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Gender and Sexualities in Education

A Reader


Edited By Elizabeth J. Meyer and Dennis Carlson

This volume is about the education of gender and sexualities, which is to say it explores how gender and sexuality identities and differences get constructed through the process of education and «schooling». Wittingly or not, educational institutions and educators play an important role in «normalizing» gender and sexuality differences by disciplining, regulating, and producing differences in ways that are «intelligible» within the dominant or hegemonic culture. To make gender and sexuality identities and differences intelligible through education is to understand them through the logic of separable binary oppositions (man-woman, straight-gay), and to valorize and privilege one normalized identity within each binary (man, straight) and simultaneously stigmatize and marginalize the «other» identity (woman, gay). Educational institutions have been set up to normalize the construction of gender and sexual identities in these ways, and this is both the overt and the «hidden» curriculum of schooling. At the same time, the «postmodern» times in which we live are characterized by a proliferating of differences so that the binary oppositional borders that have been maintained and policed through schooling, and that are central to maintaining highly inequitable power relations and rigid gender roles, are being challenged, resisted, and in other ways profoundly destabilized by young people today.
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33. 3 to 1: Four Women Navigating the Intersections of Racism, Sexism, Homophobia, and Heterosexism in Intercollegiate Sport

A Model: The Intersection of Racism, Sexism, Homophobia, and Heterosexism


Chapter 33

3 to 1

Four Women Navigating the Intersections of Racism, Sexism, Homophobia, and Heterosexism in Intercollegiate Sport

Jillian R. Roth, Lea Robinson, Camille O’Bryant, and Pat Griffin

The primary purpose of this chapter is for us to describe the ways in which racism, heterosexism, and Black1 sexuality intersect and interact with each other—both in American society via our life experiences and in organized sport, in particular. We begin by providing our theoretical foundation for the chapter, and share a model for its intersectionality—the relationship between and among racism, sexism, heterosexism, and homophobia. Then we will tell you about ourselves prior to delving into the issues related to the intersectionality of the many “-isms” that are rarely discussed within intercollegiate sport. The chapter concludes with us highlighting our vision toward a path of solutions. This includes strategies for change, as well as how LGBTQ2 and ally leaders within academia can be change agents within higher-education institutions throughout the country.

Each of us writing recognizes that we have a unique way in which our different parts of social and cultural identity intersect. More importantly, these varying components can and do afford us societal and cultural privilege, or more often, disadvantage. Although there are many ways to describe the hierarchical power relations at work in U.S. society, especially within higher education, Collins’s (2000) “matrix of domination” combines the intersecting systems of oppression (e.g., race, social class, gender, sexuality, etc...

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