Moments in Laplanche's Theory of Sexuality

This paper is a brief introduction to some of Laplanche's thinking, as well as a commentary on his essay that is published here. Some salient issues in Laplanche's theory are introduced, such as the decentering of the subject and the prioritizing of the other, the postulation of the “reality of the message,” in which gestures from the other both signify and excite/seduce, and an enlarged meaning of seduction. The child's translation of the enigmatic messages conveyed by the adult is a process of being seduced into building interiority and subjectivity. In effect, the present paper proposes not only that “otherness” constitutes the subject, but that an “asymmetrical intersubjectivity” is what enables the transition from instinct to drive and the creation of paradoxical human sexuality. In a meditation that illuminates significant issues in American feminist and psychoanalytic theory, Laplanche's essay analyzes and distinguishes three interrelated terms, gender, sex, and “the sexual” (“le sexual”), or so-called “infantile sexuality”, the latter documenting a Freudian and French emphasis on an additional, counter-realistic, counter-adaptational, and counter-social conception of sexuality. What stands out in this paper no less than “le sexual” is the use of the term “gender” by a French psychoanalyst, who is at once nodding in acknowledgment to contemporary American thinking, and enlisting the concept of gender to reaffirm its “intimate enemy,” infantile sexuality, “le sexual.” Laplanche sees the American-conceived couple sex/gender as a “formidable tool against the Freudian discovery.” Formidableness is what is common to gender and to infantile sexuality, in that both concepts resist and destroy the clear-cut biological/anatomical “destiny” of sex. Both pertain to cultural/acquired/constructed aspects of sexuality; both are phantasmatic and both subvert sexual role divisions. But gender is organized by, hence possibly subordinate to, sex. Laplanche acknowledges gender yet at the same time he makes it dependent on sexuality and thereby “downgrades” it in favor of the inarticulate, perverse, subversive, untameable aspect of human sexuality—“le sexual”, infantile sexuality—which remains outside and in excess of gender.     

Trans Men: Embodiments,Identities, and Sexualities

This article examines the experiences of 25 persons who were assigned female status at birth but do not wish to live as women and take on a masculine or queer gender identity. We employ the concept of “gendered embodiment” and introduce the concept of “sexualized embodiment” to highlight what is involved in this process. We ask how experiencing a masculine gender identity is reflexively tied to a trans man's sexuality and the ways in which these two embodiments are tightly, moderately, or loosely coupled. For example, a tight coupling appeared when trans men began to use testosterone and obtained surgery such as breast removal; a moderate coupling was found where gender validation was sought from a sexual partner (with this being related to sexual preference identities as well as the interpretation of vaginal penetration); the loosest coupling of the gender‐sexuality embodiments was linked to the liberality of the locale and whether “queer” identities could be easily adopted. In sum, our research demonstrates the link between gender and sexuality as a result of the body work trans men do and the historical and geographical situations in which they find themselves.     

Self-Reported Gender Identity and Sexuality in an Online Sample of Cisgender,Transgender, and Gender-Diverse Individuals: An Exploratory Study

The relations between self-reported aspects of gender identity and sexuality were studied in an online sample of cisgender (n = 4,954), transgender (n = 406), and gender-diverse (n = 744) groups. Aspects of gender identity and sexual fantasies, attraction, behavior, and romantic relations were assessed using the Multi-gender Identity Questionnaire (Multi-GIQ) and a sexuality questionnaire. Results show a wide spectrum of gender experiences and sexual attractions within each group, an overlap among the groups, and very weak relations between atypical gender identity and atypical sexuality. At the group level, aspects of gender identity and sexuality were mainly predicted by gender and sex-gender configuration, with little contribution of sex assigned at birth. A principal component analysis (PCA) revealed that measures of gender identity and of sexuality were independent, the structure of sexuality was mostly related to gender, whereas the structure of gender identity was mostly related to sex-gender configuration. The results of both approaches suggest that measures of gender identity could roughly be divided into three classes: one including feeling as a man and feeling as a woman; a second including measures of nonbinary and “trans” feelings; and a third including feeling as a “real” woman and feeling as a “real” man. Our study adds to current scientific data that challenge dichotomous conventions within gender identity and sexuality research. Possible social and clinical implications are discussed.     

“Bad Girls Rule”: An Interdisciplinary Feminist Commentary on the Report of the APA Task Force on the Sexualization of Girls

Feminist, critical, and postmodern scholars have long recognized sexuality as a site of power relations. The recently released Report of the APA (American Psychological Association) Task Force on the Sexualization of Girls is a welcome addition to ongoing feminist and activist conversations on how to intervene on issues of sexuality in the name of girls' and women's health. This article offers a critical interdisciplinary analysis of this influential APA report, expanding on and challenging several of its main claims. This article critiques the report as over-determining the negative impact of sexualization; offers other literatures as critical additions including feminist literature on media, consumer culture, gender, and the body, and earlier “pro-desire” feminist psychology scholarship; and critiques the task force's conflations of objectification and sexualization. The article concludes with a call for broadening feminist scholarship and activism across disciplinary boundaries to emphasize girls' and women's sexual agency and resistance, as well as sexual health and rights.     

‘Keeping it straight’ what do South African queer youth say they need from sexuality education?

Drawing on Rich’s [Rich, A. 2004. “Reflections on ‘Compulsory Heterosexuality.’.” Journal of Women's History 16: 9–11; Rich, A. 1980. “Compulsory Heterosexuality and Lesbian Existence.” Signs: Journal of Women in Culture and Society 5: 631–660] conceptualization of heterosexuality as an institutionalized and compulsory system that supports gender and sexuality inequality, this paper answers the following questions – how do queer youth take up, question and say what they need from sexuality education. The study is based on in-depth interviews with 19 queer learners, aged between 16 and 19 years and living and schooling in the Free State Province, South Africa. This paper contends that what queer youth say need from sexuality education is a curriculum that – recognizes sexuality diversity; is without assumptions about their sexual experience or lack of it and does not focus solely on associating non-normative sexualities with issues of disease, deviance and danger. The findings highlight the inescapable power of compulsory heterosexuality and its perilousness and argue for a more defined and inclusive sexuality education curricula framework.     

Lesbian,Gay, Bisexual,Transgender, Queer,and Questioning Youths' Perspectives of Inclusive School-Based Sexuality Education

Sexuality education is perceived as one way to prevent unhealthy sexual behaviors. However, current sexuality education materials are not tailored to fit the needs of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, and many have been critiqued for disenfranchising these populations. This study solicited the perspectives of LGBTQ youth on their experiences with school-based sexuality education in order to create a framework of LGBTQ-inclusive sexuality education. Five semistructured focus groups (N = 30 LGBTQ participants) were conducted to investigate the sexuality education experiences of LGBTQ youth and to solicit youth suggestions for improving the inclusiveness of sexuality education curricula. Results indicate that LGBTQ youth perceive current sexuality education as primarily “exclusive,” although examples of “inclusive” sexuality education were provided. In addition, participants provided suggestions for creating a more inclusive experience, such as directly discussing LGBTQ issues, emphasizing sexually transmitted infection (STI) prevention over pregnancy prevention, and addressing healthy relationships. Educators and policymakers can use these ideas to help improve the quality of sexuality education—not only to make it more inclusive for LGBTQ youth but to make sexuality education more inclusive for all young people.     

A postmodern theory of general economy: The contribution of georges bataille

One of the most important views concerning the post-industrial society is the return of the marketplace as the central economic institution. Although postmodernism has been viewed as “the cultural logic of late capitalism,” the work of Georges Bataille (1879–1962) sheds light on the idea of postmodern business in terms of a cultural shift concerning the motive of business venturing. While his contributions to political economy and business ethics still remain unknown to many of the advocates of postmodern business in the United States, Canada and Europe, Bataille formulated “a Copernican transformation” of capitalism, changing the perspectives of restrictive economy to those of “general economy.”     

When,If, and How: Young Women Contend With Orgasmic Absence

While cultural ideas about “healthy” and “fulfilling” sexuality often include orgasm, many young women do not experience orgasm during partnered sex. The current study examined how women described this absence of orgasm in their sexual experiences with male partners. We examined interviews (N = 17) with women ages 18 to 28 and focused on their ideas about orgasm and their explanations concerning when and why they do not orgasm. We explored three themes that illustrate the strategies young women use to contend with orgasmic absence: (1) What’s the big deal?; (2) It’s just biology; and (3) Not now, but someday. We found that young women’s explanations allowed them to reduce feelings of abnormality and enabled them to distance themselves from sexual expectations regarding the perceived value of orgasm. In analyzing the complicated gender and sexual dynamics surrounding orgasm, we turned to Fahs’ (2014) work on sexual freedom and the importance of articulating freedom from sexual obligations as a key intervention in critical sexuality research. In our discussion, we examine the implications of our findings for critical researchers looking to better understand the role of sexual norms in how young women imagine and discuss the role of pleasure in their own sexual lives.     

Questioning Gender and Sexuality Binaries

Abstract

Social work has largely adopted the oppression model in our research, practice, education, policy and advocacy work. These essentialist constructions rely on the binary categorizations of male/female and heterosexuality/homosexuality. Largely missing from the mainstream social work literature are the perspectives of postmodern/queer theorists, the latest sex research, and the experience of transgendered individuals. These perspectives offer critiques of gender and sexuality binaries as well as libratory goals for social justice. Tensions between the postmodern perspective and the social work liberal model are discussed, and suggestions for incorporating the ideas emanating from queer theorists, new sex research, and the lived experiences of the transgendered into all areas of social work are offered.     

Beyond hookup culture: Current trends in the study of college student sex and where to next

A prominent body of sexuality research on college‐enrolled students in the twenty‐first century focuses on “hookup” culture, marked by the prevalence of sexual encounters between students with no expectation for a relationship to develop. This article will review and respond to current themes in the literature on hookup culture on college campuses. I argue that this literature privileges the White, middle‐class heterosexual experience, although less is known about how students who cannot or choose not to participate in this culture experience sexual relationships on college campuses. I place studies of hookup culture in conversation with those attentive to the effects of race, class, gender, and sexuality on access to, and experience of, hookup culture. I conclude with suggestions for future research, to include a renewed interest in sexual relationships forged outside of hookup cultures.     

Hyperfemininity: Measurement and initial validation of the construct

Asocial control model of rape proposes that there are societal mechanisms including rape in place to maintain the power imbalance between males and females. One of the forces that perpetuates the problem of rape is traditional gender‐role socialization. A gender‐role model of rape characterizes males as aggressive initiators of sexual activity and women as passive participants. Research has established a link between extreme adherence to a male gender role and experience with sexual aggression; it has been proposed that females learn attitudes about sexuality that might negatively influence their sexual experiences as well, but there is little research to support such a proposal. In the present study, “hyperfeminine” women were hypothesized to indicate particular traditional attitudes and beliefs regarding the rights and roles of women that would have implications for male‐female relationships. The development of a scale to measure hyperfemininity is reported, and several studies are presented that provide initial evidence that the Hyperfemininity scale is both valid and reliable. Hyperfemininity was found to be associated with attitudes supportive of a traditional feminine gender role; these attitudes, in turn, were found to be related to adversarial sexual attitudes and traditional feminine achievement ideals. The possible origins of hyperfeminine attitudes and their role in helping to institutionalize the problem of rape are discussed.     

Skimming the Milk,Cajoling the Soul—Embodiment and Obscenity in Sexuality: Commentary on Muriel Dimen's Paper

Responding to Dimen's bringing together the vagaries of disgust, embarrassment, and shame lurking in sexuality, I translate “Eew” into abjection. I emphasize the “otherness” of sexuality mainly through the paradoxes of the body, which can figure as a chunk of flesh, demurring in a state of “facticity” (thingness), but which can also be(come) the house of the soul, the carrier of one's spirit, one's unique individuality and subjectivity.

To capture the other's ineffable subjectivity, we have to “cajole” his or her spirit to come and dwell on the body, particularly its apertures and skin. By caressing and arousing the other, we can transform the obscenity that inheres potentially in the sexual experience into the most transcendent and ecstatic event. Abjection, “Eew,” occurs when mutual understanding, which is the embodiment between two people, fails. When embodiment collapses into being only body, it is obscene and disgusting.     

Intergenerational Yearnings and Other “Acts of Perversion”: Or Where Would I Be Without Lesbian Drumming?

This article explores the (il)legibilities of race, gender, sexuality, and interracial solidarity between two feminist generations. Using the words of Judy Grahn and Pat Parker, the author juxtaposes her own experience and writings as a queer, Black, feminist, born in 1971 with their dyke, feminist writings of the same period, asking “Where Would I Be, Without You?” Central to this question is a queer re-imagining of queer past and future in an effort to understand the potential for interracial, feminist solidarity in the twenty-first century.     

Response to Juliet Mitchell's Reflections

Mitchell credits me with two important contributions, the first, that in theorizing the development of sex and gender I propose that it is “cognitive gender [that] controls/organizes libidinal sexuality” rather than “Freudian libido theory or some genealogical object relations theory.” This is correct insofar as cognition in this context is understood to mean a cognitive/affective constellation. Mitchell also credits Lionel Ovesey and me with suggesting that disidentification is another name for separation-individuation and with pointing out that both sexes need to separate and individuate from mother. Although the etiology of transsexualism is unknown, one significant factor in its genesis is separation anxiety, which gets bound in cross-gender fantasies. In transsexuals, safety takes priority over sexuality; this is the key finding that dictates a reevaluation of the absolute priority so often afforded sexuality in psychoanalytic theory. The way medical culture shaped the diagnosis of transsexualism and provided a surgical resolution is a premier example of what I call a shared cultural fantasy (Person, 1995). The medical endorsement of transsexualism as a biological disorder tilted the treatment toward a surgical resolution.     

Sex Matters

Feminists increasingly recognize that “sex,” as a reference to embodied male–female difference, is no less socially constructed than “gender.” Like all signifiers, the meaning of these terms is produced through contingent and particular historical processes; yet histories of “how sex was made” are rare. This essay draws on extensive, multidisciplinary research – focused through a lens of early (archaic) state making – to render a partial and provisional genealogy of sex. The schematic history begins with early human social formations and the “agricultural revolution” that marked a shift from food gathering to food producing. It then reviews the defining characteristics – in particular, the invention of writing – and attendant inequalities of early/archaic state-formation (urbanization; the “rise of civilization”). The centralization of Greek city-states has particular, indeed profound, relevance for what is conventionally called the “western tradition.” The essay then directs attention to the Athenian polis, not only because it exemplifies features of early states, but because modern interpretations of classical texts and Athenian practices uniquely shaped European political theory/practice; in particular, by naturalizing hierarchies of gender, sexuality, ethnicity/race, class and national “difference.”     

“I Think it Would Be a Very Sensitive Topic …” School Social Work,Gender Variance,and the Silencing of Differences

This article discusses an “orientational” study of the perceptions of school social workers regarding gender-variant students and the impact of their presence on the discourse about gender identity. The findings indicate that gender-variant students are becoming more known and visible in public schools but that they do not make up a homogeneous group. Moreover, the study seems to show that the discourse about gender remains extremely limited, in part due to a linking of gender identity with sexuality.     

Sexual and Gender Identity Disorders

Abstract

The author responds to Hill et al.'s “Gender Identity Disorders in Childhood and Adolescence: A Critical Inquiry” and Moser and Kleinplatz's “DSM-IV-TRand the Paraphilias: An Argument for Removal.” The author sees the paper as raising the issue of whether there are any cases for which sexual and gender identity diagnoses are appropriate. The author believes a central issue is how does one decide that something is just unusual (normal variation) or something is disordered (pathological). The author believes the concept of “medical disorder” can be applied to human behavior and gives examples to support that view. The author supports an essentialist view that some “things” (like being human and modes of sexual expression) have properties or qualities that are invariable and represent the true essence of the “thing.” From this perspective, the author finds the arguments for eliminating the categories of GID and paraphilias from the DSM as weak at best.     

Gender,Sex, and the Sexual

Laplanche distinguishes the sexual [le sexuel] and the sexuated [le sexué]. He goes on to ask whether the current tendency to speak of gender identity merely a lexical change or something more profound. If it is a change, is it positive or the sign of a repression? If the latter, where is the repression to be found? There follows an outline of how the triad, gender/sex/sexual, functions in the human being's early history. Four hypotheses serve as conclusion: (1) The precedence of gender over sex, which overturns the habits of thought that place the “biological” before the “social.” (2) The precedence of assignment over symbolization. (3) Primary identification, which, far from being a primary identification “with” (the adult) is a primary identification “by” (the adult). (4) The contingent, perceptual, illusory nature of the anatomical difference of sex, the true destiny of modern civilization.     

The Failure of Sexuality Education

Summary

Even “comprehensive” sexuality education has failed to reach its potential in that it cannot convincingly demonstrate its effectiveness in facilitating behavioral change. Commitment to a comprehensive, sex-positive perspective is proposed as one important component in creating behavioral outcomes that balance the reduction of hurt with the enhancement of pleasure. Until sexuality educators become comfortable and committed to emphasizing the pleasure dimension of sexual experience” the legitimate impact of sexuality education may be compromised in the eyes of students.