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This essay analyzes the complicated gendered landscape that academic women's studies represents for gay male students and instructors. It uses personal experience and contemporary gender theory to explore why women's studies is perceived to be the natural province of gay males, how gay males are interpellated as ''men'' in women's studies, and the choices gay males face between academic feminism and popular discourses of gay rights activism. It argues that Women's studies represents both a promising and perilous discursive space for gay males, especially those attempting to embody gender constructionist, anti-essentialist, and queer subject positions.

This article examines the history of the United Automobile Workers (UAW) during the 1960s and early 1970s from a transnational perspective, exploring the ideological overlap between the union's domestic organizing efforts and its international affairs program. The UAW believed workers and their institutions were the catalysts for economic and political development in poor communities in the United States and developing nations abroad. In the United States, the UAW attempted to address the problems facing poor urban areas with solutions that went beyond the shop floor and state anti-poverty programs. Without an industrial base to unite workers on the job, the UAW funded and staffed community unions to mobilize the largely African American neighborhood of Watts and the Mexican American community of East Los Angeles forging an alliance between poor people, workers, and the labor movement. The Watts Labor Community Action Committee (WLCAC) and the East Los Angeles Community Union (TELACU) were designed to create jobs and housing, revitalize the local economy, and ultimately raise the purchasing power and standard of living of residents in these economically and politically marginalized areas of Los Angeles. This article demonstrates the way the UAW's community union movement was influenced by ideas about race, culture, and development that transcended national boundaries, linking urban communities in the United States with developing nations abroad.

The study analyzes the ''My Strength is Not for Hurting'' rape prevention public media campaign through the lens of feminist visual culture studies, arguing that the campaign sends contradictory and confusing messages to boys and men about rape and sexual assault. It also touches on the implications of the campaign's appropriation of a commercial advertising aesthetic; the tendency to objectify women and silence their voices; and complications resulting from efforts to include racial and sexual diversity.

Living Out Loud- Front Cover -- Living Out Loud -- Title Page -- Copyright Page -- Dedication -- Brief Contents -- Detailed Contents -- Preface -- TO THE STUDENT -- TO THE INSTRUCTOR -- Acknowledgments -- Chapter 1: Out of the Past: Histories -- Early America -- The Nineteenth Century -- The Early Twentieth Century -- The Mid Twentieth Century -- The 1960s: Civil Rights, Women's Liberation, and Gay Liberation -- The 1970s -- The 1970s: Gay Cultures and Communities -- The 1980s: Activism, AIDS, and Anger -- The 1990s -- 2000-Present. -- Chapter 2: Same Difference: Diversities -- The Big Three: Sex, Gender, Sexual Orientation -- Intersectionality: Complicating the Big Three -- Chapter 3: Getting It On: Sexual Behavior and Sexual Health -- Sexy Bits: Sexual Anatomy -- Getting It On: Sexual Behavior -- Wrap It Up! Sexual Health -- Chapter 4: Together, Forever? Relationships -- Attachments and Relationships -- Childhood -- Coming Out -- Adolescent and Peer Relationships -- Dating and Romantic Relationships -- Partnered Relationships and Family Forms -- Relationship Dissolution -- Parenting -- Work Relationships -- The Later Years -- Chapter 5: Reading, Writing, Queering: Education -- Understanding Terminology -- The Role of Schools -- Student Development -- The Heteronormative Structure of Education -- Queering the Curriculum -- The Role of Educators in Supporting LGBTQ+ Students -- Extra-Curricular Organizations -- School Practices and Policies -- Chapter 6: We're Here! We're Queer! Power, Politics, and Activism -- Assimilationist Activism -- Liberationist Activism -- LGBTQ Politics: Remaining Challenges -- Chapter 7: Pop Out! Mass Media and Popular Culture -- LGBTQ Media Stereotypes -- The Gay Press -- Advertising and the Gay Market -- Comic Books, Strips and Zines -- Film -- Television -- Pornography -- Social Impacts: Playing and Working Together

How far can the shift to later childbearing in developed countries be accounted for by the growth in educational participation? A move to later childbearing has been a conspicuous feature of fertility trends in developed countries for many decades, and over that same period educational participation rates have risen substantially (OECD 2014, 2016a). The rising age at birth is often described as fertility postponement and is primarily due to a progressively later start to childbearing. Fewer women have been starting a family in their teens and early 20s and more have been delaying the start of parenthood to their late 20s and 30s (d'Addio and Mira d'Ercole 2005; OECD 2016b). The consequence is a decline in the first birth rates of childless women at younger ages, followed, in most cases, by a rise in parity-specific rates at older ages, resulting in a general shift up the age scale in the timetable of parenthood. In the West, the mean age at first birth began rising in the 1970s; in Eastern Europe, the trend began in the 1990s, following political and societal transformation (see Figures 1a and 1b). Later childbearing is emerging more recently as a feature of population trends in Southeast Asia and Latin America (Rosero-Bixby et al. 2009; Frejka et al. 2010).