Troubling the canon: bisexuality and queer theory

This essay explores the notion that bisexuality and contemporary bisexual political movements both align and trouble canons of queer theories of sexuality and gender. This project provides an historical review and assessment of recent bisexual theorizing to highlight key themes in its evolution as well as a discussion of how these themes have shaped the relationship of bisexuality and queer theory. Drawing on this assessment and a wider discussion of GLBT scholarship, we invite critical inquiry regarding the implications of bisexual theorizing on queer theory and vice versa. We address questions of bisexual epistemologies, its discursive roles within queer theory, and its impact on queer politics and organizing. Noting bisexuality's absence in much of this research and scholarship, we suggest these projects have been limited in their ability to fully and effectively address sexual subjectivity both in theory and in its everyday lived experience.     

Some Ethical and Methodological Issues in Research with People with Learning Difficulties

This paper discusses some ethical and methodological issues which arose in a recent study examining the exercise of choice by people with learning difficulties. The research aimed to examine in detail the choice-making process, and to explore ways of involving people with learning difficulties both as respondents and as contributors to the study design. Various dilemmas were encountered-including how to gain informed consent from people with profound impairment, the risk of intrusion when conducting research in people's own homes, and the dangers of raising expectations of continuing friendship. The importance of accountability when analysing data and disseminating findings is highlighted. A Research Advisory Group, including two people with learning difficulties, was set up to give guidance on the study. Steps were taken, but not enough, to facilitate their involvement in the meetings. Reflecting on experience gained in this study and on research reported elsewhere, a number of pointers for future research are drawn. These include the need to consider the potential implications of intellectual impairment for involvement in the research process.     

‘It's against our law,never mind anyone else's’: the Disability Discrimination Act 1995 and adults with learning disabilities

This study examines Part III of the Disability Discrimination Act 1995 (the provision of goods, services and facilities) in relation to adults with learning disabilities. The study had a participatory element in that self‐advocates co‐facilitated focus groups and joined the Research Advisory Group. The paper presents views of people with learning disabilities, garnered through focus groups and interviews, about the Act and about using services. Awareness of their rights was generally low, although activists were generally better informed. While usually offered reasonable service in shops, pubs and other facilities, people were sometimes treated unfairly. This could take three forms – being treated with a lack of courtesy and respect, failure to make reasonable adjustments and outright refusal to serve. People felt a strong sense of injustice when treated in these ways but the majority were unlikely to complain, although a few had challenged unfair treatment. The paper concludes with recommendations for policy and practice.     

Determinants of Bias Perceptions in South Africa: The Case of A Highly Unequal Society

While objective class dynamics have received much attention in South Africa, less is known about the subjective social positions individuals place themselves in. For example, in a highly unequal society like South Africa, some individuals would overestimate (inflate) or underestimate (deflate) their social position compared to their objective class position. This paper aims to provide further information on status inconsistency in South Africa by assessing some of the socioeconomic determinants of bias perceptions. Using International Social Survey Programme (ISSP) data and a multinomial probit model, the results show that education and race play a significant role in influencing the biased perceptions of individuals in South Africa. For example, individuals with higher education levels have a stronger tendency to deflate their social position, while Coloreds, Indians/Asians, and whites tend to inflate their social positions more than Africans. The results indicate the vital role of race and education in determining status inconsistencies in a society that is still suffering from high levels of racial and education inequality due to the lingering legacy of apartheid. The results provide a better understanding to policymakers and government on the dynamics behind social status perceptions in South Africa.     

Disclosure of Transgender Identity and Status in the Context of Friendship

This study focuses on understanding disclosure of transgender identity within the context of friendship. Participants were 536 individuals who self-identified as transgender or gender variant. Participants completed an online questionnaire regarding friendship experiences. Thematic analysis focused on understanding experiences of identity disclosure to friends. Participants reported positive and negative experiences associated with the identity disclosure process, with responses falling into five distinct categories: positive or affirming responses, negative responses, a variation of responses, an impact on the friendship status, and emotional responses from friends. Within these five theme categories, distinct subcategories were apparent including responses that reflected support, physical violence, gaining or losing friends, and friends being unsurprised or not caring about the disclosure. These findings point to the ways in which the friendship experiences for transgender individuals are complex and unique. Clinical implications for understanding the needs of clients regarding disclosure of transgender identity and status to friends are discussed.     

Modeling Family Economic Conditions and Young Children’s Development in Rural United States: Implications for Poverty Research

In this study we examined the additive and multiplicative relations between poverty status, material hardship, liquid assets, non-liquid assets, and children’s cognitive skills and social problems at 36?months. The data were from a representative sample of 1,292 children in six rural counties in the United States. Findings indicated that income, material hardship, and non-liquid assets explained unique variation in young children’s development. Material hardship was associated with more social problems for children. Poverty status was associated with lower cognitive skills, and non-liquid assets were associated with higher cognitive skills at 36?months. We concluded that models that estimate the relation between poverty and child outcomes without including measures of hardship and assets could be underspecified.