Masculinities and Teacher Education

2021 ◽  
Author(s):  
Darrell Cleveland Hucks
Keyword(s):  
Teacher Education ◽  
Gender Roles ◽  
Gender Identity ◽  
Police Officers ◽  
People Of Color ◽  
Teacher Education Programs ◽  
Gender Binary ◽  
Shape Learning ◽  
Values And Beliefs ◽  
And Gender

Teachers’ values and beliefs shape learning environments and reinforce and support their expectations of students’ behaviors. Overtime, students’ behavior undergoes a norming process that influences their understanding of gender roles and gender identity. While there have been political shifts since the early 1980s around gender roles; for many in 2021 these traditional dichotomous notions of gender roles for boys and girls still exist in schools. Many boys are still encouraged to be tough, strong, and emotionally devoid of feelings. For girls, many are encouraged to be polite, sweet, and emotional. Boys are still given a pass for being aggressive, and it is still quite acceptable for girls to be passive. This non-inclusive gender binary continues to damage us as adults and promotes behaviors that do not allow for the complexities regarding gender identity, and then add the factor of race to the mix, and it gets even more complicated and, all of this left unchallenged, can lead to toxic behavior. Various examples of toxic masculinity can be found in the now readily available videos of police officers’ negative engagement with people of color around the globe. Teachers still have tremendous opportunities to intervene and educate students at all levels in ways that embrace difference and create a more empathetic society—will they do it? And what are the implications for changes that must occur in how they are prepared via teacher education programs to work with diverse learners?

Waste Culture and Isolation: Prisons, Toilets, and Gender Segregation

Hypatia ◽  
2019 ◽  
Vol 34 (4) ◽  
pp. 668-689
Author(s):  
Perry Zurn
Keyword(s):  
Gender Identity ◽  
Waste Management ◽  
Historical Development ◽  
Gender Segregation ◽  
Explanatory Theory ◽  
Transgender People ◽  
Gender Binary ◽  
The Social ◽  
And Gender

After reviewing the use of isolation in US prisons and public restrooms to confine transgender people in solitary cells and single‐occupancy bathrooms, I propose an explanatory theory of eliminative space. I argue that prisons and toilets are eliminative spaces: that is, spaces of waste management that use layers of isolation to sanctify social or individual waste, at the outer and inner limits of society. As such, they function according to an eliminative logic. Eliminative logic, as I develop it, involves three distinct but interrelated mechanisms: 1) purification of the social center, through 2) iterative segregation, presuming and enforcing 3) the reduced relationality of marginal persons. By evaluating the historical development and contemporary function of prisons and restrooms, I demonstrate that both seek to protect the gender binary through waves of segregation by sex, race, disability, and gender identity. I further argue that both assume the thin relationality of, in this case, transgender people, who are conceived of as impervious to the effects of isolation and thus always already isolable. I conclude that, if we are to counter the violence of these isolation practices, we not only need to think holistically about eliminative spaces and logic, but also to richly reconceptualize relationality.

“Mostly What We Do Is Ride Bikes”

2021 ◽  
Vol 8 (3) ◽  
pp. 349-367
Author(s):  
Kristine Newhall
Keyword(s):  
Gender Identity ◽  
Female Athletes ◽  
Sex And Gender ◽  
Cultural Institutions ◽  
The Past ◽  
Gender Binary ◽  
Verification Process ◽  
And Gender

Abstract As trans visibility grows, the investment in a sex/gender binary gets more entrenched in some cultural institutions, including—and maybe especially—sports. Policies governing gender identity in sports have multiplied since the 1990s. How sports governing bodies have approached policy creation has differed widely in the past two decades, reflecting philosophical differences regarding fairness of competition and ingrained beliefs about sex and gender. This article examines the policy created by an intercollegiate cycling conference using subculture theory to explain the divergence from extant policies. It also looks at the connection to the ongoing sex/gender verification process for elite female athletes and the ways in which all policing of gender is always already a legacy of imperialist practices.

The Devouring Empire

2018 ◽  
Author(s):  
Noriko J. Horiguchi
Keyword(s):  
Middle Class ◽  
Gender Roles ◽  
Gender Identity ◽  
Identity Shift ◽  
Food Scarcity ◽  
Imperial Identity ◽  
Occupied Territories ◽  
And Gender ◽  
The Impact ◽  
Hayashi Fumiko

This chapter studies the impact of war, empire, and gender identity in shaping food values via the depictions of food and hunger in the works of famed novelist and poet Hayashi Fumiko (1903–1951). It argues that food and the act of eating serve as metaphors for the colonial and imperial relationships between Japan, its occupied territories, and its own occupation by US forces. In addition, Hayashi's attitudes toward national and imperial identity shift between her works. For instance, in Diary of a Vagabond (1929), the hungry heroine defies and critiques normative gender roles and middle-class values in her pursuits of work and food; as a war correspondent in 1938, however, Hayashi expressed patriotic attitudes in response to food scarcity and appeared to embrace prescribed gender roles.

Gender Roles, Masculinity, and Support for Transgender Rights

2020 ◽  
pp. 83-108
Author(s):  
Michelson and
Keyword(s):  
Gender Roles ◽  
Gender Identity ◽  
Military Service ◽  
Transgender People ◽  
Traditional Gender Roles ◽  
And Gender ◽  
Levels Of Support

Prejudice against transgender people is often linked to traditional or even toxic conceptualizations of gender and gender identity and particularly to norms and expression of masculinity. Attitudes toward transgender people and rights are deeply divided by gender, with lower levels of support among men, and also by attitudes about traditional gender roles. Two experiments provide evidence that among men, threats to masculinity generate greater opposition to transgender people and rights while reassurances of masculinity generate greater support, particularly for support of transgender military service. Consistent with expectations, women who are exposed to information threatening or reassuring them of their femininity tend not to be affected.

scholarly journals An actionable anti-racism plan for geoscience organizations

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Hendratta N. Ali ◽  
Sarah L. Sheffield ◽  
Jennifer E. Bauer ◽  
Rocío P. Caballero-Gill ◽  
Nicole M. Gasparini ◽  
...  
Keyword(s):  
Gender Identity ◽  
People Of Color ◽  
Disability Status ◽  
And Gender

AbstractGeoscience organizations shape the discipline. They influence attitudes and expectations, set standards, and provide benefits to their members. Today, racism and discrimination limit the participation of, and promote hostility towards, members of minoritized groups within these critical geoscience spaces. This is particularly harmful for Black, Indigenous, and other people of color in geoscience and is further exacerbated along other axes of marginalization, including disability status and gender identity. Here we present a twenty-point anti-racism plan that organizations can implement to build an inclusive, equitable and accessible geoscience community. Enacting it will combat racism, discrimination, and the harassment of all members.

Queering Time: The Temporal Body as Queer Chronotope in Virginia Woolf’s Orlando

2020 ◽  
Vol 138 (1) ◽  
pp. 38-61
Author(s):  
Pooja Mittal Biswas
Keyword(s):  
Gender Identity ◽  
Virginia Woolf ◽  
Cultural Context ◽  
Female Gender ◽  
The Novel ◽  
Gender Performativity ◽  
Biological Sex ◽  
The Past ◽  
Gender Binary ◽  
And Gender

AbstractThis paper studies how the novel Orlando by Virginia Woolf deconstructs the male / female gender binary by deconstructing the past / future time binary. The protagonist’s sex change disrupts the linearity of ‘straight time’, in which the causality of gender is monodirectional, queer agency is impossible, and a false equivalency is drawn between gender identity and biological sex. The text instead leads Orlando (and the reader) away from straight time and into queer time, which is multidirectional, non-linear and non-heteronormative, and which unhitches gender identity at least partially from biological sex through a process that I call ‘gender lag’. This lag grants queer agency to Orlando in terms of his / her own gender identity and gender performativity. In exercising queer agency, Orlando’s changing body becomes a queer ‘chronotope’, that is, a queer expression of time and space within the narrative. Explored in the paper are the various means employed within the text to queer time and gender. The cultural context within which Orlando was written is also considered as a contributing factor to the subtextuality of its queerness. Finally, the text’s transgender connotations are analysed.

scholarly journals “Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students

2020 ◽  
Vol 122 (7) ◽  
pp. 1-38
Author(s):  
Elizabeth E. Blair ◽  
Sherry L. Deckman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Gender Identity ◽  
Community Education ◽  
Research Question ◽  
Gender And Sexuality ◽  
Effective Teacher ◽  
Gender Oppression ◽  
And Gender ◽  
Schooling Practices

Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender-creative students, guided by the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender-creative students? Ultimately, this study aims to inform the development of effective teacher education curricula and related policy on trans and gender-creative identities. Participants Participants were 183 undergraduate preservice teachers enrolled in 10 sections of an educational equity course. Research Design We conducted a qualitative, inductive, thematic online discourse analysis. Using a queer, social justice teacher education framework, we qualitatively analyzed 549 online PST-authored posts. Findings/Results Three themes emerged: (1) PSTs voiced discomfort negotiating conflicting values and roles in supporting trans and gender-creative students, and PSTs suggested (2) individualized, differentiated interventions, and (3) community education approaches to promote comfort for trans and gender-creative students—strategies that may reinscribe normative, institutionalized views of gender identity. Conclusions/Recommendations Findings suggest the pressing need for innovative teacher education on gender identity and fluidity: PSTs need more opportunities to learn about supporting trans and gender-creative students, to critically consider constructs of gender and sexuality, and to explore how systemic gender oppression intersects with other forms of oppression through schooling practices.

scholarly journals Mainstream Psychology And The Gender Binary: Toward An Account Of Becoming "Non-Binary"

2021 ◽  
Author(s):  
Alexander T. Vasilovsky
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Self Determination ◽  
Gender Identities ◽  
Gender Nonconforming ◽  
Binary Logic ◽  
Gender Binary ◽  
Genealogical Analysis ◽  
History Of ◽  
And Gender

The gender binary haunts mainstream psychology’s history of medicalizing trans and gender nonconforming people, particularly its construction of their gender identities as psychopathological and in need of treatment for violating the binary logic of normative (cis) development. Drawing on interviews with 24 participants who identified as “non-binary,” this dissertation advances: 1) a genealogical analysis of the construction, interpretation, and administration of “transgenderism” (psychology’s parlance) which elucidates the discipline’s maintenance of the gender binary through said construction, interpretation, and administration; and (2) an account of “becoming” gendered (non-binary, in this case) as an alternative to the mainstream models of gender identity development. Becoming (a) shifts from the etiological “why” to the psychosocial “how” (as in, how to go about assembling oneself as non-binary; labels and pronouns are key); (b) eschews teleology (there is no end goal with regard to embodiment); (c) privileges gender self-determination; (d) attends to intersectionality; and (e) foregrounds intersubjectivity. The participants were largely concerned with asserting the validity of their gender identities as non-binary, which are routinely dismissed and invalidated, and this dissertation works toward undoing psychology’s own invalidating practices.

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