Women's Studies Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2809
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Item Barriers and Facilitators to Homeownership for African American Women with Physical Disabilities(2016) Miles, Angel Love; Thornton Dill, Bonnie; Women's Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation fills an important gap in the literature by exploring the social, economic, and health characteristics and experiences of members of a social group that has been otherwise under-examined: African American women with physical disabilities. It raises questions about homeownership to facilitate a better understanding of the relational aspects of gender, race, class, and ability related inequalities, and the extent to which African American women with physical disabilities are, or are not, socially integrated into mainstream American society. It uses grounded theory and develops a Feminist Intersectional Disability analytical framework for this study of homeownership and African American women with physical disabilities. The study found that African American women with physical disabilities experience barriers to homeownership that are multiple, compounding and complex. It suggests a research and social policy agenda that considers the implications of their multiple minority status and its impact on their needs.Item Life Uncharted: Parenting Transgender, Gender-Creative, and Gay Children(2016) Vooris, Jessica Ann; King, Katie; Women's Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Gender non-conformity is often seen as an indication of a future queer sexuality, but children are thought to be too young to actually be gay or trans. Life Uncharted: Parenting Transgender, Gender-creative, and Gay Children seeks to answer questions about what it means to be a "transgender," "gender-creative," or "gay" child, and examines the experiences of families who parent against the norm, raising children who break assumptions about the body, gender, identity and desire. Drawing from media analysis, ethnography of parent blogs and family gender conferences, along with interviews with 28 families, I argue that these parents engage in "anticipation work" as they manage anxiety and uncertainty about their children's behavior, attempt to predict and manage their children's futures, and explain their decisions to others. While television documentaries offer simple narratives that often reify binary expectations of gender, and explain that transgender children are "trapped in the wrong body," my ethnographic research and interviews shows that defining a transgender or gender-creative or gay child is more complex and it is not always clear how to separate gender expression, identity, and sexuality. As children socially transition at younger ages, when memory is just beginning to form, their relationships to the body and the notion of being "transgender" is in flux. Parents emphasize being comfortable with ambiguity, listening to children and LGBTQ adults, and accepting that it’s not always possible to know what the future brings. These children’s lives are unfolding and in process, changing our notions of childhood, queerness and transness.Item Bodies on the Line: Violence, Disposable Subjects, and the US-Mexico Border Industrial Complex(2016) Perez, Cristina Jo; Rowley, Michelle V; Women's Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Bodies On the Line: Violence, Disposable Subjects, and the Border Industrial Complex explores the construction of identity and notions of belonging within an increasingly privatized and militarized Border Industrial Complex. Specifically, the project interrogates how discourses of Mexican migrants as racialized, gendered, and hypersexualized “deviants” normalize violence against border crossers. Starting at Juárez/El Paso border, I follow the expanding border, interrogating the ways that Mexican migrants, regardless of sexual orientation, have been constructed and disciplined according to racialized notions of “sexual deviance." I engage a queer of color critique to argue that sexual deviance becomes a justification for targeting and containing migrant subjects. By focusing on the economic and racially motivated violence that the Border Industrial Complex does to Mexican migrant communities, I expand the critiques that feminists of color have long leveraged against systemic violence done to communities of color through the prison industrial system. Importantly, this project contributes to transnational feminist scholarship by contextualizing border violence within the global circuits of labor, capital, and ideology that shape perceptions of border insecurity. The project contributes an interdisciplinary perspective that uses a multi-method approach to understand how border violence is exercised against Mexicans at the Mexico-US border. I use archival methods to ask how historical records housed at the National Border Patrol Museum and Memorial Library serve as political instruments that reinforce the contemporary use of violence against Mexican migrants. I also use semi-structured interviews with nine frequent border crossers to consider the various ways crossers defined and aligned themselves at the border. Finally, I analyze the master narratives that come to surround specific cases of border violence. To that end, I consider the mainstream media’s coverage, legal proceedings, and policy to better understand the racialized, gendered, and sexualized logics of the violence.Item BODY OF KNOWLEDGE: BLACK QUEER FEMINIST THOUGHT, PERFORMANCE, AND PEDAGOGY(2012) Lewis, Mel Michelle; Rosenfelt, Deborah; Women's Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation, "Body of Knowledge: Black Queer Feminist Thought, Performance, and Pedagogy," considers the ways in which the body, identity, and performance function as "equipment" for teaching and learning in the college classroom and beyond. The project identifies, names, and examines the ways in which the body functions as a text for some instructors who self-identify as Black queer feminist women, as they draw attention to or deflect attention from their own corporeal presence as racialized, gendered, and sexualized subjects in the feminist classroom and in the broader campus community. For pedagogues whose "embodied text" highlights the nexus of race, gender, and sexuality, identity informs and constructs the classroom. These intersections can disrupt the classroom, and shape the pedagogical project. This dissertation explores the ways in which such pedagogues work to harness their "otherness," or differences from expected teaching identity, and to engage their creative pedagogical power through embodiment and performance. Using two feminist case studies and a self -study, I employ an intersectional feminist approach that envisages the body as a text for teaching about race, gender, and sexuality in higher education. This project theorizes and applies a framework for studying the intersection of creative pedagogy and subversive identity by emphasizing the utility of embodied performance as an instructive tool. The work draws from and contributes to scholarship on intersectionality, the lived experiences of women of color and queer women; and the traditions of feminist studies, Black studies, LGBTQ studies, and feminist and critical pedagogies, particularly addressing the experiences and concerns of teachers in higher education with multiple intersecting identities who work across multiple disciplines. Documenting, the experiences, challenges, and reflections of three Black queer feminists for whom teaching itself is both a commitment and an identity, is as much a contribution as more abstractly theorizing a Black queer feminist pedagogy.