While there is a “T” in the acronym for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ), the focus in both academia and the real world often shifts solely to sexuality. Even though the real world discussion of sexuality (and perhaps academia’s as well) is also much lacking in both attention to all sexualities (not simply heterosexual and homosexual), there is also a distinct lack of awareness about subtleties all along both the sexuality and gender spectrums. Although sexuality can depend on gender to some extent, particularly where limiting prefixes related to the preference for a specific binary gender (such as ‘hetero,’ ‘homo,’ or ‘bi’) occur, gender is separate from sexuality and the two cannot be simply conflated. Once gender is separated from sexuality, the issue of teaching LGBTQ topics in the English as a Second Language (ESL) classroom becomes even more complex. Previous research in the field has focused exclusively on sexuality while using the LGBTQ acronym, which serves as a subtle erasure of gender identities that are not explicitly bound within sexual identity. In the ESL classroom, gender should be problematized so that gender identity is moved from the passive acceptance of an assigned set of performative behaviors to a conscientious decision made by an empowered agent. This battles both cisnormativity (the functioning assumption and cultural framework that all people identify with their assigned sex at birth, which in turn leads to ostracism of those who do not operate in gender normative ways) but also allows all ESL students, regardless of gender identity, to look critically at what defines their gender and what factors go into the construction of any particular gender. Considering that many ESL students are coming from gender constructions present in their own cultures, even if those constructions resemble the Western binary, this is an incredibly feasible option given that scholars, such as Ged (2013), have found that gender identity, like all other aspects of identity, must be renegotiated in the language learning process, with results from the first cultural gender identity that are necessarily different by virtue of being constructed in an entirely difficult culture. This thesis examines the Teaching English as a Second Language (TESL) corpus as it relates to non-binary gender identity and sexuality, as well as transgender and nonconforming topics in other disciplines, and suggests several means of opening up and reframing the conversation of gender in the ESL classroom. In addition, a modified replication of Dumas’s (2010) study tool towards measuring educator perceptions in the Language Instruction for Newcomers to Canada (LINC) classroom was used to poll the opinions of four pre-service and thirteen in-service with regards to transgender and nonbinary topics in the American ESL classroom. This thesis concludes that there needs to be more research completed in the area, that teacher perceptions and their role in the classroom should be studied further to recognize what understandings or misunderstandings regarding gender in America are making their way into the ESL classroom.

Since the 1960s, the modern environmental movement, though generally liberal in nature, has historically excluded a variety of serious and influential groups. This thesis concentrates on the movement of working-class housewives who emerged into popular American consciousness in the seventies and eighties with their increasingly radical campaigns against toxic contamination in their respective communities. These women represent a group who exhibited the convergence of cultural influences where domesticity and environmentalism met in the middle of American society, and the increasing focus on public health in the environmental movement framed the fight undertaken by women who identified as “housewives.” These women, in their use of both traditional female stereotypes as well as radical influences from other social movements, synthesized their own unique type of activism, which has had a profound influence on the environmental movement and public health in the United States, especially in its relation to environmental justice.

Enbridge has proposed the Line 3 “Replacement” Project, a new pipeline project taking a new route strait through Anishinaabe treaty territory in what is known as northern Minnesota. In the middle of the regulation process, the future remains unclear of how the State of Minnesota will move forward with the permitting process, but Anishinaabe communities, a range of non-profit organizations, and local landowners remain firmly against the line. Rooted in varied frameworks of Native sovereignty, the land, and Indigenous feminism, Anishinaabe communities lead the resistance against a product of ongoing settler colonialism, racial capitalism, and environmental racism. This thesis contextualizes the multi-tactical repertoires of those defending the land in the existing work of Indigenous scholars who write on the necessity for land-based resistance towards the unsettling process of decolonization. Ultimately, the resistance against Line 3 is representative of a long-term battle for Native sovereignty and self-determination in defense of the land and future generations.

In the first essay I examine the cash policies of female-led firms. Recent research finds that female CEOs eschew riskier corporate policies, but it makes contradicting claims whether this is due to risk aversion. Benchmarking risk aversion by the management of firms’ cash, I find that female CEOs are risk averse relative to male CEOs. Specifically, they hold significantly (18%) more cash, even for the same level of dividend payout as male CEOs. Further, they have significantly higher speed of adjustment for cash deficits, are more likely to use excess cash to increase dividends, but are equally likely to use it to increase investment. Collectively, these results indicate that greater risk aversion in the general female population continues beyond the glass ceiling and likely influences female CEOs’ corporate policies. Nonetheless, cash held by female CEOs has greater marginal value, suggesting a dividend-clientele effect. In the second essay I examine the impact of CEO gender on compensation keeping in view the corporate outcomes that they beget. Risk aversion may influence CEOs’ intertemporal choices and effort regarding short-term and long-term corporate activities. Given that females are more risk averse, I examine whether there are gender-based differences in short- and long-term corporate outcomes and whether these lead to gender-based disparity in CEO compensation. I find that female CEOs have significantly (10%) superior performance on short-term firm outcomes, but inferior (24%) performance on long-term outcomes, relative to male CEOs. However, for a given level of short-term (long-term) performance female CEOs obtain relatively more (less) short-term (short-term and long-term) compensation. The end result is that there is no difference in the total compensation between male and female CEOs. This suggests that female CEOs are well rewarded for their short-termism, enough to make up for their relative underperformance on long-term goals.

Environmental Justice defines the environment as the spaces where we live, work, and play. The Environmental Justice (EJ) Movement has traditionally used this definition to organize against toxics in communities. However, within EJ work, prisons or policing have often not been centralized or discussed. This means that the approximately 2.2 million people in prison are excluded from the conversation and movement. Additionally, communities and activists are identifying police and prisons as toxics in their communities, but an analysis of policing and prisons is largely missing in EJ scholarship. This thesis explores the intersection between prisons, policing, and pollution. It outlines how prisons, policing, and pollution are connected and reveals why this intersection is critical to understand in Environmental Justice (EJ) scholarship and organizing. Based on interviews with formerly incarcerated individuals in San Antonio, Texas, and a case study of the Mira Loma Women’s Detention Center in the Antelope Valley of California, this thesis expands the realm of EJ work to include and center the spaces of prisons and policing and complicates the definition of toxicity as it has been traditionally used and organized against in the EJ movement. I argue that policing and imprisonment are toxic systems to our communities and contradict and prevent the development of safe and sustainable communities. Thus, understanding prisons and policing as toxic to both people and to the environment, we should move toward abolishing these toxic systems and building alternatives to them. To this end, or rather, to this new beginning, [prison-industrial-complex] abolition should be explored as a framework within EJ to push us to fundamentally reconsider our ideas of justice, to better and differently approach the practice of making environmental justice available for all because abolition is not only about dismantling, but it is largely about building more just, safer, and more sustainable communities. This thesis brings abolition and EJ discourses together to assess the potential for coalition building between abolitionists and EJ activists to work toward a common goal of building safe, sustainable, and more just communities for everybody. I conclude that abolition should be embraced as a framework within EJ to liberate our carceral landscape and to imagine, and subsequently, create a new environmental and social landscape.

The development of the novel cannot be separated from discussions about literary history, gender relations, performance, and the power literature has to instruct its audience. Women and young people have always comprised a substantial part of the novel’s readership, and this makes them powerful. The history of the novel is the history of dangerous literature; it is the history of works that have enchanted readers with “the power of example,” as Samuel Johnson wrote in the eighteenth century, that can lead them to change their behavior. This thesis explores how women in young adult literature—in the eighteenth century through Frances Burney’s Evelina (1778) and today through Suzanne Collins’ The Hunger Games (2008)—use performance and vision to reveal and resist the social systems that try to define them. Evelina and Katniss, the heroines of these novels, provide their readers with examples of behaving in ways different than the normative model. Their stories, and the young women who read their stories, threaten the established social order of their worlds. The creative addition to this thesis provides readers with another young heroine who uses her powers, in a fantastical world, to reveal and resist the structures in her life.

Rape and other forms of sexual violence have been used against civilian populations since the advent of armed conflict. However, recent scholarship within the last few decades proves that rape is not a byproduct of war or a result of transgressions by a few “bad apples,” rather, rape and sexual violence are used as strategic, systematic, and calculated tools of war, ethnic cleansing, and genocide. Rape has also been used as a means of preventing future generations of children of “undesirable” groups from being born. Rape and sexual violence are also used with the purpose of intimidating women and their communities, destroying the social fabric and cohesion of specific groups, and even as a final act of humiliation before killing the victim. In each conflict that is examined in this thesis, sexual violence is used against civilian populations for the specific purpose of genocide.

Individuals who do not fit neatly into the expected genetic and phenotypic XX/XY binary have been misrepresented, ignored, operated on without consent, denied legal rights, and gaslighted by multiple spheres of dominant society including, but not limited to: medicine, popular culture, and the justice system. Using Michael Foucault’s conception of 'counter-discourse' in conversation with the work of Gayatri Spivak, I ask how online intersex communities (OICs) have participated in counter-discourse by examining forums, blogs, comments, organization websites, memoirs and social media pages. Major examples of phenomena OICs respond to, engage with, and critique include: surgery on intersex infants; the introduction of the term 'DSD'; intersexuality in popular television shows; chromosomal primacy; and legal standings of intersex individuals in different countries. I found that 'counter-discourse' within OICs include efforts to: redefine the 'truth' against common problematic appeals to medicine, morals, or nature; advocate acceptance of all bodies; and create of a sense of belonging where there is space for people to heal and organize on a foundation of affinity.

This dissertation follows the development of the mentor figure from Frances Burney’s Evelina published in 1778 to Maria Edgeworth’s Belinda in 1801. The mentor becomes a key figure for exploring women’s revolutionary ideas on female education and women’s roles in society. My dissertation contributes to discussions on mentoring, development of the Gothic mode, and debates over sensibility and sentimental fiction. It considers how the female mentee paradoxically both desires and criticizes her male mentor and his authority. Each author under discussion employed the mentor figure in a way that addressed their contemporary society’s issues and prejudices toward the treatment of women and the power of sensibility. Much of this treatment was traced to a conversation of reforming female education from an accomplishment-based pedagogy to a moral, intellectual-based instruction that was more masculine in nature (emphasizing a balance between sensibility and reason). Frequently, the mentor provides general comments and recommendations about love to his female pupil, who is entering into the marriage market, but his advice often turns out to be wrong or misplaced since it does not fit the actual situation. He is a good spiritual guide but a poor romantic advisor. I assert that the mentor figure’s usual lack of romantic sentiment and his pupil’s ability to surpass him in matters of the heart reveal a tendency to subvert male authority. Throughout this discussion, questions related to gender arise. Women’s desire for their own agency and control over both their minds and bodies underpin much of women’s eighteenth-century fiction. My dissertation explores these complex relationships between male mentors and their female pupils.

This study is an examination of ovarian and uterine cancer patients’ perceptions of chemotherapy-induced alopecia and how it impacts quality-of-life over the course of chemotherapy. The chapters in this dissertation address the following research questions: How do ovarian and uterine cancer patients communicate about their experiences of alopecia over the course of chemotherapy? How does chemotherapy-induced alopecia influence patients’ understandings of quality-of-life? Longitudinal interviews were conducted with a patient population of twenty-three, and each patient was interviewed at least twice over the course of chemotherapy. The data set was composed of fifty-five interviews, and a thematic analysis was performed across interview transcripts. Analysis of the data revealed four themes: 1) chemotherapy-induced alopecia and quality-of-life; 2) the “mirror moment”; 3) performance of social roles; and 4) gendered visibility. Data indicate ovarian and uterine cancer patients experienced substantial daily distress related to chemotherapy-induced alopecia. The ability to perform social roles deemed important to patients’ quality-of-life such as the familial roles of partner and mother/grandmother were negatively impacted by hair loss. Patients’ distress concerning alopecia was strongly connected to the ability to function in the public sphere without feeling approachable or being approached by “strangers” because of their alopecia. Clinicians might consider repeatedly asking about chemotherapy-induced alopecia over the course of chemotherapy, both because it could help patients cope with the side effect and because it may generate dialogue related to other important concerns late-stage cancer patients may feel are too trivial to mention in clinical discussions. Women’s social and familial roles may be impacted by alopecia and chemotherapy in unique ways that deserve additional study.