Redefining Collectivism: Family and Community among Sexual and Gender Diverse People of Color and Indigenous People: Introduction to the Special Issue

2020 ◽  
Vol 16 (2) ◽  
pp. 107-110
Author(s):  
Roberto L. Abreu ◽  
Kirsten A. Gonzalez
2020 ◽  
Vol 16 (2) ◽  
pp. 241-257 ◽  
Author(s):  
Amy L. Stone ◽  
Elizabeth A. Nimmons ◽  
Robert Salcido ◽  
Phillip Schnarrs

Author(s):  
Adrienne B. Hancock ◽  
Sierra C. Downs

Purpose The purposes of this study are to gather and analyze perspectives of people from racial and gender minority groups in order to identify barriers to voice and communication services for these populations. Method In focus groups facilitated by community members, 11 people in racial and gender minority groups discussed their gender-related goals and accessibility of voice and communication services. Salient themes were derived using a grounded theory approach and analyzed using an access to care framework. Results During discussion of voice and communication as it relates to gender presentation, most utterances were speculations on the processes and potential outcomes of interventions for voice and communication; the majority of these were characterized as uninformed or misinformed. Conclusions Future studies will need to overcome barriers related to health literacy and beliefs in order to thoroughly assess potential interest or intentions regarding voice and communication services. Additional study is expected to provide valuable information that can be interpreted using the Levesque et al. (2013) framework of access to care and eventually eliminate barriers to voice and communication services for all.


Author(s):  
Joseph Plaster

In recent years there has been a strong “public turn” within universities that is renewing interest in collaborative approaches to knowledge creation. This article draws on performance studies literature to explore the cross-disciplinary collaborations made possible when the academy broadens our scope of inquiry to include knowledge produced through performance. It takes as a case study the “Peabody Ballroom Experience,” an ongoing collaboration between the Johns Hopkins University Sheridan Libraries, the Peabody Institute BFA Dance program, and Baltimore’s ballroom community—a performance-based arts culture comprising gay, lesbian, queer, transgender, and gender-nonconforming people of color.


Author(s):  
Jill C. Fodstad ◽  
Rebecca Elias ◽  
Shivali Sarawgi

Gender diversity refers to gender expressions and/or gender identity experiences that vary from the common experiences of gender. Gender-diverse people may be gender nonconforming, gender nonbinary, gender fluid, gender exploring, transgender, and so forth. Some gender-diverse individuals experience gender dysphoria and/or gender incongruence and may require gender-affirming supports, including gender-affirming medical interventions. The co-occurrence of autism and gender diversity has been highlighted in a series of studies internationally as well as through rich community expressions. Studies in gender-referred individuals reveal high rates of autism traits as well as high rates of existing autism diagnoses. Studies in autistic populations reveal greater gender diversity characteristics. The long-term course of gender diversity in autistic individuals is poorly understood. Clinical guidelines have been developed for adolescents with the co-occurrence, but much work remains: No gender-related measures have been developed and tested for use in neurodiverse populations, no programs exist to support gender-diverse neurodiverse adults, and little is known about co-occurring mental health profiles, risks, or protective factors for people with the co-occurrence. The inclusion of this chapter on co-occurring autism and gender diversity within a book on “co-occurring psychiatric conditions” is problematic, because gender diversity is not a “psychiatric condition,” but instead a form of human diversity. The diagnosis of Gender Dysphoria is useful only insomuch as it allows individuals to obtain necessary gender-related supports. The authors’ choice to include this chapter in this book reflects a compromise, motivated by the need for educating both autism and gender specialists in this common co-occurrence.


2021 ◽  
Vol 26 (2) ◽  
pp. 109-113
Author(s):  
Mila Gasco-Hernandez ◽  
Giorgia Nesti ◽  
Maria Cucciniello ◽  
Yenisel Gulatee

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