Group 1: In making the taken-for-granted explicit,

queer theorists examine sexual power as it is

embedded in different areas of social life and
interrogare areas of the social world not usually
seen as sexuality-such as the ways heterosexuality
confers upon an individual a variety of citizenship
rights. (Pascoe 10-11)
Group 2: Looking at masculinity as discourses and
practices that can be mobilized by female bodies
undermines the conflation of masculinity with an
embodied state of maleness. Instead, this
approach looks at masculinity as a recognizable
configuration of gender practices and discourses.
(Pascoe, 12)
Group 3: Looking at the structure of sexuality at
school is important because masculinity and
femininity are forged through a "heterosexual
matrix" that involves the public ordering of
masculinity and femininity through meanings and
practices of sexuality. Both the formal and
informal sexuality curricula at River High
encouraged students to craft normative sexual and
gendered identities, in which masculinity and
femininity were defined by heterosexuality. (Pasco
27)
Group 4: These pairings framed the heterosexual
coupling as an important way of organizing
students, reflecting larger understandings of the
heterosexual dyad as a fundamental human
pairing. (Pascoe, 41)
Group 5: In her study of sixth-grade African
American boys, Ann Ferguson argued that
teachers and administrators attributed an
intentionality to African American boys'
misbehavior that they did not attribute to white
boys' misdeeds. When white boys misbehaved,
teachers excused them with a resigned "boys will
be boys" response. However, when African
American boys joked, spoke out, or otherwise
misbehaved in the classroom or schoolyard, adults
at the school Ferguson studied assumed that they
were doing so on purpose. (Pascoe, 49)
Group 6: Genders, therefore, are not attached to a
biological substratum. Gender boundaries are
breachable, and individual and socially organized
shifts from one gender to another call attention to
"cultural, social, or aesthetic dissonances" (Garber
1992, 16). These odd or deviant or third genders
show us what we ordinarily take for granted-that
people have to learn to be women and men....
(Lorber, 57)
Group 7: What if we acknowledged the separation
of sexuality from procreation and encouraged our
children to express themselves sexually if they
were so inclined? What if we, further, encouraged
them to explore their own bodies as well as those
of friends of the some and the other sex when
they felt like it? (Lorber, 66)
Group 8: As young men we are constantly riding
those gender boundaries, checking the fences we
have constructed on the perimeter, making sure
that nothing even remotely feminine might show
through. The possibilities of being unmasked are
everywhere. . . . Even the most seemingly
insignificant thing can pose a threat or activate
that haunting terror (Kimmel 148)