Masculine femininities/feminine masculinities: power, identities and gender

This paper is basically about terminology. In it I discuss the terms 'masculinity' and 'femininity' and how they relate to being male and being female. My theme arises from an increasing difficulty that I am finding in understanding how individual identities relate to dominant constructions of masculinity and femininity. Christine Skelton and Becky Francis argue that we should not be afraid to name certain behaviours as masculine even when they are performed by girls. After a discussion of the problems of defining both 'masculinity' and 'femininity', and a consideration of the power relations between these terms, I go on to consider the concept of 'female masculinity' (Halberstam). I argue that this formulation is problematic, due to its dependence on a main term whose definition is unclear. Finally, I argue that we need to distinguish 'masculinity' and 'femininity' from 'masculinities' and 'femininities'

Rape and respectability: ideas about sexual violence and social class

Women on low incomes are disproportionately represented among sexual violence survivors, yet feminist research on this topic has paid very little attention to social class. This article blends recent research on class, gender and sexuality with what we know about sexual violence. It is argued that there is a need to engage with classed distinctions between women in terms of contexts for and experiences of sexual violence, and to look at interactions between pejorative constructions of working-class sexualities and how complainants and defendants are perceived and treated. The classed division between the sexual and the feminine, drawn via the notion of respectability, is applied to these issues. This piece is intended to catalyse further research and debate, and raises a number of questions for future work on sexual violence and social class

Tomboys and girly-girls: embodied femininities in primary schools

This paper is about how nine to eleven year old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of ‘doing man/woman’ or ‘doing boy/girl’ that are constructed within local communities of masculinity and femininity practice. Empirical data come from a one-year study of tomboy identities within two London primary schools. The paper explores the contrasting identities of tomboy and girly-girl, how they are constructed by the children, and how this changes as they approach puberty. The findings suggest that the oppositional construction of these identities makes it harder for girls to take up more flexible femininities, though it is possible to switch between tomboy and girly-girl identities at different times and places

Retelling racialized violence, remaking white innocence: the politics of interlocking oppressions in transgender day of remembrance

Transgender Day of Remembrance has become a significant political event among those resisting violence against gender-variant persons. Commemorated in more than 250 locations worldwide, this day honors individuals who were killed due to anti-transgender hatred or prejudice. However, by focusing on transphobia as the definitive cause of violence, this ritual potentially obscures the ways in which hierarchies of race, class, and sexuality constitute such acts. Taking the Transgender Day of Remembrance/Remembering Our Dead project as a case study for considering the politics of memorialization, as well as tracing the narrative history of the Fred F. C. Martinez murder case in Colorado, the author argues that deracialized accounts of violence produce seemingly innocent White witnesses who can consume these spectacles of domination without confronting their own complicity in such acts. The author suggests that remembrance practices require critical rethinking if we are to confront violence in more effective ways. Description from publisher's site: http://caliber.ucpress.net/doi/abs/10.1525/srsp.2008.5.1.2

The impact of mental health recovery narratives on recipients experiencing mental health problems: Qualitative analysis and change model.

BACKGROUND: Mental health recovery narratives are stories of recovery from mental health problems. Narratives may impact in helpful and harmful ways on those who receive them. The objective of this paper is to develop a change model identifying the range of possible impacts and how they occur. METHOD: Semi-structured interviews were conducted with adults with experience of mental health problems and recovery (n = 77). Participants were asked to share a mental health recovery narrative and to describe the impact of other people's recovery narratives on their own recovery. A change model was generated through iterative thematic analysis of transcripts. RESULTS: Change is initiated when a recipient develops a connection to a narrator or to the events descripted in their narrative. Change is mediated by the recipient recognising experiences shared with the narrator, noticing the achievements or difficulties of the narrator, learning how recovery happens, or experiencing emotional release. Helpful outcomes of receiving recovery narratives are connectedness, validation, hope, empowerment, appreciation, reference shift and stigma reduction. Harmful outcomes are a sense of inadequacy, disconnection, pessimism and burden. Impact is positively moderated by the perceived authenticity of the narrative, and can be reduced if the recipient is experiencing a crisis. CONCLUSIONS: Interventions that incorporate the use of recovery narratives, such as peer support, anti-stigma campaigns and bibliotherapy, can use the change model to maximise benefit and minimise harms from narratives. Interventions should incorporate a diverse range of narratives available through different mediums to enable a range of recipients to connect with and benefit from this material. Service providers using recovery narratives should preserve authenticity so as to maximise impact, for example by avoiding excessive editing

Gendered educational leadership: beneath the monoglossic façade

Recent gender retheorisation has drawn on Mikhail Bakhtin's literary and linguistic theories of monoglossia and heteroglossia to reconcile seemingly contradictory gender discourses. Thus, girls/women and boys/men as they are biologically sexed might be discussed within a poststructural gender theory discourse that disconnects gender from the body. The concepts of gender monoglossia, gender heteroglossia and polyglossia have been applied here to empirical research into the construction of gendered leadership as it was seen to be done by one woman head teacher. The accounts of members of staff expose heteroglossia in the articulation of their understandings of gendered leadership beneath the construction of a monoglossic façade. They also reveal an understanding of polyglossic simultaneity as the head teacher is observed to ‘switch’ seamlessly between modes of doing gendered leadership depending on context and circumstances. There is also evidence of polyglossic simultaneity in the reports that might lead to the rejection and/or redefinition of gender theory discourses

“In the Beginning, It Was Little Whispers...Now, We’re Almost a Roar”: Conceptualizing a Model for Community and Self in LGBTQ+ Health Information Practices

Although LGBTQ+ populations experience significant health challenges, little research exists that investigates their health from an informational perspective. Our study addresses this gap by exploring the health information practices of LGBTQ+ communities in South Carolina, focusing on how sociocultural context shapes these practices. Thirty semi-structured interviews with South Carolina LGBTQ+ community leaders analyzed using open qualitative coding informed the development of a conceptual framework describing their information practices. Findings show that participants engaged in two broad types of practices – protective and defensive – as responses to risks and barriers experienced, which are in turn produced by social and structural factors. Findings advance information practices and marginalization approaches and offer ways for medical professionals to improve service to LGBTQ+ populations

Automatic Rating of Hoarseness by Text-based Cepstral and Prosodic Evaluation

The standard for the analysis of distorted voices is perceptual rating of read-out texts or spontaneous speech. Automatic voice evaluation, however, is usually done on stable sections of sustained vowels. In this paper, text-based and established vowel-based analysis are compared with respect to their ability to measure hoarseness and its subclasses. 73 hoarse patients (48.3±16.8 years) uttered the vowel /e/ and read the German version of the text “The North Wind and the Sun”. Five speech therapists and physicians rated roughness, breathiness, and hoarseness according to the German RBH evaluation scheme. The best human-machine correlations were obtained for measures based on the Cepstral Peak Prominence (CPP; up to |r | = 0.73). Support Vector Regression (SVR) on CPP-based measures and prosodic features improved the results further to r ≈0.8 and confirmed that automatic voice evaluation should be performed on a text recording