2015, Laura, "Asexual community politics and sex aversion", F-ace-ing Silence, Issue 2, January 2015, page 18:
Because aces differ so much, the ideologies of compulsory sexuality, sex normativity, amatonormativity, and even allonormativity will tend to operate differently upon different types of aces.
2019, Amanda L. Mollett & Brian Lackman, "Asexual Student Invisibility and Erasure in Higher Education: 'I Thought I Was the Only One'", in Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate (eds. Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, & Jason L. Taylor), unnumbered page:
The sooner campuses acknowledge asexuality as a sexual identity, the sooner they can begin examining and addressing the ways they perpetuate allonormativity.
2019, Julia Coombs Fine, "Performing graysexuality: A segmental and prosodic analysis of three voices employed in the construction of the graysexual self", Journal of Language and Sexuality, Volume 8, Issue 1, March 2019:
Additionally, they accentuate the dialogic nature of identification, elucidating links between macrosocial and microsocial contexts as the participant constructs the emergent category of graysexuality relative to established tropes of homo- and allonormativity[…]
2019, Constance Bougie, "Pink Gauze, Cold Spirits: Asexual Criticism and Virginia Woolf's Mrs. Dalloway", Oshkosh Scholar (University of Wisconsin-Oshkosh), Volume 14 (2019), page 99:
In such a context, those who identify as asexual, inundated as is common by such norms of what we might refer to as allonormativity, are left, as blogger @theacetheist notes, with only two theses with which to incorrectly regard their existences: “I am not a sexual being, therefore I am not human,” or, alternatively, “I am human, therefore I am a sexual being.”
2020, Amanda L. Mollett, "'I have a lot of feelings, just none in the genitalia region': A grounded theory of asexual college students' identity journeys", Journal of College Student Development, Volume 61, Number 2, March/April 2020, page 197:
Students receive messages from family, peers, media, and education that perpetuate allonormativity.
