From Theory to Praxis: DRI Proposal

My From Theory to Praxis project is a DRI proposal for research I am planning to do as part of my senior thesis. I’m currently in the process of applying to the CIS to be a Public Health and Education major, and concepts we’ve learned in GSS101 have been essential in the formation of this proposal.

 

Introduction

This study will involve a comparative analysis of different sex education curriculums in the state of North Carolina to determine what aspects of a curriculum make it more successful. Students in six different schools will take an exam to determine their knowledge before and after being taught their school’s sex education curriculum. The schools will be divided into three categories – public, private, and religious – with two schools from each category being examined. A pre-test and a post-test will be administered to determine the change in knowledge due to the school’s curriculum. From this information, I will design my own curriculum to recommend to schools in order to improve sexual education programs.

Justification

Sexual education is extremely important as it leads to healthier futures and allows students more agency in their lives and choices. The reality is that most teens will engage in sexual activity in some form, and they need to be educated on how to do this safely and what risks they face. Teenage pregnancy and incidences of STIs have increased in North Carolina and are considered major public health crises. The state is consistently ranked ninth in the nation for teen pregnancy rates. As of 2008, 67% of North Carolina’s reported STI cases occurred within people ranging from age 15 to age 24. Misinformation about safe sex practices is considered a huge contributing factor to both of these issues.

In 2009, the Healthy Youth Act was passed, which now requires public schools to present information that is “factually accurate, objective, and based on scientific research that is peer reviewed and accepted by professionals and credentialed experts in the field of sexual health education”. It replaced the abstinence only until marriage curriculum. However, there is a lot of variety from school to school in terms of what is included in the curriculum and how it is taught, and it is important to see what is most effective in terms of imparting the most knowledge. Schools are allowed to push a religious perspective, and are allowed to present a biased curriculum.

Methods

The primary method of data collection will be a pre-test and a post-test given to students before and after they are taught sex ed in their school. Each school teaches this at a different time, so I will have to investigate when each of the six schools I am studying teach this curriculum, as well as what exactly this curriculum entails. The pre-test and the post-test will be the same test, in order to determine if and how much knowledge is imparted by each school’s curriculum. This data will then be examined to see which curriculum is most effective in terms of increasing knowledge, as well as to see if this differs between public, private, and religious schools.

Based on this information, I will then design my own curriculum. I will take the pieces of each school’s curriculum that was most successful, as well as additional pieces that are deemed necessary based on the tests and where information was lacking, and build a new curriculum. Looking at other schools’ and states’ curriculums will be helpful in this process.

Preparation

I have taken Intro to Global Health, Intro to Public Health, Intro to Gender and Sexuality Studies, History of Educational Theory and Practice, and Philosophy of Education, all classes relevant to this study. Additionally, I did an in-depth study of my high school’s health curriculum and proposed changes that were later implemented based on my research. 

Dissemination

The end goal of this research is to share my research with high schools both in North Carolina and beyond in order to propose changes to their curriculum to improve the amount of knowledge garnered and how comprehensive it is. In addition to proposing it to various high schools, including the ones that participated in the study, I would like to be able to share my work on campus so students here may benefit from it as well.

Interviews or Surveys

The test with which the students will be provided is in the process of being designed. A few of the questions are as follows:

  1. Name as many different forms of contraceptive as you know
  2. Name all forms of contraception that prevent both infection and pregnancy
  3. True or False: STIs cannot be transmitted via anal sex
  4. True or False: Girls cannot get pregnant the first time they have sex
  5. How do people get infected with HIV?
  6. What is the difference between HIV and AIDS?

From Theory to Praxis: New insights and a new lens through which I will examine the world

 

In class, we studied a wide range of topics in a very short amount of time, but there were certain topics that stood out to me and personally affected the way I now see things. The first and the second week we looked at sexuality and gender which are both components in the identity of a person. I think The biggest take away from that for me was looking at how society has socially constructed rigid norms to which people have stuck to, and that there is a strong resistance when it comes to wanting to push back on societal norms. It has taught me to look at people differently in a sense where I stop making assumptions about people and making generalizations. There are more than two genders and the world does not fit into a spectrum based on binary identification. There are many ways people identify and compartmentalizing and categorizing them between one or other is not a good way to look at things. There is the expression that things are not just black or white, and it is very true when it comes to people’s identities.

I have learned that marginalization also is intersectional, and because of that I feel like I better am able to understand people and their struggles. It was helpful that there was some intersections in this class that I could connect to my child development class in psychology as well as with my Afro-Latin American course. It was good because I was able to use the lens I acquired in the GSS course in those classes to work past any biases I had concerning social constructs.

This class made me think about how important it is to learn to look at things through a GSS lens, and I wish I would have had exposure to this kind of thinking when I was younger, so I connected it to an Idea I have for my summer job plans. I want to work with middle school children to help expose them early on to some of the things we learned in class because I think it is important for children to start acknowledging certain issues from earlier on.

I went to a KIPP school from sixth grade until my twelfth grade year.  KIPP schools focus on helping low income students in underserved neighborhoods get to and through college.  In middle school they require for student to take summer school courses which includes taking two classes on core studies and one elective course. This year I wanted to assist in planning one of the elective courses with one of the teachers at the middle school. There is a class focused on female empowerment and I feel like within that class there are various topics from our class that can be incorporated to the curriculum of that program in particular.

Starting with our week on bodies, ads, and Fat studies. This is a topic in class I found particularly interesting because it did challenge a lot of my preconceived notions and it changed the way that I look at media now. Having the students break a lot of their preconceived notions on body issues as well as challenging them to have conversations about body positivity and self acceptance at the middle school age would be beneficial because it would help create a certain mindset about themselves very early on. This is one of the things I gained from the class, and I wish I would have been exposed to this earlier which is why I would find it a helpful experience for the KIPP students as a summer elective course.

The goal would be for them to view themselves differently than the way society has taught them to. I hope it would serve to empower the students and I feel like it fits in with the mission of the KIPP program as well because they want their students to be better prepared for college and a lot of these topics are themes that occur in a lot of the classes I have taken here at Davidson.

FROM THEORY TO PRAXIS: ANTI-DISCRIMINATION AND HATE CRIME LEGISLATION VERSUS SYSTMIC CHANGE AND POPULATION POLITICS

 

This class has not changed my opinions and beliefs on issues of gender and sexuality. What it has done is help me realize how basic and primitive my understanding of the issues was and how many issues there are. For instance, I have always supported anti-discrimination and hate crime law and I have never believed that people fall into two distinct and “appropriate” genders. Now I understand that heteronormativity is the belief system that our regressive Republican legislature used as a weapon to implement HB2. “Two bathrooms, two sexes.” Those same legislators used their own ethnocentric views of what is “normal” to mandate who uses which.

After taking this class, I think of gender as more fluid, like a spectrum. Most guys are either more or less masculine than me–not exactly the same. My Contemporary Media Analysis focused on Caster Semenya, an intersex track athlete. Like our Republican legislature, track officials have approached Semenya’s gender from their own ethnocentric, heteronormative perspective in an attempt to “label” her a male and conclude that she has a “disorder.” While she does have some male biological characteristics, I believe that Semenya’s gender can only be fully understood when viewed from her perspective. Cultural relativism requires it.

I am very interested in both protecting and empowering people like Semenya who are marginalized by our culture’s views of gender and sexuality. After reading Normal Life, by Dean Spade, I am aware and intrigued by the notion that laws which focus on individual bad acts can actually be used by conservatives or neoliberals to limit or eliminate systemic protections like school busing. “Discrimination law’s reliance on the perpetrator perspective creates the false impression that the previously excluded or marginalized group is now equal, that fairness has been restored. (Spade 42)” I would have never considered the possibility that hate crime and anti-discrimination laws can be harmful. My focus would simply have been how to make them stronger. Spade, a transsexual himself, helped me understand that when we trade systemic protections like affirmative action for individual anti-discrimination protections we lose sight of the bigger picture. I believe we need both individual anti-discrimination laws and systemic protections. Now I realize, however, that if we are not careful our opponents will play them against each other in an attempt to dilute them.

To expand on what I have learned, I plan to pursue research regarding the potential tension between anti-discrimination and hate crime legislation and population level protections. If Alan Freeman (Legitimizing Racial Discrimination Through Anti-Discrimination Law: A Critical Review of the Supreme Court Doctrine) is correct that crime laws individualize racism and as a “result systemic racism is rendered invisible,” then all marginalized groups have an enormous problem. If we can confirm this conflict between good intentions, we have to figure out how to address it. We can’t forego individual protections in order to empower populations. We must find a way for protection and empowerment to coexist.

 

 

 

 

 

 

 

 

 

Bibliography

Freeman, Alan David. “(,1 2 1/,1( – Dariaroithmayr.com.” Hein Online. N.p., n.d. Web. 13 Dec. 2016.

Spade, Dean. Normal Life: Administrative Violence, Critical Trans Politics, and the Limits of Law. Brooklyn, NY: South End, 2011. Print.

From Theory to Praxis: Marriage and Taxes through a GSS lens

As I prepare to pursue a Masters in Accountancy, it may be difficult to see how topics we discussed in GSS101 will connect to my future career. One of those topics was marriage and the reasons for and against same-sex marriage. Advocates often cited tax benefits as a “pro” for the passage of same-sex marriage, so I wanted to explore what tax benefits couples can receive when married versus not, and how the tax code may subtly discriminate against certain groups.

Married taxpayers can file either of two ways: either individually by the head-of -household or jointly, but only if the marriage is recognized. Before the 2015 Supreme Court Decision in Obergefell v. Hodges that legalized same-sex marriage, couples could not file their taxes jointly, and therefore may have been disadvantaged in the amount of taxes they paid. To determine how much someone pays to the government, every individual is placed in a bracket by the amount he or she earns. The tax code places married couples in brackets by the amount the couple earns together. In progressive tax structures, which many states and the federal government currently use, those in the higher income brackets are taxed at a higher rate. For joint filers, the 10 and 15% brackets, where most people tend to fall, are twice as wide, and the higher tax brackets are less than twice as wide, so a joint-filing couple might be more likely to fall into this lower tax bracket than two individual filers would.

Not all same-sex couples may benefit from joint filings. Married couples usually receive either a penalty or a bonus on their taxes. Penalties occur when a couple has to pay more taxes than it would if it filed individually, and bonuses occur when couples save money by filing jointly. When spouses earn similar and relatively high-incomes, they are more likely to receive a penalty. These penalties tend to occur because as joint filers, these couples are less likely to be able to take deductions for children, but if they separated into single and head-of-household, they would be able to receive deductions for dependents.

On the other hand, joint filers can also receive marriage bonuses, which most often occur when one spouse earns all the familial income. A joint filing would likely shift this couple into a lower tax bracket because the lower brackets are twice as wide and, therefore, incorporate even some high earners. In reality, those who make less money, like many LGBTQ individuals who felt same-sex marriage argument was only a battle for upper-class, white gays and lesbians, could benefit from a decrease in taxes if married. These people, however, were largely arguing against this very idea. They realized that the institution of marriage is all about protecting wealth, not love, and if LGBTQ couples want to “redefine love,” they should not feel the need to buy into the heteronormative institution of marriage. In examining this tax structure, I would argue that, beyond LGBTQ individuals, heterosexual women should also be more aware of the patriarchal assumptions that the tax code for joint-filers makes. While a heterosexual couple can still earn a marriage bonus if the woman earns most of the income, it is clear that those who have set up the code over the years have assumed that women would not earn an income, or at least not one that would be competitive enough to negate a bonus.

As we have learned, using a GSS lens can give a new perspective to the assumptions and subtle discrimination that exists in every part of our society. Even in progressive tax structures, ones that liberals fight to protect, discrimination, unfortunately, still exists, and if we intend to ameliorate this pervasive issue, we must at first recognize it. It will be beneficial to take this interpretation into my future career, as I may help people choose a filing, not necessarily just based on money, but also understanding their stance in their relationships.

Sources Referenced:

http://taxfoundation.org/blog/how-many-taxpayers-fall-each-income-tax-bracket

http://www.bankrate.com/finance/taxes/3-tax-traps-same-sex-couples-can-avoid-2.aspx

http://www.taxpolicycenter.org/briefing-book/what-are-marriage-penalties-and-bonuses

From Theory to Praxis: What Gender Studies Taught Me About Me

Zamir Ode
GSS101
Gonzalez
12/06/16

Throughout the semester, I was introduced to many sub-fields of gender studies. Many were interesting to me, like fat studies, marriage structure, and masculinity. But what really interested me was the connection between masculinity, body image, fat studies, and how much I could relate my own life to it, especially the athletics portion of it.
Ever since I was young, I was always encouraged to do sports and live a healthy life style. I started wrestling in high school, and that is when I truthfully started to care about my body image and muscularity. Now, as a sophomore in college who entered his 6th year in the sport of wrestling, all I think about is what I have eaten, what I will do for a work out, was my work out enough to burn off what I ate, what I can eat later, and how many times a day I need to work out. Using the research for my literature review, I read books from different fields like fat studies and psychology to better understand and explain how these are connected. It shocked me to how much this actually has to do with me. Reading the Adonis Complex, I realized that a lot of men, probably myself included, have a bad body image because they don’t feel as if they are “big enough”. These men get negative self images of themselves due to what is called “Muscular Dysmorphia”. This mental block these men have leads to either a life of obsessing about working out and dieting, or an eating disorder. I have learned in this class that eating disorders are not a “feminine” thing, and that the crisis of male eating disorders is a growing one. I will admit, in 6 years of wrestling I have participated in very unhealthy actions to do what I could to make weight, or get back to the thin and cut body I was used to during wrestling season. Wrestling has definitely taught me a lot of good lessons, but it also has made me do things I am not proud of.
I will use my new knowledge from gender studies to help give back to the wrestling community when I graduate school. Currently, I am an economics major and that really does not have anything to with the topics of fat studies, body image, and masculinity. However, I want to be a part time wrestling coach along with my job whatever it may be. But, I will use my position as an authority figure in children’s lives to teach them the importance of healthy weight loss, and a healthy body image. I feel like at a high school level, it is easier to be a successful wrestler without practicing the very unhealthy “yo-yo” effect with their weight, which involves repeated rapid weight loss and weight gain over a few months’ time. As a coach, I plan on engraining kids with these lessons to help them live healthier lives and further lower the high risk these wrestlers have at getting an eating disorder.
Gender studies 101 this semester really taught me a lot of interesting stuff, especially about myself. Realizing that these fields have really impacted my life for the past 6 years, I realized it is time for a change in myself, and time to make a change in the world. Even though wrestlers make up a very small percent of the population, I intend to use my new found knowledge from gender studies to help contribute to the sport that made me the young man I am today by educating the youth of the sport about the possible harms and how to avoid them.

From Theory to Praxis: Defying the Gender Dictate of Tatik-Papik

When Rosie Molinary visited our class, she spoke about the way in which social expectations can be both reflected in, and dictated by, media and advertisement. These norms are internalized by the audience and inevitably find their way into public discourse. This process is vividly displayed by gender inequality in Armenian culture, economy, and politics.

According to a 2011 public opinion study on Armenia’s mass media conducted by the CRRC, 81% of Armenians spend an average of three hours/day in front of the television (Stepanyan). For 33%, television is the main source of entertainment, stealing seven to twelve hours of their time daily (Stepanyan). Armenian soap operas are watched by 80% of the population (Stepanyan). Female protagonists, for the most part, don’t work in these soap operas— it seems their characters are created only to engage in secret schemes, cry endlessly, and experience violence. Per the Yerevan-based NGO Society Without Violence, images of women crying, depressed, or experiencing violence make up 60% of all Armenian soap operas (Stepanyan). Women’s bodies are also used to advertise products and to attract customers. In Armenian magazine ads, 50% of women are pictured wearing revealing clothing, lingerie, or are completely naked (Stepanyan).

Politically, 60% of Armenian men believe that a woman could never be a good leader. Out of eighteen government ministers, only two are women—and out of 131 members of Parliament, only fourteen.

This reigning paradigm is represented in the famous monument known as Tatik-Papik, overlooking Armenia and the Nagorno-Karabakh Republic. Tatik-Papik translates literally to “grandma-grandpa,” and pictures the heads of an elderly man and woman side-by-side. The woman’s head is covered, and she has a covering over her mouth, displaying the belief that a woman ought to be publicly invisible and silent.

In The Color of Wealth, Meizhu Liu et. al. writes “Income feeds your stomachs, but assets changes your head” (8). When an individual must live from paycheck-to-paycheck, they are forced to think about how they’ll make the next day. But when an individual has a set of resources that allows them to think about their future in a positive way, they can strategize about the future, create and take advantage of opportunity.

In a society like Armenia’s where men dominate political and economic life and women are expected to remain at home, all assets within the family are held or controlled by men. Women cannot leave their husband or exert any sort of sway within the marriage because they rely on the income from his held wealth. Now compound this with the way in which women are sexualized in advertisement, but their sexuality is repressed in the public domain—where women are expected to remain home until married and must then remain in the home and never enter spheres outside of education or care.

Thus, a big step towards gender equality that an Armenian non-profit, like our Fund for Armenian Relief, can offer is an opportunity for Armenian women to increase their wealth and assets. I propose to our donors that we launch a program that designs a platform for Armenian women in rural villages to sell their hand-crafted goods on a Eurasian/international level, with a potential clientele of other Eurasian countries or Diasporan Armenians. We will work with our local FAR employees to identify which women/villages are interested in working with us, and the products they desire to sell, and to provide a certain level of quality control. We will also use our current designer and development team to put together a website that will sell these goods and provide a brief bio on each woman. As their products gain wider popularity, these women will gain a new asset: a clientele base. Because our entire overhead is covered by one donor, we will give all proceeds from sales to each producer, less the cost of maintenance. As each woman’s revenue stream increases and this enriches their community, they will hold much heavier sway within their respective villages. They will gain business savvy and confidence, as well as the financial assets, to hold their own and thus enrich both their communities and families, and in this way, the gender dictate of Tatik-Papik may be defied and overthrown.

 

Works Cited

Lui, Mezhui. The Color of Wealth. New York Press: New York, 2006. Print. Accessed

November 2016.

Stepanyan, Ani. “The Image of Women in Armenian Media/Video.” Information Analytical

            Portal. 4 April 2015.

From Theory to Praxis: High School Outreach Program

Since I have not taken a gender and sexuality studies class before this semester, most of the concepts we discussed in class and from the readings were very new to me. This class has truly allowed me to broaden my horizons of how I view the world and society. Before this semester, I was only aware of gender and sexuality as binaries, but I now see how society has constructed them to be viewed this way. As we began discussing new topics in depth, I started to think about my education regarding gender and sexuality, or lack thereof, prior to this class. In middle school, I had the standard health and sex education classes, but we mostly touched on only the biological aspects of each rather than the emotional and psychological aspects. In high school, we did not have any type of sex education; in fact, it seemed forbidden to discuss any topics regarding gender and sexuality. However, this class has allowed me to understand how important and crucial it is to have open dialogue about these topics in everyday life. Therefore, for my theory to praxis final project I set out to open this dialogue in high schools in the Charlotte area.

As a member of Rape Awareness Committee, I volunteered to be in charge of our High School Outreach Program. In the beginning, I did it purely because I was from the Charlotte area so I had contacts at many local high schools, but as the semester went on, I realized how much of an impact we could truly make with this program due to the lack of health and sex education in the local high schools. Therefore, I began researching other sex education programs, narrowing down what exactly I wanted to focus on, and how we wanted to convey our message. After meeting with Georgia Ringle and Ashley Fry, I decided to focus on consent and positive and healthy relationships as these topics are pertinent and rarely discussed in schools. We found that most schools’ sex education programs are very abstinence-based so many students have never discussed these topics and a strong stigma surrounds conversation of these topics.

In working with the rest of my committee, we put together a presentation that focused on opening a discussion with students based on the norm of reciprocity: the more open and honest we are with them, the more open they will hopefully be with us. We begin our presentation by showing a video of Davidson students discussing key aspects of positive and healthy relationships and giving examples of personal sexual experiences where their knowledge of consent and choice was important. Following this video, we share why we personally are each here giving this presentation and a little bit about our own sexual identity and experiences. We hope that our willingness to share our beliefs and experiences will open a line of communication for the students to discuss their personal experiences and ask questions. In order to further engage the students and for us to frame the conversation towards the audience, we then have them fill out a series of anonymous questions regarding gender and sexual identity as well as personal experiences. This then leads us into our presentation about consent and healthy relationships. In addition to sharing definitions and characteristics of each, we ask students to share their beliefs and knowledge about each topic. We then give the students hypothetical situations and ask them what they would do in each case. One thing we want to emphasize is that there is more than one right way to handle any of these situations; each person will probably handle them a little bit differently. After hearing the students share their opinions on each situation, we each give our own answer and explanation for how we would potentially handle it.  We conclude our presentation by allowing everyone to write down questions anonymously on note cards, which we then read aloud and answer to the best of our ability for the group.

Overall, we have given two presentations so far and have multiple scheduled for the spring. Just from the two presentations we have given, I have been able to see how much of an impact we can have. In one of our presentations to seventh and eighth grade girls at Circle de Luz, several of the girls were already sexually active, but were unaware of the meaning of the words consent and contraception. Though this was highly concerning in the moment, by the end of the presentation, they were all confident in their own ability to ask for and give consent, aware of their choice, and knew to always use protection. Personally, the impact we were able to make from this one presentation was worth all the time and effort I put into creating this program. However, I am looking forward to our presentations in the spring and to seeing the further impact we can make the community.

Theory to Praxis: GSS Knowledge at Home & Abroad

Over my semester as a study of gender & sexuality studies, I have encountered a multitude of concepts, theories, authors, and readings that have lead me to develop a new understanding of the world and its workings. Beyond what I have learned in the formal setting of class, I have learned how to approach my society and other cultures with a new outlook on the structures in place. This course in gender & sexuality studies will provide me with valuable knowledge as I rapidly approach my junior year study abroad experience. I intend to go to St. Petersburg, Russia for my junior year to continue my study of political science & Russian language & culture. I will bring several key concepts from gender & sexuality studies to my abroad experience that will undoubtedly guide me to be a more respectful guest and to exercise cultural relativism in my host country.

Having read Lila Abu-Lughod’s “Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others,” I have come to understand the danger of approaching new cultures with a savior complex, be it intentionally or subliminally. In the often-ethnocentric perspective I have received as a student in the United States, Russia is very frequently presented as a country that is historically behind the times. One example that comes to my mind is that imperial serfdom is vehemently vilified, while the true horror of American slavery is often glossed over in the classroom. Vestiges of Cold War biases constantly tint the way Russia and its people are framed, in both the academic setting and within the news media. The same attitude often reflected onto the Middle East can be seen toward Russia, as well: the savior complex. Russia is constantly portrayed as deeply sexist and backward compared to the West, which propagates a dangerous notion that these women need us to save them from the evils of their repressive society. This portrayal rests on the highly problematic progress narrative that we attempted to deconstruct throughout the semester. Furthermore, all societies are sexist. It strikes me as a deflection to address our own unjust power structures to pass the buck to a “more sexist country.”

Connected to the savior complex is a key concept that was completely new to me this semester: homonationalism. Russian President Vladimir Putin has supported undeniably homophobic legislation and civil society has displayed violence toward LGBTQ individuals. However, much like our discussion of the Middle East, homonationalism has permeated through our thoughts on queerness in Russia. Despite the marginalization of queer identities in the United States, our (recent) legalization of same-sex marriage and our general acceptance of white, upper class gay couples can lead to criticism of Russia’s extreme anti-gay laws because, hey, at least the U.S. is better than them! I have certainly heard my fair share of Russia and Middle Eastern countries labeled as homophobic and anti-gay, but it wasn’t until GSS this semester that I realized that, despite American criticism, we certainly don’t live in a society accepting of most queer identities and lifestyles.

This semester has challenged the way I think about nearly everything. I no longer think of anything as “natural,” and no longer accept aspects of my culture as normatively right or better. I look forward to bringing my new knowledge on my adventure abroad and beyond.

 

Theory to Praxis: Intersectionality within RAC

This past semester, one thing that really interested me in GSS101 was the concept of intersectionality. It is important to recognize everyone’s co-existing identities, and I sometimes feel like certain organizations on campus have a hard time of doing that, if there is not representation of those different identities within the club. For example, I am a member of the Rape Awareness Club at Davidson, and we struggle to make sure that our events are queer inclusive. There are queer members in the club (myself included), but we find it difficult to include non-hetero sexual assault as one of our main concerns without assigning a queer person as a “spokesperson” for the entire community.

Next semester, I plan on finding ways to incorporate the queer community into our weekly meetings, no matter what we’re discussing. Perhaps we can try to designate a specific committee to talking about how RAC can involve the queer community in order to get us started. Another idea would be to invite those who would want to get involved from Q&A (another club on campus). Events such as the sex positivity fair and Take Back the Night should be advertised as queer inclusive.

RAC does a lot of good work on campus, and they spearhead a lot of the most notable events. So, it is extremely important for RAC to recognize the aspects they may be lacking. Intersectionality is not an easy concept to understand. Additionally, it takes a lot of effort to obtain and maintain an intersectional, inclusive environment. I plan on approaching the club as a whole, and hopefully discussing together what would work best in order to recognize non-hetero sexual assault as well.

Theory to Praxis: Increasing Protection Against Sexual Assault in Eating Houses and Fraternities`

This past semester, I have come to understand the importance of intersectional feminism in responding to the inequalities espoused by the feminist movement, which was created in response to the challenges facing white, middle class, cis-gendered and able-bodied women. Although early feminist thought involved the ideas of women from all backgrounds, white feminism has, and continues to, dominate and marginalize the voices and needs of women of color.  While I was aware of intersectionality before GSS 101, class readings helped me uncover the complexity underlying societal patterns of oppression, creating different forces of inequality for various individuals. Following the resounding support and election of Donald Trump, who has blatantly endorsed racist, misogynist, and xenophobic messages, I have feared for my safety, as well as my friends and classmates who identify as queer, Muslim, trans or African American. The readings and conversations in GSS 101 helped me cope with these feelings and understand the need for intersectional feminism amidst the current fear experienced by the LGBTQ community and people of color.

To put knowledge and conversations from GSS into practice, I would like to encourage fraternities to implement a Sexual Misconduct Policy, similar to the one created by Warner Hall, and implemented by other eating houses. Under this policy, sexual assault victims can request that perpetrators be denied access to eating house events following a hearing by Conduct Council.  The purpose of the sexual assault policy was to grant Warner Hall with the authority to restrict entrance to anyone who threatens the safety of its members; the policy affirms that Georgia Ringle is the designated resource to report sexual assault and assert eating houses as equipped to handle the implications of sexual assault. However, the policy creates an opportunity for victims who lack evidence to enter a school based trial to feel comfortable at social events hosted by their eating house. Implementing a similar policy among college fraternities would protect any fraternity brothers who have also been victims of sexual assault.

Additionally, I would like to expand the sexual assault policy to encourage fraternities and eating houses to conduct their own hearing to institute sanctions against a member who has committed sexual assault. While measures must be taken to ensure confidentiality and protection of the victim, this extension would protect the safety those who attend fraternity or eating house events.

From Theory to Praxis: Bringing My GSS Experience Abroad

The most powerful aspect of Gender and Sexuality Studies that I will take with me after this class is how to examine the world intersectionally, through a lens that always includes race, gender, class, and all other factors that vary the experiences of people. I have found myself unable to turn off my critical eye when interacting with people, consuming media, and taking my classes at Davidson. I know that the analytical skills I gained from this class will stay with me as I travel abroad to Stockholm, Sweden for the fall 2017 semester. Sweden has been known internationally for its liberal and open policies in regards to gender parity, sex education, social programs, and government in general. After taking this class, I have seen how many structural and systemic power structures there are that are designed in order to hold down people sexually, politically, and socially and I think it will be interesting to experience a culture that did not form the way the United States did. While abroad, I’m hoping to collect information and learn more about what makes Sweden so different than the United States in hopes of returning and being able to join dialogues about what we as citizens can do in order to make our country a more open and equal environment for all.

In my time aboard, I hope to not only take my classes but also to learn outside the classroom and bring back to the United States the culture lessons that Stockholm teaches me. In my research on Sweden, I have learned that Sweden is considered one of the most progressive countries when its come to women’s rights. Half of Sweden’s government ministers are women and almost half (44%) of their Parliament is female. For my theory to praxis, I would like to look at the differences in the societal and political systems in Sweden as compared to the United States in order to find out why there is such a difference in the power of women in both countries. Although the American and Swedish systems of government are very different, I hope to experience the feeling of tolerance that is so foreign to our country and bring back that experience to America.

I can connect my travel to Sweden with my literature review by examining the differences in the ideas of masculinity in both countries. The problems that plague America, such as rape, police brutality, and domestic violence, are seen in much lower levels in Sweden. I believe it is because, unlike America, there is no institutionalized idea of masculinity that is bred into boys from an early age. The power systems that are at work in the United States and are pushed by our capitalistic, patriarchal societal design place men and women on very different levels, allowing men to feel as though they have a right to women’s and other marginalized people’s bodies. By removing not submitting to this power system, Sweden has been able to stop many of the rampant problems of toxic masculinity still happening in America today.

Works Cited

Edsall, Thomas B. “Why Can’t America Be Sweden?” The New York Times. The New York Times, 29 May 2013. Web. 07 Dec. 2016.

“Sweden and Gender Equality.” Sweden.se. Swedish Institute, 21 Nov. 2016. Web. 07 Dec. 2016.

From Theory to Praxis: The Often Forgotten Asexual Spectrum within the LGBTQ+ Movement

Stefan Moskowitz
Gonzalez
GSS 101
December 8, 2016

The Often Forgotten Asexual Spectrum within the LGBTQ+ Movement

One idea that GSS introduced to me is that equal rights for those who identify as homosexual, and increasingly for those who identify as transgender, has been the primary focus of the “mainstream” LGBTQ+ movement, at the expense of those who eschew marriage, are poor, or are on the asexual spectrum. Part of the reason for why this might be is homonormativity, as there are no legal rights that asexual people are barred from, as opposed to homosexuals that want to marry someone of their same sex/gender, who until very recently were not able to do so or trans people who want to use the restroom that corresponds with their gender identity. The hierarchy of advocating people who identify somewhere on the LGBT spectrum as opposed to those who identify somewhere on the LGBTQ+ but not the LGBT spectrum is rooted in the logic of compulsory heterosexuality, which places the “couples model” above all else and inserts a chronological timeline of when and how one should participate in this model.

To investigate the attitudes of Davidson students regarding this chronology as well as the issues concerning those who identify as either asexual or aromantic, I would conduct a campus-wide online survey through the Davidson Research Initiative or the George L. Abernethy Endowment using the following questions.

1. What would you consider to be the minimum age that someone should be to be dating?
2. What would you consider to be the minimum age for someone to be in a committed relationship?
3. What would you consider to be the minimum age for someone to be having intercourse?
4. What would you consider to be the minimum age for someone to get married for the first time?
5. How many movies/TV shows have you seen/read where there was a character who was explicitly asexual/aromantic?
6. How many people have you met who identify as asexual/aromantic?
7. Approximately how many conversations have you had on the issue of asexuality/aromanticism?
8. Do you believe that sex education sessions at Davidson do a sufficient job at being inclusive of those who identify as asexual/aromantic?
9. If you are/were asexual/aromantic how likely would you come out to those who were closest to you?
10. Have you ever experienced discrimination for being asexual/aromantic or know someone who has been?

Every participant would receive $5 in dining dollars, which would incentivize more people than if they could enter in a raffle to win a more expensive item because they are being guaranteed a reward. Given that this survey may take slightly longer to complete than many others, most of the participants would have to be reasonably interested in the topic to participate because for many, time is a more precious asset than money.

Theory to Praxis: Training a Summer Camp Staff in South Alabama in a GSS Framework

During the summer, I work at an Episcopal summer camp in south Alabama in which the majority of both the staff and the campers come from predominantly white, conservative communities. Many members of the camp community attend private schools, which indicates a certain level of socioeconomic privilege, and about 60% of staff and campers identify as religious. All of this is coupled with regional customs and beliefs that tend toward overbearing patriarchy and heteronormativity. However, every year we are encountering more diverse staff and more diverse campers, some of which identify as LGBTQ. Therefore, many of our GSS 101 topics are relevant to the camp, but a majority of the staff are uninformed on issues of gender, sexuality, rape culture, and the intersections of these issues with race and disability. So, I would like to use the materials and research from GSS to develop policies and training for staff in order to foster an inclusive camp community.

I have noticed multiple situations in my years at camp that are worth addressing. The first, and possibly mostly difficult to overcome, is the physical infrastructure that reinforces the gender binary. For housing purposes, cabins are delineated strictly as “male” or “female.” However, in the last couple of years, we have had two campers who have identified as trans. This has been a tricky situation to navigate due to the lack of resources for gender-neutral housing and demonstrated transphobia, particularly on the part of male staff. At this time, there is no written policy concerning the housing of trans* identifying campers, and I think it would be worthwhile to establish such a policy, even if we are not in a position to be the most accommodating, so that parents and campers know that we are open to considering options that work for all campers.

The establishment of this strict binary reinforces heteronormative expectations based on a perceived obligation to spend time with and impress the opposite sex. For example, there are camp traditions such as adopting cabin “sweethearts” who are counselors of the opposite gender, or serenading cabins of the opposite gender. At times, fake marriages are staged between a male and female counselor. All of these promote heterosexual relationships without any regard for campers (or staff) who may not be interested in such thing. The language used by staff can also contribute to this idea by suggesting that the “norm” is interest in heterosexual relationships, such as a counselor asking a female camper “Is there a boy you like?”

To counteract potentially ostracizing language on the part of the staff, it is important to incorporate a workshop into the pre-existing week long staff training that in the most simple way possible addresses gender, sexuality, and their role at camp. However, it is also worth noting that a large number of the staff I have worked with have expressed blatant sexism, homophobia, and transphobia through the language they use around other staff members. Many come from strong religious and cultural backgrounds that have influenced their personal belief systems. Therefore, the most effective training would like not involve attempts to change individual’s ideologies; instead, the focus should be on establishing languages and practices that are designed to keep all campers safe, not just those who identify as cisgender and heterosexual.
Potentially, staff could do an assessment of their own implicit biases using online materials as a way to be aware of the biases that they bring to the camp setting. Since I have heard staff perpetuating widespread stereotypes about different groups, i.e. gay men, or lesbians, perhaps training could also include an activity in which the the staff engage with any stereotypes that they represent. This would give counselors the opportunity to become aware of how other people perceive them, and perhaps experience first hand the overgeneralization that accompany stereotypes so that they can work to counteract them at camp.

Finally, a very tangible area that could use both revised camp policy and staff instruction is camp dress code. As it stands, the camp recommendation is that all girls bring a one-piece swimsuit to camp, but when a girl does not, the expectation is that she will be asked to wear a t-shirt over her swimsuit, whether it is a tankini or a bikini. Male staff strongly support the enforcement of the policy and have used terminology such as “it protects them from boys” to justify their beliefs. This type of language reinforces rape culture, since the idea is that women who do not cover their bodies appropriately are at fault if men advance upon them. Instead, the policy and training of staff should reflect a level of accountability for all parties such that the objectification and potential victim-blaming of women is not tolerated. Particularly for younger campers who are are too young to understand why they might be asked to cover up when the heat index reaches 114 degrees, being asked to put on a t-shirt over a new swimsuit reinforces the shaming of female bodies as young as 7 years old.

Breaking down the gender binary, heteronormativity, and nascent rape culture would be very solid steps forward for the camp setting. I have no doubt that some of these ideas would be met with some degree of resistance by the staff, but in the long run, they would promote a healthier, more inclusive camp environment.

Learning to Love Our Bodies Through Acknowledging Photoshop

[From Theory to Praxis Flyer–Alternative to Grant Proposal]

Rosie Molinary speaks to the collective you in her book, Beautiful You: “Yesterday you looked in the mirror, and, instead of your inherent greatness, you saw flaws. […] This morning, you walked into work, class, the grocery store, wherever and compared your body to someone else’s” (Molinary xiv). Molinary’s introduction to her book only serves to corroborates Jen Baker’s TED Talk on Total Body Love where she shares the shocking statistic that, “only 4% of women call themselves beautiful”.

From the time babies are just six months old they are able to recognize advertisements and logos as they are ubiquitous in our society (Kilbourne). Starting at a young age these images are retained in our subconscious and we learn to normalize these images and the actions that these images perpetrate. By the time we enter grade school we only understand one definition of beauty—thin—because this is the only definition we have ever been exposed to. As many of us strive to reach this “gold standard” it is not uncommon that low self esteem, depression, and eating disorders are developed along the way. We perpetuate Laura Mulvey’s concept of the male gaze by unknowingly objectifying ourselves through this lens set forth by the media.

However, even beyond size, women of color are subject to white-washing.  Their skin color is often lightened to resemble the “white ideal” our society has created and they are not just victims of one element of editing, but often multiple. Before taking GSS 101 I was only slightly familiar with the concept of “intersectionality” and I had no idea to the extent it plays into the mainstream portrayal of women of color in media.

The negative way we view ourselves is amplified through the widespread use of Photoshop. By college age most students are aware of the use of Photoshop, but few fully understand to what extent this application is used or how to recognize its use. By creating a flyer to hang up around campus—in Chambers and in several dorm buildings—I aim to have more woman be able to recognize the widespread use of Photoshop and in turn learn to call themselves beautiful. Although men are also victims of Photoshop, it is not to the extent that women are and so I am focusing on just woman for the sake of this project. The images on the left side of the flyer are all images before they underwent Photoshop and the images on the right are all the images after they have been extensively Photoshopped. Although these flyers would be more effective hanging up in a grade school, where 81% of ten year olds are more afraid of “being fat than having cancer”, these flyers are also pertinent at the college level because these issues transcend age (Baker). I wanted to also capture the affect of Photoshop on woman of color in my flyers because most people are unaware of the role intersectionality plays in women of color—they not only have to deal with the false beauty standards of size but also of color. For even mainstream celebrities like Beyoncé and Michelle Obama have been altered by Photoshop. By recognizing happiness is not defined by a size we can redefine the beauty standard together and move toward understanding that beauty and health are at every size and color.  Jen Baker explains in her TED Talk how we have to recognize that body hate is learned and so it can also be unlearned—and I hope my flyer will help to do this.

Work Cited:

Baker, Jen. “Complete and Total Body Love.” TED. 2014. Lecture.

Kilbourne, Jean. “Killing Us Softly IV: Advertising Images of Women.” TED. 2014. Lecture.

Molinary, Rosie. Beautiful You: A Daily Guide to Radical Self-acceptance. Berkeley, CA: Seal, 2010. Print.

 

Review of Fat Gay Men by Jason Whitesel

While we expect marginalized peoples to band together towards a common fight for universal liberties as a result of their shared stigmatizations, minorities are often splintered further as people embody multiple “deviant” identities. In this way, those who are both African American and asexual, lower class and lesbian, or Muslim and paraplegic confront ostracism not only from their race, class, and religion, but also from their sexual and disabled peers. As Jason Whitesel exposes in Fat Gay Men, the same can be said for homosexual men, facing heteronormative isolation, who are fat, confronting more stigma still within the gay community

In fact, America’s preoccupation with weight as a measure of worth, sexuality, and capability is so pervasive that overweight, gay men created a niche community separate from their skinny gay counterparts in pursuit of much-desired comfort, sexual freedom, resignification, and normalcy. Jason Whitesel analyzes, through his own personal research, discussed in Fat Gay Men, how society injures big, gay men and, in turn, how they respond to their isolation. More importantly, however, Whitesel observes and comments on how the “Girth and Mirthers”, members of the fat gay society he studies, redefine what it means to be chubby and homosexual to reflect value as opposed to worthlessness.

Whitesel, who also identifies as gay (but thin), is a sociologist who earned his Ph.D. from Ohio State University in 2009. Now, while writing to incite intersectional interventions that expose the multiple layers of stigma existent in American society, he works as an Assistant Professor at Pace University. His work as an LGBTQ educator has earned him status as 2016’s LGBTQA Educator of the Year, for his tireless devotion to guiding students’ introspective analyses of their own privileges and powers relative to others has sparked change in the minds of our youth. Through Fat Gay Men, Whitesel extends his instruction to the general public, working to undermine the conventional wisdoms equating fat with disease and homosexuality with deviancy.

Before delving into the research Whitesel conducted, he finds it essential to discuss his methodology. Unlike a controlled scientific experiment, in which a researcher manipulates an independent variable and controls for all others in an effort to draw conclusions about the effects of a treatment on a test subject, Whitesel conducts an observational, ethnographic analysis of a society he becomes a part of. Not only does he study the Girth and Mirthers, as they are so affectionately and proudly named, he becomes a “dues-paying member” serving “functional roles” for the group, all the while divulging his researcher status to fellow members (Whitesel 4). As a result, his dual role as participator and investigator allowed him entry into many private lives, earned him companionship and friendship, and thus shaped the nature of his findings; he listened and empathized with honest confessions of hardship and shame, donning both his researcher and friend caps simultaneously.

Once Whitesel commits himself to his readers as both an objective observer and loyal confidante to the Girth and Mirther community, he sets the stage for the direction of the rest of the study. With conviction and transparency, Whitesel promises to “lend legitimacy” to the Girth and Mirth culture placing fat studies in direct communication with disability and sexuality studies over the course of his analysis (5). For, it is the intersectional nature of the various stigmas attributed to fat gay men that drove his study in the first place. Then he sections the feast of knowledge accumulated over the course of his three-year immersion into the fat gay community into five, bite-sized chunks and delves into each chapter in turn.

First, Whitesel defines the term Girth and Mirth, which will be discussed at great length throughout the study. The name in and of itself attempts to reconfigure the shame productive power dynamics produce within fat gay subjects; in laymen’s terms, the phrase means fat and happy–two ideas heteronormative persons rarely join hand in hand. Thus, the fat gay men who join together under the Girth and Mirth umbrella seek or already identify with the sentiment of happiness not always in spite of, but often as a result of, their weights. Why? The Girth and Mirth society provides large homosexual men with a make-shift kin, complete with coffee-groups, pot-luck dinners, and life-long friendships that help these doubly marginalized men confront and alleviate shame. Moreover, the group “draws big gay men out of social isolation” through multiple community-based activities, offering the men a sense of membership and inclusion they never experienced before (Whitesel, 10). Through testimonials, Whitesel supports the above claims with evidence that, indeed, the Girth and Mirth community provides members with sanctuary, society, and family—three facets of social interaction essential to human survival and prosperity.

Next Whitesel backtracks, discussing the various injustices dealt to the big gay men who ultimately seek the Girth and Mirth membership discussed in the previous chapter, ranging from desexualization and dehumanization to “marginalization and shame” (29). In the same ethnographic style as before, Whitesel employs testimonials to provide evidence for the institutionalized discrimination against fat gay men. Some of the systemic wrong-doings include denying health care to overweight, gay patients and, in a Pretty Woman-esque scenario, denying service to overweight, gay customers. For example, one man describes walking into a retail store and failing to flag down a sale’s rep. Despite his efforts, he appeared “invisible” to the salesmen, for fat is often equated with sloppy and poor; how could a man with such disregard for his appearance afford much less desire a crisp, clean suit (Whitesel, 30). Only when dressed in business attire did this large man receive the service he deserved. In this way, Whitesel not only frames the plight of fat gay men, but he illustrates it in such visceral detail his readers are left cringing with embarrassment as they empathize with the overweight customer.

Nonethelesss, Whitesel notes how this sort of fat-profiling often causes more pain when the source is a member of the gay community. For, when gay, fat men seek refuge from the discrimination they face from heteronormative society on the basis of their sexuality, the majority of gay men turn them away, only seeing “‘a bunch of big guys’” (Whitesel, 35). This experience of feeling fat and simultaneously unattractive is one heterosexual women have grappled with for decades. However, Whitesel notes once more how fat, gay men cannot commiserate and work through their shame with heterosexual female counterparts on account of their sexual deviancies. Thus, Whitesel structures the true plight of two-fold marginalization that inevitably relegates fat, gay men to the furthest outskirts of society, and forces readers to understand how and why the Girth and Mirth community came to be.

Over the course of the next two chapters, Whitesel compares and contrasts two national Girth and Mirth events not only in their structure, but in their methods of resignifying fat, gay shame. Every year, fellow Girth and Mirthers look forward to two fat, gay holidays: the Super Weekend and Convergence, with the former occurring in July and the latter over Labor Day weekend. While the Super Weekend is known for its “campy queer” events, which depend on sexual absurdity and perversion to re-establish fat, homosexual men as attractive, Convergence relies on organized programming dedicated to the imitation of “high class” so as to “raise their own status” (Whitesel, 93). In this manner, both events share the same goal: to redefine what it means to be fat and gay. However, the events tend to attract slightly different demographics due to the different methods they employ to achieve a higher social status. While Super Weekend guests partake in casual sexual encounters and perverse sexual performances, Convergence attendees work within the framework of heteronormative society, visiting museums and sculpture gardens in order to emulate skinny, straight peers. Thus, Whitesel’s experiences at both conventions were quite different, but the sentiment he observed and reported upon was the same: an overall desire for inclusion, value, and sexual validity.

Finally, Whitesel discusses alternative methods for coping with shame. Thus far, he discussed how many choose to perform their bodies while others seek status through emulation of the elite, but still others manage their personal shame discourses simply by “weathering” the storm (Whitesel, 111). As Whitesel notes, many fat, gay men meet with their local Girth and Mirth chapters and engage in family-style dinners to escape the ostracism they would otherwise face alone in public. Others choose to confront their shame, with one man submitting nude photos of himself to a magazine in order to deconstruct his body discomfort and replace it with body appreciation (Whitesel, 112). This narrative is important as it acknowledges the tendency of many fat gay men to have a second “coming out”—as fat (Whitesel, 111) .

Those who read Fat, Gay Men will note how Whitesel adequately places his own findings in conversation with other established authors and academics in fat studies, sexuality studies, and disability studies. For example, in Chapter 1, Whitesel not only puts Erving Goffman, an academic expert in stigma, and Eriche Goode, a sociologist specializing in social deviance, in conversation with himself, but in conversation with each other. He demonstrates how Goode’s comment on the tendency of “normals” to “focus on a negative trait” directly plays into Goffman’s concept of “nonperson treatment”, which describes the tendency for heteronormative folk to treat stigmatized people as though they do not exist (Whitesel, 31). Then, he relates both concepts to the experience of the Girth and Mirther who is refused service at a retail store as a direct consequence of his size and appearance, connecting key concepts of disability studies, as obese folk are deemed incapable and undesirable, with fat studies.

Nonetheless, Whitesel’s study design carries a key flaw: his role as an honest researcher and disguised participant switched throughout the three-year investigation. While Whitesel was open with his local Girth and Mirth chapter and attendants at Convergence of his status as a researcher, he concealed that valuable information from participants at the Super Weekend, which may have changed the nature of his conversations with various fat, gay men. For example, while Super Weekenders might have felt comfortable engaging in sexual play with Whitesel, assuming he was one of their own, Convergence attendees might have engaged in more reserved interactions with Whitesel for fear of judgement and perpetuation of the shame discourse that propelled them towards the Girth and Mirthers in the first place. The nature of power dynamics is such that we inherently act differently towards members of authority than others within our own class. Thus, it is entirely possible Whitesel’s encounters with fat, gay men at Convergence were skewed, such that he only saw their efforts to achieve sophisticated class while casual, campy interactions were occurring behind the scenes. Standardization of Whitesel’s behavior may be deemed necessary in order for his findings to merit validity.

Despite his design flaws, Whitesel’s commitment to the Girth and Mirth community over the course of three years merits his findings, in Fat Gay Men, praise, for he engaged with these men for an extended period of time, developing relationships with a few and interacting on a personal level with many. The use of Girth and Mirther testimonials to engage fat studies with sexuality and disability studies was a powerful choice that inherently evokes empathy in Whitesel’s readers, despite their background; while some readers may not be gay, they might identify with weight struggles and the pursuit of an unrealistic skinny goal perpetuated by American media. In this way, Whitesel’s book serves beginners in the fat studies and sexuality studies realms, for his clear, conversational speak welcomes all readers, effectively opening the door to changing dominant heteronormative ideologies. Thus, Whitesel’s piece inherently promotes change, if not in one’s treatment towards marginalized peoples, at least in their understanding of intersectional stigmatization. This newfound understanding serves many as an ideological stepping stone towards altering the productive discourses of shame that have ruled American society into the present, deconstructing the monolith regarding homosexuality as deviant and fat as worthless.

Works Cited

Whitesel, Jason. Fat Gay Men: Girth, Mirth, and the Politics of Stigma. New York:        NYU Press, 2014. Print.