Trans* in College
Transgender Students' Strategies for Navigating Campus Life and the Institutional Politics of Inclusion

Foreword by Kristen A. Renn
Afterword by Stephen John Quaye
Paper: 978 1 62036 456 7 / $24.95
Published: December 2016  

Cloth: 978 1 62036 455 0 / $95.00
Published: December 2016  

Lib E-Book: 978 1 62036 457 4 / $95.00  
About Library E-Book

Published: November 2016  

E-Book: 978 1 62036 458 1 / $19.99
Published: November 2016  

Publisher: Stylus Publishing
232 pp., 6" x 9"

This is both a personal book that offers an account of the author’s own trans* identity and a deeply engaged study of trans* collegians that reveals the complexities of trans* identities, and how these students navigate the trans* oppression present throughout society and their institutions, create community and resilience, and establish meaning and control in a world that assumes binary genders.

This book is addressed as much to trans* students themselves – offering them a frame to understand the genders that mark them as different and to address the feelings brought on by the weight of that difference – as it is to faculty, student affairs professionals, and college administrators, opening up the implications for the classroom and the wider campus.

This book not only remedies the paucity of literature on trans* college students, but does so from a perspective of resiliency and agency. Rather than situating trans* students as problems requiring accommodation, this book problematizes the college environment and frames trans* students as resilient individuals capable of participating in supportive communities and kinship networks, and of developing strategies to promote their own success.

Z Nicolazzo provides the reader with a nuanced and illuminating review of the literature on gender and sexuality that sheds light on the multiplicity of potential expressions and outward representations of trans* identity as a prelude to the ethnography ze conducted with nine trans* collegians that richly documents their interactions with, and responses to, environments ranging from the unwittingly offensive to explicitly antagonistic.

The book concludes by giving space to the study’s participants to themselves share what they want college faculty, staff, and students to know about their lived experiences. Two appendices respectively provide a glossary of vocabulary and terms to address commonly asked questions, and a description of the study design, offered as guide for others considering working alongside marginalized population in a manner that foregrounds ethics, care, and reciprocity.

Table of Contents:
Foreword—Kristen A. Renn

1) Situating The Study
• Interlude: Introducing My Community
2) A Review of Trans*-Related Research
• Interlude: Bruised by Data
3) The Gender Binary Discourse
4) Compulsory Heterogenderism
5) Resilience as a Verb
6) The (Tiring) Labor of Practicing Trans* Genders
7) A Constellation of Kinship Networks
• Interlude: An Ending Full of Beginnings
8) Implications

Afterword—Stephen John Quaye
About the Author

Author Interview with The Chronicle of Higher Ed

Reviews & Endorsements:
"With recent estimates of the trans* population in the United States showing three to six times as many trans* people under the age of 18 as there are over the age of 18, the work Z Nicolazzo undertakes in this book should be required reading for educators at every level of instruction. Gender is changing in ways we can scarcely comprehend, and millions of students already live lives that break the gender binary and contest what Nicolazzo calls 'compulsory heterogenderism.' We owe it to those students to acknowledge their reality, and reflect it in our pedagogy, curriculum, and institutional practices."
- Susan Stryker, Associate Professor of Gender and Women’s Studies , University of Arizona, and founding co-editor of TSQ: Transgender Studies Quarterly
“A timely and persuasive contribution to the literature on communities on the margins of higher education, Nicolazzo offers deep insight into the multiplicity of intersectional and systemic barriers faced by trans* collegians. But this book goes far past the expected story of trans* suffering to powerfully center trans* resilience and voice. The trans* students at the heart of this work demand better from all of us. A must read for all concerned with true inclusion and change in the academy.

For every higher education administrator and change agent, this book offers a clarion call to consider how the collegiate environment continues to be shaped without trans* students in mind.”
- Sumun L. Pendakur, Associate Dean for Institutional Diversity , Harvey Mudd College