This thesis builds on previous work on the relationship between queer identities and urban space. Drawing from an analysis of two recurring New Orleans-based queer women’s events, I examine how lesbians and queer women not only use but also actively produce social spaces of their own through participation in events organized specifically for lesbians and queer women. Using qualitative methods, I examine the ephemeral and transient quality of lesbian and queer women’s social spaces in post-Katrina New Orleans and the processes through which such spaces come into being. I argue that lesbian and queer women’s production of ephemeral social spaces provides an opportunity to ground informal social networks in urban spatial locations, to sustain internal visibility, and to create embodied impressions of a cohesive community by emphasizing the role of the body, not geographic borders, for reimagining social territories in urban landscapes. Within this context, attention is given to the class-based and racial projects that affect the trajectory of contemporary queer urban space formation and queer women’s experiences therein.

I will focus on the resistance to white heteronormative depictions of the American family occurring within two contemporary films directed by gay black men—The Skinny, directed by Patrik-Ian Polk, and The Happy Sad, directed by Rodney Evans. These movies complicate understandings of black gay male relationships by humanizing the characters and providing clarity about the motivations behind the decisions these characters make. As opposed to simply associating their queerness and immorality, the directors of these films explore what brings people to the various social positions they occupy. In this way, these directors resist the tendency to pathologize either blackness or queerness (and blackness/queerness at the expense of one another). The films I use do not structure family through the heteronormative model of relationships. Of there is no sight or mention of actual biological family members. Despite these factors, the groups of people presented in these films display their love and affection for each other in ways that resist monolithic narratives about queer kinship. Additionally, I will argue that these narratives regarding black homosexuality are not attempting to fit inside the mold of the racialized patriarchal determinants of the family.

This research examines limitations presented to gay men living in south central Appalachia that are produced by Appalachian culture itself, in regard to community formation. This qualitative study intersects existing scholarship on rural sexualities, gay communities and Appalachian culture in order to gain insight into the complexities that effect men in the region. The data is synthesized through a contextual dialectics framework in order to position both the Appalachian culture in its entirety, and gay men residing in the region, as agentic actors that are simultaneously informed by and produce tensions between the two. This study explores ways in which gay men in south central Appalachia determine and rectify obstacles that are perpetuated by their conservative culture in regard to forming social bonds with other non-heterosexual men. The current study extends the body of scholarship on rural non-heterosexualities, and underscores contextual complexities specific to the Appalachian region of the US.

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.

We’re often warned that the internet will hasten the dating apocalypse. The internet (it is posited) is depriving us of the elusive in-person magic, and modern courtship is now little more than love at first byte. There remains uncertainty, however, about what the independent impact of the internet on the dating market has been. Similar to the internet, the telephone also changed the way we communicate, but its effect on the dating market was mostly complementary to the 'traditional' ways of meeting – i.e. calling your school crush at home. So the question remains: Is the effect of the internet on the dating market complementary (adding your school crush on Facebook) or substitutionary (matching with a stranger on Tinder)? Is the internet any better than the telephone? If all that was known about a random couple is that they met after 2015, I find that there is a 1 in 3 chance that the couple met as strangers online. Lesbian couples who met after 2015 have a 1 in 2 chance of meeting online, whereas gay male couples have a 63% probability of meeting online as strangers. This increased likelihood of same-sex couples meeting online (as opposed to heterosexual couples) confirms the thin-market hypothesis. The key value proposition of the internet is that it reduces search frictions in the dating market – effectively making it easier for individuals to seek out their optimal matching. I find that the internet is primarily displacing only ‘social circles’ as a dating venue – the probability of meeting partners in public or at institutions (like college) is unchanged. In other words – individuals are essentially replacing their friends with Wi-Fi when it comes to mate search.

Of the Crickets imagines the overlapping worlds of ethical ecological solutions to climate changed sustenance and the potential for collective excellence in female exclusive environments. Using garments, furniture, site-specific installation and directed performance, the project harnesses social and material sensitivity to mine solutions for idealized living.

The subject of my thesis project is black nonfiction, namely the essay, memoir, and autobiography, written by black authors about and during the Post-Civil Rights Era. The central goals of this work are to briefly investigate the role of genre analysis within the various subsets of nonfiction and also to exemplify the ways that black writers have taken key genre models and evolved them. Secondly, I aim to understand the historical, political, and cultural contributions of the Post-Civil Rights Era, which I mark as hitting its stride in 1968. It is not my desire to create a definitive historical framework for the Post-Civil Rights Era, but instead to understand it as a period of transition, revolt, and transformation which asked many important questions that have remained unanswered. I apply multiple theoretical frameworks to my research — like queer theory, Afro-pessimism, fugitivity, and more — to offer insights into the nonfiction works of writers such as James Baldwin, Audre Lorde, Angela Davis, Alice Walker, Larry Neale, and Toni Cade Bambara. It is my hope to continue the work of such scholars as Hortense Spillers, Angela Ards, and Margo V. Perkins, by illustrating not only how these authors offered literary and aesthetic innovations, but also, through the archiving of their life experiences in print, create theories and practices for survival, forged in the past, which impact our current moment, and inspire us as scholars and activists to do the same.

The Wild Beasts springs from my desire to thank my ever-expanding queer chosen family and mentors for their strength. Working through the often violent and othering aspects of the lens and photographic histories I create floral portraits responding to each person’s being and our relationship. Using the 19th century, 8x10 large format view camera—the same used by colonialists and ethnographers to “capture” the divinity of Nature—I erect each as a traditional still life studio setup at the threshold between the natural world and that constructed by humans. These environments speak both to the character of each friend and also to the use of Nature against queer people in most legal systems across the planet. We are deemed unnatural and made criminals through inequitable semantics. The 8x10 negative becomes a portrait, a darkroom contact print that is gifted to each of The Wild Beasts, an intimate artifact of my gratitude. At these borders I lash at the histories of oppression, remaking these lineages and tools into spaces for empathy, tenderness, and love.

The Black community and the gay community have historically experienced marginalization from society, public and private institutions, federal government agencies, and law enforcement. Black gay male leadership is not a conversation within leadership academia. This phenomenological study focuses on understanding the lived experiences and leadership among Black gay men who are leaders in Los Angeles County. This study found that the lived experiences such as oppression, mentorship, community involvement, and advocacy have influenced their leadership development and leadership identity. This study identifies how Black gay men define leadership, based off their lived experiences. It also identifies themes of leadership development for Black gay men. The results have implications for future research and leadership development among Black gay men. Understanding lived experiences of Black gay male leaders and their leadership development can help identify what core foundations/topics could be included in professional development aimed at building leadership development among young Black gay men.

Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.