Geography Reference
In-Depth Information
conveyed family expectations of them as asexual (Gillespie-Sells, Hill, and Robbins
1998).
Parentsconveytheirexpectationstochildrenthroughdirectcommunication,butoften
it is what remains unspoken that most strongly conveys parental expectations. The non-
mentionofsex,sexeducation,orthepossibilityoftheirdaughterhavingchildrenpasses
on a clear message that disabled girls are not expected to participate in sexually active
relationships. In general parental expectations may subtly pressure nondisabled girls to
incorporate marriage and children into their future, while the converse seems to be the
case for disabled girls.
As Micheline, a participant in Campling's (1981) study, recalled from her childhood
at the age of 12 years old: “Sex was distinctly not talked about nor was the issue of my
having children, which I had started to worry about from that day onwards” (quoted in
Campling 1981, 24). Teachers may also prove significant influences in conveying soci-
etal expectations of disabled girls' asexual status. Beth's future expectations were signi-
ficantly influenced by the comments of a special school teacher:
[M]y best friend happened to say one day, “Well when I have children,” and she
was basically shot down in flames for it by the teacher … who said, “Well you
know girls you won't, you can't have children, so you will have to think of other
things in life because you can't have children.” (Beth 36-41 years)
Such comments by an authoritative and influential figure impressed upon the girls
thattheywerenotexpectedtoparticipate inintimate relationships, effectivelyfortifying
the myth that participating in sex is something that disabled people do not do (Cooper
andGuillebaud1999).Thus,thegirlswerenotgivenpermissionorapprovaltoaspireto
an active, enjoyable sex life. The teacher by implication communicated another social
misunderstanding by insinuating that disabled female bodies are incapable of reproduc-
tion, and are therefore unsuited to pursuing feminized social roles of wife, mother, or
homemaker (Lonsdale 1990).
Disabled young people may also learn of their asexual status from their peer group.
Sara was educated in a mainstream school where she was the only disabled pupil. She
recalledafellowpupilmakinganinadvertentcommenttoher,verbalizingherpresumed
asexuality and implying her unsuitability as a prospective sexual partner:
[O]neoftheboysthatIwasdancingwithsaid,“Youknowyou'llneverbeableto
have babies” … he wasn't being mean or anything… that just stuck with me.… I
thought it was just hurtful. He didn't say it to be hurtful, but it was. (Sara 41-46
years)
