Male Homosexuality and Gender-Nonconforming Expression

2020 ◽  
pp. 132-159
Author(s):  
Kim T. Gallon

Chapter 5 details how Black Press news coverage produced a black public sexual sphere that allowed readers to debate homosexuality and gender-noncomforming expression’s position in early-twentieth-century black communities. As the Black Press worked to transform negative images of blackness, they held homosexual life and gender-nonconformity up as a spectacle that could not seamlessly fit into notions of African American respectability. Nonetheless, regular coverage in the Black Press proved that editors believed that readers enjoyed reading articles and viewing images about female impersonators and gay men. In presenting readers’ responses to this coverage, chapter 5 draws attention to instances of contest and negotiation between diverse African American readers as they struggled to understand the intersections between race, gender, and sexuality.

2011 ◽  
Vol 46 (6) ◽  
pp. 1352-1378 ◽  
Author(s):  
Terah T. Venzant Chambers ◽  
Lance T. McCready

Drawing from two separate case studies, one on lower track African American students and another on gay and gender nonconforming African American male students, this article explores how students with multiple stigmatized identities make sense of and respond to their marginalization, a process we term making space. In particular, we consider how making space can support students’ psychosocial needs and at the same time work against school engagement and academic striving. We describe types of “making space” strategies: sociospatial, performative, and political/institutional, and use these categories to describe the ways students in our projects responded to their perceived marginalization. Institutional processes that make these responses necessary are addressed as well as how schools can either mediate or intensify students’ feelings of marginalization and therefore their perceived need to “make space.”


Author(s):  
Maxine Leeds Craig

Black beauty culture developed in the context of widespread disparagement of black men and women in images produced by whites, and black women’s exclusion from mainstream cultural institutions, such as beauty contests, which defined beauty standards on a national scale. Though mainstream media rarely represented black women as beautiful, black women’s beauty was valued within black communities. Moreover many black women used cosmetics, hair products and styling, and clothing to meet their communities’ standards for feminine appearance. At the beginning of the 20th century, the black press, which included newspapers, general magazines, and women’s magazines, showcased the beauty of black women. As early as the 1890s, black communities organized beauty contests that celebrated black women’s beauty and served as fora for debating definitions of black beauty. Still, generally, but not always, the black press and black women’s beauty pageants favored women with lighter skin tones, and many cosmetics firms that marketed to black women sold skin lighteners. The favoring of light skin was nonetheless debated and contested within black communities, especially during periods of heightened black political activism. In the 1910s and 1920s and later in the 1960s and 1970s, social movements fostered critiques of black aesthetics and beauty practices deemed Eurocentric. One focus of criticism was the widespread black practice of hair straightening—a critique that has produced an enduring association between hairstyles perceived as natural and racial pride. In the last decades of the 20th century and the beginning of the 21st, African migration and the transnational dissemination of information via the internet contributed to a creative proliferation of African American hairstyles. While such styles display hair textures associated with African American hair, and are celebrated as natural hairstyles, they generally require the use of hair products and may incorporate synthetic hair extensions. Beauty culture provided an important vehicle for African American entrepreneurship at a time when racial discrimination barred black women from other opportunities and most national cosmetics companies ignored black women. Black women’s beauty-culture business activities included beauticians who provided hair care in home settings and the extremely successful nationwide and international brand of hair- and skin-care products developed in the first two decades of the 20th century by Madam C. J. Walker. Hair-care shops provided important places for sharing information and community organizing. By the end of the 20th century, a few black-owned hair-care and cosmetics companies achieved broad markets and substantial profitability, but most declined or disappeared as they faced increased competition from or were purchased by larger white-owned corporations.


2020 ◽  
pp. 105256292096214
Author(s):  
Susan C. Graham ◽  
Amy J. MacFarlane

Our understanding of gender is evolving from a binary system to a continuum whereby gender is fluid, multifaceted, and individually defined or expressed. Businesses, through owners, employees, and customers, as well as company policies and practices, play a role in the acceptance and inclusion of gender nonconforming individuals. One group with a responsibility in relation to gender inclusion is the business education system—undergraduate and graduate business programs that deliver business curriculum, shape business practices, research business issues, and produce business leaders. The purpose of this study is to examine the peer-reviewed literature to identify if and how the interpretation of genders, one that includes gender nonconforming individuals, exists in business education research. While 17 articles were found that cover topics within this general area, an overall lack of academic literature examining business education and gender nonconformity may leave business educators ill-equipped to include gender nonconforming individuals and topics in their classrooms. This work may inform business educators regarding the status of business education in relation to the evolving understanding of gender and identify areas for future work to help ensure that business educators are equipped with the knowledge to enable full gender inclusion in the business classroom.


2011 ◽  
Vol 93 (1) ◽  
pp. 69-107 ◽  
Author(s):  
Benny J. Andrés

The diary of Nora Kreps, a young Anglo teacher of adult Americanization in the Imperial Valley, 1923-1924, reveals not only her own attitudes toward immigrant cultures and race, class relations, and gender and sexuality, but those on which the Americanization program was based. Her account, written at the request of the Survey of Race Relations at Stanford University, offers us a window into the complicated racial hierarchy of the region. Kreps' candid remarks about her students and her contacts with the community's elites uncover immigrant and African American agency in pursuit of upward mobility as well as the prejudices and goals of the local agribusiness-dominated society. In the mid-1920s₁ in a wave of nativist sentiment, Kreps' observations were swept aside. Now rediscovered, they provide a valuable tool for understanding the complex social and cultural interactions in the early twentiethcentury Imperial Valley.


Author(s):  
Lien Fan Shen

Issues of sexuality and gender equity in schools are often entangled with education reforms in Taiwan. Since 1949, when martial law was enacted by the Chinese Nationalist Party, schools had exercised disciplinary power over and exhibited forms of gendered oppression on students’ gender and sexuality. Since martial law was lifted in 1987, Taiwan has undergone several educational reforms. Taiwan’s education system was criticized for its focus on standardization, memorization, and lack of creativity, thus reformers pushed a more holistic approach, and gender equity education was included through the implementation of the Gender Equity Education Act in 2004. In general, gender equity education reforms were catalyzed by a series of social events, including two honor students’ suicide; students’ protesting a hair ban (how it is referred to in Taiwan) and gender-specific uniforms; a gender-nonconforming boy’s accidental death on campus; and anti-LGBTQ cases in a 2018 referendum to eliminate gender equity education in schools. These events exemplified the complexity of discursive practices that encompass struggles of gender and sexual minority individuals in schools, negotiations between the legislative process and public opinion, and media attention on and representation of adolescent gender and sexuality in Taiwan. Taiwan’s movements and progression of gender equity education may be seen as a magnifier through which issues of gender and sexuality are revealed not only in schools but also in society at large.


2018 ◽  
Vol 21 (2) ◽  
pp. 227-241 ◽  
Author(s):  
Andrea L. Wirtz ◽  
Tonia C. Poteat ◽  
Mannat Malik ◽  
Nancy Glass

Gender-based violence (GBV) is an umbrella term for any harm that is perpetrated against a person’s will and that results from power inequalities based on gender roles. Most global estimates of GBV implicitly refer only to the experiences of cisgender, heterosexually identified women, which often comes at the exclusion of transgender and gender nonconforming (trans) populations. Those who perpetrate violence against trans populations often target gender nonconformity, gender expression or identity, and perceived sexual orientation and thus these forms of violence should be considered within broader discussions of GBV. Nascent epidemiologic research suggests a high burden of GBV among trans populations, with an estimated prevalence that ranges from 7% to 89% among trans populations and subpopulations. Further, 165 trans persons have been reported murdered in the United States between 2008 and 2016. GBV is associated with multiple poor health outcomes and has been broadly posited as a component of syndemics, a term used to describe an interaction of diseases with underlying social forces, concomitant with limited prevention and response programs. The interaction of social stigma, inadequate laws, and punitive policies as well as a lack of effective GBV programs limits access to and use of GBV prevention and response programs among trans populations. This commentary summarizes the current body of research on GBV among trans populations and highlights areas for future research, intervention, and policy.


2017 ◽  
Vol 6 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Qiuana Lopez ◽  
Mary Bucholtz

Abstract This article builds on research in queer linguistics and linguistic scholarship on race in the media to examine the semiotic representation of race, gender, and sexuality in The Wire, often considered one of the most “authentic” media representations of Blackness. Based on an analysis of the entire series, the article argues that this authenticity effect is partly due to the show’s complex African American characters, who reflect a range of gendered and sexual subjectivities. The analysis focuses on three queer Black characters on The Wire who are represented as both “authentically queer” in their social worlds and “authentically Black” in their language. However, the semiotic authenticity of the series is linked to its reification of familiar stereotypes of Blackness, especially hyperviolence and hypermasculinity. Thus, these characters both contest and complicate traditional representations of queerness and gender while reinforcing problematic representations of Blackness for its largely white, affluent target audience.


2016 ◽  
Vol 18 (2) ◽  
pp. 15 ◽  
Author(s):  
Michele Kahn ◽  
Paul C. Gorski

<p>Challenges confront lesbian, gay, bisexual, queer, and transgender public school teachers or those who are perceived as such or who desire to be open about their sexual orientations or gender identities or expression. Teachers who do not conform to gender and sexual orientation norms currently are and historically have been the subject of persecution, urban myths, and general hysteria—part of bigger efforts to normalize heterosexuality and cisgender-ness through the development of a distinctive “exemplar” related to who teachers should be. We examine the related historical  and legal context of gender and sexuality in schools and then offer suggestions regarding how to redress the lingering impacts of gender- and heteronormativity.</p>


Author(s):  
Sawyer Kemp

As the rhetoric of gender and trans theory has made its way into Shakespeare studies, critics and practitioners increasingly reach for “trans” as a lens through which to read and produce Shakespeare. This chapter points out that although both Shakespearean performance and criticism rely on the rhetoric of trans people and their bodies, actual trans people and bodies are predominantly absent from discourse and performance. This essay looks to readings of the “transgender” in Shakespeare as a way of grappling with both historicist and presentist methodologies, asking us to look beyond “the pants” of cross-dressed heroines to more subtle signifiers of gender nonconformity. The essay then tracks some ways in which education and outreach departments can engage trans and gender-nonconforming communities at the level of production.


Author(s):  
Robin Mazyck Sundaramoorthy ◽  
Jinx Coleman Broussard

While the suffrage movement has largely been viewed through the lens of white women fighting for the vote, African American women were very much a part of the movement. Some of these women were suffrage advocates and journalists; others were activists in other arenas. Many black suffragists viewed the vote as a way of elevating their race, and the black press helped these women spread their message. Although it provided lackluster support for the suffrage movement, the black press gave considerable attention to the topic. It gave voice to those who supported the cause and those who were adamantly against it. This chapter focuses on the contributions and writings of prosuffrage journalists such as Ida B. Wells, Mary Church Terrell, Frances Ellen Watkins Harper, Bettiola Fortson, and others covered by the black press. It assesses the public lives and work of these women who had to consider both race and gender as they spoke up and out for those who could not speak for themselves.


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