Nonparametric Estimation in the Class of Bisexual Processes with Population-Size Dependent Mating

2000 Mathematics Subject Classification: 60J80, 62M05

Discrete Time Bisexual Branching Processes in Varying Environments

2000 Mathematics Subject Classification: 60J80

Some Probabilistic Results in a Bisexual Branching Process with Immigration

2000 Mathematics Subject Classification: 60J80.

Revisiting Offspring Maxima in Branching Processes

2000 Mathematics Subject Classification: 60J80; 60G70.

On the Extinction Probability for Bisexual Branching Processes in Varying Environments

2000 Mathematics Subject Classification: 60J80

Estimation of the Offspring and Immigration Mean Vectors for Bisexual Branching Processes with Immigration of Females and Males

2000 Mathematics Subject Classification: 60J80, 62M05.

On Y-Linked Genes and Bisexual Branching Processes

2000 Mathematics Subject Classification: 60J80.

Extremes of Bivariate Geometric Variables with Application to Bisexual Branching Processes

2000 Mathematics Subject Classification: 60J80, 60G70.

A Foucauldian and Deleuzian reading of autopoietic bisexual lives

This paper will locate the convergence of Foucault’s and ’Deleuze’s critico-political itinerary on the ethics of autopoiesis. It will re-evaluate the aims and objectives of Foucault’s ‘ethical turn’ in the later volumes of the history of sexuality project alongside Deleuzian ideas about the processes of becoming-other. Then, using primary research from a sociological study on bisexual lives, the paper will demonstrate the consonances of their respective theoretical insights about the potential of erotic ‘pleasure’ and ‘desire’ as a force of resistance. The aim of the analysis is twofold: firstly, to set the groundwork for further dialogical exchange between Deleuzian and Foucauldian thinking; and secondly, to highlight a lacuna in queer scholarship on bisexuality.

New rules, no rules, old rules or our rules : women designing mixed-orientation relationships with bisexual men

This chapter draws from an Australian semi-structured interview project with seventy-eight culturally, sexually and geographically diverse women, aged nineteen to sixty-five, who were in monogamous, open and polyamorous marital and de facto relationships with bisexual men, abbreviated as MOREs (mixed-orientation relationships).
For the purposes of this chapter, I will provide an overview of the shifting subjectivities, agency and resistance of those women and their male partners who stated that, without coercion or repression, they undertook processes of ‘designing’ their long-term MOREs.
I wiIl explore what every woman stated as being an essential component of consensually and creatively entering or being in a relationship with a bisexual man: designing, negotiating and maintaining some “ground rules” and “boundaries”.
There appear to be three overall groups of ‘rules’ within which specific ‘designs’ are created:
1. ‘Old Rules’: Monogamy is considered the only workable or desirable rule, and a partner’s inability to adhere to monogamy would mean the end of the relationship.
2. ‘New Rules’: A range of negotiations and design-specifications establish non-monogamous boundaries and operational strategies.
3. ‘Our Rules or His and Her Rules’: Decisions are made regarding to what extent the rules will be equitable to both, or there are separate regulations for each partner.

Pregnancy loss in lesbian and bisexual women: An online survey of experiences

Background: Although pregnancy loss is a distressing health event for many women, research typically equates women’s experiences of pregnancy loss to ‘married heterosexual women’s experiences of pregnancy loss’. The objective of this study was to explore lesbian and bisexual women’s experiences of miscarriage, stillbirth and neonatal death. Methods: This study analysed predominantly qualitative online survey data from 60 non-heterosexual, mostly lesbian, women from the UK, USA, Canada and Australia. All but one of the pregnancies was planned. Most respondents had physically experienced one early miscarriage during their first pregnancy, although a third had experienced multiple losses. Results: The analysis highlights three themes: processes and practices for conception; amplification of loss; and health care and heterosexism. Of the respondents, 84% conceived using donor sperm; most used various resources to plan conception and engaged in preconception health care. The experience of loss was amplified due to contextual factors and the investment respondents reported making in impending motherhood. Most felt that their loss(es) had made a ‘significant’/‘very significant’ impact on their lives. Many respondents experienced health care during their loss. Although the majority rated the overall standard of care as ‘good’/‘very good’/‘outstanding’, a minority reported experiencing heterosexism from health professionals. Conclusions: The implications for policy and practice are outlined. The main limitation was that the inflexibility of the methodology did not allow the specificities of women’s experiences to be probed further. It is suggested that both coupled and single non-heterosexual women should be made more visible in reproductive health and pregnancy loss research.

Learning to construct our identities over the life course: a study with lesbian, gay, bisexual and transgender adults in Scotland

To date, adult educational research has had a limited focus on lesbian, gay, bisexual and transgendered (LGBT) adults and the learning processes in which they engage across the life course. Adopting a biographical and life history methodology, this study aimed to critically explore the potentially distinctive nature and impact of how, when and where LGBT adults learn to construct their identities over their lives. In-depth, semi-structured interviews, dialogue and discussion with LGBT individuals and groups provided rich narratives that reflect shifting, diverse and multiple ways of identifying and living as LGBT. Participants engage in learning in unique ways that play a significant role in the construction and expression of such identities, that in turn influence how, when and where learning happens. Framed largely by complex heteronormative forces, learning can have a negative, distortive impact that deeply troubles any balanced, positive sense of being LGBT, leading to self- censoring, alienation and in some cases, hopelessness. However, learning is also more positively experiential, critically reflective, inventive and queer in nature. This can transform how participants understand their sexual identities and the lifewide spaces in which they learn, engendering agency and resilience. Intersectional perspectives reveal learning that participants struggle with, but can reconcile the disjuncture between evolving LGBT and other myriad identities as parents, Christians, teachers, nurses, academics, activists and retirees. The study’s main contributions lie in three areas. A focus on LGBT experience can contribute to the creation of new opportunities to develop intergenerational learning processes. The study also extends the possibilities for greater criticality in older adult education theory, research and practice, based on the continued, rich learning in which participants engage post-work and in later life. Combined with this, there is scope to further explore the nature of ‘life-deep learning’ for other societal groups, brought by combined religious, moral, ideological and social learning that guides action, beliefs, values, and expression of identity. The LGBT adults in this study demonstrate engagement in distinct forms of life-deep learning to navigate social and moral opprobrium. From this they gain hope, self-respect, empathy with others, and deeper self-knowledge.