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Disability and gender are becoming increasingly complex in light of recent politics and scholarship. This volume provides findings not only about the discrimination practised against women and people with disabilities, but also about the productive parallelism between the two categories.
The essays in this volume are contributions to feminist disability studies. The essays constitute an interdisciplinary dialogue regarding the meaning of feminist disability studies and the implications of its insights regarding identity, the body, and experience.
Explores the roots of modern understandings of bodily identity In the mid-nineteenth-century United States, as it became increasingly difficult to distinguish between bodies understood as black, white, or Indian; able-bodied or disabled; and male or female, intense efforts emerged to define these identities as biologically distinct and scientifically verifiable in a literally marked body. Combining literary analysis, legal history, and visual culture, Ellen Samuels traces the evolution of the “fantasy of identification”—the powerful belief that embodied social identities are fixed, verifiable, and visible through modern science. From birthmarks and fingerprints to blood quantum and DNA, she examines how this fantasy has circulated between cultural representations, law, science, and policy to become one of the most powerfully institutionalized ideologies of modern society. Yet, as Samuels demonstrates, in every case, the fantasy distorts its claimed scientific basis, substituting subjective language for claimed objective fact. From its early emergence in discourses about disability fakery and fugitive slaves in the nineteenth century to its most recent manifestation in the question of sex testing at the 2012 Olympic Games, Fantasies of Identification explores the roots of modern understandings of bodily identity.
McRuer makes a case that queer and disabled identities, politics, and cultural logics are inexorably intertwined, and that queer and disability theory need one another. Crip theory makes clear that no cultural analysis is complete without attention to the politics of bodily ability and 'alternative corporealities'.
There are approximately 26,600 students of public higher education in the United States of America who identify as transgender/gender nonbinary and have at least one disability. Research has focused on these two marginalized identities (i.e., gender identity, disability status) separately for college students, and there is sparse research regarding the experiences of students for whom these two identities intersect. This study addressed the gap in research by exploring which best practices used by disability support services (DSS) providers and administrators led to student academic success and elicited feedback on the best practices from these students. A survey of questions was created based upon previous research regarding the academic success of college students with disabilities and proposed best practices for supporting this group of students. Survey responses were received from recent students (n = 89) of public higher education who identified as transgender/gender nonbinary and had at least one disability. The results indicate that the majority of participants contacted disability support services at their public university or college. A relationship between contacting DSS providers and administrators and academic success was not found to be statistically significant. Additionally, the relationship between receiving accommodations from DSS providers and administrators and academic success was not found to be statistically significant. Further results demonstrated a significant association only between academic success and three practices: (1) DSS providers and administrators offering to connect students with career counseling or other vocational supports, (2) DSS providers and administrators ensuring participants' inclusion in campus activities and groups, and (3) DSS providers and administrators ensuring that school facilities are accessible for students. Finally, the best practice endorsed by the most participants was hiring staff who openly identify as having a disability. Qualitative responses from students indicated a need for responsiveness, advocacy, and accessibility from DSS providers and administrators. Limitations of this study include new instrumentation with a need for more validity and reliability information; a relatively small sample size with no demographic information gathered; and the effects of current events. Implications for DSS providers and administrators, counselor educators, and future research conclude the study.
Talk is crucial to the way our identities are constructed, altered, and defended. Feminist scholars in particular have only begun to investigate how deeply language reflects and shapes who we think we are. This volume of previously unpublished essays, the first in the new series Studies in Language and Gender, advances that effort by bringing together leading feminist scholars in the area of language and gender, including Deborah Tannen, Jennifer Coates, and Marcyliena Morgan, as well as rising younger scholars. Topics explored include African-American drag queens, gender and class on the shopping channel, and talk in the workplace.
The integration of gender studies with disability scholarship.