Daniela Jauk

We introduce a life course, multimethod approach to examine the living arrangements of middle-aged and older American Indian and European women living on the rugged North Dakotan settlement frontier around 1910. Our model suggests that women’s later life circumstances reflect the long arm of institutional forces and their ethnicity/nativity, which anchors resource advantages and disadvantages (access to land, rail, and markets) and confers gender socialization (norms and practices) that reproduce gendered social roles. Drawing from primary and secondary sources, we find that European and American Indian women were selectively drawn to or (re)located on frontier spaces unevenly by ethnicity/nativity via timing and place of settlement effects. Old-age living arrangements then directly reflected county of location resources and women’s own adoption of family roles and gendered life events, such as parenthood and widowhood. Overall, rather than finding homogeneous settler versus colonized identities constituted by the “otherness” of each group involved, we find great diversity within and across ethnic/nativity groups. This does not preclude grievous social and ethnic inequalities.

Technology plays a growing role in 21st century classrooms and especially in 1:1 computing schools. Less is known about how students see themselves as learners in this altered environment. Listening to the voices of students and understanding their perspectives has provided insight into the ways this 1:1 environment addresses the needs of 21st century learning as well as how it plays into their own sense of selves as constructors versus consumers of knowledge. The purpose of this study was to understand the perspectives and perceptions of middle school STEM students with 1:1 laptops in an innovative problem-based learning environment.

Purpose – In this chapter, I use the issue of violence against transgender individuals to explore the (limited) meanings of gender within the context of the Commission on the Status of Women (CSW) in the United Nations (UN).

Design/methodology/approach – Using constructivist grounded theory and institutional ethnography I bring together field research from two ethnographic qualitative research projects I have been pursuing from 2008 to 2012; I studied transgender communities in the US and the CSW through their annual meetings in the New York Headquarters of the UN.

Findings – I first demonstrate the severity of transphobic violence as a global public health problem. I proceed to report highlights of global LGBT activism, such as the Yogyakarta Principles and the latest developments within the Human Rights Council of the UN for the first time addressing global LGBT violence in 2011. I then examine the silencing of transgender experiences in the CSW by exploring the contested use of the term gender over the last two decades of intergovernmental negotiations.

Originality/value – This study highlights the need to broaden the conceptualization of violence and gender violence which has important theoretical and policy implications. Linking micro experiences of violent victimization in local trans-communities to the macro context of gender violence in global gender equality policy development is crucial to the advancement of human rights.

Public toilets provide a unique opportunity for interrogating how conventional assumptions about the body, sexuality, privacy, and technology are formed in public spaces and inscribed through design across cultures. This collection of original essays from international ...