Spring 15 Yell

YELL!

GRU Women’s and Gender Studies Magazine

Spring 2015 - volume 3, issue 1

Women’s and Gender Studies Program Georgia Regents University

contents 3 4 5 6 8

About & Letter from the Editor “Bechdel Test” by Jenelle Lawhorne “Dadaist Poetry” by anonymous Campus Resources “Knowledge Acceptance as a Form of Social Control over Women in Male Dominated S.T.E.M. Fields”

By Alicia Scalia

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Triota Honor Society

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Symposium

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Credits

“The Porpentine Sisters” by F. Simon Grant “War between Women Attracted to Women: Intra-Community Aggression between Bi Women and Lesbians on Tumblr” By Kathryn DelGenio

“Taking Action Project Part 2: Community Resource Profile: CSRA Birthing Connections”

By Aspasia Luster

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about YELL! • • • “A cheer of support: a rhythmic word or phrase chanted by a group of people to give support or encouragement.” This elementary four-letter word seems so inadequate when put alongside its synonymic counterparts. Bellow. Vociferate. Holler. Exclaim. They all sound so dignified, so regal.

But Yell! is a word of a very different caliber. Yell! describes our mission in a way that its predecessors cannot.

To us, Yell! means to reclaim women’s voices, not only on the GRU campus but in the community.

Yell! means to uplift and galvanize ourselves and everyone we interact with. Yell! is our rallying cry, and we fully intend to embody the vehemence with which it is described here. We are no longer satisfied waiting in the shadows. We will Yell! in solidarity, our mission and our goal.

We are a unified front, ready and willing to step into the line of fire for social justice. We will approach our obstacles with intrepidness and pugnacity, never being afraid to fail. Because what is failure but an opportunity to improve?

That is what Yell! means to us here in the GRU Women’s Studies Program. It is who we are, and it is what we do. Join us.

Megan Pugh

letter from the editor • • • This is my second go as editor-in-chief of Yell! It has been an amazing experience, and a real honor to be involved with the Women’s and Gender Studies Program. When I registered for Intro to Women’s Studies (as it was named at the time) I expected the course to be a breeze, it was intro level, and I already had a fair background feminism. Or so I thought. Dr. Drews, the director of WGST, pushed us in that class, her expectations were high, and it was not an “easy A.” This has been my experience with all of my WGST cross-listed courses, and I am thankful for it. The affiliated faculty have challenged me to think, and work hard, and earn my grades, and positions.

I knew starting as the WGST Student Assistant that my tasks would be just as challenging as my coursework, and I have learned so much. I’ve learned that we have incredible, smart and talented students, and some of the most helpful and encouraging faculty members. I am proud to share the works that have been submitted as they are indicative of the effort and passion students are willing to put into their work, and a reflection of the passion and effort our mentors put into their courses. Thank you.

I hope this passion lives on for future Yell! editors, and potential contributors continue realize they have something to offer. You do, don’t sell yourself short.

Jenelle Lawhorne Editor-in-Chief 3

student voices• • • The Bechdel Test For this installment of Yell! I made the decision to include a short story written by one of our faculty members from the Department of English and Foreign Languages. While the magazine is student run and meant to highlight and celebrate student achievements, I don’t find it inappropriate to consider the work of our professors, mentors and other faculty. After all, when you are an advocate for equality, should you not expect your hard work to be reflected in the work of others?

If , as feminists, we are asking for better representation, I feel like we should acknowledge the fruits of our labor. This means we also need to acknowledge those outside of our immediate affiliated faculty members and students, too.

On page 12 is Mr. F. Simon Grant’s contribution to Yell! It’s a short story, with no strong feminist rhetoric or ideology. He told me he wasn’t sure if the content applied at all to the magazine, and before reading it I had reservations, too. Even while reading it, and immediately after reading it I wasn’t quite sure why I should include it. The only thing the piece really had going for it in terms of reflecting the magazine’s values was that he kept in mind the “Bechdel Test” while writing it.

The Bechdel Test received its name from the comic strip “Dykes to Watch Out For” by Alison Bechdel in which one character explains her hesitance to join another for a movie. She explains, “I only go to a movie if it satisfies three basic requirements. One, it has to have at least two women in it...who, two, talk to each other about, three, something besides a man.”

I had to think about it for a few days, and in the end, I decided, why not? It’s a nice break from some of the more in depth research we have published. Maybe it will inspire new submissions.

So here you have it, a simple short story with female characters; just women being people.

Jenelle Lawhorne

Jenelle Lawhorne Jenelle is the Women’s and Gender Studies Student Assistant, Editor-in-Chief of Yell! and Vice President of Iota Iota Iota Honor Society. She will graduate Spring 2015 with a degree in Sociology and minor in Women’s and Gender Studies. She has just been accepted into the Graduate School at North Carolina State University where she will pursue her PhD in Sociology beginning this Fall.

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• • • student poetry Dadaist Poem by anonymous

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campus resources • • • Women’s Studies Student Association The Women's Studies Student Association is an official studentrun organization. It was formed in 1997 to address women's issues both on and off campus.

The WSSA serves as a forum for all students at Georgia Regents University. In the past, the organization has organized campus events and awareness-raising activities for sexual assault and intimate partner violence, body image and eating disorders, and sexual health. These activities include film screenings, campus and t-shirt decorations, creating and distributing student goody bags, fundraising, helping to organize the bi-annual Women’s Studies Symposium, and participating in various walks and runs. The association regularly partners with other student clubs. As a student-run organization, this association holds yearly student officer elections.

GRU Equality GRU Equality is an independant organization of administrators, faculty, staff, and students within the Georgia Regents Unviersity enterprise who are joining together to improve the experience of sexual and gender minority employees, students, and patients throughout the enterprise. The enterprise includes Georgia Regents University, Health System, and Medical Associates.

Allies are welcome and encouraged to be part of GRU Equality. As we move forward, support from those outside our community who are willing to join this cause is vital and greatly appreciated. Association with the group does not indicate that you are identified as LGBTQQ. We welcome support from anyone passionate about this cause regardless of sexual or gender identity or expression and no participant will be required to disclose anything they do not feel comfortable sharing. We encourage you to explore our website and check back frequently as we grow, let us know that you support our cause and be willing to speak up as we work to improve the GRU community, join our email list to stay up-to-date on events and announcements, and, if you have the time and the passion, join one of our action committees and get involved!

Lambda Alliance The Lambda Alliance is the lesbian, gay, bisexual, transgender, queer, questioning, intersex and straight alliance student organization at Georgia Regents University. Anyone, including members of the general community, is welcome to join. No one’s sexual or gender identity is ever assumed. This student group has organized events around World AIDS Day and National Coming Out Day, hosted film festivals on campus, and has partnered with GRU Equality for an annual drag cabaret. The Lambda Alliance regularly partners with other student clubs, including the WSSA, to organize events and get-togethers. As a student-run organization, this association holds yearly student officer elections.

GRU Cares Whether a student, staff or faculty, if you or someone you know is in a distressing situation, support is available for you at GRU Cares. You will find helpful resources on a variety of issues including:  Emergency or crisis situations and safety concerns  Medical concerns  Multicultural, psychological and personal issues  Interpersonal conflict both in workplace and amongst students For more information, or to file a CARE Report, visit www.gru.edu/grucares

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• • • campus resources Safe Zone The mission of the Georgia Regents University Augusta Safe Zone (GRU SZ) program is to create a safer, more inclusive environment for LGBTQIQA (lesbian, gay, bisexual, transgender, queer, intersex, questioning and asexual) individuals in our community.

Overview of Program Safe Zone Programs are part of a national initiative dedicated to training faculty, staff, students and support services at colleges and universities in an effort to create safe and inclusive environments for individuals of all sexual and gender identities. The Primary objectives are to: 1. Promote the emotional and physical safety of GRU’s sexually and gender diverse student, faculty, staff, and patient populations.

2. Cultivate a supportive and respectful environment conducive to educational achievement, professionalism, and overall health and well-being.

3. Train students, faculty and staff as SZ allies and advocates so that they may serve as resources for the GRU campus, the GRU Medical Center, and the broader Augusta area.

The Advisory Board Populated with representative faculty, staff, and students from the various colleges and key supporting offices, the Advisory Board will lead the initiative by meeting regularly to discuss matters including, but not limited to, updating the curriculum, program assessment, trainings, funding and resources.

Counseling Center The Counseling Center provides free individual counseling services to currently enrolled GRU students using a brief counseling model for short term counseling. Brief counseling is often effective for common issues, such as individual personal, academic, and career counseling. Services are free and available to currently enrolled students. Open Monday through Friday, from 8:00 AM to 5:00 PM. To make an appointment at either location, please call 706-7371471.

Summerville Campus Central Utilities Building Annex 2nd Floor Health Sciences Campus Student Health Center in Pavilion II 1465 Laney Walker Blvd.

Office of Diversity and Inclusion The Office of Diversity and Inclusion (ODI) centralizes GRU initiatives to create a diverse and inclusive environment. The ODI helps units campuswide foster practices that optimize the contributions of groups and individuals by supporting the engagement and development of all faculty, staff, students and patients.

The ODI also oversees "Healthy Perspectives," GRU's plan, dedicated to improving the cultural competence of GRU students and employees.

Health Sciences Campus 1120 15th Street Augusta, GA 30912 (706) 721-9265 www.gru.edu/diversity GRU Public Safety Health Sciences Campus, Annex II 524 15th Street Augusta, GA 30912 Non-emergency phone : (706) 721-2914 Monday—Friday, 8:00 AM—5:00 PM

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feminist scholarship • • • Knowledge Acceptance Knowledge Acceptance as a Form of Social Control over Women in Male Dominated S.T.E.M. Fields Introduction The purpose of this study was to discover how women experience exclusion in a male dominated field. It will focus specifically on the interactions between male and female students who are participating in STEM fields, and how the acceptance or rejection of knowledge is used to exclude women. This was observed in two different locations, a study lab used by students in the STEM field, and a classroom. I was an unknown investigator, but I was also an active participant in the group I was observing. My data, which was recorded as field notes, was often logged after class or once I left the study lab, only once did I record while actively in the study lab. I found that women experienced exclusion, and thus experienced a rejection of their knowledge, through three different means: verbal, behavioral and environmental. Through these interactions and by using these methods, men exuded a form of social control over the women in the field by limiting their ability to share knowledge, participate in group activities and discussions.

Concept This research aims to get an understanding of how w o m e n e x pe rie nc e d exclusion in male dominated fields through the gendered interactions of knowledge acceptance.

Gendered interactions are how men and women are treated or act differently in the same interaction or setting, on the basis of their different genders. Social control, in this case informal social control, is the ways in which a group informally controls, restricts, or enforced certain expected behaviors on its members.

Women often found their knowledge rejected, and were thus excluded from discussions and other group interactions, even if their knowledge or input was valid.

Men often had their knowledge accepted, and were welcomed into group discussions, even if their knowledge or input was incorrect. This rejection and acceptance of knowledge is a way in which men controlled women’s access to interactions and thus

their ability to share their knowledge and engaged in meaningful conversations.

Methods Summary of Observation Sites The observations for this research took place in a study lab and in a classroom, the study lab was exclusively for declared STEM majors or minors. These locations were suitable because they allowed me to witness casual and structured interactions between male and female members of this program. In the study lab I was able to observe interactions in the form of completing homework, studying for tests, and general discussions.

In the classroom I was able to witness gendered interactions between the male professor and male and female students during homework reviews and submissions, and also between the students as homework answers were compared immediately before submission. The general hierarchy of the students was clearly laid out through an informal ranking system, based on grades. However in any given encounter, role, or relationships, a female with a higher general ranking was still submissive or her dominance, in the form of greater knowledge, was rejected or beaten down.

Field The data collected was recorded in the form of field notes, but only mental notes or keys phrases were recorded while in the field. This was to keep my status of research unknown; once I was out of the field I would record full field notes. This often meant leaving the study lab for a few minutes and recording, or staying after a class session in order to record while the information was still fresh. This way of recording lent itself best to the method of salience hierarchy, or recording the interactions that stood out the most or were the most striking. Certain days in the field nothing of interest stood out, which means precious little data was recorded, but as I grew more attuned to what was happening, there were more striking moments to record.

Coding and Analysis I made sense of the data by looking for recurrences of the same sort of interactions and responses by those in the interactions. Given the unit of practices and encounters, certain types of interactions were recurrent throughout the data, and it was clear that gender was a factor in the way the interaction unfolded. I used

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• • • feminist schoalarship Knowledge Acceptance focused coding, looking for particular themes in these interactions, being careful and always aware of the sympathy I occasionally felt during my time in the field.

The focused codes of this data are: verbal, behavioral and environmental forms of exclusion that female STEM majors experience. I saw that in different practices and encounters, gender was often the most prominent difference in how actors interacted with one another through verbal, behavioral and environmental methods.

Findings Themes and Findings Through participant observation I found that women experience exclusion in the male dominated stem field through verbal, behavioral and environmental. That is, males use both verbal and physical methods as a means to dismiss or reject female opinions, answers, and input in regards the knowledge.

Women are excluded environmentally through less direct methods. These methods are used by men in the field in order to discredit, question, or ignore the female opinions and input in regards to knowledge and knowledge sharing. Through rejecting and dismissing female knowledge, women found themselves excluded from the group and excluded from the knowledge base.

Two of the women observed, Ann and Jane, ranked in the top percentage in multiple classes. This means that their knowledge was correct and valid, on the basis of test grades and general opinion, yet their opinions were often rejected as wrong by men.

Verbal Women in the STEM field experienced exclusion through verbal means in a number of different ways, the most frequent was being told their answer was wrong in an aggressive/dominant way, or being frequently interrupted. An example of verbal exclusion was when Ann was repeatedly told her answer to a homework question was wrong by a man who is in the same class.

A woman being told she is wrong does not automatically mean that there is sexism or gender exclusion involved, but the way in which she is told she is wrong is where the gender basis and exclusion is evident. Ann was stood over, yelled at, and had the male, Alex, order her to change her homework for close to five minutes. Alex did not leave Ann alone, despite her asking him to and saying if she was wrong than that

was that and she would accept the bad grade, until another male, Ben, defended her. Ben’s explanation of the problem, although not adding anything to Ann’s solution, was immediately accepted by Alex. This aggressive behavior is what causes exclusion of the female members because they are not able to share their opinions. During this interaction Ann was repeatedly interrupted when attempting to explain her solution, as a result Ann quickly stopped trying to talk and had Alex continue to stand over her and aggressively question her solution.

Behavioral The behavioral ways in which I observed female STEM students experiencing exclusion were through body language, and violation of personal space. In the study lab, Ann was frequently stood over by several males when homework solutions were discussed. When men spoke to other men, they always sat down or stood with them, or if one male was speaking and the other was sitting, they were normally across the room or table.

However, I only observed one instance when Ann was

not being stood over when she was discussing her solutions. Other than this one instance, she was always being stood over when men spoke to her. This forced her to either move away, stand, or look up to the men speaking to her, with the man making no effort to move, thus putting her in a defensive or submissive position.

Environmental The ways in which women experienced exclusions environmentally were less direct than the ways they experienced it verbally or physically. One way women

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feminist scholarship • • • Knowledge Acceptance experienced exclusion is through simply being outnumbered by the men, in the field, classroom, and lab. I observed only six females, myself included, in the upper levels of this field, and more than approximately, sixty men in the field. This means that in any given group interaction, the woman will be facing all the behaviors, physical and verbal, mentioned above from more than one source. During a period of two hours of observation, while approximately seven men and two women, myself included, were studying for a midterm exam, I counted a woman being interrupted by a man more than thirty times. This number might seem lower than expected, but this was almost half of the times a

woman was speaking. There were two instances of a woman having a dry erase maker being taken from her hand while she was being told she was wrong, and the man going on and continuing the work she had started.

I did not expect to witness anything this drastic, and I can only assume it was the stress of midterms that brought out this more aggressive behavior. Men interrupting other men was significantly less, maybe because the men spoke more, and there were no instances of men taking things from one another without permission.

Conclusion The research goal of this project was to determine how women experience exclusion in the STEM field, or to find out if they experienced it at all. In order to discover if this phenomenon was taking place in the STEM field, participant observation was used at multiple location in which STEM majors of both genders congregate at various times. Several themes were found supporting the research question of woman experience exclusion. It was found that during malefemale interactions during discussion or sharing of knowledge men used certain verbal, behavioral methods that produced elements of exclusion towards women.

Women also found themselves environmentally excluded simply by being outnumbered by men in this field. Through these methods, men used the negotiation of knowledge and exclusion as a form of social control on woman in the field.

Some limitations of the research was that it was conducted in a short period of time, less than two months, and only at one school in one particular STEM field. In other schools, or other fields, women might experience different, or no forms of exclusion. Also given more time to be in the field, more themes could have emerged and ways in which women combat exclusion could have been determined.

Alicia Scalia

Alicia Scalia Alicia Scalia is the Vice President of the Criminal Justice club, and a proud member of Phi Kappa Phi and a recent inductee into Alpha Kappa Delta. She is a graduating senior with a major in Sociology and a minor in Computer Science.

She was also recently accepted in Clemson’s Masters in Applied Sociology, and will begin her studies there in the fall. Her first entry into the field of gender studies was in the Gender and Victimization class and her volunteer experience during Violence awareness month. These experiences, along with the friends she made during through them, really opened her eyes to feminism and forced her to look critically at world around her. She decided to apply her knew understanding an area she was already researching, education.

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• • • triota

Triota Honor Society Jenelle Lawhorne (Vice President), Kelli M. Pierson, Austin Drew Pierson, Sonja Andrews, Lauren Giron, Kathryn Delgenio, Benjamin Wesley Bryant, Meggie Kotson, Electra Bush (President), and David Hopper

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faculty spotlight • • • The Porpentine Sisters Josie Porpentine's sister Milly Triple Sixes had failed to come home for Christmas ever since she dedicated her life to fake Satanism. Josie revealed this lack of a Christmas return embarrassingly to Milly's whole fakely Satanic rock band during one garage practice. The problem was her rock band, Raining Rainbow Corpses, might one day have fans, and if these Christmas visits became common knowledge among these Satanworshipping fan legions, this would ruin her reputation for bedevilment and badassery.

Chastity Schwartzbaum, the bassist for Raining Rainbow Corpses, told a blushing Milly, “Our hypothetical future fans will understand if you indulge in some seasonal family love.”

“No,” screamed Milly Triple Sixes (though her voice was scream-scarred from the hours of practice she mandated). “This band is our only family now!”

“Don't be offended if I fail to actually live like that,” said Chastity holding an over-big bass she was not yet used to holding. “I mean bass playing is a weekend thing for me. I love it like a visiting cousin maybe.”

“Few can live up to rock purity,” said Milly in a calmer voice. “I'm no one to judge.”

This was a conversation between Milly and Chastity punctuating fits between the two Porpentine sisters.

Josie had strapped to her belly by baby-carrier a robot plush with long limp arms. It seemed incongruous with her otherwise business-like demeanor to carry a plush in this way (like harajuku girls). Josie said, “Your sister wants to sing in your show” now referring to herself in third person to further the sense of incongruity. Or perhaps there was a third Porpentine sister?

Milly said, “Did Doohickey tell you this herself or is this classic Milly emotional torture time?”

“She said it's her only Christmas wish.”

Then the robot plush piped in, “It's my only Christmas wish.”

A few things now made more sense while a lot of things made a lot less sense. This little robot plush was called Doohickey, and she was the third Porpentine sister.

Why Milly’s little sister looked like a robot plush was still a mystery, but it seemed rude to ask.

Josie: “Hush now, Doohickey. I got this handled.”

Milly: “I can't let Doohickey sing in my band. That's never something I'm ever going to allow to happen as long as I'm alive.”

Josie: “Why? What reason could you have other than your outsized bitterness about all the world's crimes against you? For that reason, you'd deny your sister's one wish, the only thing she's ever requested in her life?”

Milly, despite all her rock and roll bravado, failed to answer.

The Lava Sisters piped in at this point (Chastity could never tell the Lava Sisters apart (though one played drums and one played guitar, they became a unified entity while standing side by side): “The Prophet will be at the concert to see us.”

Josie: “Who's the Prophet?”

The Lava Sisters: “The Prophet is only the local music critic and it's only a Band Battle at the World’s End. We had to pay to get in. We'll be the first of a dozen, and real bands will be headlining. This argument is purely your variety of idiocy, Milly. Let's let your sister sing. It's not like she'd be much worse than you. This is a four person band after all and that's two votes to one.”

Milly Triple Sixes stared at the Lava Sisters (whom she'd known since all of them were smaller than Doohickey) with all the Satanic power she could manage to force through her eyeballs: “You don't know the Porpentines.” Milly then turned her gaze to Chastity, the new girl, the one who knew everybody the least, and said, “What’s your vote, Chastity? Two votes to two makes it a tie, and I’m the tie breaker as the band leader.”

Chastity opened her moth but had nothing to say. All of it left her boggled and blank.

Doohickey did sing at the Band Battle at the World's End. She sang “Santa Baby,” too low to even make out the words (she seemed uncertain of how microphones work or incapable of holding one properly in limp arms). The audience laughed (uncertain of the type of irony applicable in the situation).

Milly and Josie stood in the back, powerless against the laughter, except for Milly to mutter “Idiots” and “Assholes” too low for anyone but Josie to hear her.

Chastity could read her lips from stage and knew exactly what she was saying (uncertain of whether it was for the audience or the rest of the band). She and the Lava sisters likewise did nothing to save poor Doohickey.

They barely knew music to begin with, so improvising “Santa Baby” was sapping most of their mental and

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• • • faculty spotlight The Porpentine Sisters emotional energy (they usually let Milly’s rage cover any deficiencies).

Doohickey's voice faltered like she was finally feeling the emotional effect of the laughter (a barely falter but the tragedy was unmistakable) but she couldn't leave the stage (legs too limp (hence why Josie carried her everywhere)) but it was Milly this time who rushed to lift her, pushed through the laughing crowd, slung Doohickey over her shoulder like a baby and walked out to the alley, angrier now at everyone than she'd ever been (Doohickey: “I liked it.” Milly: “Stop lying!”) and stomped like she could break the stones beneath her.

Chastity followed her out to the alley and tried to say, “I'm sorry, I didn't even consider the laughing.” But Milly was too fast and too monolithic a force to ever

hear something so pitiful.

Then Josie passed Chastity, grabbed Doohickey out of Milly's arms. Milly had no choice but to relent. She didn’t want to tear her little sister’s body apart. Besides, she had nowhere to take her little sister if she did win.

Josie disappeared (as Doohickey's little voice said “Merry Christmas”) into whatever mysterious and purposeful life she lived. Milly stood there (Chastity stood behind her) with nothing to say to shatter the world as pure white accumulated around her.

“The Porpentine Sisters” Collage by F. Simon Grant

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F. Simon Grant

feminist scholarship • • • War between Women Attracted to Women War between Women Attracted to Women: Intra-Community Aggression between Bi Women and Lesbians on Tumblr It was through the internet that I was first exposed to feminism and sociological theory; it was through the internet that I was first able to watch people discuss heteronormativity and compulsory heterosexuality; it was through the internet that I was first able to see people document the evolution of their sexuality and identity; and it was because of those experiences on the internet, specifically via a blogging site called Tumblr, that I was able to notice when my own identity began to evolve. Tumblr was the stage where I would take my first steps as a bisexual woman, unfortunately it was also the stage on which I watched my peers, other women with marginalized sexualities and identities, engage in damaging infighting and intra-community aggression.

The purpose of this research is to analyze the ways bi and lesbian women specifically target each other, the ways conversations surrounding intra-community aggression are framed, and the ways the patriarchy is reproduced in spaces occupied by lesbians and bi women. This research is limited to interactions on Tumblr, which was the site of my data collection.

Findings Reproductions of the Patriarchy The first and most glaring of my findings was that the lesphobia being perpetuated by bi women on Tumblr and the biphobia being perpetuated by lesbians on Tumblr was virtually identical to the lesphobia and biphobia that originated within and is perpetuated b y t h e heteropatriarchy.

This was incredibly significant to me as a researcher, and as a member of the bi community, because it forced m e t o acknowledge that

the “real enemy,” or the root of biphobia and lesphobia, was being largely ignored by the Tumblr users participating in intra-community aggression.

During data collection it became clear to me that one of the primary ways bi women and lesbians were targeting each other was by reproducing manifestations of the patriarchy and using them against one another.

For instance, some examples of lesphobia manifesting in communities of bi women that were widely cited by lesbian Tumblr users included: bi women perpetuating the “big, hairy, butch lesbian” trope and using it to demonize lesbians as a group, bi women describing marriages between two women as “assimilation into straight culture,” and bi women comparing butch/ femme relationships between two lesbians to relationships between a straight man and women. These are certainly examples of lesphobia, and it is certainly true that bi women can and do perpetuate them, but it is not true that these manifestations of lesphobia are defining characteristics of communities of bi women the way they are of the heteropatriarchy. Similarly, some examples of biphobia manifesting in lesbian communities frequently cited by bi Tumblr users includes: lesbians refusing to date bi women because they are “tainted by men,” lesbians refusing to date bi women because they will “leave them for a man,” and lesbians perpetuating the idea that bi women are more sexually promiscuous or deviant because of their status as bisexual. These, again, are certainly manifestations of biphobia, but they are not characteristic of the lesbian community specifically. Each of these manifestations of lesphobia and biphobia can and do occur outside of the bi and lesbian communities, and are rooted in the heteropatriarchy, which marginalizes both bi women and lesbians.

In addition, much of the data I collected that was categorized as a reproduction of the patriarchy was incredibly transphobic and cisnormative, on top of being bi or lesphobic. For example, an ask sent to a bi Tumblr user by a lesbian that I found read: “As a lesbian, I do not care at all about bisexual girls feeling left out or judged in the LGBTQ community. I know that's horrible, especially since my girlfriend is bi, but I find it very revolting when I think about making love with someone that loves taking dick. I fell for my girlfriend without knowing she likes guys and girls. I

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• • • feminist scholarship War between Women Attracted to Women don't purposefully date bisexual girls and I don't think it's wrong to say that.” That ask was reblogged by another lesbian user who added “A lot of lesbians are turned off by the idea of their gf having sex with men.

Why is that such a bad thing? Why is it so wrong to only like women who like other women? I think the anon who asked this should be honest with her gf and break up with her though if it’s that much of a turn off.” Aside from assuming incorrectly that all bi women are attracted to men, both users are assuming that all men must have penises and that anyone who has a penis must be a man. This sort of exchange was extremely common; in fact I have pages of data that mirror this interaction almost perfectly.

Boundary Creation and Maintenance Shortly a f t e r discovering the ways bi women and lesbians reproduced aspects of the patriarchy in order to target one another, it became clear to me that boundary creation and maintenance played a colossal role in the interactions between bi women and lesbians on Tumblr. Nearly every interaction between bi women and lesbians concerning intra-community aggression was framed in a way that reinforced boundaries between the lesbian identity and the bi woman identity. This boundary construction and maintenance was accomplished, in part, by outlining which experiences, struggles, and resources could be “shared” by lesbians and bi women, and which experiences were specific to either lesbians or bi women. Some examples of boundary construction from bi women and lesbians on Tumblr include: “Something that makes the lesbian experience unique is that we don’t just have to understand and come to terms with liking girls, we have to understand and come to terms with not liking men… I think bisexual women should appreciate the fact that they can still relate to this culture and media in ways that aren’t even applicable to lesbians,” “reminder that if you are

anything but a lesbian you cannot be femme, you cannot be butch, you cannot reclaim dyke. thanks have a good day,” “How has the bi community ‘appropriated’ words that have always been used against us and gender nonconforming women? Those words are not, and never have been, words that target only lesbians,” and “I feel like bi/pan women should start taking a look at a very important issue in their own community, which is the constant derailing of discussions about lesbianism and lesbian issues to include bi/pan women in one way or another.” Here we see boundaries being constructed and dismantled by both bi women and lesbians concerning who has had what experiences with oppression, who is able to reclaim which slurs, who has been affected by those slurs the most, and who is allowed in what spaces at what times.

It was incredibly common for lesbian users to make posts about experiences that they considered being specific to the lesbian identity, only to be reblogged by a bi girl with commentary about how bi women have shared those experiences. For example, one lesbian user posted this list of experiences that she deemed only relevant to lesbians and specifically irrelevant to bi women: “lesbophobia, compulsory heterosexuality, coercive rape (trying to get lesbians to finally ‘like men’), fetishization of your sexuality, butchphobia, getting told your sexuality is immoral ‘because it doesn’t include men,’ the r e c e n t murders on le sbia ns? ? by men?? because they show absolutely no interest in men therefore their first reaction is to shoot us down??”

This post was reblogged by one bi woman who claimed that she had “experienced more than half of these things” and would continue to do so on a daily basis due to her identity as a bi woman. Similarly, it was

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feminist scholarship • • • War between Women Attracted to Women common for bi women to blog about their lack of representation in the media, only for lesbian users to reblog their posts claiming that bi women had no such problems. Many of these interactions concerning representation were born from each group trying to claim certain “ships,” or fictional couples. Some members of the bi community on Tumblr, for example, attempted to claim the ship “Korrasami,” from the series Avatar: Legend of Korra. They tried to bar lesbian women from describing the two women who had been in a confirmed romantic relationship as lesbians, and were often met with accusations of lesphobia and identity erasure. Interactions like these, the constant construction of boundaries between two identities that share many experiences, reinforced rampant aggression between both groups, and were devastatingly common.

Framing The last major finding that will be discussed in this paper covers my exploration of the ways bi women and lesbian Tumblr users framed conversations about intracommunity aggression. There was a serious, concentrated effort exerted by both groups in order to frame the other as “privileged,” or to compare them to the straight community in some way. Bi women on Tumblr accomplished this by using the term “monosexual,” which describes a person who is only attracted to one gender, and framing it as a privilege that lesbians shared with gay men and the straight community. By framing “monosexuality” as a privilege that is shared between lesbians and the straight community, bi women were able to situate lesbians as oppressors in some cases, and could attempt to hold them accountable for certain elements of biphobia that centered around a bi persons attraction to multiple genders. Some examples of “monosexism” according to bi Tumblr users included: “monosexism is: monosexual identities not receiving nearly the same level of scrutiny when it comes to self-definition,” “monosexual privilege is when you don’t have to carry around a detailed list of exs in order for straight and queer people to take your identity seriously,” “Monosexism just means that gay/straight are seen as the only legitimate sexualities as opposed to bisexuality/ asexuality. It’s the reason why the “fake bisexual” and “going through a phase” stereotypes exist. It’s why bisexual/asexual erasure exist bc monosexism is the

idea that gay/straight are the only legitimate sexualities.”

Similarly, lesbian Tumblr users framed the ability for some bisexual women to be “straight passing” as a privilege, and used this to compare bi women to the straight community. Some users claimed that bi women “only cared about looking queer” and “didn’t have to worry about real problems, like homophobic hate crimes.” One user posted: “there are things people in het relationships can do that people in same gender relationships cannot do, those things are called privileges because they are given to you but not to others based on gender composition of your relationship.” A specific term was even used to describe bisexual women in relationships with men: “bihet.”

Furthermore, steps were being taken to prevent bi women from expressing the ways they felt marginalized by the heteropatriarchy. One lesbian user noticed that bi women were reblogging a post that was about the isolation and loneliness that can accompany being gay in a heteronormative society, to which she responded: “lol at the bi p e o p l e reblogging this thinking they can understand, all the man/woman romances in movies and tv, the man/woman love songs and music videos, the man/woman families in advertisements are targeted towards you as well, not just towards hets, mainstream culture caters to you and your interests.” It seemed crucial that both groups frame the opposition as being privileged by dominant culture and similar to the straight community in any way possible. In fact, the user I quoted above went on to claim that “from a homosexual point of view, compulsory bisexuality looks almost indistinguishable from compulsory heterosexuality.” Here, and previously, we can see the ways language manipulation and creation has been used as a framing strategy. We can also see the role that framing strategies being used by both groups played in terms of shutting down the flow of meaningful

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• • • feminist scholarship War between Women Attracted to Women communication between bi women and lesbians. Since each group was framed by the other as being “oppressive” or “privileged” in some way, neither group had the ability to communicate with the other as peers.

Communication was also no longer a goal of either group, because communication cannot “fix” institutional disparities between the privileged and the oppressed the way it can “fix” intra-community issues.

Conclusion The purpose of this research was to analyze the ways bi and lesbian women specifically target each other, the ways conversations surrounding intra-community aggression are framed, and the ways the patriarchy is reproduced in spaces occupied by lesbians and bi women. In order to answer these questions I engaged in participant observation on the blogging site Tumblr dot com, where there were unique interactions between lesbians and bi women that I had previously witnessed. I took notes digitally, and quoted directly from the field to provide context whenever necessary. Major findings that were relevant to my research questions were that there were specific manifestations of the patriarchy that both lesbians and bi women used in order to target and engage with each other, that the way conversations about intracommunity aggression were framed was heavily influenced by the manipulation of language and territorial disputes, and that many manifestations of intra-community aggression fell on boundary lines between lesbians and bi women. These findings were limited only to interactions between bi women and lesbians on Tumblr, as none of my observation took place anywhere else. They were also limited to users who felt comfortable being out as a lesbian or bisexual on Tumblr.

Kathryn DelGenio Kathryn DelGenio is a sociology major in her Junior year at Georgia Regents University. Her daily life consists of attending school full time and waiting tables part time. During summer vacations she likes to travel, and has gone on two study abroad trips with GRU, one to Russia and one to Canada. Her long term goals include becoming a professor of sociology, and spending time organizing within her community.

Kathryn DelGenio

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symposium • • • Mobilizing through the Media: Social Justice and the Digital Frontier familiar stories from the point of view of the character usually thought to be the villain. Fairy tales were traditionally short stories, but in the movie format there is time to expand the story, and not only provide an alternative view to familiar events, but also provide the background and motivation to these characters. The main focus of this paper is to compare through a feminist lens how the filmmakers treat gender in their versions of these tales: either re-imagining these roles or supporting traditional values. Specifically, I will feminist theory to consider the use of narration, the use and possession of power via gender roles, and the use of the mirror/reflection as a discussion of gendered beauty. Since there are various methods through which filmmakers can employ feminist ideology, most films will fall on a spectrum of more or less feminist revision, although the films discussed herein demonstrate some influence of feminism by empowering women and men of different socioeconomic statuses.

On March 7th the Women’s and Gender Studies Program hosted its fourth biennial symposium. The event featured presentations from students, faculty and community members associated with Georgia Regents University and Paine College as well as from University of South Carolina, St. Mary’s College Notre Dame, Lambda Legal, Georgia Shift, University of North Carolina, Armstrong State University, and Savannah State University. Our keynote speaker, and founder of blogsite Shakesville, was Melissa McEwan.

The following abstracts are of works presented by Georgia Regents University faculty and Students.

Jenelle Lawhorne Dr. Angela Bratton, Associate Professor of Anthropology, Dept. of History, Anthropology, and Philosophy Feminist Analysis of Fairytales Retold on Film Despite numerous retellings and medium, until recently the average person often thought of fairy tales as for children.

However, the last couple of years in particular have seen another incarnation of these centuries old tales as they are being targeted to not only children (and teens) but also adults, bringing the audience full circle to their original intended audience. Degh (1994) notes that too often folklorists have been quick to dismiss the relevance of the magic tale to modern audiences, but the explosion of the retelling of several fairy tales, in both film and television, show the timeless value of the themes within. Television and live action versions of fairy tales demonstrate that these stories’ themes still resonant with our human experiences such as jealousy, love, implied if not overt sexuality, danger, betrayal, friendship, etc. They say something about our culture while they also help to socialize us into that world. This paper will compare how recent films, i.e., Snow White and the Huntsman, Mirror Mirror, and Maleficent tell

Sherine Beatty, Psychology Major Net Neutrality is a Social Justice Issue The issue about net neutrality is an important topic that directly affects American culture. It is said that the discussion on the issue over net neutrality, which affects millions of Americans, has been left largely in the hands of politicians and large ISPs who make decisions based on their own interests.

Americans need to have a better understanding about preserving net neutrality not only because it affects a large and growing percentage of business advertising, but also because net neutrality is a social justice issue affecting the public's access to an unrestricted Internet for the workplace and education. Proactive steps need to be taken to prevent ISP corporations like Comcast from being able to jack up rates at will or charging content carriers and customers for basic productive Internet speeds. Before the public realizes it, the free and open Internet will turn into what cable television

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• • • symposium Mobilizing through the Media: Social Justice and the Digital Frontier has become today. Allowing ISPs unlimited discretion to govern all Internet content could empower a small group of corporations ultimately to define and control our culture.

Paxton Gordon, Criminal Justice Major and Daisy Czapala, Social Work Major, Ronnie Hummel Sociology Major Navigating Gender Identity for Trans/Nonbinary Individuals This study aimed to explore how vulnerable or marginal individuals explore and express their gender identity [within variable contexts]. Specifically, by interviewing two trans/binary adolescents, two trans/nonbinary individuals who have been identified with a mental illness and two trans/nonbinary individuals attempting to navigate the complex social scene affiliated with the hardcore/punk scene this study examines personal journeys regarding gender identity. By focusing on these three similar yet disparate groups, this research enables us to make sense of shared and unique obstacles of finding agency within gender identity within the context of family, interactions with medical institution or peer groups including any stigmas or negative experiences involved, and how their outsiders have reacted to their decisions and/or expression, positive or negative.

Further, we find that for those who suffer from mental illness have come across in findings that it is difficult for people outside of the binary circles to receive treatment for their mental illness, but it is also harder for them to explain their gender or sexual identity to the rest of society without their mental illness being put at fault. Finally, we find that for marginalized folks within the hardcore/punk music scene experience othering much more than their peers who are not non-binary or trans because they had to navigate the ideals of hardcore music itself in addition to relating these ideals as on to trans/non-binary individuals. In this study can be used towards awareness for gender minorities and education for families of these minorities. It can also bring to light many of the internalized and problematic views of certain gender minorities, how strong these views may be, despite being related to someone of a gender minority.

Staci Reiter, English Major Mary Stuart, Queen of Scots: How Feminism Altered Her Story through the Media The purpose of this paper is to explore the effects of feminism in two video representations of Mary Stuart, Queen of Scots. In the 1936 film, Mary of Scotland, Mary Stuart is portrayed as a woman who is intelligent, independent, and a strong leader. In the 1971 film, Mary, Queen of Scots, Mary is depicted as a woman who is both vulnerable and unable to adequately judge neither the character of those around her nor the circumstances through which she must navigate. These two very different portrayals are important to analyze because valuable social commentary is imparted through the medium of film.

Each rendition of Mary’s story reflects what society deems as acceptable or unacceptable in Mary Stuart, and therefore women in general. My research allows me to discover the differences between the first and second waves of feminism and the backlash that separates them. In gaining a deeper understanding of these very important social movements, one can discern their repercussions at work in these films. My paper dissects a number of scenes, which show two contrasting representations of Mary Stuart while providing information regarding the first wave of feminism, the following backlash, and the second wave of feminism. I also provide some information regarding the history of Mary Stuart, which illuminates of the appeal in her story.

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feminist scholarship • • • Taking Action Project Part 2: Community Resource Profile—CSRA Birthing Connections

Taking Action Project Part 2: Community Resource Profile CSRA Birthing Connections

(706) 955-6837 (706) 799-9213 admin@csrabirthingconnections.org www.facebook.com/csrabirthingconnections www.csrabirthingconnections.org Birth Meetings (Monthly) Columbia County Library: 2nd Thursdays of the month Doula Tea (monthly) Earth Fare Birth Rally (annually) Downtown Augusta Film Screenings CSRA Birthing Connections is a non-profit chapter of BirthNetwork National. CSRA birthing Connections does not have a stand-alone “brick and mortar” location. This group of doulas and midwives connect to pregnant women through word of mouth recommendations, social media and monthly meetings.

This organization provides midwives and doulas to pregnant women who are looking for alternatives to hospital births.

I conducted my interviews at a doula tea; this is an informal gathering where pregnant women and their partners can meet with various doulas that work in Richmond and Columbia counties. The moms-to-be can ask questions about services offered, which hospitals are more accepting of midwives, doulas, birth plans, etc., and even get postpartum advice for themselves and their babies.

The doulas I spoke with entered this profession

and calling with a feminist mindset (although they might not have been aware of it at the time). Jennifer became a doula to “help educate other women on their options, especially natural birth and women’s choice.”

She had a positive experience using a midwife for the birth of her third child, “I had one-hour visits with the midwife, which you don’t get at an obstetrician’s officethey don’t have the time for it. I received lots of education from midwife and had a positive home birth experience” (Brown).

Chelsea decided to become a doula after watching The Business of Being Born and compiling “research on the birth community and meeting members of the CSRA birthing community” (Perts). Betsy is currently studying to be a midwife-apprentice. She was drawn to midwifery because of the lack of midwives in the area.

Betsy realized that “not every woman is going to go to a hospital; they need someone because unassisted birth is not always safe” (Alger). Laura was drawn to the field “after having a horrible birthing experience in the hospital with my first child. I didn’t want that horrible experience for other women” (Selvidio). The doulas I interviewed found that women chose alternative birth options for multiple reasons: cost, needle phobias, priority of personal comfort, personalized care, fear of unnecessary interventions forced on them, or they are afraid of becoming another C-section statistic. “Area hospitals have an average 40% C-section rate!” (Alger).

Despite current perceptions, there are legal and medical differences between doulas and midwives. A doula is “ a trained and experienced professional who provides continuous physical, emotional and informational support to the mother before, during and

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• • • feminist scholarship Taking Action Project Part 2: Community Resource Profile—CSRA Birthing Connections just after birth; or who provides emotional and practical support during the postpartum period” (DONA).

Because of their medical restrictions, doulas are not regulated by any state. Some doulas will decide to train with a private organization such as, DONA (Doulas of North America), CAPPA (Childbirth and Postpartum Professional Association), CBI (Childbirth International), BAI (Birth Arts International) or receive their training online. Doula certification includes selfstudy courses, a 3-day intensive workshop, attendance at a certain number of births; this lets women become doulas at a pace that is comfortable for them and their lifestyle. Even after completing all this training, many women don’t complete the process to receive formal certification.

There are two levels of midwives in the United States: Certified Professional Midwives (CPM) and Certified Nurse Midwives (CNM). A CNM is “educated in nursing and midwifery and are specialists in the care of healthy women in pregnancy and childbirth. CNMs can attend births in a hospital birth centers or homes and they … have established relationships with doctors” (Boston Women’s Health Book Collective

can help provide a continuity of care should their client ever have a necessary C-section” (Selvidio). A CPM is “educated only in midwifery… specialize in healthy pregnancy and natural childbirth and attend births at home and in birth centers” (Boston 364). A CPM’s education includes apprenticeship and self-study.

Betsy also pointed out that women seek out midwifery service because women feel that “obstetricians and doctors are part of an ‘old-boys club’ who don’t want to help women. They just want to do what they’re used to. They don’ t wa nt competition from midwives and midwives have been run out of the area in the past.” This description of the patriarchal system reiterates one of the core tenets of reproductive justice as stated in the article “Understanding Reproductive Justice”: “We believe the ability of any woman to determine her own reproductive destiny is directly linked to the conditions in her community” (Ross 3). Reproductive justice also allows a woman to “decide… the conditions under which she will give birth” (Ross 3). I asked Betsy if she believed that the constant push by doctors and hospitals for epidurals is a way for the patriarchal medical system to keep women submissive and complaint during labor and delivery and she agreed with me.

Because of the monopoly by doctors and hospitals regarding childbirth, the field of midwifery does have to deal with some limitations, weaknesses, and misconceptions. A lot of women don’t know they have a legal option to use a midwife while others think there are no more midwives. Many people think there is no training or education involved in becoming a midwife and the concept of doulas and midwives gets constantly intertwined. People also believe that midwifes perform duties similar to witch doctors (burning sage, beating

364). Midwives can also “perform breast exams, pap smears, and prenatals for groups who don’t have insurance (i.e., illegal immigrants). A midwife is a primary care provider, like a doctor, and is trained to handle normal birth; but they can’t perform surgery” (Alger). Midwives can also “prescribe birth control, diagnose and treat sexually transmitted infections… and some can be a first assistant during a Cesarean section, if they are trained to do so and this

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feminist scholarship • • • drums) or that midwives don’t carry medical equipment (Alger, Brown).

Because of politics and misinformation in the past, midwives can be hesitant to work with doctors and hospitals; “some pregnant women do need doctors and hospitals because of their medical history. Successful home births depend on hospital transports as a last resort to make it safe” (Alger).

Another limitation/weakness in the local birthing community is lack of diversity- among the doulas and their clients, which was surprising to me since Augusta is a diverse community. Most women in the CSRA that seek out midwives and doulas are educated, middle to upper class Caucasian women in their thirties. The African-American community is underserved- this might be because of the “granny midwives” stereotype; hospital births and bottle feeding are seen as “high status.” Lesser-educated women don’t know about the birthing options that are available to them. The local birthing community has had very few Medicaid patients, single women, lesbian or bisexual women as clients.

Aspasia Luster Works Cited: Part 2 Alger, Betsy. Personal Interview. 16 Jun 2014.

The Boston Women’s Health Book Collective. Our Bodies, Our Selves. 40th anniversary ed. New York: Touchstone, 2011.

Brown, Jennifer. Personal Interview. 16 Jun 2014.

Dona.org. 2005. Dona International. 18 Jun 2014 < http://www.dona.org/> Perts, Chelsea. Personal Interview. 16 Jun 2014.

Ross, Loretta. “Understanding Reproductive Justice.”

Political Environments 11 (year unknown): 1-8.

Selvidio, Laura. Personal Interview. 16 Jun 2014.

Aspasia Luster N a t i v e Floridian A s p a s i a Luster has lived in the Augusta area for five years w i th he r husband, son and four cats.

She is a junior Anthropology m a j o r , Women’s and Gender Studies minor, juggling the conflicting responsibilities of a non-traditional student.

Aspasia works at the downtown Augusta Library in the Children’s Department, and occasionally volunteers with SafeHomes of Augusta. Bringing awareness to domestic violence is one of her personal, social justice interests, along with animal rescue. She has nearly completed her core courses, and is excited to begin focusing on her major and minor course requirements.

Once she has completed her undergraduate degree, she hopes to earn her Master’s degree in Library Science and become a “real” librarian.

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courses • • • fall, 2015 WGST 1101: Introduction to Women’s Studies Dr. Christina Henderson/ MW / 1:00—2:15pm An interdisciplinary course designed to provide a foundation for the women’s studies minor.

Prerequisites: None.

WGST/HIST 4021: Gender and Family History Dr. Sandrine Catris/ MWF / 12—12:50pm This course will introduce the history of early modern and modern East Asia via the lens of gender and sexuality, creating an understanding of the way issues of gender and sexuality are constructed historically, socially, culturally and politically.

Prerequisites: HIST 1111 or 1112 or permission of instructor.

WGST/SOCI/CRJU 4336: Gender & Victimization Dr. Allison Foley / TR / 10:00—11:15am A sociological analysis of crime victims and victim-service agencies. Traces the historical development of the field of victimology. Examines the influence of gender on victimization experiences and practices of criminal justice and victim-service agencies.

Prerequisites: WGST 1101 or SOCI1160; SOCI 1101 or CRJU 1103.

WGST/SOCI 4442: Gender & Society Dr. Melissa Powell-Williams / TR / 11:30—12:45pm Sociological insights and concepts will be employed in observing, interpreting, and analyzing the social processes creating, reinforcing and changing gender roles and the statuses of women and men in society.

Prerequisites: WGST 1101 and SOCI 1101 or SOCI 1103/PSYC 1103.

DID YOU KNOW? WGST 1101 counts as an Area F elective for majors in: English, Foreign Languages, Communications, Psychology, Sociology, Anthropology, and History Contact Dr. Marie Drews (mdrews@gru.edu) for more info about upcoming courses or the minor.

[FALL, 2015] REGISTRATION DATES TO BE DETERMINED

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credits Editor-in-Chief Jenelle Lawhorne

Program Director Dr. Marie Drews

Contributors Kathryn DelGenio F. Simon Grant Aspasia Luster Alicia Scalia

Special Thanks Dr. Seretha Williams, Thank you so much for all you have done this semester. You have been absolutely invaluable to the WGST program. I am fortunate to have gotten the opportunity to work with you. I cannot thank you enough!

Art & Photography Credits Page 8 Credit: http://connectedtech.org/blog/wp-content/ uploads/2013/12/WomenSTEM.jpg Title: “Women Stem” Page 9 Credit: Berkeley Lab/CC BY-NC-ND 2.0 Original image: https://www.flickr.com/photos/ berkeleylab/4864314876/ Title: “Computing Sciences outreach program for high school students ” Page 10 Credit: Queen’s University /CC BY-NC-ND 2.0 Original image: https://www.flickr.com/photos/ queensucanada/13587727485/in/photostream/ Title: “Undergraduate Chem Lab” Page 14 Credit: philippe leroyer/CC BY-NC-ND 2.0 Original image: https://c1.staticflickr.com/ 3/2292/2504635200_7ec01834da_m.jpg Title: “Kiss-In (03) - 17May08, Paris (France) ”

Page 15 Credit: Joshua Hilgart-Roy/CC BY-NC 2.0 Original image: https://www.flickr.com/photos/ joshhr/4308535000/in/photolist-7yJnmd-j2ih6t-6HeiXw-B3ceWfMkJa4-e2wJwk-4nsZ6u-ys2SY-45xpm-4QdzZ9-eP51FK-qCuSHA -8u9CA7-8KN5N5-5MTGxj-puGrek-6zUCC2-nZa9pD-ej5HRMzv4Mc-eNpArM-pJ1xDP-5vQN1e-qEMgh8-qoe8nW-6wZN49vCKse-81n3JH-oXrDBP-9fYQoV-6wZ2C-aHHfs6-oFdwPG3LFb2g-qq3PL2-eNAJR1-aPruZV-dzBJ89-o1M5ZX-B1FgFa7EtVn-oFdYaP-y2h97-68Gz3r-a7c9Zw-od22v5-5Wi4U8-5PykW2 -6wZ2E-8JGe8m Title: “Boundary” Credit: gaviota paseandera/CC BY-NC-ND 2.0 Original image: https://www.flickr.com/photos/ pont_des_arts/42706612/ Title: “Lesbian books” Page 16 Credit: Sharon Langridge/CC BY-NC 2.0 Original image: https://www.flickr.com/photos/ sharonlangridge/4958107754/in/photostream/ Title: “Bisexuals at Leicester Pride” Page 17 Credit: Robert Couse-Baker/CC BY 2.0 Original imagehttps://www.flickr.com/ photos/29233640@N07/9052012787/ Title: “pride 9” Page 20 Credit: Bethany Petrik/ CC BY-NC-ND 2.0 Original image: https://www.flickr.com/photos/ bethanypetrik/9596291058/ Page 21 Credit: Erling A/CC BY 2.0 Original image: https://www.flickr.com/photos/ klemenz777/150558178/ Title: “Parkland Midwifes” Credit: Nico Nelson/CC BY 2.0 Original image: https://www.flickr.com/photos/ niconelson/3898116921/ Title: “070909 Chani at the Homebirth Rights Rally ”

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