This article draws on in-depth interviews with nine white, middle-class, male-to-female transsexuals to examine how they produce and experience bodily transformation. Interviewees’ bodywork entailed retraining, redecorating, and reshaping the physical body, which shaped their feelings, role-taking, and self-monitoring. These analyses make three contributions: They offer support for a perspective that embodies gender, further transsexual scholarship, and contribute to feminist debate over the sex/gender distinction. The authors conclude by exploring how viewing gender as embodied could influence medical discourse on transsexualism and have personal and political consequences for transsexuals.

We cannot escape the fact that many people who have had excellent developmental opportunity are caught, perhaps chiefly because of the culture, in circumstances in which there are exceedingly restricted opportunities for further growth. " -Harry Stack Sullivan, 1953 F or more than 70 years, psychiatrists and social psychologists have grappled with the interplay between personality and the environment; social contexts may enrich or hinder human development, while at the same time individuals' personal dispositions affect how they perceive opportunities, cultivate relationships, and navigate institutional environments. More recently, life-course scholars have contributed to this effort through longterm studies that span childhood, adolescence, young adulthood, midlife, and old age. One of the central aims of the life-course perspective is to examine the significance of personality traits and human agency within the context of historically dynamic structural constraints and opportunities (Clausen 1991;Elder 1994;Hogan and Astone 1986). As summarized by Glen Elder and his colleagues, "Children, adolescents, and adults are not passively acted

Much research has shown that entering the public sphere is emotionally taxing yet key to male-to-female transsexuals' status passage. Yet, little is known about how transsexuals actively manage their emotions during this important transitional phase. Taking a dramaturgical approach to emotions, we explored how some male-to-female transsexuals managed their emotions in ways that helped generate self-confidence and commitment to their paths. Interviewees engaged in three primary forms of emotion work: (1) preparatory emotion work mitigated anxiety and bolstered confidence, which motivated them to enter public arenas as women; (2) in situ emotion work transformed negative emotions as they arose when performing womanhood in public; and (3) retrospective emotion work reinterpreted past public performances to neutralize negative and accentuate positive emotions.

Background: Nursing students report increasing levels of stress and anxiety related to academic performance. Mindfulness programs have been found to reduce stress, yet such programs have been identified as a time-burden for students. This study evaluated the integration of a brief preexamination mindfulness reflective intervention for nursing students. Perceived stress, anxiety, resilience, and acceptability were evaluated. Method: A mixed-methods experimental design with random assignment was used. Forty-nine nursing students were randomized to either an intervention group ( N = 25) who participated in the brief preexamination mindfulness intervention or a control group ( N = 24) who took their examinations without any intervention. Self-report tools measured stress, resilience, and mindfulness. Qualitative responses were collected. Results: Outcomes revealed decreased feelings of helplessness and anxiety in the intervention group. Although students had positive views of mindfulness, barriers were indicated. Conclusion: Brief preexamination mindfulness interventions provide students with anxiety-reducing options. [ J Nurs Educ . 2021;60(11):625–628.]

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