Teaching Transgender*

The recent visibility of transgender lives demonstrates the dawning of a new period in the potential to include transgender topics in sociology courses. The focus on transgender individuals, communities, and inclusive initiatives are gaining momentum on many public and private college and university campuses, awakening old and new curiosities, igniting student activists and advocates everywhere. Such developments provide an important opportunity for instructors who are motivated to create trans-friendly syllabi, courses, and classrooms. In this article, we briefly explore how transgender people have been used to teach sociological concepts and provide strategies to positively integrate transgender communities into the classroom. Ultimately, we intend this article to show new and more sensitive ways to include transgender experiences into a wide range of sociological courses.

TRE WENTLING ELROI WINDSOR Syracuse University Georgia State University

KRISTEN SCHILT BETSY LUCAL Rice University Indiana University South Bend

THE AMERICAN SOCIOLOGICAL ASSOCIA- “sex” in titles (or was used in combination, TION began publishing Teaching Sociology as in Berheide and Segal’s “Teaching Sex in 1973. The first piece with “sex” in its and Gender: A Decade of Experience” title was published in 1976 (Levinson, “An [1985] and Harvey’s “Some Reasonable Encounter with Sex Discrimination”). The Goals for Sex and Gender Roles Courses” first articles with “gender” in their titles [1986]). In total, the journal has published were published in 1983 in the same issue 30 articles about teaching sociology of (Curry and Clarke’s “Developing Visual sex/gender in 33 years (through volume 35 Literacy: Use of Magazine Advertisements [2007], issue 3). “Women” or “men” ap- Depicting Gender Roles” and Hess and pear in the titles of fewer than ten additional Grant’s “Prime-Time Television and Gen- articles in this content area. Surprisingly, der-Role Behavior”). These early articles few—just four if we include those with reflect the contemporary conceptualization “sex,” “gender,” “men” or “women” in the of sex and gender as role based, while later title—have been published since 2000. articles place gender in the context of social While transgender1 individuals and issues inequality and/or a social constructionist have become increasingly visible in contem- perspective. porary U.S. society, as well as in other sub- By the mid 1980s, reflecting changes in 1 the field, “gender” had largely supplanted Transgender is an umbrella term that de- scribes many people who transcend “normative” *Without the promotion and support of trans- embodiments of masculine and feminine, includ- gender inclusion by Professor Betsy Lucal, the ing transsexuals, crossdressers, drag queens and Teaching Transgender workshop presented at kings, genderqueers, and other gender variant ASA and this article would not be possible. people. Most misuse transgender synonymously Please address all correspondence to Tre Wen- with transsexual, which identifies people whose tling, Department of Sociology, 302 Maxwell gender identity conflicts with their ascribed Hall, Syracuse University, Syracuse, NY gender, and they may take hormones and/or 13244; email: [email protected]. undergo surgery.

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Downloaded from tso.sagepub.com at PORTLAND STATE UNIV on January 27, 2015 50 TEACHING SOCIOLOGY fields of sociology, this change is not re- it is important to first examine personal flected in sociologists’ scholarship on teach- attitudes, and second be familiar with evolv- ing. No articles with “transgender” or ing terminology before introducing trans- “transsexuality” in the title or abstract have gender topics. ever been published in Teaching Sociology. Similarly, until 2007, topics related to Assessing Pedagogical and Personal Values transgender were invisible at ASA’s meet- As a whole, academics’ uses of transgender ings. The 2007 workshop is the source of subjects to illustrate gender theories have the content for this piece, and it was the been problematic and often tokenizing. Fre- first organized and delivered at the ASA quently, transgender people are held more meetings that explicitly focused on teaching accountable for upholding the gender binary transgender. than non-transgender, or cisgender,3 people. In this article, we briefly explore how the A first step in teaching about transgender is lives of transgender people historically have to honestly assess personal viewpoints by been used to teach sociological concepts. critically examining the ways we construct We then provide pedagogical strategies for and teach our courses. For example, con- integrating transgender representations into sider what texts have been useful in the the classroom. Ultimately, we intend to preparation to teach transgender, how they show new and more sensitive ways to in- have discussed transgender topics, and if clude transgender experiences in a wide they were authored by transgender people. range of sociological courses. Perhaps more insightful is exposure to transgender communities. Minimally, iden- FOUNDATIONS tify personal acceptance of gender fluidity AND CONSIDERATIONS and diversity within transgender communities. The short essays, “How to Be an Ally Earlier Sociological Conceptions to Transgender and Intersex People” Historically, transgender persons have been (Beemyn N.d.) and “Action Steps for Being included in sociological curriculum to dem- a Trans Ally” (Lurie 2007) provide tips for onstrate the social construction of gender increasing transgender sensitivity and are (Garfinkel 1967; Lorber 1994, 1996, 2005), useful aids in ascertaining familiarity with explain the differences between the binary basic transgender issues. categories of sex and gender (Kessler and McKenna 1978), the concepts of “doing Terminology(ies) and Identity(ies) gender” (Messner 2000; West and Zimmer- Teaching transgender presents numerous man 1987) and “gender display” (Goffman opportunities to explore issues related to 1976). Most recently, the inclusion of medi- defining terminology and identity. Of calized intersexed2 bodies has furthered the course, no universal resource exists with argument that sex and gender categories are finite and uncontested transgender classifi- social constructs (Fausto-Sterling 2000; cations. The increasing visibility and politi- Kessler 1990; Preves 2003), while decon- cal gains of transgender communities have structionist techniques posit gender perfor- sparked evolutions in language used to de- mativity to expand and challenge these theo- scribe this diverse group. Any discussion ries (Butler 1990; Halberstam 1998). Yet that attempts to define the terms beneath the transgender inclusion in these areas warrant transgender umbrella should first offer the close examination in the classroom, where caveat that putting labels on and creating 2Intersex, replacing the term hermaphrodite, boundaries around identities is a politicized refers to people born with sex characteristics practice that can be a difficult, awkward (i.e., chromosomes, reproductive organs, and genitalia) that do not “fit” standard definitions 3Cisgender refers to a person who is not of “male” or “female” sex categories. transgender.

Downloaded from tso.sagepub.com at PORTLAND STATE UNIV on January 27, 2015 TEACHING TRANSGENDER 51 and exclusionary process. For a simple Consider discussing the ways that trans- compilation of terms beneath this umbrella, gender language, identities, expressions, which is by no means exhaustive, see and communities contribute to and challenge “Transgender Terminology” (Beemyn N.d.). mainstream gender studies. In the classroom, it makes sense to intro- duce such terms by explaining that they are Who Is a Transgender “Expert”? also reifying. There are no hard and fast rules about who When incorporating transgender terminol- counts as a transgender “expert.” However, ogy, it is important to recognize current it is important to include works by actual contextualizations of these terms. Scholars transgender people, rather than relying only have documented gender-bending behaviors on sociological and psychological studies. and practices throughout history and across Since the mid 1990s, there has been a sharp cultures (Feinberg 1996; Lev 2004), which increase in academic and non-academic texts can be helpful for students to read about. by transgender people (see SBTTT). Many However, it is inaccurate to impose a retro- of these works critically evaluate the theo- spective “transgender” label on these pre- retical conceptions of gender that use trans- modern and non-Western practices gender gender crossing as their building (Cromwell 1999; Feinberg 1996). Remem- blocks, such as Prosser’s (1998) critique of ber, transgender identities can be “raced” Butler’s theory of performativity or Na- and “classed” like other aspects of gender maste’s (2000) critique of Garfinkel’s eth- studies. Avoid relying exclusively on the nomethodological theory of gender. These stories of white transwomen4 by seeking out critical assessments provide a much-needed texts that emphasize experiences reflecting counter opinion to theoretical work that the diversity within transgender communi- draws on the concept of transgender people ties. Recent works on under-represented with little consideration of their actual lived communities such as transmen,5 gender- experiences. Students can learn a great deal queers, crossdressers, drag kings and about power, theory construction, social queens, and trans people of color provide movements, and identity politics from read- refreshing perspectives (see “Supplemental ing these opposing views. Bibliography for Teaching about Trans- When assigning social science research gender Topics” [hereafter referred to as about transgender people, consider the time SBTTT] at http:/mypage.iusb.edu/~blucal/ period in which the research was conducted, transgender.html). In addition, queer and the framing of transgender lives that appears trans youth have created innovative terms in the research, and the position of the re- (Marech 2004). Students may be more fa- searcher toward transgender people. Assign- miliar with this less formal language and ing historical texts can be constructive to can greatly contribute to this discussion. student learning, as they illuminate how Above all, when teaching transgender it is academic and popular conceptions of trans- imperative to avoid stereotyping transgender sexual and transgender people have shifted. people. Transgender communities and lives However, much of the social science re- are as diverse and heterogeneous as any search on transgender (or, at the time, other population, and should be taught ac- transsexual) people that appeared in the cordingly. Transgender people’s gender 1970s and 1980s can be construed from expressions are no more responsible for the today’s perspective as pathologizing. A persistence of the gender binary than the good example of this is Raymond’s Trans- gender expressions of cisgender people. sexual Empire (1979), an argumentative diatribe which states that transwomen are 4Transwomen are people who were assigned male at birth but identify as female. attempting to colonize women’s bodies in 5Transmen are people who were assigned fe- order to take over women’s spaces. Ray- male at birth but identify as male. mond is espousing a particular construction

Downloaded from tso.sagepub.com at PORTLAND STATE UNIV on January 27, 2015 52 TEACHING SOCIOLOGY of transsexual people that is linked with own body or transgender bodies in general. some branches of 1970s lesbian feminism Then, prepare students before the lecture, (see Rubin 2003). If using Raymond (1979), letting them know what questions are appro- we recommend assigning a transsexual re- priate or inappropriate for the speaker. If sponse, such as Stone’s (1991) article, “The you, as an instructor are transgender or Empire Strikes Back.” genderqueer, consider your own willingness to answer these types of questions. Articles Be Prepared to Answer these Questions about coming out as a gay/lesbian/bisexual Introducing students to transgender subject instructor offer a variety of perspectives on matter for the first time is likely to generate self-disclosure from which transgender or a great variety of questions. Even if stu- genderqueer instructors might benefit as dents have some familiarity, it may only be they consider their own classroom practices drawn from scattered images of transgender (e.g., Gibson, Marinara and Meem 2000; people in popular culture—particularly from Khayatt 1999; Lucal and Miller 2007; Silin sensationalistic talk shows. One of the most 1999). Setting up the confines of the discus- difficult tasks is sorting through the ques- sion in this way can eliminate “other-izing” tions to determine those that are valid ver- transgender people by focusing exclusively sus those that are exoticizing or voyeuristic. on how their bodies may differ from cisgen- As transgender students may be in the class der people. MacNevin’s (2004) piece on (whether this is known or not), it is impor- “Embodying Sociological Mindfulness” tant to create and maintain comfortable and provides a useful discussion of issues and safe classroom environments for all stu- opportunities related to bringing a sociologi- dents.6 cal perspective on bodies into the class- One particularly troublesome area is ques- room. tions about transgender bodies. A strategy How gender identity relates to sexual for addressing this interest is to provide a identity is another area frequently broached detailed, clinical overview of the possibili- by students learning about transgender lives ties for transgender surgical interventions. for the first time. Before entering a discus- Students are then armed with a cursory sion that addresses transgender topics, be knowledge of the bodily transformations sure that students have a clear grasp on the that some transgender people make. Stu- distinctions between gender identity (what dents also can be given a list of resources gender you feel yourself to be) and sexual for learning more on their own, such as the identity (who you are attracted to). Students books Body Alchemy (Cameron 1996) and often want to know how to define trans- The Phallus Palace (Kotula 2002). There gender people’s sexual identity after a gen- should be, however, an end point to the der transition. A typical question is, “If a discussion about transgender bodies—unless heterosexual man transitions to become a this is the focus of the lecture—so students woman, is she a lesbian?” The answer realize that further questions will be consid- should highlight sexual categories as social ered unconstructive contributions to class constructions and their lived complexities. discussion. Perhaps it also points to the arbitrary nature If instructors intend to bring a transgender of sexual categories, making room for sex- guest speaker to class, discuss with the ual identity as a personal decision. These guest beforehand what types of questions, if questions certainly raise the potential to any, are appropriate to ask about the guest’s address identity politics, identity categoriza- tions, and heteronormativity. However, like 6Rosenbloom and Fetner’s (2001) “Sharing the body questions, these should have a Secrets Slowly” examines how student self- clear ending point so the entire class period disclosure with respect to sensitive issues can be is not spent answering questions about the managed in the classroom. sexual identities of different, hypothetical

Downloaded from tso.sagepub.com at PORTLAND STATE UNIV on January 27, 2015 TEACHING TRANSGENDER 53 configurations of transgender people. quality.org). These subjects can also ad- A final area of questions concerns the dress gender visibility and privilege at work etiology of “gender identity disorder.” Stu- (Schilt 2006). dents typically ask questions about whether The video, Toilet Training (2003), easily decisions to transition are biological or cul- fosters an in-class discussion and writing tural—the nature vs. nurture argument. The assignment concerning the routine discrimi- honest answer is that these are on-going nation, harassment, and violence that gen- debates with little scientific evidence on der variant people face when accessing pub- either side. A better strategy, however, can lic bathrooms. Try an experiential project be to bring this question back to a sociologi- that requires students to use single- cal perspective. The question becomes how occupancy or all-gender bathrooms for one transgender people are treated in society day. Students should then write a paper and how they socially accomplish the transi- describing the experience (e.g., finding and tion from their birth gender to their desired using them, responses from peers, co- gender. This technique also works with workers, and family) as well as explaining questions about how transgender people fit the roles social institutions play in sex- within christianity. Drawing on social con- segregated facilities. (De Welde and Hub- struction frameworks, clarify that students bard’s [2003] discussion of heterosexual will be examining transgender lives from a students’ emotional responses to a “coming sociological perspective, not debating out” project provides a useful examination whether transgender people have a right to of the issues associated with such experien- exist. tial assignments.) Social institutions, particularly the family TRANSGENDER TOPICS IN and health care, can regularly incorporate A VARIETY OF COURSES transgender communities. Sociology of Family courses can embrace transgender There is a plethora of opportunities to inte- youth (see Beam 2007 for a journalistic grate transgender topics in general sociol- account), transgender families (Califia-Rice ogy courses. For instance, teaching about 2000; Howey 2002), the policies affecting subcultures and countercultures provides an transgender parents (Flynn 2006), and the opportunity for students to investigate how ways transgender sex/gender classifications transgender communities fit into these core challenge laws against “same-sex” mar- sociological concepts. Using transgender riage. The activity devised by O’Brien and websites for this topic is helpful, actively Foley (1999), which demonstrates the pri- engaging students in their pursuit to identify mary models of mate selection, can simply values, norms, and traditions. Assign stu- be adapted by asking students to imagine a dents to compare and contrast a transgender transgender-identified partner for the exer- community with another subculture. Simi- cise. As suggested by the authors, require larly, teaching about formal organizations students to describe their participation in the presents an excellent occasion to involve activity and the reaction of their classmates different transgender organizations for in a formal written assignment. Finally, analysis (see SBTTT). Sociology of Health and Medicine courses Topics of social inequality and social can address the barriers that transgender stratification can highlight employment dis- persons experience within the health care crimination among transgender persons system (Hussey 2006). Concerning medical (Broadus 2006); for example, consider that transition, these classes may also interrogate only 37 percent of all people live in U.S. the disparate regulatory processes that trans- jurisdictions that ban discrimination based gender consumers of medical body modifi- on gender identity or expression (National cation must endure compared to cisgender Center for Transgender Equality, http://ncte people. Also, courses can raise the struc-

Downloaded from tso.sagepub.com at PORTLAND STATE UNIV on January 27, 2015 54 TEACHING SOCIOLOGY tural forces shaping the high rates of gender identity, the right to access hor- HIV/AIDS among transgender people mones or surgeries, and the right to safe (Clements-Nolle et al. 2001; Kenagy 2002, sleeping accommodations while incarcer- 2005). ated. Question whether or not transgender- Issues of social control and social regula- sensitivity training should be required for tion present the promise of adding trans- all prison guards and staff (see Cruel and gender literature and experiences. For ex- Unusual 2006). Finally, require students to ample, Joan Nestle et al. (2002) and Mat- create a hypothetical interview schedule for tilda, a.k.a. Matt Bernstein Sycamore a local jail or prison representative about (2006), have published edited volumes pre- the policies regarding transgender inmates. senting examples of agency, resistance, and These suggestions present only a starting subversion employed by some transgender point to the numerous opportunities there people. These texts highlight the formal and are to integrate transgender lives into soci- informal sanctions some gender variant per- ology curriculum. Transgender communities sons experience. And to elaborate on trans- are applicable and relevant to any course. gender resistance to social control, inform students about the transgender involvement CONCLUSION in gay liberation. One outcome of social control and regula- Depending on the context and course within tion, particularly for transgender communi- which instructors decide to teach about ties, is physical violence. Lombardi et al. transgender, be sure to refer to the wide (2001) document both alarming rates of variety of articles and notes published in harassment and physical violence, as well as Teaching Sociology about teaching specific strong associations between economic dis- courses, using particular pedagogical tech- crimination and incidents of violence. Dis- niques and so forth. Given space limita- cussions may address whether the U.S. fos- tions, we do not review those in this article. ters a transphobic environment and how the However, the literature in Teaching Sociol- culture itself, structurally, poses health risks ogy about dealing with and responding to for transgender communities (Clements- student responses to difficult and controver- Nolle, Marx and Katz 2006). Challenge sial topics is useful. Davis (1992), Hedley students to investigate the (potentially) fatal and Markowitz (2001) and Haddad and Lie- realities of transgender existence, and why berman (2002) all provide advice for over- certain crimes against populations go unde- coming student resistance in such contexts. tected, unreported, and not officially re- Bach and Lucal’s (2002) edited volume on corded (see Remembering Our Dead, Managing Hostility in the Classroom can http://www.rememberingourdead.org/). also help to prepare instructors for the chal- Finally, another outcome of formal social lenges of teaching about transgender issues. control is imprisonment. Many transgender The focus on transgender individuals, people experience economic discrimination communities, and inclusive initiatives is and some may participate in “criminal acts” gaining momentum on many public and to survive. Poor and low-income trans- private college and university campuses, women of color, in particular, are routinely awakening old and new curiosities, igniting imprisoned (see Trans/Gender Variant in student activists and advocates everywhere. Prison Committee http://www.prisons.org/ We believe the numerous strategies and TIP.htm and TGI Justice Project http:www. topics offered to integrate transgender lives tgijp.org/). Consider the social construc- and communities in positive ways will not tions of crime and their impact on particular only be rewarding for students, but for in- communities. Facilitate debates about trans- structors, too. It is an exciting time to intro- gender prisoners’ rights, raising the right to duce or expand transgender curriculum in be housed in a facility consistent with one’s sociology courses.

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guity, edited by Julia Epstein and Kristina about the experiences of female-to-male transmen in Straub. New York: Routledge: 280-304. the workplace. Toilet Training. 2003. Directed by Tara Mateik and the Sylvia Rivera Law Project. DVD. Elroi J. Windsor is a PhD student in the Depart- New York: Sylvia Rivera Law Project. . ment of Sociology at Georgia State University. Win- dsor has received multiple departmental and university West, Candace and Don H. Zimmerman. 1987. awards for teaching excellence, and recently co- “Doing Gender.” Gender & Society 1(2):125- authored the Instructor's Manual for Sex Matters: The 51. Sexuality and Society Reader with Elizabeth Cavalier. Windsor’s current research focuses on the disparate Tre Wentling is a PhD student in the Department of regulatory practices that transgender and cisgender Sociology at Syracuse University. Wentling co-edited people experience while consuming medical body an upcoming volume with Abby L. Ferber and Kim- modification. berly Holcomb entitled, The New Basics: Sex, Gender, and Sexuality (Oxford University Press 2008). Wen- tling’s current research concentrates on transgender- Betsy Lucal is associate professor of sociology at related social stressors and their trajectories. Indiana University South Bend, where she also teaches in the women’s studies program. In Spring 2007, she Kristen Schilt is a postdoctoral research fellow in taught the first Transgender Studies course on her sociology at Rice University. She is working on a book campus. She also teaches sociological theory, sociology of gender and sexuality, and sociology of food.

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