Women in antebellum New Orleans have often been memorialized as Voudou queens, slave-torturers who continue to haunt houses, prostitutes, and light-skinned concubines to wealthy, white men. This study focuses on women’s contribution to New Orleans’s economy through the hospitality industry as female bar owners from 1830-1861. In addition, it provides an overview of the role that alcohol and beverage consumption patterns played among men and women of all races, classes, and cultural backgrounds in antebellum New Orleans. Antebellum tourists, in addition to cotton and sugar, were an important source of income for many New Orleanians before the Civil War. As bar owners, these women profited from male-dominated spaces while providing for themselves, and in some cases, their families. A study of the hospitality industry in antebellum New Orleans is essential to those studying both economic and social histories of the city during the antebellum era.

The purpose of the study is to contribute to the understanding of Swedish distance high school students' experiences of distance studies and gender norms in distance studies. This is explained using performativity theory and theory of gendered spaces. Through qualitative semi-structured interviews with six students who study at high school remotely, the study aims to contribute to knowledge about distance high school students' experiences in permanent distance studies. The study's research question is: What experiences do distance students have of distance studies and gender norms in permanent distance studies? The findings suggest that during distance studies, students experience that gender norms become less prominent because the students are in a safe zone (at home) and a calm environment where they feel comfortable. This makes it easier for students to be themselves, resist limiting gender norms, and dare to stand up for their opinions, as they feel that they are not judged by other students or teachers based on gender or group affiliation. In this way, the creation and transformation of gender norms through performativity is not as prominent in distance studies, and distance studies is seen as a gendered-free space. Instead, students are seen as individuals and are evaluated as individuals based on their own academic performance. This allows students to focus on their academic performance without being judged according to stereotypical gender norms.

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