Genderism

This ground-breaking text profiles a college
population often misunderstood: Transgender students.
Using a broad range of self-identifying terms,
"transsexual," "tranny boy," "genderqueer," "male to
something else," "two spirit," "third gender" and
"still defining," this study's participants gave
voice to a definition and characteristics of
genderism. They described a campus dictated by a
binary gender system with four components: a social
labeling process used to categorize all individuals
into rigid male or female identities; accountability
for conforming to binary gender norms with requisite
rewards and punishments; privileging of
non-transgender persons; and invisibility, isolation
and inaccessibility of transgender identities. For
university faculty, administrators and students, this
unique work provides both a theoretical foundation
for understanding systemic oppression related to
transgender identities as well as a blue print for
campus change. This study was recognized with a GLBT
Knowledge Community Research Award from the National
Association of Student Personnel Administrators and
Scholar-Activist Award from the American Educational
Research Association.

Autorentext
Brent Bilodeau, Ph.D., serves as the director of the Michigan
State University Lesbian, Gay, Bisexual and Transgender Resource
Center. His research focuses on transgender identities and
campus culture, LGBT student leadership and identity
development, campus climate, and issues related to diverse,
intersecting identities.

Klappentext
This ground-breaking text profiles a college population often misunderstood: Transgender students. Using a broad range of self-identifying terms, "transsexual," "tranny boy," "genderqueer," "male to something else," "two spirit," "third gender" and "still defining," this study's participants gave voice to a definition and characteristics of genderism. They described a campus dictated by a binary gender system with four components: a social labeling process used to categorize all individuals into rigid male or female identities; accountability for conforming to binary gender norms with requisite rewards and punishments; privileging of non-transgender persons; and invisibility, isolation and inaccessibility of transgender identities. For university faculty, administrators and students, this unique work provides both a theoretical foundation for understanding systemic oppression related to transgender identities as well as a blue print for campus change. This study was recognized with a GLBT Knowledge Community Research Award from the National Association of Student Personnel Administrators and Scholar-Activist Award from the American Educational Research Association.