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Sweden is considered a forerunner of equality and respect for LGBTQ rights among many countries. Thus, this study sought to understand the lived experiences of transgender African migrants´ integration in Sweden. Data were gathered from three in-depth semi-structured interviews. For data analysis it leveraged the heuristic model of integration processes (Spencer and Charsley, 2021) focusing on the structural, social and identity dimensions applying an intersectional lens (Crenshaw,1989). It was revealed that: Owing to their intersecting gender, racial and migrant social positions, participants experienced intersectional discrimination socially and structurally. This led to experiences of insecurity from unstable income and housing, isolation from local ethnic migrant networks or family transnational ties and inadequate support from LGBTQ organisations, which further impacted their sense of un(belonging). Yet, despite it all, they share a sense of agency, resilience, and hope. Future studies may consider larger samples of transgender migrants with intersecting identities.

Research in Canada and Turkey suggests that LGBTQ asylum seekers are particularly vulnerable among an already marginalized group, the refugee community, where different forms of structural violence manifest itself in particular ways towards gay refugees.Given that few studies exist in the Swedish context, the aim is to gain a preliminaryunderstanding of LGBTQ refugee’s experiences of structural violence in Sweden, legally,socially and economically.The material is based on interviews of four male gay refugees from different countries all living in Malmö.Using a thematic analysis by categorizing the material into patterns of meaning, two mainthemes have been identified: structural violence in the asylum system and structural violence in social life. The intersectionality theory will be applied in order to understand how oppression expresses itself in particular ways towards these individuals, because of their intersecting identity as gay and as refugee.The results indicate that LGBTQ refugees experience structural violence through economic marginalization and the re-telling of traumatic experiences in the asylum process. However, structural violence expressed via social marginalization they cannot be sufficiently understood through the intersectionality theory, urging future studies to further explore and expand the topic and scope of the thesis.

Queer artists have engaged archives throughout modern and contemporary American art, but art historical discourse of their work has centered the writing of Jacques Derrida and Michel Foucault to theorize these spaces without considering archival scholarship. This text takes up Gabriel Martinez’s Archive series as a case study to critique archival selection theory and better understand how prejudice has affected the preservation of queer folx’s collections. Martinez’s series is situated amongst other Western artworks that center archival records and queer themes throughout the last century. This section places his artwork in dialogue with other artists for whom the archive is the subject of their artwork. The artworks detailed exemplify the multiplicity of ways that queer folx critique and interpret the histories preserved in these institutions. Following this survey of art is an analysis of how archival records are selected for preservation and the inherent subjectivity of this task. Pedagogical writing on archival selection by Frank Boles, Richard Cox, and James O’Toole are consulted to better understand how archivists working in the field are taught to handle this type of work. Most of their writing is focused on traditional archives and fails to articulate the challenges facing counterarchives, spaces formed to compensate for the erasure of queer persons in traditional institutions. This review of archival scholarship ends with a critique of how queer counterarchives have fallen short of their inclusive aims. The final section of this text is dedicated to a close study of Martinez’s Archive series. His photographs document the Harry R. Eberlin photograph collection and the John J. Wilcox, Jr. Archives in Philadelphia. The historical context of the Eberlin collection and the founding of its host repository are presented in conjunction with Archive series because Martinez’s compositions are inseparable from these histories. Philadelphia queer culture in the 1970s and 1980s is revealed through the retelling of these histories and by examining who was visualized in the images themselves. These images of bars and events simultaneously reveal the gender and racial disparity of patronage within these spaces and exemplify long-standing tensions in the city’s queer spaces. Lastly, this text posits a practice called “pseudo-processing” where artists document and preserve facsimiles of archival records to question the divisions of archival labor from that of an artist performing comparable tasks. / Art History

Transgender lives and identities have gained considerable popular notoriety in the past decades. As part of this wider visibility, dominant narratives regarding the “transgender experience” have surfaced in both the community itself and the wider public. Perhaps the most prominent of these narratives define transgender people as those living in the “wrong body” for their true gender identity. While a popular and powerful story, the wrong body narrative has been criticized as limited, not representing the experience of all transgender people, and valorized as the only legitimate identifier of transgender status. The dominance of this narrative has been challenged through the proliferation of alternate narratives of transgender identity, largely through transgender people telling their own stories, which has the potential to complicate and expand the social understanding of what it means to be transgender for both trans- and cisgender communities. I focus on transgender literature as a point of entrance into the changing narratives of transgender identity and experience. This work addresses two main questions: What are the stories being told by trans lit? and What are the stories being told about trans literature? What follows is a series of separate, yet linked chapters exploring the contours of transgender literature, largely through the context of the Lambda Literary Awards over the past twenty years. Chapter 2 explores the changing definitions of transgender literature in popular discourse over the last two decades. Drawing on a data set of 51 articles, interviews, book reviews, and blog posts published from 1997-2017, I present a framework for defining and categorizing transgender literature. This framework lays out the different possibilities of what transgender literature might be using the three variables of content, authorship, audience, as well as the likelihood of each iteration being included in the definition of transgender literature as understood in the popular conversation. My findings in this chapter suggest a changing definition of transgender literature from “telling transgender/transition stories” to a focus on “transgender people telling stories.” Chapter 3 moves from conversations defining trans literature to an exploration of how texts within transgender literature have changed over time. Using the finalist and winners in the Lambda Literary Award transgender categories, I constructed a sample of transgender literature covering the past two decades, from 1997-2016. Using digital textual analysis methods, I identify various “demographic” trends in transgender literature since 1997, which mirror the trend identified in chapter 3, a shift from “telling transgender stories” focused largely on identity and transition processes to “transgender people telling stories” which rely much less on transition and identity as central themes. Chapter 4 attempts to contextualize these shifts identified in chapters 2 and 3 by situating trans literature in a broader socio-historical context. I frame transgender literature as an intellectual movement situated in an intellectual opportunity structure that includes the publishing industry, LGBT social activism and organizations, and the Lambda Literary Awards themselves. Lambda Literary functions here as a primary gatekeeper for understanding transgender literature in a broader intellectual community around LGBT cultural production, which transitions us to thinking more critically about the Lambda Literary Awards in chapter 5. Chapter 5 introduces us more fully to the Lambda Literary Awards, the largest LGBT book awards in North America, and positions them as a claim for LGBT cultural citizenship in the United States. Using archival documents from the Lambda Literary Foundation, as well as published statements and articles about the Lambda Literary Awards, I explore three conflicts and controversies within the LGBT community through the localized claims for cultural citizenship made on the Lammys. Finally, I provide a brief conclusion, which recaps the main findings of each chapter, sketches my tentative hopes for the future of transgender literature, and outlines my recommendations for future research in this area. / Sociology

Who uses they, and who can they be (or not be) used for? Singular they has been proscribed in formal grammars since the mid-18th century, yet it dates to at least the 14th century (Balhorn 2004; Curzan 2003), persevering in both writing and speech (e.g., Baranowski 2002; Balhorn 2009; Lagunoff 1997; Matossian 1997; Newman 1992; Strahan 2008). This thesis investigates the envelope of variation (e.g., LaScotte 2016; Maryna 1978; Meyers 1990) in which speakers make choices of third person singular pronouns based on a multiplicity of both linguistic (e.g., gender stereotypicality, antecedent type) and social (e.g., gender, age, LGBTQ2S+ identity) factors. The analysis is based on data from 620 participants from across Canada and the US between the ages 13 and 79. An online survey sought responses related to three occupations: LaScotte’s (2016) open ended ideal student question was replicated, and Martyna’s (1978) fill in-the-blank style was modelled for mechanic and secretary—nouns with observed and unambiguous gender stereotypes (masculine and feminine respectively; Deaux & Lewis 1986; Haines, Deaux, & Lofaro 2016). Participants self-identified their gender and were categorized into a ternary grouping: men (e.g., cis, trans, transmasculine), women (e.g., fem, cis, trans, female ish), and non-binary (e.g., genderqueer, genderfluid). LGBTQ2S+ identity was also collected, as well as personal pronouns. Use of third person pronouns in the survey responses is quantified by consistency (i.e., maintaining use of the same pronoun throughout a participant’s response) and by proportional frequency of use—the latter explored in depth. The most important quantitative finding is that singular they is the most consistently and frequently used third person pronoun overall. But, its patterns of use are not parallel across test occupations or participant social groups. The results indicate that student is gender-neutral, whereas mechanic and secretary remain gendered (he:they; she:they), results that are reflected by perceptual ratings: student remains neutral (they), mechanic skews masculine (he), and secretary skews feminine (she). The impact of social characteristics adds layers of complexity about the groups leading sociolinguistic change at societal levels and/or within their own communities and networks: Non-binary, LGBTQ2S+, users of gender neutral personal pronouns, and/or younger. Collectively, these findings suggest that gender stereotypical roles are not unilaterally weighted and biases can manifest through pronominal choice. There are multiple dimensions of influence, such as the referent, one’s identity, and the communities to which individuals are connected. Thus, this thesis both uncovers persistent gender biases and creates a dynamic display of pronominal variation across speakers. / Graduate

After a thwarted assassination attempt, renowned poet Sappho is forced into exile in ancient Sicily, where her hubris and terrible advice on love from Aphrodite jeopardizes her dreams of artistic greatness.

This dissertation examined the extent to which medical educational institutions adapt their curriculum to meet the needs of a marginalized patient population, lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities. Because LGBTQ populations experience significant health and health care disparities in comparison to heterosexual and cisgender populations, medical education and medical curriculum about LGBTQ health has been described as a key area of intervention for improving doctor-patient interactions and health system structures to better accommodate these populations. Through a 10-month long ethnography of a medical school, I examined the formal, informal, and hidden curricula surrounding LGBTQ health to explore how medical schools train and thus adequately prepare medical students to provide care to these patients. To investigate these issues, I conducted over 100 hours of participant observation of medical classes and clinical rotations, with particular attention to clinical case studies and online learning modules that are relevant to LGBTQ health, and LGBTQ health initiatives on the academic medical center campus. I also conducted 46 semi-structured interviews with faculty, students, administrators, LGBTQ Health Center employees, and LGBTQ patients about LGBTQ health care at the medical school and about how these groups define and implement LGBTQ health at the institution. Findings suggest that the content, placement, and delivery of LGBTQ health in the curriculum influence how medical students learn to see themselves as capable of providing care to these patients. In particular, the nebulous nature of LGBTQ health makes it difficult for students to learn to enact it in practice. This research asserts that to create medical curriculum about LGBTQ health that will help alleviate health care disparities, medical schools cannot simply add LGBTQ health into their curriculum without fundamentally changing how they teach sex/gender and sexuality to their students as well as centering intersecting inequalities in their teaching. As such, this dissertation calls for a shift to queer health to decentralize sex/gender and sexuality binaries and focus on the practice of learning about LGBTQ health rather than fulfilling a competency. Ultimately, this research theorizes medical education as a space for the enactment of LGBTQ health whereby the complexity of sex, gender, sexuality, and identity gets negotiated by medical faculty, students, administrators, and LGBTQ community members. / Doctor of Philosophy / This research examined how medical schools change their curriculum to incorporate health topics related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities. Because LGBTQ populations experience worse health and in comparison, to heterosexual and cisgender populations, medical education about LGBTQ health has been described as a key area for medical educators to adapt the curriculum to meet the needs of these patients. Medical educators hope to improve doctor-patient interactions and health system structures to provide better care to these populations. Through a 10-month long ethnography of a medical school, I examined the teachings surrounding LGBTQ health to explore how medical schools train and thus adequately prepare medical students to provide care to these patients. To investigate these issues, I observed over 100 hours of medical classes and clinical rotations, with particular attention to clinical case studies and online learning modules that are relevant to LGBTQ health, and LGBTQ health initiatives on the academic medical center campus. I also interviewed 46 people, including faculty, students, administrators, LGBTQ Health Center employees, and LGBTQ patients, about LGBTQ health care at the medical school and about how these groups define LGBTQ health. Findings suggest that where LGBTQ health is located in the curriculum as well as who teaches the subject influences how medical students learn to see themselves as able to provide care to these patients. In particular, the broadly defined nature of LGBTQ health makes it difficult for students to learn how to provide this care to patients. This research asserts that to create medical curriculum about LGBTQ health that will help alleviate health care disparities, medical schools cannot simply add LGBTQ health into their curriculum without fundamentally changing how they teach sex/gender and sexuality to their students as well as centering intersecting inequalities in their teaching. As such, this dissertation calls for a shift to queer health to focus less on sex/gender and sexuality binaries and to focus more on the practice of learning about LGBTQ health rather than fulfilling a competency. Ultimately, this research states that medical education is a space for the enactment of LGBTQ health whereby the complexity of sex, gender, sexuality, and identity gets negotiated by medical faculty, students, administrators, and LGBTQ community members