However, the irony of harmony hypothesis suggests that friendships can have negative consequences for collective action and social change. Analysis shows that both internal and external factors manifested through fear of disclosure, stereotypical attitudes, and internalised homophobia reinforce heteronormativity, while they hinder gay students’ classroom participation by silencing and excluding them from the classroom community.Ĭross-group friendships are often assumed to be a panacea to intergroup conflict. With the use of the snowball sampling technique, data had been collected from 18 alumni and through a thematic analysis their EFL learning experiences in the classroom were examined. The primary aim of this study is to explore if and how heteronormativity hinders gay EFL students’ classroom participation by employing semi-structured interviews. Heteronormativity informs the Cypriot EFL classroom and reinforces the belief that students fall into two distinct genders, which exist in order to fulfil complementary roles, while gay-related topics, suggestions or references are largely ignored. One of the areas of greatest interest in Applied Linguistics in the field of language and sexuality is heteronormativity and its persistence in the EFL classroom.
![gay pride t shirts 2015 gay pride t shirts 2015](https://images-na.ssl-images-amazon.com/images/I/81AQzL-3%2B3L._UL1500_.jpg)
Additionally, and worthy of future research, entirely new areas also emerged (e.g., cosmetics for fun and creativity). Whilst some of these themes had been anticipated and, indeed, sign-posted in prior literature, the weight of interest in particular areas was unexpected (e.g., in terms of Fun, Creativity, and Well-being), whilst other areas did not receive the expected attention (e.g., in mate attraction). Thematic analysis, using deductive and inductive approaches, revealed four main themes: “Multiple selves”-Conformity, Impression Management, and Judgment Enhancement and Confidence Fun, Creativity and Well-being and Signification and Identity.
![gay pride t shirts 2015 gay pride t shirts 2015](https://images-na.ssl-images-amazon.com/images/I/81zK9lsxtHL._UL1500_.jpg)
In response to six broad questions, for example, “Why do you currently use cosmetics?”, respondents were encouraged to write, in as much detail as they liked, on their motivations for using cosmetics. Online, written responses to a semi-structured questionnaire were collected. Incorporating a postfeminist approach, the current study aims to address, in part, this lacuna by providing a contemporary synopsis of the various and diverse motivations for cosmetic usage.
![gay pride t shirts 2015 gay pride t shirts 2015](https://images-na.ssl-images-amazon.com/images/I/51UqV2wFNEL._AC_UL1000_.jpg)
Given the wealth of literature on appearance manipulation generally, it is, perhaps, surprising that cosmetic usage receives so little empirical attention, and perhaps reflects a patriarchal approach to “appropriate” research areas. In so doing, we further the conception of prejudice as a ubiquitous and latent activity in research practices. This reflexive analysis is discussed with regard to how analytical insights can be generated into the operation and functioning of prejudice.
![gay pride t shirts 2015 gay pride t shirts 2015](https://i.pinimg.com/originals/59/20/d2/5920d28a973fe214e4546bae2ae17be8.jpg)
Drawing on interviews with 18 cisgender and trans and non-binary participants, we analyse three forms of researcher collusion in cisgenderism, namely: 1) perpetuating cisgenderism in the selection of media materials 2) assuming trans women are the referent and 3) disunifying assumptions about trans sportspeople. In this article we expand feminist reflexive practice in relation to cisgenderism through a (re)examination of interview transcripts conducted by a cisgender researcher on the topic of cisgenderism in media representations of trans and intersex sportspeople. This activity is well represented in, for example, research into heterosexism. We have found sample size is shaped by: the scope of the study and breadth of the topic the research question (e.g., focused on experiences, perspectives, practices, or discourses) the characteristics of, and diversity within, the population the motivation of participants and, relatedly, the depth and detail of the individual responses.įeminist reflexivity aims to (re)consider and challenge power differentials that exist in the research process. Samples are usually larger than typical for qualitative studies: ranging from a lower end of 20-49 (e.g., Barrett, 2007 Clarke & Smith, 2015 Clarke & Spence, 2013 Grogan & Mechan, 2017 Grogan et al., 2018 Hayfield, 2013) to a mid-range of 60-99 (e.g., Clarke, 2016 Clarke,, 2019Frith & Gleeson, 2004, 2008Peel, 2010) and an upper end of well over one hundred (e.g., Jowett & Peel, 2009 Opperman et al., 2014) two mixed (but very qualitative) surveys have reported samples well over 500 (Terry & Braun, 2013Terry et al., 2018 Toerien & Wilkinson, 2004). The question of sample size for qualitative surveys is not simple provided some 'rules of thumb' for student projects).