title: "It was kind of awkward and kind of special all at once": Lesbians' experiences of conception, maternity and family spaces

authors: Melville, Lisa

subjects: Lesbian families

abstract: This thesis examines the decision making and experiences of lesbians creating families in and through spaces and places where heterosexual relationships are predominant. I explore the conception spaces of homes and fertility clinics, the maternity spaces of ante-natal classes and hospital wards, and the educational, legal and discursive spaces of family in Aotearoa New Zealand. I address how heteronormative understandings of family influence the ways in which lesbians create family and how lesbians disrupt heteronormative assumptions about family. 

This research responds to calls for more scholarship on: a broader range of mothers; lesbian mothering; queer family in Aotearoa New Zealand; conception practices; and the normalisation of sexual practices outside of heterosexuality. I draw on feminist and queer geographies to examine how meanings of spaces and bodies are fluid, mutually constituted, and contradictory. Qualitative methods were used to collect empirical evidence. I conducted semi-structured face-to-face interviews with 38 lesbians and developed online surveys to which 240 women responded. I used the concept of hegemonic heteronormativity to examine how normative understandings are expected and performed within conception, maternity, and family spaces. Many aspects of this research were awkward: conversations about insemination; talking with lesbians about sperm; the stories participants told about feeling awkward; and the unease in hearing these stories. The synergistic ways in which conception, maternity and family spaces and lesbian bodies create feelings of awkwardness is analysed through concepts of ‘space invaders’ (bodies being in the wrong place), the abject (a disgust of something which is considered neither one nor the other), and the act of queering (disturbing normative assumptions of bodies and spaces). 

There are three research findings based on the themes of: conception; pregnancy and birth; and being a lesbian mother. The first finding is that spaces of conception - such as homes and fertility clinics - are heteronormative, but these spaces also disturb procreational norms and binary understandings of ‘homely’ and ‘clinical’. Lesbians seeking pregnancy queer assumptions around fertility, conception and gender performance, creating awkward spaces where understandings can be renegotiated. Second, maternal bodies and places are also heteronormative, and there is a strong connection between pregnancy, heterosexuality, and mothering. Expectant lesbian mothers who are not pregnant often feel they do not fit in maternity spaces, as they are not regarded as a mother nor a father. The third finding shows discursive understandings of family consistently exclude lesbian mothers and their children. Deciding whether to come out or not is a normative everyday aspect of parenting, as is the awkwardness that is provoked through exposing heteronormative assumptions. Awkwardness also creates a space of possibility, where understandings of lesbian, mother, and family are expanded, and where laughter can encourage change.

text: "It was kind of awkward and kind of special all at once": Lesbians' experiences of conception, maternity and family spaces This thesis examines the decision making and experiences of lesbians creating families in and through spaces and places where heterosexual relationships are predominant. I explore the conception spaces of homes and fertility clinics, the maternity spaces of ante-natal classes and hospital wards, and the educational, legal and discursive spaces of family in Aotearoa New Zealand. I address how heteronormative understandings of family influence the ways in which lesbians create family and how lesbians disrupt heteronormative assumptions about family. 

This research responds to calls for more scholarship on: a broader range of mothers; lesbian mothering; queer family in Aotearoa New Zealand; conception practices; and the normalisation of sexual practices outside of heterosexuality. I draw on feminist and queer geographies to examine how meanings of spaces and bodies are fluid, mutually constituted, and contradictory. Qualitative methods were used to collect empirical evidence. I conducted semi-structured face-to-face interviews with 38 lesbians and developed online surveys to which 240 women responded. I used the concept of hegemonic heteronormativity to examine how normative understandings are expected and performed within conception, maternity, and family spaces. Many aspects of this research were awkward: conversations about insemination; talking with lesbians about sperm; the stories participants told about feeling awkward; and the unease in hearing these stories. The synergistic ways in which conception, maternity and family spaces and lesbian bodies create feelings of awkwardness is analysed through concepts of ‘space invaders’ (bodies being in the wrong place), the abject (a disgust of something which is considered neither one nor the other), and the act of queering (disturbing normative assumptions of bodies and spaces). 

There are three research findings based on the themes of: conception; pregnancy and birth; and being a lesbian mother. The first finding is that spaces of conception - such as homes and fertility clinics - are heteronormative, but these spaces also disturb procreational norms and binary understandings of ‘homely’ and ‘clinical’. Lesbians seeking pregnancy queer assumptions around fertility, conception and gender performance, creating awkward spaces where understandings can be renegotiated. Second, maternal bodies and places are also heteronormative, and there is a strong connection between pregnancy, heterosexuality, and mothering. Expectant lesbian mothers who are not pregnant often feel they do not fit in maternity spaces, as they are not regarded as a mother nor a father. The third finding shows discursive understandings of family consistently exclude lesbian mothers and their children. Deciding whether to come out or not is a normative everyday aspect of parenting, as is the awkwardness that is provoked through exposing heteronormative assumptions. Awkwardness also creates a space of possibility, where understandings of lesbian, mother, and family are expanded, and where laughter can encourage change.

year: 2021

title: Monotonic and cyclic undrained behaviour and liquefaction resistance of pumiceous, non-plastic sandy silt

authors: Chaneva, Jordanka

subjects: Hamilton lowlands

abstract: Experimental data related to the mechanical behaviour of crushable pumiceous soils are limited compared with those for hard-grained soils. The main focus of previous studies has been on pumiceous sands, whereas pumiceous silts have not been investigated to date. In this paper, several series of monotonic and cyclic triaxial tests were performed to investigate the undrained behaviour and liquefaction resistance of a natural volcanic-ash derived, non-plastic pumiceous silt from northern New Zealand. Particle crushing due to sample reconstitution and triaxial testing was analysed by quantifying the changes in grain-size parameters and pumice contents. The main results can be summarized as follows. (1) The pumiceous silt showed a contractive response, even at medium to high relative densities, leading to high flow liquefaction susceptibility. (2) When subjected to cyclic undrained loading, the silt exhibited similar trends in terms of excess pore water pressure and axial strain accumulation to those established for hard-grained soils as opposed to those for pumiceous sands. (3) The liquefaction resistance of both medium-dense and dense samples was within the lower range compared to published cyclic resistance curves of both hard-grained soils and pumiceous sands. (4) The material did not undergo significant particle crushing after testing. Result (4) was considered to be the main factor that contributed to the fact that, in general, the cyclic undrained behaviour of the pumiceous silt was close to the trends established for those of hard-grained soils.

text: Monotonic and cyclic undrained behaviour and liquefaction resistance of pumiceous, non-plastic sandy silt Experimental data related to the mechanical behaviour of crushable pumiceous soils are limited compared with those for hard-grained soils. The main focus of previous studies has been on pumiceous sands, whereas pumiceous silts have not been investigated to date. In this paper, several series of monotonic and cyclic triaxial tests were performed to investigate the undrained behaviour and liquefaction resistance of a natural volcanic-ash derived, non-plastic pumiceous silt from northern New Zealand. Particle crushing due to sample reconstitution and triaxial testing was analysed by quantifying the changes in grain-size parameters and pumice contents. The main results can be summarized as follows. (1) The pumiceous silt showed a contractive response, even at medium to high relative densities, leading to high flow liquefaction susceptibility. (2) When subjected to cyclic undrained loading, the silt exhibited similar trends in terms of excess pore water pressure and axial strain accumulation to those established for hard-grained soils as opposed to those for pumiceous sands. (3) The liquefaction resistance of both medium-dense and dense samples was within the lower range compared to published cyclic resistance curves of both hard-grained soils and pumiceous sands. (4) The material did not undergo significant particle crushing after testing. Result (4) was considered to be the main factor that contributed to the fact that, in general, the cyclic undrained behaviour of the pumiceous silt was close to the trends established for those of hard-grained soils.

year: 2023-05

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024