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• 11. [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

• 12. [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

• 13. [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

• 14. [Article] Who Gender-Bends and Why? A Qualitative Study of World of Warcraft

  According to a 2009 study, 68% of American households played video games (Entertainment Software Association). With this number continually on the rise, video games and their cultures are in need of further ...

  Citation × Citation Citation Abstract Copy Title: Who Gender-Bends and Why? A Qualitative Study of World of Warcraft Author: Gregory, Clairellyn Rose Year: 2011 According to a 2009 study, 68% of American households played video games (Entertainment Software Association). With this number continually on the rise, video games and their cultures are in need of further scholarly exploration. A video game of particular interest is a massive online game known as World of Warcraft, drawing over twelve million players worldwide (Blizzard Entertainment, 2010). With a cyberspace-based culture, World of Warcraft exposes its players to phenomenon that are unique to it, and thereby not easily understood through the same measures and evaluations offered by society at large. One such phenomena is that of gender, or more specifically the bending of gender by which players assume characters of the opposite gender. Although a common practice in video games like World of Warcraft, its motivations have yet to receive adequately scholarly attention. The present study seeks to explore the process of gender selection in the massive online game World of Warcraft through qualitative methods utilizing interviews, texts, and field notes. The data is then analyzed using Kellner's (2003) methods of critical analysis of media and Langian's (1975) work on thematization. Title: Who Gender-Bends and Why? A Qualitative Study of World of Warcraft Author: Gregory, Clairellyn Rose Year: 2011 According to a 2009 study, 68% of American households played video games (Entertainment Software Association). With this number continually on the rise, video games and their cultures are in need of further scholarly exploration. A video game of particular interest is a massive online game known as World of Warcraft, drawing over twelve million players worldwide (Blizzard Entertainment, 2010). With a cyberspace-based culture, World of Warcraft exposes its players to phenomenon that are unique to it, and thereby not easily understood through the same measures and evaluations offered by society at large. One such phenomena is that of gender, or more specifically the bending of gender by which players assume characters of the opposite gender. Although a common practice in video games like World of Warcraft, its motivations have yet to receive adequately scholarly attention. The present study seeks to explore the process of gender selection in the massive online game World of Warcraft through qualitative methods utilizing interviews, texts, and field notes. The data is then analyzed using Kellner's (2003) methods of critical analysis of media and Langian's (1975) work on thematization. Close

• 15. [Article] References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books

  Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult ...

  Citation × Citation Citation Abstract Copy Title: References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books Author: Budgeon, Machaila Year: 2015 Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult emotion as they move through the grief process. This study focuses on these forms of sexism as they influence the creation and continuation of gendered grief by coding seventeen children’s grief picture books. Findings support the hypotheses that, not only are gender stereotypes, roles and the underrepresentation of both men and women present in grief picture books, but that they contribute to gendered grief. Suggestions for future research include a larger sample size and in-depth looks at specific contributors to gendered grief. Title: References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books Author: Budgeon, Machaila Year: 2015 Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult emotion as they move through the grief process. This study focuses on these forms of sexism as they influence the creation and continuation of gendered grief by coding seventeen children’s grief picture books. Findings support the hypotheses that, not only are gender stereotypes, roles and the underrepresentation of both men and women present in grief picture books, but that they contribute to gendered grief. Suggestions for future research include a larger sample size and in-depth looks at specific contributors to gendered grief. Close

• 16. [Article] Las Pioneras : New Immigrant Destinations and the Gendered Experiences of Latina Immigrants

  Are experiences with migration affecting culturally specific gendered practices, roles, attitudes, and ideologies of Mexican women and men? Which experiences reinforce patriarchy? Which experiences transform ...

  Citation × Citation Citation Abstract Copy Title: Las Pioneras : New Immigrant Destinations and the Gendered Experiences of Latina Immigrants Author: Mejia, Angie Pamela Year: 2009 Are experiences with migration affecting culturally specific gendered practices, roles, attitudes, and ideologies of Mexican women and men? Which experiences reinforce patriarchy? Which experiences transform patriarchy? This thesis proposes that Mexican immigrant women will subscribe to and enact different gendered behaviors depending upon their perception of gendered gains. Various factors, such as time of arrival, previous experiences with negative machismos, and workforce participation affect how they construct gendered identities. The context where bargaining occurs-whether itwas the home, the community, or the workplace - inform women of what strategies they need implement in order to negotiate with patriarchy. This study employs two models, Deniz Kandiyoti's concept of the patriarchal bargain and Sylvya Walby' s theoretical position of patriarchy fomenting unique gender inequalities within different contexts, to process the different ways Mexican immigrant women perceive and perform gender. The author analyzed data collected from participant observation activities, focus groups, and interviews with women of Mexican descent living in new immigrant destinations. Mexican immigrant women's narratives of negotiations and transformations with male partners indicated equal adherence of traditional and nontraditional gendered behaviors in order to build satisfactory patriarchal bargains. In addition, data suggested that identity formation was the outcome of migratory influences; it also indicated that progressive ideas about gender were salient before migrating to the U.S .. Findings also suggested that reassured masculine identities, due to the stable work options open to Mexican immigrant males in this area, became a factor in the emergence and adherence of distinct gendered attitudes, beliefs, and perceptions by women in this study. Title: Las Pioneras : New Immigrant Destinations and the Gendered Experiences of Latina Immigrants Author: Mejia, Angie Pamela Year: 2009 Are experiences with migration affecting culturally specific gendered practices, roles, attitudes, and ideologies of Mexican women and men? Which experiences reinforce patriarchy? Which experiences transform patriarchy? This thesis proposes that Mexican immigrant women will subscribe to and enact different gendered behaviors depending upon their perception of gendered gains. Various factors, such as time of arrival, previous experiences with negative machismos, and workforce participation affect how they construct gendered identities. The context where bargaining occurs-whether itwas the home, the community, or the workplace - inform women of what strategies they need implement in order to negotiate with patriarchy. This study employs two models, Deniz Kandiyoti's concept of the patriarchal bargain and Sylvya Walby' s theoretical position of patriarchy fomenting unique gender inequalities within different contexts, to process the different ways Mexican immigrant women perceive and perform gender. The author analyzed data collected from participant observation activities, focus groups, and interviews with women of Mexican descent living in new immigrant destinations. Mexican immigrant women's narratives of negotiations and transformations with male partners indicated equal adherence of traditional and nontraditional gendered behaviors in order to build satisfactory patriarchal bargains. In addition, data suggested that identity formation was the outcome of migratory influences; it also indicated that progressive ideas about gender were salient before migrating to the U.S .. Findings also suggested that reassured masculine identities, due to the stable work options open to Mexican immigrant males in this area, became a factor in the emergence and adherence of distinct gendered attitudes, beliefs, and perceptions by women in this study. Close

• 17. [Article] The Sexual Health of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth

  Although persons of different sexual and gender orientations often get grouped together under the term “LGBTQ” (for lesbian, gay, bisexual, transgender, and questioning), it is important to distinguish ...

  Citation × Citation Citation Abstract Copy Title: The Sexual Health of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth Author: Gowen, L. Kris Year: 2011 Although persons of different sexual and gender orientations often get grouped together under the term “LGBTQ” (for lesbian, gay, bisexual, transgender, and questioning), it is important to distinguish between subpopulations based on sexual vs. gender orientation. A person’s sexual orientation is the gender to which a person is emotionally, romantically, and sexually attracted. Gender identity is how a person self-identifies as a particular gender regardless of biological sex characteristics. “Transgender” describes persons who are born a certain sex, but identify with, and consequently wish to live as, a different gender than the sex their anatomy dictates. According to data from the 2009 Oregon Healthy Teens survey, 5% of 11th graders identify as being lesbian, gay, or bisexual, and another 2.3% report being “unsure” of their sexual orientation (i.e., questioning); almost 10% of female and 5% of male 11th graders report same-sex sexual experiences. The prevalence of transgender or gender non-conforming youth is unknown. Health disparities among LGBTQ persons have received more public health attention in recent years. The Healthy People 2020 objectives, which set the federal government’s national goals for health, includes a goal to “improve the health, safety, and well-being of lesbian, gay, bisexual, and transgender (LGBT) individuals.”2 In 2011, the Institute of Medicine released a consensus report that highlights the health status of persons of different sexual and gender orientations.3 However, both of these initiatives acknowledge the lack of data to inform this topic, especially regarding the health of transgender persons. Title: The Sexual Health of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth Author: Gowen, L. Kris Year: 2011 Although persons of different sexual and gender orientations often get grouped together under the term “LGBTQ” (for lesbian, gay, bisexual, transgender, and questioning), it is important to distinguish between subpopulations based on sexual vs. gender orientation. A person’s sexual orientation is the gender to which a person is emotionally, romantically, and sexually attracted. Gender identity is how a person self-identifies as a particular gender regardless of biological sex characteristics. “Transgender” describes persons who are born a certain sex, but identify with, and consequently wish to live as, a different gender than the sex their anatomy dictates. According to data from the 2009 Oregon Healthy Teens survey, 5% of 11th graders identify as being lesbian, gay, or bisexual, and another 2.3% report being “unsure” of their sexual orientation (i.e., questioning); almost 10% of female and 5% of male 11th graders report same-sex sexual experiences. The prevalence of transgender or gender non-conforming youth is unknown. Health disparities among LGBTQ persons have received more public health attention in recent years. The Healthy People 2020 objectives, which set the federal government’s national goals for health, includes a goal to “improve the health, safety, and well-being of lesbian, gay, bisexual, and transgender (LGBT) individuals.”2 In 2011, the Institute of Medicine released a consensus report that highlights the health status of persons of different sexual and gender orientations.3 However, both of these initiatives acknowledge the lack of data to inform this topic, especially regarding the health of transgender persons. Close

• 18. [Article] Geography of Gender and the Gender of Geography in the Roman Imagination

  This paper argues for a profound link between gendered stereotypes and geography in the Graeco-Roman imagination focusing on the early Roman Empire. Hitherto, this link has been mentioned, sometimes assumed, ...

  Citation × Citation Citation Abstract Copy Title: Geography of Gender and the Gender of Geography in the Roman Imagination Author: Howard, Austin Year: 2016 This paper argues for a profound link between gendered stereotypes and geography in the Graeco-Roman imagination focusing on the early Roman Empire. Hitherto, this link has been mentioned, sometimes assumed, and almost never treated as a venture worthy or deeper study or unifying themes, apart from questions of “proto-racism.” Notwithstanding, the links can be drawn comparing how the peoples living in different parts of the empire are described and how stereotypes of gender also appear in historical and literary texts. By careful examination (including cross-examination) of Strabo, Tacitus, Livy, Julius Caesar, and others, I seek the argue for a strong East/West, North/South divide in Roman minds and for a paradoxical self-view by the Italic Romans and that these cardinal directions were often imbued with gendered conceptions of manliness and effeminacy, softness and ruggedness, as well as tameness, and warlike tendencies. Title: Geography of Gender and the Gender of Geography in the Roman Imagination Author: Howard, Austin Year: 2016 This paper argues for a profound link between gendered stereotypes and geography in the Graeco-Roman imagination focusing on the early Roman Empire. Hitherto, this link has been mentioned, sometimes assumed, and almost never treated as a venture worthy or deeper study or unifying themes, apart from questions of “proto-racism.” Notwithstanding, the links can be drawn comparing how the peoples living in different parts of the empire are described and how stereotypes of gender also appear in historical and literary texts. By careful examination (including cross-examination) of Strabo, Tacitus, Livy, Julius Caesar, and others, I seek the argue for a strong East/West, North/South divide in Roman minds and for a paradoxical self-view by the Italic Romans and that these cardinal directions were often imbued with gendered conceptions of manliness and effeminacy, softness and ruggedness, as well as tameness, and warlike tendencies. Close

• 19. [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

• 20. [Article] Feminist Identity, Feminist Politics: U.S. Feminists’ Attitudes toward Social Policies

  Feminist scholars and activists have endorsed a broad and intersectional political agenda that addresses multiple dimensions of inequality, such as gender, sexuality, race/ethnicity, and class. We examine ...

  Citation × Citation Citation Abstract Copy Title: Feminist Identity, Feminist Politics: U.S. Feminists’ Attitudes toward Social Policies Author: Kelly, Maura, Gauchat, Gordon Year: 2016 Feminist scholars and activists have endorsed a broad and intersectional political agenda that addresses multiple dimensions of inequality, such as gender, sexuality, race/ethnicity, and class. We examine whether or not this perspective is also held by self-identified feminists in the general public. Drawing on public opinion polls from 2007 to 2009, we assess self-identified feminists’ attitudes toward a range of social policies. We find that after controlling for sociodemographic factors and political ideology, feminist identity is associated with progressive attitudes on policies related to gender and sexuality (e.g., abortion) as well as policies related to other social justice issues (e.g., immigration, health care). We also find some interactions between feminist identity and gender, age, education, and political ideology, suggesting some heterogeneity in feminists’ political attitudes. Overall, these findings suggest that feminists in the general public support an intersectional social justice agenda rather than a narrow focus on gender issues. Title: Feminist Identity, Feminist Politics: U.S. Feminists’ Attitudes toward Social Policies Author: Kelly, Maura, Gauchat, Gordon Year: 2016 Feminist scholars and activists have endorsed a broad and intersectional political agenda that addresses multiple dimensions of inequality, such as gender, sexuality, race/ethnicity, and class. We examine whether or not this perspective is also held by self-identified feminists in the general public. Drawing on public opinion polls from 2007 to 2009, we assess self-identified feminists’ attitudes toward a range of social policies. We find that after controlling for sociodemographic factors and political ideology, feminist identity is associated with progressive attitudes on policies related to gender and sexuality (e.g., abortion) as well as policies related to other social justice issues (e.g., immigration, health care). We also find some interactions between feminist identity and gender, age, education, and political ideology, suggesting some heterogeneity in feminists’ political attitudes. Overall, these findings suggest that feminists in the general public support an intersectional social justice agenda rather than a narrow focus on gender issues. Close