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1.
Corey W. Johnson 《International journal of qualitative studies in education》2013,26(4):445-464
Gay men are often rendered feminized males according to masculine, heterosexual ideologies. This research demonstrates that gay men are actually more creative and active agents in their gender performance, simultaneously resisting and reinforcing dominant ideologies around gender and sexuality. One context where the creative agency of gay men is readily prevalent is in their leisure. Leisure contexts, used to shift the goalposts of cultural domination, are important locations where both social control of individuals and social strategies for change are prevalent. Using ethnographic methods, the author investigated a country‐western gay bar to identify those practices that reveal how gay men shape and assign meaning to the bar as a leisure context, the structures that exist to facilitate and/or prohibit gendered practices, and how gay men negotiate hegemonic and counter‐hegemonic gendered practices. This paper focuses on two‐step dancing, the most visible and popular activity that occurs in this country‐western gay bar. Yet, despite its popularity, analysis and interpretation reveal that two‐stepping, a heterosexually based, gender‐defined activity, provides gay men with a unique recreational opportunity to both challenge and reinforce dominant gender and sexual ideologies. 相似文献
2.
Brian Sweeney 《International journal of qualitative studies in education》2014,27(6):804-821
Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a “party school” in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas of age and gender to construct college as a time to let loose, indulge, and explore, men from disadvantaged backgrounds express greater ambivalence toward partying. For these men, partying presents both opportunities and dilemmas and taps into tensions inherent in being upwardly mobile college men. For some, symbolic abstention from extreme party behavior addresses some of these tensions and validates their place on campus. Men’s talk of collegiate partying reveals the dynamic and relational construction of intersectional identities on campus. 相似文献
3.
Deevia Bhana 《British Educational Research Journal》2018,44(1):80-93
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate. 相似文献
4.
Reinforcing hegemonic masculinities through sexual harassment: issues of identity,power and popularity in secondary schools 总被引：3，自引：0，他引：3
Kerry H. Robinson 《Gender and education》2005,17(1):19-37
This paper, based on the perspectives of young men, explores the relationship between dominant constructions of masculinities and the sexual harassment of young women in Australian secondary schools, within a feminist poststructuralist theoretical framework. Of particular importance in this process are the ways in which sexual harassment is integral to the construction of hegemonic heterosexual masculine identities; the importance of popularity, acceptance and young men's fears within male peer group cultures; and the utilization of sexual harassment as a means through which to maintain and regulate hierarchical power relationships, not just in relation to gender, but how it intersects with other sites of power such as ‘race’ and class. It is highlighted that sexual harassment is considered a legitimate and expected means through which to express and reconfirm the public and private positions of ‘hegemonic masculinity’ within a heterosexualized, racialized and classed gender order. 相似文献
5.
Young children,gender and the heterosexual matrix 总被引：1，自引：0，他引：1
Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):277-291
In this paper I consider the adult focus of current mainstream gender theory. I relate this to how the concept of the heterosexual matrix originates in a social contract which excludes children from civil society. I argue that this exclusion is problematic both for theoretical reasons and from the perspective of children themselves. I start by discussing the nature of the heterosexual matrix and its foundations. I consider the implications for participation which arise from being named as a child, how that affects children's attempts to claim participation in civil society, and how this is related to children's naming of themselves as gendered. I then briefly consider the possibility that, because of their exclusion, children might also be considered to be exempt from the heterosexual matrix. However, I argue, there is considerable evidence that children are actively sexual beings who also work hard to claim inclusion in local practices of heterosexuality. I end by suggesting that there are three key reasons for this: that the discourses of normative sexuality provide children with a language to express sexual feelings; that self-insertion in the heterosexual matrix is a way for children to claim rights to participation; and that taking up heterosexual formations is a means whereby children can experience the power of naming themselves as part of the social world. 相似文献
6.
Focus group data revealed that despite reporting expectations for high levels of sexual activity, college men primarily identifying as heterosexual were ambivalent about sexual health responsibility and their role in preventing human papillomavirus (HPV). Participants identified shared sexual health responsibility as an ideal but invoked heteronormative gender discourses to rationalize inequality in partnered sexual health. Self-categorization processes based on gender may prevent college males from engaging self- and partnered protective behaviors. Yet, self-categorization processes also enabled college men to envision a future relational identity as husband and father in which they engaged protective sexual health behaviors. Although discourses may signify latent benevolent sexism, they may also make room for behavior change through dissonance or messages encouraging superordinate categorization that urges engaging in preventive sexual health behaviors regardless of gender. Implications for self-categorization processes in HPV prevention are discussed. 相似文献
7.
OBJECTIVE: The study objective was to determine the nature and prevalence of childhood maltreatment experiences among lesbian, gay, and bisexual adults and to compare findings to those obtained from similar heterosexual adults. METHOD: Data from the National Survey of Midlife Development in the United States (MIDUS), which measured both childhood experiences with parental emotional and physical maltreatment and adult sexual orientation, were used to compare childhood maltreatment experiences of 2,917 heterosexual, homosexual, and bisexual individuals, age 25-74 years, separately by gender. RESULTS: Homosexual/bisexual men reported higher rates than heterosexual men of childhood emotional and any physical maltreatment (including major physical maltreatment) by their mother/maternal guardian and major physical maltreatment by their father/paternal guardian. In contrast, homosexual/bisexual women, as compared to heterosexual women, reported higher rates of major physical maltreatment by both their mother/maternal guardian and their father/ paternal guardian. Differences among individuals with differing sexual orientations were most pronounced for the more extreme forms of physical maltreatment. CONCLUSIONS: Adult minority sexual orientation is a risk indicator for positive histories of experiencing parental maltreatment during childhood. While the reasons for this are beyond the scope of the current study, previous research suggests that childhood individual differences, including possibly gender atypicality, may be a causal factor. 相似文献
8.
目前,色情文学在期刊、网络上大有泛滥之势。健康文学与色情文学的区别在于:首先,艺术作品与色情作品本质特征、社会作用不同;其次,艺术作品与色情作品创作动机、目的不同;再次,艺术作品与色情作品在表现手法上不同。抑制其蔓延的主要方式有两点:一是加强立法,二是提高全民族的文化素质和文学鉴赏水平。认识色情文学的弊端,从而更好地遏制色情文学的传播,是我们这个时代每一位公民的责任。 相似文献
9.
Integrating autobiographical narrative and case study, this teacher‐research article looks closely at how one white, female, heterosexual, middle‐class elementary school teacher in the US used short stories written by Dorothy Allison as an entry point to look at difference from a critical perspective. Challenging the too often conflated constructs of race and class, this study was conducted in a Masters course on literacy that foregrounded issues of social class. Contrary to what some may believe, the author argues that foregrounding class did not eclipse critical analyses of race, gender and sexuality, but moved one student towards more nuanced readings of oppression. 相似文献
10.
This paper describes the sexual socialisation process of marginalised, drug-using heterosexual black men, focusing primarily on the sources and content of sexual information. Analysing qualitative interview data, we discovered that the men in our sample both learn about sex and become sexually active at an early age. They most often learn about sex from the media and least often learn about sex from family members. The content of sexual information varies in specifics, but overall tends to equate sex with pleasure, encourage sexual activity with multiple partners and emphasise using protection. Our goal is to use this data to better understand how sexual socialisation contributes to the prevalence of multiple sexual partners and high rates of HIV among heterosexual black men in order to inform future risk-reduction intervention programmes. 相似文献
11.
How lower- and working-class youth become middle-class adults: the association between ego defense mechanisms and upward social mobility 总被引：1，自引：0，他引：1
This is a report of social mobility in 278 inner-city men studied for 4 decades and over 3 generations. 63.3% of the men and 59.8% of their children were upwardly mobile. 8 variables captured 28% of the explained variance in upward social mobility: IQ, mother's education, mother's occupation, boyhood ego strength, and four ego defense mechanisms--intellectualization, dissociation, sublimation, and anticipation. Of the 8 variables, intellectualization--the capacity to isolate ideation from the associated affect--explained the most unique variance, especially over 3 generations. Childhood relations of subjects with parents and father's IQ exerted no discernible effect on children's upward social mobility. 相似文献
12.
In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular cultural texts, we argue that popular discourses overwhelmingly construct mathematicians as white, heterosexual, middle‐class men, yet also construct them as ‘other’ through systems of binary oppositions between those doing and those not doing mathematics. Turning to the analysis of a corpus of 27 focus groups with school and university students in England and Wales, we explore how such images are deployed by learners. We argue that while learners’ views of mathematicians parallel in key ways popular discourses, they are not passively absorbing these as they are simultaneously aware of the clichéd nature of popular cultural images. 相似文献
13.
Deevia Bhana 《Journal of moral education》2014,43(3):362-376
Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools’ potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers’ account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education. 相似文献
14.
Helen Proctor 《History of education》2013,42(2):247-261
This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender. 相似文献
15.
Tania Ferfolja 《Gender and education》2007,19(5):569-586
Discrimination often silences and marginalizes those who do not conform to the dominant gender and (hetero)sexual discourses that operate in broader society. This discussion addresses the ways that seventeen self‐identified lesbian teachers working in New South Wales (NSW) Australia negotiate their sexual subjectivities at work in order to pass or cover as heterosexual. Despite anti‐discrimination legislation aimed at protecting some basic rights of ‘homosexuals’ in NSW, many lesbian teachers still feel compelled to ‘manage’ their sexuality in the workplace. This paper examines how the discourses of privacy, heterosexuality and motherhood are strategically and at times powerfully used by these women in various contexts. Additionally, it explores the complex intersections of sexuality with age and space and their impact on passing. 相似文献
16.
Emma Renold 《Gender and education》2000,12(3):309-326
Foregrounding the primary school as a key cultural arena for the production and reproduction of sexuality and sexual identities, this article goes some way to addressing what are absent from many sociological portrayals of young children and schooling. Drawing on data derived from an ethnographic exploration into children's gender and sexual identities during their final year of primary school, the article examines how dominant notions of heterosexuality underscore much of children's identity work and peer relationships. The article further illustrates how boys and girls are each subject to the pressures of compulsory heterosexuality, where to be a 'normal' girl or boy involves the projection of a coherent and abiding heterosexual self. The implications of recognising children's sexual cultures and the pressures to conform to a heterosexual culture are discussed briefly in the concluding section. 相似文献
17.
Sex education takes place in a wide range of contexts including through the media. Media use among young men who have sex with men is high and gender identity and sexual orientation are topics often integrated into today’s media. Little is known about young men who have sex with men’s perceptions of how the media frames messages about gender identity and sexual orientation and the implications these messages have on HIV prevention. A greater understanding of young men who have sex with men’s perceptions of media framing about gender identity and sexual orientation is needed to ensure prevention efforts reach those most impacted by HIV. Focus groups were conducted with forty-two African American men who have sex with men, aged 18–21, living in the Southeastern USA. Thematic analysis revealed that participants reported using the Internet and television to access gender identity and sexual orientation information. Participants felt that the media’s framing of gender identity and sexual orientation only worsened HIV-related stigma and discrimination. Findings illustrate the important role that media can play in educating about gender identity and sexual orientation and the implications this framing has for HIV prevention. 相似文献
18.
Habitus dislocation is a much debatable term. By presenting life-histories of working-class adolescents, this article argues (i) that not all upwardly mobile working-class adolescents experience habitus dislocation and, (ii) that habitus dislocation has its roots in the self-initiated ruptures that face some of those who want to be upwardly mobile and who are trying to replace ‘second-nature’ dispositions with newly made schemes of action and with self-understandings disconnected from their childhood socialisation. It is not that social mobility produces habitus dislocation but that social mobility feeds and intensifies something that existed prior to their educational achievement. For this reason the authors consider that biographical method is an extremely powerful tool for grasping the way adolescents deal with the discontinuities created in their teen life-world experiences. 相似文献
19.
Louisa Allen 《Gender and education》2008,20(5):435-450
Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery. 相似文献
20.
Elizabeth Edwards 《Gender and education》1990,2(1):17-35
This article aims to develop our theorisation of gender as a category of analysis in education, by examining how the meaning of gender has been socially constructed historically within specific educational contexts. A post‐structuralist perspective is used to show how gender meaning is constructed both from competing and conflicting discourses within these specific historical contexts, and also by the transformation of existing discourses into new contexts. It first discusses how the discourse of social practice and family organisation in the Victorian middle‐class home were translated from their domestic setting and transformed to provide new meanings in the institutional context of women's colleges. The translation and transformation of these domestic and familial discourses was relatively straightforward; but the construction of the new role of the woman principal from the discourses of Victorian middle‐class femininity was always highly problematic. The second part of the article examines the difficulties faced by women principals in constructing their dual gender role as both father and mother of the institutional families which they served. Finally I attempt to decode the homoerotic friendships which some principals formed in order to express the emotional and sexual needs of their own feminity. 相似文献