The past two decades witnessed an increase in college and university programming for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. This programming has been evaluated in campus climate surveys and in some cases institutionalized as a key component of student life. While these efforts demonstrate increasing awareness and support for LGBTQ students, the ways in which these programs may or may not sustain traditional notions of sexuality, gender, and even race and class have not been studied. We propose institutions of higher education rely on a conceptual framework that systematically sustains heterogendered hierarchies, regardless of diversity programming, prevalence of diversity education on campus, and existence of inclusive policies and institutionalized support for LGBTQ students. Utilizing critical discourse and narrative analysis, we present an emerging theoretical proposition that reconceptualizes campus culture to elucidate how traditional notions of gender and sexuality construct the narrative experiences of LGBTQ students.The past few decades have seen an increase in college and university programming aimed at increasing support and recognition for lesbian, gay,
Research on the effects of multiple roles on women's health has in the past been conducted within the context of two competing hypotheses: the scarcity hypothesis and the expansion hypothesis. Empirical evidence is more supportive of the expansion than the scarcity hypothesis, i.e., women who occupy several roles are healthier than those with few. However, this generalization obscures important health differentials related to types of roles occupied and attributes of those roles. Research on multiple roles is now shifting from examining numbers of roles to analyzing the effects of specific role combinations, patterns, and characteristics. Further research is needed to identify ways in which rewards and stresses within each role interact to produce health outcomes.
A queer feminist lens is used to present a selected review of the demographic and descriptive literature related to how same-sex couples in the United States begin and dissolve relationships. We argue that despite research suggesting a uniformity of same-sex coupling that reflects a heteronormative nuclear family, there is actually great diversity in same-sex relationships. As legal recognition of same-sex couples increases from state to state, however, the dissolution of same-sex relationships has become as challenging as legally establishing them. This review explores several current cases representing the
Sexuality education teachers in the USA are often the only officially sanctioned voice in schools charged with teaching students about sexuality and gender. This paper considers the ways in which sexuality education teachers conceptualise gender and anti-queer bullying in order to explore the ways in which teachers understand their own role in the systems of power that lead to gender policing and anti-queer bullying. The study finds that teachers' notions of gender are often linked to essentialist and stereotypical notions of sex and that their beliefs about anti-queer bullying reinforce problematic discourses that dismiss bullying as immature and silence queer potentials for young people.
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