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- Genre: Masters Thesis
- Member of: ASU Electronic Theses and Dissertations
Description
The requirements for a gender dysphoria diagnosis, and therefore access to medical interventions such as surgeries or hormones, reinforce a male/female binary and do not allow room for variability in how a transgender person identifies. Transgender individuals who wish to access medical interventions must reflect these regulatory requirements in order to receive a diagnosis of gender dysphoria. So what is the experience of transgender individuals who do not reflect this narrative? How do they develop identity, form community, and make decisions regarding their transition? Using feminist methodology and grounded theory methods, I conducted a research study with ten transgender-identified individuals from Phoenix, Arizona in order to address these questions. In interviews with these participants, I found that perceptions of others, normativity, and horizontal transphobia all affected how participants identity and decision-making. Further, I also found that these themes contributed to creating transgender authenticity, or the false sense that there is only one way to be truly transgender.
ContributorsHudson, Wallace J (Author) / Leong, Karen J. (Thesis advisor) / Bailey, Marlon M. (Committee member) / Vega, Sujey (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
For almost a decade now, the Greek economic crisis has crippled the Greek nation and its citizenry. High unemployment rates as well as increased levels of homelessness and suicide are only some of the social repercussions of the collapse of the economic system. While we know much about the impact of this crisis on Greek citizens, the literature surrounding the crisis lacks a full range of perspectives and experiences. This project works to fill-in the gaps surrounding the Greek economic crisis and the specific experiences of undocumented, immigrant, domestic workers. Looking at the ways in which these women exist in a constant state of violence, fear, and suffering I identify normalized violence in two main arenas: state/institutional and quotidian/everyday acts. Borrowing from Cecilia Menijvar’s pillars of normalized violence (2011), this work identifies the ways in which state-sponsored bureaucratic violence leads to real suffering and fear exemplified in moments of quotidian violence. Understanding the unique experiences of these women, works to weave together a more nuanced understanding of the impacts of the Greek economic crisis. Along with these moments of violence, this ethnographic inspired project highlights modes of survival, resistance, and resilience employed by these women in response to their violent circumstances.
For almost a decade now, the Greek economic crisis has crippled the Greek nation and its citizenry. High unemployment rates as well as increased levels of homelessness and suicide are only some of the social repercussions of the collapse of the economic system. While we know much about the impact of this crisis on Greek citizens, the literature surrounding the crisis lacks a full range of perspectives and experiences. This project works to fill-in the gaps surrounding the Greek economic crisis and the specific experiences of undocumented, immigrant, domestic workers. Looking at the ways in which these women exist in a constant state of violence, fear, and suffering I identify normalized violence in two main arenas: state/institutional and quotidian/everyday acts. Borrowing from Cecilia Menijvar’s pillars of normalized violence (2011), this work identifies the ways in which state-sponsored bureaucratic violence leads to real suffering and fear exemplified in moments of quotidian violence. Understanding the unique experiences of these women, works to weave together a more nuanced understanding of the impacts of the Greek economic crisis. Along with these moments of violence, this ethnographic inspired project highlights modes of survival, resistance, and resilience employed by these women in response to their violent circumstances.
ContributorsLinos, Viviane (Author) / Durfee, Alesha (Thesis advisor) / Vega, Sujey (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2017
Description
Through an interdisciplinary American Studies approach, this thesis examines access to education and immigrant “illegality” as tools of racial domination by investigating colonial legacies and structural inequalities linked with immigration policy. Providing a background on the political formation of immigrant “illegality”, this research focuses on how race relations have influenced immigration policies, as well as political efforts to exclude racialized and minoritized groups from lawful immigration, naturalization, and national belonging. These historic texts shed light on overarching connections between the racialized policy construction of immigrant “illegality” and the role of education in nation building and class conservation. Comprising three analytic chapters; the first historicizes how education was used as a tool of the nation-state in the early formation of U.S. territories, the second chapter applies discourse analysis to link contemporary political rhetoric with color-blind ideologies. The third analytic chapter is a critical review of existing quantitative findings on the effects of legal status on educational attainment for Mexican and Central American immigrants and their descendants living in the United States. Challenging the dominant narrative around immigrant “illegality”, this work highlights the racist formation and continued application of unequal access (to both education and citizenship), further demonstrating how structural inequalities remain racialized.
ContributorsOlsen-Medina, Kira (Author) / Yellow Horse, Aggie (Thesis advisor) / Vega, Sujey (Committee member) / Diaz McConnell, Eileen (Committee member) / Arizona State University (Publisher)
Created2021