S. public doctoral granting institutions between 1998-2007 to identify 1185 dissertations indicating gender in their title. A purposeful sample of 177 abstracts was selected from emergent themes for further analysis. The final research phase examined a purposeful sample of 9 complete dissertation texts selected from the analysis of the abstracts. The research focused on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007? The findings indicate gender focused inquiry is not prevalent in Ed.D. dissertation titles, in public doctoral granting institutions from 1998-2007; only 7.4 % indicated any mention of gender. The findings also revealed great institutional variation in the prevalence of gender focused dissertations in the 112 institutions examined. Three themes also emerged from patterns of representations illuminating problematic gender cultural beliefs, 1,) male leadership and intellectual authority is privileged, 2.) Black males are "othered", 3.) Latinas are silenced. Three additional problematic themes of gender bias are revealed because of scanty representation in the sample, 1.) LGTBIQ issues silenced, 2.) Title IX trivialized and 3.) Feminism marginalized. Each of these three gender focused categories represented less than 1% of the Ed.D. dissertations completed in U.S. public doctoral granting universities between 1998-2007. The findings have implications for program planning of doctoral Ed. D. programs for the development of gender equity dispositions. The findings also contribute to the discipline by adding to the knowledge of Ed. D. dissertation content. This report includes recommendation for future research and practice. Close

• 5. [Article] Learning to Read (Gender): Children’s Animation and the New Heterosexism

  This paper examines and compares two American animated productions targeting elementary and middle school children, and in doing so aims to elucidate the handling of gender in similar television programs ...

  Citation × Citation Citation Abstract Copy Title: Learning to Read (Gender): Children’s Animation and the New Heterosexism Author: Flowerday, Kaelyn Year: 2014 This paper examines and compares two American animated productions targeting elementary and middle school children, and in doing so aims to elucidate the handling of gender in similar television programs and feature films of the past three decades. These animated works are treated here as a Foucauldian apparatus, one predicated on the force of systematically structured observation, which functions to manipulate power relations in the favor of hetero- and cis-male order. The Disney feature Beauty and the Beast supplies a case for investigating the heterosexist discourses of these contemporary animated media. However, as will be shown, comparatively feminist animated works have proven equally deft in their subversion of patriarchal patterns; for an example of such indirect but radical rereading and rewriting of gender codes we will turn to the television cartoon program Adventure Time. I will advance the argument that American animated children’s media is a crucial force in children’s acquisition of a symbolic vocabulary of gender—linguistic and otherwise—and the associated application of these symbols in the act of gendered observation of their environment and themselves. This is due not only to these media constituting a significant portion of children’s lived experience, but also children’s (rightful) understanding of these story-worlds as legitimate and powerful sites of discourse, adjacent and analogous to real-world discourses. Far from innocent, children’s media in the United States have responded to the pressures of the post secondwave feminist era, reassembling the rhetorical, stylistic and ideological materials from heterosexist children’s media traditions into new and sophisticated forms that act to re-inscribe oppressive systems. Unlike earlier uncamouflaged characterizations of binary genders, the wake of second-wave feminism has seen an adoption of subsurface, but still potent, signaling which tacitly directs observations of gender, which will be referred to here as ‘new heterosexism.’ With animation in particular, the text may play its role in heterosexist sense-making by way of dynamic image, sound (including speech, musical score, and production elements), and language. Buttressing this multimodal signaling stand other apparatuses, circumambient to children, that recreate heterosexism in the young. Title: Learning to Read (Gender): Children’s Animation and the New Heterosexism Author: Flowerday, Kaelyn Year: 2014 This paper examines and compares two American animated productions targeting elementary and middle school children, and in doing so aims to elucidate the handling of gender in similar television programs and feature films of the past three decades. These animated works are treated here as a Foucauldian apparatus, one predicated on the force of systematically structured observation, which functions to manipulate power relations in the favor of hetero- and cis-male order. The Disney feature Beauty and the Beast supplies a case for investigating the heterosexist discourses of these contemporary animated media. However, as will be shown, comparatively feminist animated works have proven equally deft in their subversion of patriarchal patterns; for an example of such indirect but radical rereading and rewriting of gender codes we will turn to the television cartoon program Adventure Time. I will advance the argument that American animated children’s media is a crucial force in children’s acquisition of a symbolic vocabulary of gender—linguistic and otherwise—and the associated application of these symbols in the act of gendered observation of their environment and themselves. This is due not only to these media constituting a significant portion of children’s lived experience, but also children’s (rightful) understanding of these story-worlds as legitimate and powerful sites of discourse, adjacent and analogous to real-world discourses. Far from innocent, children’s media in the United States have responded to the pressures of the post secondwave feminist era, reassembling the rhetorical, stylistic and ideological materials from heterosexist children’s media traditions into new and sophisticated forms that act to re-inscribe oppressive systems. Unlike earlier uncamouflaged characterizations of binary genders, the wake of second-wave feminism has seen an adoption of subsurface, but still potent, signaling which tacitly directs observations of gender, which will be referred to here as ‘new heterosexism.’ With animation in particular, the text may play its role in heterosexist sense-making by way of dynamic image, sound (including speech, musical score, and production elements), and language. Buttressing this multimodal signaling stand other apparatuses, circumambient to children, that recreate heterosexism in the young. Close

• 6. [Article] Gender Difference in Working Parents' Perceptions of Work/Family Conflict and the Role of Occupational Prestige

  As many Americans move away from the traditional homemaker-breadwinner family model, research on gender and work/family conflict has become increasingly important and the question of gender difference ...

  Citation × Citation Citation Abstract Copy Title: Gender Difference in Working Parents' Perceptions of Work/Family Conflict and the Role of Occupational Prestige Author: McCabe, Heather Kirsten Year: 2015 As many Americans move away from the traditional homemaker-breadwinner family model, research on gender and work/family conflict has become increasingly important and the question of gender difference in experiences of work/family conflict continues to be relevant. While there is research that shows women tend to experience significantly greater work/family conflict than men, there are also studies that have shown little or no gender difference, and some that offer evidence that men are reporting more work/family conflict. This study contributes to the debate by examining gender and occupational prestige in regard to working parents' perceptions of work-to-family and family-to-work spillover, with a quantitative analysis of national probability sampled survey data from the General Social Survey's Quality of Working Life Module from the years 2006 and 2010. The findings indicate that fathers are reporting significantly more work/family conflict than mothers, and that higher prestige work is associated with greater work/family conflict, but occupational prestige has a gendered effect with work-to-family spillover and is found to be especially salient for fathers. Overall, this study demonstrates the need for policy-makers and employers to acknowledge men's parenthood. The findings are evidence that there is a need for incentivized paternity leave initiatives in the United States, as well as more universal employee work/life programs that address the barriers to fathers utilizing family-accommodating benefits. Title: Gender Difference in Working Parents' Perceptions of Work/Family Conflict and the Role of Occupational Prestige Author: McCabe, Heather Kirsten Year: 2015 As many Americans move away from the traditional homemaker-breadwinner family model, research on gender and work/family conflict has become increasingly important and the question of gender difference in experiences of work/family conflict continues to be relevant. While there is research that shows women tend to experience significantly greater work/family conflict than men, there are also studies that have shown little or no gender difference, and some that offer evidence that men are reporting more work/family conflict. This study contributes to the debate by examining gender and occupational prestige in regard to working parents' perceptions of work-to-family and family-to-work spillover, with a quantitative analysis of national probability sampled survey data from the General Social Survey's Quality of Working Life Module from the years 2006 and 2010. The findings indicate that fathers are reporting significantly more work/family conflict than mothers, and that higher prestige work is associated with greater work/family conflict, but occupational prestige has a gendered effect with work-to-family spillover and is found to be especially salient for fathers. Overall, this study demonstrates the need for policy-makers and employers to acknowledge men's parenthood. The findings are evidence that there is a need for incentivized paternity leave initiatives in the United States, as well as more universal employee work/life programs that address the barriers to fathers utilizing family-accommodating benefits. Close

• 7. [Article] "Coexistence not Co-education (Some aspects of moral education in comparative perspective)"

  Citation × Citation Citation Abstract Copy Title: "Coexistence not Co-education (Some aspects of moral education in comparative perspective)" Author: Bereday, George Z. F. Year: 1965 Title: "Coexistence not Co-education (Some aspects of moral education in comparative perspective)" Author: Bereday, George Z. F. Year: 1965 Close

• 8. [Article] Transgressing Sexuality: An Interdisciplinary Study of Economic History, Anthropology, and Queer Theory

  This interdisciplinary thesis examines the concept of sexuality through lenses provided by economic history, anthropology, and queer theory. A close reading reveals historical parallels from the late 1800s ...

  Citation × Citation Citation Abstract Copy Title: Transgressing Sexuality: An Interdisciplinary Study of Economic History, Anthropology, and Queer Theory Author: Damron, Jason Gary Year: 2012 This interdisciplinary thesis examines the concept of sexuality through lenses provided by economic history, anthropology, and queer theory. A close reading reveals historical parallels from the late 1800s between concepts of a desiring, utility-maximizing economic subject on the one hand, and a desiring, carnally decisive sexological subject on the other. Social constructionists have persuasively argued that social and economic elites deploy the discourse of sexuality as a technique of discipline and social control in class- and gender-based struggles. Although prior scholarship discusses how contemporary ideas of sexuality reflect this origin, many anthropologists and queer theorists continue to use "sexuality" uncritically when crafting local, material accounts of sex, pleasure, affection, intimacy, and human agency. In this thesis, I show that other economic, political, and intellectual pathways emerge when sexuality is deliberately dis-ordered. I argued that contemporary research aspires to formulate new ideas about bodies and pleasures. It fails to do so adequately when relying on sexuality as a master narrative. Title: Transgressing Sexuality: An Interdisciplinary Study of Economic History, Anthropology, and Queer Theory Author: Damron, Jason Gary Year: 2012 This interdisciplinary thesis examines the concept of sexuality through lenses provided by economic history, anthropology, and queer theory. A close reading reveals historical parallels from the late 1800s between concepts of a desiring, utility-maximizing economic subject on the one hand, and a desiring, carnally decisive sexological subject on the other. Social constructionists have persuasively argued that social and economic elites deploy the discourse of sexuality as a technique of discipline and social control in class- and gender-based struggles. Although prior scholarship discusses how contemporary ideas of sexuality reflect this origin, many anthropologists and queer theorists continue to use "sexuality" uncritically when crafting local, material accounts of sex, pleasure, affection, intimacy, and human agency. In this thesis, I show that other economic, political, and intellectual pathways emerge when sexuality is deliberately dis-ordered. I argued that contemporary research aspires to formulate new ideas about bodies and pleasures. It fails to do so adequately when relying on sexuality as a master narrative. Close

• 9. [Article] What do Bras have to do with Puberty? Educating boys about girls bodies

  Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within ...

  Citation × Citation Citation Abstract Copy Title: What do Bras have to do with Puberty? Educating boys about girls bodies Author: Ross, Jamie P Year: 2008 Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within religious arenas. It may not be polite and there are parental fears that formal sex education has a causal relationship with promiscuity. Yet, when I have asked over the years in my Sexualities class, in my most informal of polls, whether parents have taken a large and/or productive role in teaching sex to their children, the percentages are always very small. Many parents do not know good ways of teaching puberty let alone sexuality and yet oftentimes require permissions slips for it to be addressed in schools. In this paper, I more directly address the prejudicial perceptions of sex generally and boys’ desires. That is, when sexuality is taught from the point of view of the students and what they want to know, and not only taught from the point of view of adults and what they think students should know the relationships among boys and girls are more cooperative and empathetic. Title: What do Bras have to do with Puberty? Educating boys about girls bodies Author: Ross, Jamie P Year: 2008 Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within religious arenas. It may not be polite and there are parental fears that formal sex education has a causal relationship with promiscuity. Yet, when I have asked over the years in my Sexualities class, in my most informal of polls, whether parents have taken a large and/or productive role in teaching sex to their children, the percentages are always very small. Many parents do not know good ways of teaching puberty let alone sexuality and yet oftentimes require permissions slips for it to be addressed in schools. In this paper, I more directly address the prejudicial perceptions of sex generally and boys’ desires. That is, when sexuality is taught from the point of view of the students and what they want to know, and not only taught from the point of view of adults and what they think students should know the relationships among boys and girls are more cooperative and empathetic. Close

• 10. [Article] Interdisciplinary: Feminist Teaching, Research and Activism

  Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims ...

  Citation × Citation Citation Abstract Copy Title: Interdisciplinary: Feminist Teaching, Research and Activism Author: Ross, Jamie P Year: 2010 Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims that only certain kinds of ideas are valuable. This paper will briefly delineate those concepts that have created an intellectual tradition that does not recognize the political and strategic elements entailed by all knowledge formation. Feminist activism is a reaction to the narrowly defined boundaries of what counts as a good idea. The distinction between passive and active knowledge acquisition allows us to view feminist teaching, research, and activism as active, ongoing engagements that emerge from directed and investigative processes. And, as we shall see, the significance of this generative view of ideas lies in an engaged, collaborative effort. On the other hand, the significance of knowledge as something buried and awaiting discovery lies only in the passive observation of a limited self. Title: Interdisciplinary: Feminist Teaching, Research and Activism Author: Ross, Jamie P Year: 2010 Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims that only certain kinds of ideas are valuable. This paper will briefly delineate those concepts that have created an intellectual tradition that does not recognize the political and strategic elements entailed by all knowledge formation. Feminist activism is a reaction to the narrowly defined boundaries of what counts as a good idea. The distinction between passive and active knowledge acquisition allows us to view feminist teaching, research, and activism as active, ongoing engagements that emerge from directed and investigative processes. And, as we shall see, the significance of this generative view of ideas lies in an engaged, collaborative effort. On the other hand, the significance of knowledge as something buried and awaiting discovery lies only in the passive observation of a limited self. Close

• 11. [Article] Philosophy in the Wilderness

  An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, ...

  Citation × Citation Citation Abstract Copy Title: Philosophy in the Wilderness Author: Ross, Jamie P Year: 2001 An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, 2. Knowledge is relativistic. In so doing, we focus on an understanding that knowledge serves selective interests; knowledge has a teleology (purpose)- i.e. power. In this course we examine and analyze the relationships among and between knowledge, power and art. That means we must first understand what counts as knowledge. One way of understanding what counts as knowledge is to understand the way in which power is defined and the role politics plays in defining power. This exploration requires the input of a variety of readings from different fields of discipline since the relationships of knowledge, art & power occur throughout a variety of academic fields and all aspects of life. We read philosophical, political, literary (theatrical, fiction and non-fiction), scientific, artistic, social, historical and personal works to help us in our exploration. Title: Philosophy in the Wilderness Author: Ross, Jamie P Year: 2001 An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, 2. Knowledge is relativistic. In so doing, we focus on an understanding that knowledge serves selective interests; knowledge has a teleology (purpose)- i.e. power. In this course we examine and analyze the relationships among and between knowledge, power and art. That means we must first understand what counts as knowledge. One way of understanding what counts as knowledge is to understand the way in which power is defined and the role politics plays in defining power. This exploration requires the input of a variety of readings from different fields of discipline since the relationships of knowledge, art & power occur throughout a variety of academic fields and all aspects of life. We read philosophical, political, literary (theatrical, fiction and non-fiction), scientific, artistic, social, historical and personal works to help us in our exploration. Close

• 12. [Article] A Painter and Her Poet: Rosemarie Beck and Marcia Nardi

  Presentation focuses on the relationship between Rosemarie Beck (1923-2003) and the poet Marcia Nardi (1901-1990).

  Citation × Citation Citation Abstract Copy Title: A Painter and Her Poet: Rosemarie Beck and Marcia Nardi Author: Schechter, Patricia A. Year: 2015 Presentation focuses on the relationship between Rosemarie Beck (1923-2003) and the poet Marcia Nardi (1901-1990). Title: A Painter and Her Poet: Rosemarie Beck and Marcia Nardi Author: Schechter, Patricia A. Year: 2015 Presentation focuses on the relationship between Rosemarie Beck (1923-2003) and the poet Marcia Nardi (1901-1990). Close

• 13. [Article] Indications of feminist influence on contemporary social work practice

  It is criticism of traditional theory and methods, and the advocacy of new approaches that feminists have tried to present to social workers and to other professionals in mental health and other social ...

  Citation × Citation Citation Abstract Copy Title: Indications of feminist influence on contemporary social work practice Author: Miller, Clara Elizabeth Year: 1978 It is criticism of traditional theory and methods, and the advocacy of new approaches that feminists have tried to present to social workers and to other professionals in mental health and other social services. The feminist goal has been to convince social workers and others to modify their beliefs and practice in order to be more helpful (as the feminists believe) to women. In this study of the beliefs and practice of social workers in Oregon, I attempt to find out to what extent, ten years after the "rebirth of feminism," they have adopted feminist beliefs and recommendations for practice. Title: Indications of feminist influence on contemporary social work practice Author: Miller, Clara Elizabeth Year: 1978 It is criticism of traditional theory and methods, and the advocacy of new approaches that feminists have tried to present to social workers and to other professionals in mental health and other social services. The feminist goal has been to convince social workers and others to modify their beliefs and practice in order to be more helpful (as the feminists believe) to women. In this study of the beliefs and practice of social workers in Oregon, I attempt to find out to what extent, ten years after the "rebirth of feminism," they have adopted feminist beliefs and recommendations for practice. Close

• 14. [Article] Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker

  Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not ...

  Citation × Citation Citation Abstract Copy Title: Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker Author: Ross, Jamie P Year: 2015 Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not she participated in consciousness raising sessions and equal rights marches, perhaps are not as important as her historicized experiences; the creation of her subjectivity. Title: Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker Author: Ross, Jamie P Year: 2015 Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not she participated in consciousness raising sessions and equal rights marches, perhaps are not as important as her historicized experiences; the creation of her subjectivity. Close

• 15. [Article] Public Policy and Sexual Geography in Portland, Oregon, 1970-2010

  Drawing on the concept of sexual geography, this study examines the social and political meanings of sexualized spaces in the urban geography of Portland, Oregon between 1970 and 2010. This includes an ...

  Citation × Citation Citation Abstract Copy Title: Public Policy and Sexual Geography in Portland, Oregon, 1970-2010 Author: Morehead, Elizabeth Year: 2012 Drawing on the concept of sexual geography, this study examines the social and political meanings of sexualized spaces in the urban geography of Portland, Oregon between 1970 and 2010. This includes an examination of the sexual geography of urban spaces as a deliberate construct resulting from official and unofficial public policy and urban planning decisions. Sexual geographies, the collective and individual constructions of sexuality, are not static. Nor are definitions of deviant sexual practices fixed in the collective consciousness. Both are continuously being reshaped and reconstructed in response to changing economic structures and beliefs about sex, race and class. Primary documents are used to build a conceptual geography of sexualized spaces in Portland at points between 1970 and 2010 with an emphasis on the policy and urban planning decisions that inform the physical designations and social meanings of sexualized spaces including prostitution zones, pornography districts and gay entertainment areas. Title: Public Policy and Sexual Geography in Portland, Oregon, 1970-2010 Author: Morehead, Elizabeth Year: 2012 Drawing on the concept of sexual geography, this study examines the social and political meanings of sexualized spaces in the urban geography of Portland, Oregon between 1970 and 2010. This includes an examination of the sexual geography of urban spaces as a deliberate construct resulting from official and unofficial public policy and urban planning decisions. Sexual geographies, the collective and individual constructions of sexuality, are not static. Nor are definitions of deviant sexual practices fixed in the collective consciousness. Both are continuously being reshaped and reconstructed in response to changing economic structures and beliefs about sex, race and class. Primary documents are used to build a conceptual geography of sexualized spaces in Portland at points between 1970 and 2010 with an emphasis on the policy and urban planning decisions that inform the physical designations and social meanings of sexualized spaces including prostitution zones, pornography districts and gay entertainment areas. Close

• 16. [Article] An analysis of women's jobs in the Middle East, 610 A.D.-1982

  In this survey, women's roles (jobs) and their participation in the workforce in the Muslim Middle-Eastern countries will be discussed generally; moreover, some of the Middle-Eastern countries, such as ...

  Citation × Citation Citation Abstract Copy Title: An analysis of women's jobs in the Middle East, 610 A.D.-1982 Author: Taleghani, Malakeh Year: 1983 In this survey, women's roles (jobs) and their participation in the workforce in the Muslim Middle-Eastern countries will be discussed generally; moreover, some of the Middle-Eastern countries, such as Egypt and Iran, will be studied a little more specifically as a sample. The status of women, their education, skills, and profession, will be explained historically from the date of the Islamic period until today. The problems and factors that prohibited women from having outside jobs, social life, and equal rights in past and present times (from 610 A.D. to 1982) will be analyzed. On the other hand, the attempt is to make a general picture of women's conditions in the society to which they belong from the time of Muslim's Prophet until today. Title: An analysis of women's jobs in the Middle East, 610 A.D.-1982 Author: Taleghani, Malakeh Year: 1983 In this survey, women's roles (jobs) and their participation in the workforce in the Muslim Middle-Eastern countries will be discussed generally; moreover, some of the Middle-Eastern countries, such as Egypt and Iran, will be studied a little more specifically as a sample. The status of women, their education, skills, and profession, will be explained historically from the date of the Islamic period until today. The problems and factors that prohibited women from having outside jobs, social life, and equal rights in past and present times (from 610 A.D. to 1982) will be analyzed. On the other hand, the attempt is to make a general picture of women's conditions in the society to which they belong from the time of Muslim's Prophet until today. Close

• 17. [Article] Monsters of Antithesis

  This paper traces and interrogates the multiple theories of matriarchy that have arisen in recent years and then turns to the Greek myths to show how matriarchies functioned in this literature. The theories ...

  Citation × Citation Citation Abstract Copy Title: Monsters of Antithesis Author: Leming-Wilson, Melody Year: 1992 This paper traces and interrogates the multiple theories of matriarchy that have arisen in recent years and then turns to the Greek myths to show how matriarchies functioned in this literature. The theories of matriarchy often stem from the pre-Hellenic stories of matriarchy shown in Greek myths. In addition, these theories often suggest that the colonizing force of Indo-Europeans changed these myths into patriarchical ones. The Amazonian women can be seen to upset the patriarchal myth in important and interesting ways which suggest a matriarchal underpinning to their society. The question of whether a historical matriarchy actually existed is shown to be less important than the concept of matriarchy in Greek myth in terms of understand wild and dangerous women. Title: Monsters of Antithesis Author: Leming-Wilson, Melody Year: 1992 This paper traces and interrogates the multiple theories of matriarchy that have arisen in recent years and then turns to the Greek myths to show how matriarchies functioned in this literature. The theories of matriarchy often stem from the pre-Hellenic stories of matriarchy shown in Greek myths. In addition, these theories often suggest that the colonizing force of Indo-Europeans changed these myths into patriarchical ones. The Amazonian women can be seen to upset the patriarchal myth in important and interesting ways which suggest a matriarchal underpinning to their society. The question of whether a historical matriarchy actually existed is shown to be less important than the concept of matriarchy in Greek myth in terms of understand wild and dangerous women. Close

• 18. [Article] Crafting a Space: A Feminist Analysis of the Relationship Between Women, Craft, Business and Technology on Etsy.com

  In recent years, craft fairs, shows and markets where crafters sell their handmade goods such as pottery, jewelry, handmade clothes and needlework have grown in popularity across the United States. A common ...

  Citation × Citation Citation Abstract Copy Title: Crafting a Space: A Feminist Analysis of the Relationship Between Women, Craft, Business and Technology on Etsy.com Author: Offensend, Elizabeth Gillette Year: 2012 In recent years, craft fairs, shows and markets where crafters sell their handmade goods such as pottery, jewelry, handmade clothes and needlework have grown in popularity across the United States. A common intent among individuals in this community echo political statements made by the turn of the century Arts and Crafts movement, while there are political aspects of the community that can also be seen as an extension of the third wave feminist do-it-yourself (DIY) ethic of the late 1990s. This newly enlarged community of crafters that congregates in person also has a strong online presence. Etsy.com plays a large role in this community. The introduction of websites such as Etsy.com to the communities they serve has widespread impacts. The aim of this study is to analyze how Etsy.com impacts the lives of women who use the website to earn income. Following ethnographic traditions, the researcher interviewed five community members. The focus was on thick description of the DIY community and thematization of interview narratives. To meet participant observation criteria, the researcher also volunteered at the Independent Publishing Resource Center (IPRC) in Portland, Oregon for 4 months. Additionally, the researcher conducted a textual analysis of blogs, websites, artwork, and other sources of data collected from the online hand crafting community. The study presents and discusses the themes that emerged from the data, including women's work, feminism and technology, the crafters' political statements, the crafters as owners of legitimate businesses, and Etsy.com's impact on local economy. The results paint a picture of the community (both on and offline) and how Etsy.com helps to shape this. The researcher then discusses how to assess the impacts tools such as community websites will have on the communities they serve. Title: Crafting a Space: A Feminist Analysis of the Relationship Between Women, Craft, Business and Technology on Etsy.com Author: Offensend, Elizabeth Gillette Year: 2012 In recent years, craft fairs, shows and markets where crafters sell their handmade goods such as pottery, jewelry, handmade clothes and needlework have grown in popularity across the United States. A common intent among individuals in this community echo political statements made by the turn of the century Arts and Crafts movement, while there are political aspects of the community that can also be seen as an extension of the third wave feminist do-it-yourself (DIY) ethic of the late 1990s. This newly enlarged community of crafters that congregates in person also has a strong online presence. Etsy.com plays a large role in this community. The introduction of websites such as Etsy.com to the communities they serve has widespread impacts. The aim of this study is to analyze how Etsy.com impacts the lives of women who use the website to earn income. Following ethnographic traditions, the researcher interviewed five community members. The focus was on thick description of the DIY community and thematization of interview narratives. To meet participant observation criteria, the researcher also volunteered at the Independent Publishing Resource Center (IPRC) in Portland, Oregon for 4 months. Additionally, the researcher conducted a textual analysis of blogs, websites, artwork, and other sources of data collected from the online hand crafting community. The study presents and discusses the themes that emerged from the data, including women's work, feminism and technology, the crafters' political statements, the crafters as owners of legitimate businesses, and Etsy.com's impact on local economy. The results paint a picture of the community (both on and offline) and how Etsy.com helps to shape this. The researcher then discusses how to assess the impacts tools such as community websites will have on the communities they serve. Close

• 19. [Article] A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory

  Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature ...

  Citation × Citation Citation Abstract Copy Title: A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory Author: Marino, Casadi "Khaki" Year: 2014 Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature in order to explore the contribution of feminism to mad theory. Results: Disability studies have challenged hegemonic concepts of normality and the definition of disability as individual deficit. Disability becomes framed as a social construction involving power relations. Feminist perspectives on disability honor lived experience and human variation. In feminist thought, different ways of being are valued and people are recognized as equal in terms of human rights. Citizenship is relational and identity is fluid and involves multiple subjectivities. Feminism recognizes the embodied nature of human experience and understands personal narratives in a political, collective context. Feminist intersectionality allows exploration of how systems of oppression interlock. The differences and inequalities among the mad should be recognized in theory development. Conclusions: Mad studies must be developed to address the prevailing narratives of essential inferiority that obscure the gifts of human diversity. Such narratives act to limit the mad imagination and obstruct the creation of enabling social environments. Grounded in the perspectives of mad people and cultures, theory and knowledge production would facilitate the incorporation of lived experiences and the meaning individuals make of madness. Significance: Mad consciousness and theory must be developed in order to challenge social exclusion and oppression. The lived experience of madness can be an illuminating and driving force for the future of mad studies. Title: A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory Author: Marino, Casadi "Khaki" Year: 2014 Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature in order to explore the contribution of feminism to mad theory. Results: Disability studies have challenged hegemonic concepts of normality and the definition of disability as individual deficit. Disability becomes framed as a social construction involving power relations. Feminist perspectives on disability honor lived experience and human variation. In feminist thought, different ways of being are valued and people are recognized as equal in terms of human rights. Citizenship is relational and identity is fluid and involves multiple subjectivities. Feminism recognizes the embodied nature of human experience and understands personal narratives in a political, collective context. Feminist intersectionality allows exploration of how systems of oppression interlock. The differences and inequalities among the mad should be recognized in theory development. Conclusions: Mad studies must be developed to address the prevailing narratives of essential inferiority that obscure the gifts of human diversity. Such narratives act to limit the mad imagination and obstruct the creation of enabling social environments. Grounded in the perspectives of mad people and cultures, theory and knowledge production would facilitate the incorporation of lived experiences and the meaning individuals make of madness. Significance: Mad consciousness and theory must be developed in order to challenge social exclusion and oppression. The lived experience of madness can be an illuminating and driving force for the future of mad studies. Close