2 paper for bear community

SEXUAL CULTURES WRITING ASSIGNMENT FALL 2017

Prepared by Yasmina Katsulis, PhD

Sexual Cultures, Settings, and Social Institutions

 Hegemonic, Heteronormative Marriage

 Gay/Lesbian Marriage

 Tween Culture

 Prom

 Online Dating

 HookUp Apps

 Club/Party Scene

 Greek Culture

 Campus Culture

 “Hook Up” Culture

 Friends w/Benefits

 Bachelor/ Bachelorette Parties

 Occupational

 Prison

 Military

 Porn/Erotica

 Romance Novels

 Prostitution

 Sex/Romance Tourism

 Mail Order Brides

 Polygamy

 Polyandry

 Polyamory

 Swingers

 Bathhouse

 Virginity / Purity Movement

 Kink

 Fetish

 BDSM (Bondage, Domination, Discipline, SadoMasochism)

 Leather

 Bear Community

 Gay Village / Enclave

The following list provides some examples of what we might loosely define as a “sexual culture.” Some are more concretely bounded than others; some are more ephemeral. Some shape our sexual identities to a significant degree for much of our lives; whereas others are more transitory in nature, and may not greatly influence how we define our sexual identity at any particular moment in time. Some are more widespread, or pervasive, and can be thought of as a foundational component of how many of us organize and experience our sexual lives; others represent experiences or practices that many of us know little, if anything, about. These examples also vary extensively in terms of their social acceptability – some carry significant cultural capital whereas others are more social marginalized, stigmatized, and transgressive. Some are perceived as “normal,” in that they are seen to reflect more mainstream , dominant, hegemonic values, whereas others seem violate our shared cultural values to such an extent that they are defined as “abnormal, ”“unnatural,” even pathological by outsiders. Their relative social status within the larger culture may vary extensively over time, and place. Some may seem startlingly strange and unfamiliar at first glance, but far less so as they become more familiar or well understood. Some may feel immediately familiar to you, a “natural,” “normal,” or “inevitable” part of everyday life, reflecting both your personal sexual history, as well the experiences of most of those around you, only to feel far more complicated and messy when put under a microscope.

How are we using the concept of “culture” for this assignment?

What is culture? In this class, we have briefly reviewed various ways scholars have approached the concept of culture, and the relative advantages or disadvantages of defining culture in particular ways. There is still room for debate among scholars about how we should define and approach the concept of culture.

In order to complete an assignment about sexual culture(s), we obviously need to adopt some kind of shared understanding or approach, to what “culture” is. The next few slides provide a brief review of the ways in which I personally, as a cultural anthropologist, approach culture as a conceptual tool:

 culture is fluid, diverse, and complex, shaping how we experience ourselves as sexual beings, how we interpret our sexual experiences, what kinds of sexual experiences we may be exposed to, and whether or not, and how, we define our sexual identity

 culture is like a roadmap, in that it encompasses a set of social norms and expectations that define some behaviors as appropriate, normal, and desirable, and others as wildly inappropriate within a particular setting

 the concept of culture is related to the concept of ideology in that it provides a perspective, worldview, framework, and value system through which to understand human behavior (both our own and that of those around us)

 we learn culture as we participate in the social life of a particular cultural setting

 we are cultural actors in that we enact, perform, and transmit our culture to other social actors operating in our social landscape

 culture influences (but does not determine) gender-based sexual norms, behaviors, and attitudes

 the “culture” concept gives us a way identify, locate, and examine the current social context , as well as the emerging social history of certain shared sexual behaviors, beliefs, networks, etc.

 the social history of a sexual culture includes the ways in which those micro-cultures are shaped by external forces, such as changing social institutions, changes in law and medicine, politics, economics, contact with other sexual cultures, etc.

hegemony, power and influence

 hegemony can be defined as a process through which we learn, accept. adopt, and internalize, the social scripts, ideologies, values, perspectives, worldviews, norms, and behaviors all around us

 hegemony refers to how more power others exert social control (or influence) over others, but also, (AND THIS IS CRITICAL!) why less powerful others would accept, comply with, and even idealize, authority/domination exerted by more powerful others

 exactly WHO is the most influential in a particular sexual culture is dependent upon a range of internal and external factors

 micro-level power dynamics, including the symbolic importance of certain social characteristics of actors involved in any particular interaction

 macro-level power dynamics, including the larger social context in which that sexual culture is embedded, and the interrelationships between various sexual cultures

 cultural capital is needed to influence others

 cultural capital has more to do with the sphere of influence (the depth, breadth, and degree of influence) rather than the degree of affluence (although affluence and financial capital certainly play a role in how influential a particular actor might be)

 influential people may simply be those who are considered “in the know” – the “culture-makers” or “producers” – those who know the script well (sometimes, well enough to transgress it with minimal consequences) vs. those who are new to the script or who can’t or won’t accommodate social expectations

culture is a critical, foundational component of hegemony

 culture is the “guidance system” of hegemony

 it provides the ideological content on the roadmap of everyday life

 it provides us with the directions (norms, scripts, ground rules – all of the formal and/or informal codes for behavior, dress, language, etc.) needed to fully participate in that life

 it provides us with the rules of the road, as well as the consequences of disobeying the law

 transgression (whether intentional or not) has social consequences, and what counts as transgression, is culturally defined

 the degree and type of benefit and loss differs, and some groups are more (or less) enfranchised than others, some face higher degrees of scrutiny than others, as well as stiffer (or looser) sanctions for transgressive behavior

 remember that scrutiny and sanctions are critical components of gender-based policing

 it provides directions for how cultural actors decide who is licensed to drive, and under what conditions (power, influence)

 it provides justification for culture defines who is entitled to make adjustments to the map

 it provides a social arena for cultural actors caught in a complex system of rewards and punishments

 it provides cultural actors with culturally legitimate opportunities to accrue social, symbolic, or even financial capital (or status) when they demonstrate support of the status quo

Who, what, where, when?

 Is this institutionally-based? Does it exist within a pervasive social institution , like marriage, that is recognizable, familiar, and relevant to most members of the culture? Why would that matter?

 Is this geographically-based? Does it exist within a specific place, or space, like a prison? Why would that matter?

 Is this occupation-based? Does it differ by occupation, work venue, job category, etc. Why would that matter?

 Is this event-based? Does it represent a time-bound situation where social norms and sexual propriety differ by setting, time and place? Why would that matter?

 Is this heritage-based, or related to religion, philosophy, etc.? Does it represent a larger part of a worldview? Why would that matter?

Please follow the instructions provided on Blackboard as it relates to formatting this essay for submission. Below is the set of prompts that you are to follow in preparing your assignment.

Define the nature of the sexual culture you have been assigned to.  First, describe how you would have initially defined and characterized the sexual culture in question

without looking to any external sources. Make an explicit reference to at least one item on the slide entitled: “who, what, where, when”

 Second, after careful, systematic reflection, including a review of the materials provided in this slide set, any relevant course materials, and any external resources you need to refer to in order to redefine and characterize the sexual culture you have been assigned to. In order to ensure the accuracy of your characterization, and to build your familiarity with a sexual culture that is not familiar to you, you may choose to utilize external resources if you need to, but this is not required.

 Third, ensure that your characterization addresses each of the following questions:

 List at least three practices are involved in that sexual culture?

 Provide one example of a script, norm, role, and set of expectations relevant to that sexual culture.

 Identity at least one example of how hegemony, power, and/or influence, impact the power dynamics of that sexual culture.

 Identify at least one key dimension of the underlying value system shaping the social norms and expectations within this sexual culture.

 Identify at least one way in which the sexual culture reflects, or is a part of, mainstream cultural values.

 How did writing about this topic fulfill one or more of the overarching goals for the assignment listed on the next slide?

Overarching Goals for the Assignment

 To better understand the socially constructed nature of sexuality

 To develop our understanding of how social institutions, culture, power, economics, etc. influence sexual worldviews and perspectives

 To deepen and broaden our understanding of sexuality in a way that enhances tolerance for sexual difference, and celebrates sexual diversity

 To develop our critical thinking skills while setting aside our personal judgements and perspectives

 To demonstrate our ability to differentiate between sexual identities and sexual practices