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• 1. [Article] Use of Gender Aschematicity in the Reassessment of Gender Concepts

  The purpose of this thesis is to reevaluate the binary constructs of sex and gender; and the biological and social influence these constructs have on males, females, and non-normative individuals. Throughout ...

  Citation × Citation Citation Abstract Copy Title: Use of Gender Aschematicity in the Reassessment of Gender Concepts Author: Ward, Ashley A. Year: 2013 The purpose of this thesis is to reevaluate the binary constructs of sex and gender; and the biological and social influence these constructs have on males, females, and non-normative individuals. Throughout this examination, biological, specifically chromosomal and anatomical, differences between sexes will help foster a definition of sex. Psychological theories will then be examined, calculating the psychological and social factors surrounding gender. A reevaluation of gender constructs will shed light on previously held misconceptions about gender and help lay groundwork for non-normative gender acceptance in the future. Furthermore, the thesis will delve into gender aschematicity and potential benefits of gender aschematic concepts as a means of reevaluation of the gender constructs. Title: Use of Gender Aschematicity in the Reassessment of Gender Concepts Author: Ward, Ashley A. Year: 2013 The purpose of this thesis is to reevaluate the binary constructs of sex and gender; and the biological and social influence these constructs have on males, females, and non-normative individuals. Throughout this examination, biological, specifically chromosomal and anatomical, differences between sexes will help foster a definition of sex. Psychological theories will then be examined, calculating the psychological and social factors surrounding gender. A reevaluation of gender constructs will shed light on previously held misconceptions about gender and help lay groundwork for non-normative gender acceptance in the future. Furthermore, the thesis will delve into gender aschematicity and potential benefits of gender aschematic concepts as a means of reevaluation of the gender constructs. Close

• 2. [Article] Gender Complex Curriculum for the Portland Public School District: Proposal

  GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment ...

  Citation × Citation Citation Abstract Copy Title: Gender Complex Curriculum for the Portland Public School District: Proposal Author: Hayes, Kathryn Year: 2014 GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment by teachers or staff, lack of support or resources, unintentionally offensive language in the classroom, and lack of gender variety in historical figures and role models. The first part of this project is an original gender-complex curriculum aimed at creating a safer space inside the classroom for elementary aged students who may identify or express as gender variant by encouraging these, and other supportive behaviors by both staff and students. This curriculum is modeled after several successful sexuality and gender education curricula (such as FLASH,Guidelines for Comprehensive Sexuality Education, and Lesson Plans for Building Allies of GLBTQ Youth) and will include activities to increase the awareness of gender and issues surrounding gender. The curriculum will also include a four-week schedule with instructions for conducting these activities in the classroom. The second part of this project is a manual for how to implement the curriculum in the classroom, specifically for use by an educational professional. This will include a background and introduction to various gender related issues and a glossary of terms to help assist the professional in understanding why this curriculum is important. Title: Gender Complex Curriculum for the Portland Public School District: Proposal Author: Hayes, Kathryn Year: 2014 GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment by teachers or staff, lack of support or resources, unintentionally offensive language in the classroom, and lack of gender variety in historical figures and role models. The first part of this project is an original gender-complex curriculum aimed at creating a safer space inside the classroom for elementary aged students who may identify or express as gender variant by encouraging these, and other supportive behaviors by both staff and students. This curriculum is modeled after several successful sexuality and gender education curricula (such as FLASH,Guidelines for Comprehensive Sexuality Education, and Lesson Plans for Building Allies of GLBTQ Youth) and will include activities to increase the awareness of gender and issues surrounding gender. The curriculum will also include a four-week schedule with instructions for conducting these activities in the classroom. The second part of this project is a manual for how to implement the curriculum in the classroom, specifically for use by an educational professional. This will include a background and introduction to various gender related issues and a glossary of terms to help assist the professional in understanding why this curriculum is important. Close

• 3. [Article] Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders

  This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience ...

  Citation × Citation Citation Abstract Copy Title: Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders Author: Lubitow, Amy, Carathers, JaDee, Kelly, Maura, Abelson, Miriam Year: 2017 This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience public transit. Although previous research has surveyed gender minorities about harassment and discrimination in a range of environments, little is known about the quality or content of these experiences. Drawing from 25 interviews with transgender and gender nonconforming individuals in Portland, Oregon, this article finds that gender minorities experience frequent harassment while engaging with the public transit system. We articulate the concept of transmobilites to describe the ways that transgender and gender nonconforming individuals experience a form of mobility that is altered, shaped, and informed by a broader cultural system that normalizes violence and harassment towards gender minorities. We conclude that gender minorities have unequal access to safe and accessible public transportation when harassment is widespread, normalized, and when policies prohibiting discrimination remain unenforced on urban public transit. Title: Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders Author: Lubitow, Amy, Carathers, JaDee, Kelly, Maura, Abelson, Miriam Year: 2017 This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience public transit. Although previous research has surveyed gender minorities about harassment and discrimination in a range of environments, little is known about the quality or content of these experiences. Drawing from 25 interviews with transgender and gender nonconforming individuals in Portland, Oregon, this article finds that gender minorities experience frequent harassment while engaging with the public transit system. We articulate the concept of transmobilites to describe the ways that transgender and gender nonconforming individuals experience a form of mobility that is altered, shaped, and informed by a broader cultural system that normalizes violence and harassment towards gender minorities. We conclude that gender minorities have unequal access to safe and accessible public transportation when harassment is widespread, normalized, and when policies prohibiting discrimination remain unenforced on urban public transit. Close

• 4. [Article] Queer! Narratives of Gendered Sexuality: A Journey in Identity

  My project looks at current conceptualizations of identity relating to gender and sexuality in order to understand how queer individuals enact gender as connected to their non-normative sexuality. I will ...

  Citation × Citation Citation Abstract Copy Title: Queer! Narratives of Gendered Sexuality: A Journey in Identity Author: Bradley, Kym Year: 2013 My project looks at current conceptualizations of identity relating to gender and sexuality in order to understand how queer individuals enact gender as connected to their non-normative sexuality. I will use the notion of "desire" through Butler's (1990) notion of performativity as a part of iterability that reproduces an opposition between what is intended and how it is perceived. This approach creates space to problematize the status of identities that posits the conception of fluidity and dialectic as attached to notions of gendered sexualities - the understanding that sexuality interacts with gender and that these two notions are not compartmentalized. The construction of these systems of categorization allows for an assumption of the role of sexuality as connected to gender that can then be read through discursive practices and performances. This research is placed within a post-structuralist and queer theory discussion that is used to understand identity as separate from an isolated core self and is rather comprehended through a particular connection of gender, sex, desire, and performance. By entering into a queer theory and post-structuralist discussion, this project aims to highlight ways in which gender and sex are not necessarily "intelligible" - in which one's gender enactment follows their sex, which then leads them to be attracted to the "opposite" sex/gender - and by doing so I will be able to understand how non-heterosexuals understand their own sexualized gender. The categories of gender and desire are not mutually exclusive nor are they dichotomous. According to Butler (1990), the heterosexual matrix addresses the power structures associated with hegemonic modes of discourse and thought; therefore, my project embraces this approach to gender and sexuality and how these understandings create a unique performance of repetition that further constructs an identity. This study specializes in the reformulation and re-articulation of a distinct consciousness of compounded identities that are comprised of a sexualized gender involving the performative interplay of sexuality on gender for queer individuals. In addition, this project seeks to understand how queer individuals form, understand, perform, and enact their evolving gender identity as connected to their sexuality. Specifically my research asks: 1) How do queer individuals narrate the construction of their particular identities? 2) How do queer individuals enact their gender as connected to sexuality? and 3) How do queer individuals describe their identities as marginalized? In order to answer these questions I conducted 20 interviews with queer individuals in Portland, OR aged 18-35 in order to get a broad range of life experiences. The use of one-on-one interviews allowed me to get at the interpretative perspective of the participant such that they can clarify the connections and relationships they see between their own sexualized gender enactment and the world around them. This also allowed access to acquire information about the social interplay of gender, sex, and desire and how these individuals may or may not place importance on their queer identity and the processes involved. Title: Queer! Narratives of Gendered Sexuality: A Journey in Identity Author: Bradley, Kym Year: 2013 My project looks at current conceptualizations of identity relating to gender and sexuality in order to understand how queer individuals enact gender as connected to their non-normative sexuality. I will use the notion of "desire" through Butler's (1990) notion of performativity as a part of iterability that reproduces an opposition between what is intended and how it is perceived. This approach creates space to problematize the status of identities that posits the conception of fluidity and dialectic as attached to notions of gendered sexualities - the understanding that sexuality interacts with gender and that these two notions are not compartmentalized. The construction of these systems of categorization allows for an assumption of the role of sexuality as connected to gender that can then be read through discursive practices and performances. This research is placed within a post-structuralist and queer theory discussion that is used to understand identity as separate from an isolated core self and is rather comprehended through a particular connection of gender, sex, desire, and performance. By entering into a queer theory and post-structuralist discussion, this project aims to highlight ways in which gender and sex are not necessarily "intelligible" - in which one's gender enactment follows their sex, which then leads them to be attracted to the "opposite" sex/gender - and by doing so I will be able to understand how non-heterosexuals understand their own sexualized gender. The categories of gender and desire are not mutually exclusive nor are they dichotomous. According to Butler (1990), the heterosexual matrix addresses the power structures associated with hegemonic modes of discourse and thought; therefore, my project embraces this approach to gender and sexuality and how these understandings create a unique performance of repetition that further constructs an identity. This study specializes in the reformulation and re-articulation of a distinct consciousness of compounded identities that are comprised of a sexualized gender involving the performative interplay of sexuality on gender for queer individuals. In addition, this project seeks to understand how queer individuals form, understand, perform, and enact their evolving gender identity as connected to their sexuality. Specifically my research asks: 1) How do queer individuals narrate the construction of their particular identities? 2) How do queer individuals enact their gender as connected to sexuality? and 3) How do queer individuals describe their identities as marginalized? In order to answer these questions I conducted 20 interviews with queer individuals in Portland, OR aged 18-35 in order to get a broad range of life experiences. The use of one-on-one interviews allowed me to get at the interpretative perspective of the participant such that they can clarify the connections and relationships they see between their own sexualized gender enactment and the world around them. This also allowed access to acquire information about the social interplay of gender, sex, and desire and how these individuals may or may not place importance on their queer identity and the processes involved. Close

• 5. [Article] Gendering the Body: Exploring the Construction of the Sexually Dimorphic Body

  Gender is a pervasive and regulating social institution that is operationalized in mainstream Western culture as a natural extension of the ontological difference perceived to exist between the binarily ...

  Citation × Citation Citation Abstract Copy Title: Gendering the Body: Exploring the Construction of the Sexually Dimorphic Body Author: Lewis, Sarah Kaye Year: 2011 Gender is a pervasive and regulating social institution that is operationalized in mainstream Western culture as a natural extension of the ontological difference perceived to exist between the binarily sexed bodies of male and female. Feminist theory has widely established, however, that gender is done - i.e., gender is not a naturally occurring phenomenon, but is an ongoing construction engaged and replicated by individual actors and which, while compulsory, is nevertheless optional. Within this canon is a small number of feminist theorists, notably Judith Lorber, Judith Bulter, and Nancy Tuana, who argue that the constructive manifestations of gender performativity (that is, doing of gender) are not limited to the social sphere. They argue the role of gender in the construction of the material body, asserting that doing gender has a constructive role in physical embodiment: what we do influences, and in fact creates, what our bodies are. This study engages feminist theory on the production of the body through a qualitative exploration of the lived experience of gendered bodily change, as described in the first-hand narratives of trans-identified individuals. I predict that the analysis of the narratives in the sample will show that in comparison to cisgender individuals, trans individuals possess a heightened awareness of the performative nature of gender, and that trans individuals consciously engage performativity in order to conform to the normative expectations associated with the desired gender role. I further predict that trans individuals experience sexually dimorphic bodily change to be a direct result of changes to their gender identity. The interview analysis findings provide mixed support for the first hypothesis, demonstrating that while trans individuals in the sample do demonstrate a heightened awareness of the ways in which gender is performed, the respondents’ insights came largely from their experiences in their compulsorily cisgender, pre-transition lives, rather than their current gender embodiments. The concept of performativity and its perceived implication of artificiality clashed with the respondents’ sense of their gendered actions as an expression of an authentic self, and my analysis thus addresses performativity as a necessarily polemic concept located between the subjectivity of the individual narratives and the theoretical position that gender is done. The findings provide a substantial level of support for the second hypothesis that trans individuals understand experienced bodily change to be a direct result of changes in gender identity. This study’s exploration of trans experiences of lived bodily change contributes a narrative perspective to the ongoing discussion in feminist theory which surrounds the role of gender in the production of the material body. Title: Gendering the Body: Exploring the Construction of the Sexually Dimorphic Body Author: Lewis, Sarah Kaye Year: 2011 Gender is a pervasive and regulating social institution that is operationalized in mainstream Western culture as a natural extension of the ontological difference perceived to exist between the binarily sexed bodies of male and female. Feminist theory has widely established, however, that gender is done - i.e., gender is not a naturally occurring phenomenon, but is an ongoing construction engaged and replicated by individual actors and which, while compulsory, is nevertheless optional. Within this canon is a small number of feminist theorists, notably Judith Lorber, Judith Bulter, and Nancy Tuana, who argue that the constructive manifestations of gender performativity (that is, doing of gender) are not limited to the social sphere. They argue the role of gender in the construction of the material body, asserting that doing gender has a constructive role in physical embodiment: what we do influences, and in fact creates, what our bodies are. This study engages feminist theory on the production of the body through a qualitative exploration of the lived experience of gendered bodily change, as described in the first-hand narratives of trans-identified individuals. I predict that the analysis of the narratives in the sample will show that in comparison to cisgender individuals, trans individuals possess a heightened awareness of the performative nature of gender, and that trans individuals consciously engage performativity in order to conform to the normative expectations associated with the desired gender role. I further predict that trans individuals experience sexually dimorphic bodily change to be a direct result of changes to their gender identity. The interview analysis findings provide mixed support for the first hypothesis, demonstrating that while trans individuals in the sample do demonstrate a heightened awareness of the ways in which gender is performed, the respondents’ insights came largely from their experiences in their compulsorily cisgender, pre-transition lives, rather than their current gender embodiments. The concept of performativity and its perceived implication of artificiality clashed with the respondents’ sense of their gendered actions as an expression of an authentic self, and my analysis thus addresses performativity as a necessarily polemic concept located between the subjectivity of the individual narratives and the theoretical position that gender is done. The findings provide a substantial level of support for the second hypothesis that trans individuals understand experienced bodily change to be a direct result of changes in gender identity. This study’s exploration of trans experiences of lived bodily change contributes a narrative perspective to the ongoing discussion in feminist theory which surrounds the role of gender in the production of the material body. Close

• 6. [Article] Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities

  The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes ...

  Citation × Citation Citation Abstract Copy Title: Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities Author: Hottman, Sara M. Year: 2016 The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes (implementation): The elected’s chief of staff, senior policy advisors, and, in council-manager systems, the city manager. This thesis examines the role policy staff and city manager gender plays in substantive representation. After analyzing staff composition and agenda priorities — gleaned from State of the City addresses — for mayors of the 50 most-populous cities in the United States, I found substantial evidence to support my hypotheses that the chief of staff’s gender, not the elected’s gender, will drive the overall gender of staff as well as the gender characterization of policy agendas. Mayors — regardless of gender — with female chiefs of staff in this dataset have more female staffers and more neutral policy agendas. Mayors — regardless of gender — with male chiefs of staff have more male staffers and mostly masculine policy. In weak mayor systems, city managers’ gender strongly influences mayoral policy agendas, especially in small cities; since most city managers are male, those policy agendas are more masculine, regardless of the mayor’s and chief of staff’s gender. Thus, I find that staff who are involved in the intricacies of policy process and outcome have a stronger influence on policy than the public-facing elected official. These results, supplemented by interviews with mayors and chiefs of staff from across the country, could change the importance scholars place on descriptive representation, and alter scholars’ approach to studying both substantive representation for women and American democracy in general. Title: Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities Author: Hottman, Sara M. Year: 2016 The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes (implementation): The elected’s chief of staff, senior policy advisors, and, in council-manager systems, the city manager. This thesis examines the role policy staff and city manager gender plays in substantive representation. After analyzing staff composition and agenda priorities — gleaned from State of the City addresses — for mayors of the 50 most-populous cities in the United States, I found substantial evidence to support my hypotheses that the chief of staff’s gender, not the elected’s gender, will drive the overall gender of staff as well as the gender characterization of policy agendas. Mayors — regardless of gender — with female chiefs of staff in this dataset have more female staffers and more neutral policy agendas. Mayors — regardless of gender — with male chiefs of staff have more male staffers and mostly masculine policy. In weak mayor systems, city managers’ gender strongly influences mayoral policy agendas, especially in small cities; since most city managers are male, those policy agendas are more masculine, regardless of the mayor’s and chief of staff’s gender. Thus, I find that staff who are involved in the intricacies of policy process and outcome have a stronger influence on policy than the public-facing elected official. These results, supplemented by interviews with mayors and chiefs of staff from across the country, could change the importance scholars place on descriptive representation, and alter scholars’ approach to studying both substantive representation for women and American democracy in general. Close

• 7. [Article] “Neither of the Boxes”: Accounting for Non-Binary Gender Identities

  This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, ...

  Citation × Citation Citation Abstract Copy Title: “Neither of the Boxes”: Accounting for Non-Binary Gender Identities Author: Savoia, Erin Patricia Year: 2017 This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, friendships, and the LGBTQ+ community. Prevailing understandings of gender rely on a gender binary; identification with a binary gender is compulsory. Individuals are assigned a gender at birth and are expected to identify fully with that gender for their entire lives. However, despite significant social pressures to identify as man or woman, there exist individuals whose identities bring into question the stability of the gender binary. Non-binary is sometimes used to describe individuals who do not identify solely or fully as man or woman. Fifteen interviews were conducted with individuals living in the Portland Metro Area who included non-binary as part or all of their gender identity. Questions included general descriptive information, questions about participants’ conceptions of masculinity and femininity, and questions regarding their experiences as a non-binary person in the context of the workplace, intimate partner relationships, friendships, and the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, plus) community. It was found that non-binary individuals are largely held accountable to a normative performance of gender by friends, intimate partners, employers, and coworkers. While non-binary individuals are constrained by the gender structure at the individual, interactional, and institutional levels, they also appear to push back against these constraints in small but meaningful ways. Results from this study provide insight into a group of people which has been largely left out of the literature. Title: “Neither of the Boxes”: Accounting for Non-Binary Gender Identities Author: Savoia, Erin Patricia Year: 2017 This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, friendships, and the LGBTQ+ community. Prevailing understandings of gender rely on a gender binary; identification with a binary gender is compulsory. Individuals are assigned a gender at birth and are expected to identify fully with that gender for their entire lives. However, despite significant social pressures to identify as man or woman, there exist individuals whose identities bring into question the stability of the gender binary. Non-binary is sometimes used to describe individuals who do not identify solely or fully as man or woman. Fifteen interviews were conducted with individuals living in the Portland Metro Area who included non-binary as part or all of their gender identity. Questions included general descriptive information, questions about participants’ conceptions of masculinity and femininity, and questions regarding their experiences as a non-binary person in the context of the workplace, intimate partner relationships, friendships, and the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, plus) community. It was found that non-binary individuals are largely held accountable to a normative performance of gender by friends, intimate partners, employers, and coworkers. While non-binary individuals are constrained by the gender structure at the individual, interactional, and institutional levels, they also appear to push back against these constraints in small but meaningful ways. Results from this study provide insight into a group of people which has been largely left out of the literature. Close

• 8. [Article] Economic Development and Gender Equality: Is There a Gender Kuznets Curve?

  This research note examines the relationship between economic development and gender equality. Drawing on the concept of the Kuznets curve, the authors hypothesize that the relationship between economic ...

  Citation × Citation Citation Abstract Copy Title: Economic Development and Gender Equality: Is There a Gender Kuznets Curve? Author: Eastin, Joshua, Prakash, Aseem Year: 2013 This research note examines the relationship between economic development and gender equality. Drawing on the concept of the Kuznets curve, the authors hypothesize that the relationship between economic development and gender inequality is curvilinear (S shaped), with three distinct stages. In the first stage, economic development improves gender equality because it enables greater female labor-force participation. An independent income stream increases women's intrahousehold bargaining power. The opportunity to develop human capital confers greater political and social recognition. In the second stage, labor-force stratification and gender discrimination encourage divergent male/female income trajectories, which decrease the opportunity costs of female labor-force withdrawal and lend traction to social resistance against burgeoning gender norms. Consequently, there is a deceleration in initial equality gains. In the final stage, gender equality again improves, as greater educational participation and technological advancement provide new employment opportunities for women, increase the opportunity costs of staying home, and encourage the evolution of new social institutions and norms that overcome prior discriminatory practices. The authors find support for this argument in statistical tests of the relationship between economic development and gender equality on a panel of 146 developing countries for the period 1980–2005. They employ four indicators that reflect distinct dimensions of women's political, social, and economic status. They find economic development positively influences gender equality when per capita incomes are below $8,000–$10,000. These equality gains level off or decline slightly in the second stage, from $8,000–10,000 to about $25,000–$30,000. Beyond this level, economic development is again associated with improvements in gender equality. The key implication is that the effect of economic development on gender equality is contingent on the level of development. Policymakers and social activists should develop policy correctives to ensure that economic development confers improvements in gender equality across phases of development. Title: Economic Development and Gender Equality: Is There a Gender Kuznets Curve? Author: Eastin, Joshua, Prakash, Aseem Year: 2013 This research note examines the relationship between economic development and gender equality. Drawing on the concept of the Kuznets curve, the authors hypothesize that the relationship between economic development and gender inequality is curvilinear (S shaped), with three distinct stages. In the first stage, economic development improves gender equality because it enables greater female labor-force participation. An independent income stream increases women's intrahousehold bargaining power. The opportunity to develop human capital confers greater political and social recognition. In the second stage, labor-force stratification and gender discrimination encourage divergent male/female income trajectories, which decrease the opportunity costs of female labor-force withdrawal and lend traction to social resistance against burgeoning gender norms. Consequently, there is a deceleration in initial equality gains. In the final stage, gender equality again improves, as greater educational participation and technological advancement provide new employment opportunities for women, increase the opportunity costs of staying home, and encourage the evolution of new social institutions and norms that overcome prior discriminatory practices. The authors find support for this argument in statistical tests of the relationship between economic development and gender equality on a panel of 146 developing countries for the period 1980–2005. They employ four indicators that reflect distinct dimensions of women's political, social, and economic status. They find economic development positively influences gender equality when per capita incomes are below $8,000–$10,000. These equality gains level off or decline slightly in the second stage, from $8,000–10,000 to about $25,000–$30,000. Beyond this level, economic development is again associated with improvements in gender equality. The key implication is that the effect of economic development on gender equality is contingent on the level of development. Policymakers and social activists should develop policy correctives to ensure that economic development confers improvements in gender equality across phases of development. Close

• 9. [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

• 10. [Article] Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina

  This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests ...

  Citation × Citation Citation Abstract Copy Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Close

• 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