The Production of Hospitable Space: Commercial Propositions and Consumer Co-Creation in a Bar Operation

This paper examines the processes through which a commercial bar is transformed into a hospitable space. Drawing on a study of a venue patronized by lesbian, gay, bisexual and transsexual/transgender consumers, it considers how social and commercial forms of hospitality are mobilized. The paper argues that hospitable space has an ideological, normative and situational dimension. More specifically, it suggests the bar’s operation is tied to a set of ideological conceptions, which become the potential basis of association and disassociation among consumers. It examines the forces and processes that shape who participates in the production and consumption of hospitality and how. Finally, it considers the situational, emergent nature of hospitality and the discontinuous production of hospitable space. Rather than focusing exclusively on host-guest or provider-customer relations, which dominates existing work on hospitality, the paper examines how consumers’ perceptions, actions and interactions shape the production of hospitality. By doing so the paper offers an alternative approach to understanding queer spaces, bar operation as well as hospitality

Agentic learning: the pedagogical implications of young trans people’s online learning strategies

This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective

Is bisexuality invisible? A review of sexualities scholarship 1970–2015

This article provides a review of sexualities scholarship within the social sciences between 1970 and 2015. It takes an innovative approach by focusing on the way in which bisexuality is addressed in this body of literature. The article reveals the marginalisation, under-representation and invisibility of bisexuality within and across the social sciences in relation to both bisexual experience and identity. Reasons for this varied across the different eras, including the heterosexist nature of the literature, the impact of gay and lesbian-focused identity politics, and queer deconstructionism. In addition, patterns of bisexual erasure and invisibility were uneven, with some scholarship taking inclusive approaches or criticising prejudice against bisexuality. The initial findings of the review were enriched by critical commentary from key relevant sociologists and political scientists. The article concludes that future sexualities scholarship could be enhanced by greater consideration of bisexuality

Discrimination and Interpersonal Violence: Reported Experiences of Trans* Undergraduate Students

Under Title IX, institutions of higher education are tasked with ensuring students are protected from gender discrimination. Vulnerabilities of trans* individuals call for inclusion of this student population in its assurance of protection and safety. Previous research shows that trans* individuals, both on and off campuses, are vulnerable to a range of interpersonal violence, including physical and non-physical forms. This study seeks to examine the discrimination experiences and interpersonal violence victimization among trans* undergraduate students in a national sample. In the Fall of 2015, undergraduate students (N = 15,072) participated in the American College Health Association\u27s National College Health Assessment, of which 1.5% (n = 228) identified their gender as trans*. Logistic regression analyses revealed trans* students had significantly higher odds of reporting negative outcomes, compared to non-trans* women, even after adjusting for other demographic variables, such as year in school, racial identity, and sexual orientation. For example, trans* students had significantly increased odds of reporting academic-affecting discrimination and having been verbally threatened, compared to non-trans* women. In addition, trans* students had significantly higher odds of reporting victimization of emotional abuse in a relationship and non-consensual attempted penetration, compared to non-trans* women. Trans* students are vulnerable to a range of victimization experiences that have detrimental effects on health. Implications for campus policy and programming, as well as future research are discussed

Associations between trans-inclusive resources and feelings of inclusion in campus LGBTQþ groups: Differences for trans students of color

Transgender, nonbinary, and gender nonconforming (TNG) college students, especially TNG students of color, often face marginalization and victimization within higher education settings. Implementing inclusive policies and practices may help to mitigate the harmful effects of these experiences and strengthen students’ connections to colleges and universities. Using data from a 2016 online survey of TNG students’ experiences (n = 523), we conducted multivariate ordinal regressions to examine whether knowledge of trans-inclusive campus resources was associated with stronger perceptions of inclusion in campus LGBTQþ groups, particularly in relation to TNG students’ intersecting gender and racial identities. We found that TNG students who knew of a higher number of trans-inclusive resources generally felt a stronger sense of inclusion in campus LGBTQþ groups. This association was moderated by students’ race: White students, but not students of color, reported feeling stronger levels of inclusion in LGBTQþ groups if they were aware that their institutions had a relatively greater number of trans-inclusive resources. Therefore, TNG students of color were more likely to feel marginalized within LGBTQþ groups, even when they reported higher levels of trans-inclusive resources on their campuses. Findings are considered in light of existing research on TNG students’ experiences within higher education settings, and recommendations are made for providing stronger supports for TNG students of color