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.     

You Thought That This Would Be Easy? Seeking an Understanding of Episodic Volunteering

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - This article is intended as the leading article in a Special Issue of Voluntas devoted to episodic volunteering from a...     

“I Want to Be Who I Am”: Narratives of Transgender Persons

Research has documented the difficulties that face persons identifying as transgender, and that research has been steadily increasing. However, the bridge between research findings and practice is often elusive, particularly for those counselors, therapists, and other mental health professionals already in their respective professional lives. This retrospective phenomenological study documented the lives of 16 persons identifying as transgender (11 transwomen, five transmen) as they narrated the difficulties they encountered beginning in childhood through transition in adult life. Eight persons identifying as transgender were younger than age 40 years and eight were older than age 40 years and brought different narratives about their childhood, teen, and adult years.     

“You Have to Be Strong to Be Gay”: Bullying and Educational Attainment in LGB New Zealanders

SUMMARY

Lesbian, gay and bisexual (LGB) persons in New Zealand are highly vulnerable to bullying, although bullying appears to have evolved from physical to primarily verbal abuse. Data from the Lavender Islands national study of 2,269 LGBs in New Zealand suggest that coming out early as LGB appears associated with lower levels of educational attainment, which in turn is associated with bullying and verbal assault. LGBs with higher educational attainment are more satisfied with an LGB identity than those with lower educational attainment. The data suggest that the consequences of bullying and assault may be longer term and more far-reaching than even the psychological challenges found in the literature. Consequences may include lower lifelong levels of satisfaction with an LGB identity, and an early coming out “penalty” in education. Quantitative data are supported by the unprompted narratives of respondents who expressed difficulties within the high school environment. The study also found relatively high levels of teacher discrimination and verbal assault reported by high educational attainers. In general, LGB educational attainers may perhaps be more appropriately called “educational survivors.”     

Brexit: Be Careful What You Wish For?

In this paper, I focus on the British future from Brexit. The institutional form this will take is not yet fixed. However, one can consider likely outcomes based on dominant economic frameworks. From this perspective, it seems unlikely that Brexit will address the actual grievances that resulted in Brexit. These transcend European Union membership.     

“If You Knew Who I Really Am …”

This paper describes the work of a White lesbian analyst with her White gay male patient who carries a secret feminine self of which he is mortifyingly ashamed. Together they discover this feminine self as the site of childhood gender trauma—for years the patient was violently and persistently bullied for not being a masculine-enough boy. To enable this patient to address his shame and find an internal space to develop an authentic gender identity, analyst and patient must take account of and process the field of the treatment room as it exists within the larger social/political field of Trump’s America, in which the forces of misogyny, homophobia, gender rigidity, and racism combine to collapse any breathable space for this dyad’s multiple “deviant” identities.     

Would You Say You “Had Masturbated” If … ?: The Influence of Situational and Individual Factors on Labeling a Behavior as Masturbation

The term masturbation is often not clearly defined despite its prevalent use in sex education, sex research, and clinical settings. The purpose of this study was to understand what behaviors are typically considered to be masturbation as well as the situational and individual variables that may affect the labeling of a behavior as such. An online study of 564 individuals demonstrated that a wide variety of behaviors were considered to be masturbation by a majority of participants. No difference was found between men and women in the total number of behaviors labeled as masturbation. Both men and women were more likely to label a behavior as masturbation (1) if there was no sexual partner present than if there was and (2) if an orgasm occurred than if it did not. In addition, women were more likely than men to label a behavior as masturbation if they were alone and if no orgasm occurred. Younger age was associated with labeling more behaviors as masturbation, but sexual identity, self-pleasuring experience, partnered sexual experience, and attitudes toward masturbation were not related to the number of behaviors labeled as masturbation. Results speak to the importance of behavioral specificity when discussing masturbation with students, clients, and in sex research.     

“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.     

“Speak,You Also”: encircling trauma

This paper offers a circling around the interrelations of language and trauma, identity and forgiving through the figure and poems of Paul Celan. In this context, the circle itself becomes a cipher for the trauma of the Shoah and the (im)possibility of speaking or writing poetry after Auschwitz. Via Jenny Edkins, Giorgio Agamben, and Derrida, the poetic is interrogated as an ethical response to the political and social betrayal that is trauma; the subsequent effect of trauma on speaking and listening to testimony is then considered. Finally, the paper explores the poetic as a cipher for forgiving, distinct from moral forgiveness and guilt and equally separate from legal responsibility and debt. Celan's own suicide and one of his elegies are considered as final, literal ciphers in this perpetual and imperfect circling.     

Listening in School: I Know You Can Hear Me—But are You Listening?

The article calls attention to the lack of listening instruction in the schools, the absence of effective listening models among parents and teachers, and the need for educators to examine proportionate needs within the curriculum. It also includes discussion of what listening is and the steps a teacher may allow initially for self-improvement and later for instruction of others.     

“Would You Do That in Your Home?” Making Nursing Homes Home-like in Culture Change Implementation

Qualitative interviews with nursing home administrators reveal innovative and cost-conscious ways to physically modify facilities that help institute culture change practices. Telephone interviews were conducted following a national survey of nursing home nursing directors and administrators. In this cross-sectional snapshot of administrator experiences, motivations for making facilities more home-like and less institutional and creative responses to challenges are described. State and corporate support and regulator encouragement are noted that help their reform efforts. Administrators note that small steps to create a more home-like environment can result in a positive impact that minimizes disruption to existing care processes. They describe how they respond to challenges, such as the physical plant and high costs, and note how comparative shopping, cost-conscious physical improvements, and continuous involvement of staff and residents contribute to successful efforts. Their examples illustrate novel ways to humanize long-term care facilities that other nursing homes can emulate.     

Feminist Phase Analysis in Public Relations: Where Have We Been? Where Do We Need to Be?

Feminist phase theory provides a classification system for analyzing any evolution in our thinking about women across the disciplines. The 2-fold purpose of this article is, first, to suggest further avenues through which to apply Tetreault's (1985) groundbreaking work and, second, to propose a sixth stage relevant to public relations research. Feminist phase theory defines 5 phases of such research: male scholarship, compensatory, bifocal, feminist, and multifocal. Now, 6 years into the new millennium, I propose adding a sixth, integrative phase. That stage, I argue, will conceptualize women and men in public relations not only as communication professionals, but as human beings often struggling to integrate their work, family, and community lives.     

Introduction: Challenges to the homogenization of “African American”

African American sociologists are beginning to confront the use of African American/Black as a homogeneous sociological category. In doing so they are laying the ground for improvements in social scientific research in general. One aspect of that improvement involves the use of people of African descent as subjects for theoretical statements about humanity at large rather than merely about other African descendent populations. Another aspect involves confronting the extensive segregation within the discipline around the research done by African American scholars. This introduction discusses the implications of these issues for African American scholars and for the discipline as a whole.     

French NGOs in the Global Era: Professionalization “Without Borders”?

This article asks whether French NGOs have fallen into line with the wider trend towards professionalization that has marked the Northern nonprofit sector, most notably Anglo-American NGOs, over the last two decades or so. It shows how French NGOs, particularly those engaged in longer term development work, were characterized by militancy over the early post-colonial decades. It then demonstrates how, over the global era, the French state has encouraged developmental NGOs (NGDOs) to undertake bureaucratic forms of professionalization. Next, it looks at how these organizations have, in response, adapted their staffing, structures, and procedures, whilst stopping short of overly standardized forms of development. Finally, it shows how French NGDOs have, in eschewing “technical professionalism”, been acting in line with resource dependence theory and responding to the demands of their critical resource, which is not the French state but the donor public and their grassroots supporters.

“I Know That You Know How I Feel”: Behavioral and Physiological Signals Demonstrate Emotional Attunement While Interacting with a Computer Simulating Emotional Intelligence

Human–human communication studies have suggested that within communicative interactions, individuals acknowledge each other as intentional agents and adjust their emotion nonverbal behavior according to the other. This process has been defined as emotional attunement. In this study, we examine the emotional attunement process in the context of affective human–computer interactions. To this purpose, participants were exposed to one of two conditions. In one case, they played with a computer that simulated understanding of their emotional reactions while guiding them across four different game-like activities; in the other, the computer guided participants across the activities without mentioning any ability to understand emotional responses. Face movements, gaze direction, posture, vocal behavior, electrocardiogram and electrodermal activity were simultaneously recorded during the experimental sessions. Results showed that if participants were aware of interacting with an agent able to recognize their emotions, they reported that the computer was able to “understand” them and showed a higher number of nonverbal behaviors during the most interactive activity. The implications are discussed.     

“The More You Gesture,the Less I Gesture”: Co-Speech Gestures as a Measure of Mental Model Quality

Studies in the literature have revealed that a speaker’s co-speech gestures favor the construction of a complete and articulated mental model of the discourse by the listener; moreover, from the literature on co-speech gestures we know that they help the speaker to organize the stream of thought. Given these data, we hypothesized that a person who listens to a discourse accompanied by gestures would produce fewer co-speech gestures in recollecting the discourse compared to a person who listens to a discourse not accompanied by gestures. The analysis of the co-speech gestures produced by the participants in two experiments while recollecting the content of a discourse confirmed our predictions.