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central aim of the article at Brandeis University?","Question",{"text":62,"@type":63},"The article aims to show approaches for educating students about privilege and gender identity and to share strategies for student affairs practitioners to handle difficult dialogues on transgender issues.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the article describe the meaning of the term “transgender”?",{"text":67,"@type":63},"It explains that “transgender” signals gender fluidity in a non-specific way and highlights the constraints of binary language between male and female.",{"name":69,"@type":60,"acceptedAnswer":70},"Which PIE defense mechanisms does the article use for analyzing privilege responses?",{"text":71,"@type":63},"It lists eight defense mechanisms from Watt’s PIE Model: denial, deflection, rationalization, intellectualization, principium, false enzy, minimization, and 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outlining promising practices and effective dialogues ongender identity,privilege,and transgender issues.Also presented are methods forstudent affairs professionals to foster organizational change to serve transgender studentneeds.  \nTo provide an effective,student-centered approach,colleges and universitiesmust work to meet the needs of all students.Today,it is estimated that morethan 7%of college students identify as gay,lesbian,bisexual,or transgendered(GLBT)(Eyermann &Sanlo,2002).The term transgender refers to individualswho do not identify with the traditional gender categories of male or female.For many colleges and universities,the complexity of transgender student'sneeds prove to be difficult to understand and challenging to address.Some ofthe needs of transgender students seem,at first glance,basic.For instance,university administrators overlook issues such as availability of housing andrestrooms or more complicated and costly matters such as health insuranceoptions and athletic facilities (e.g.locker rooms)until a student in need raisesthe question.Treating such situations on a case-by-case basis can beproblematic for both the student and the institution.Thus,while dialogue is anessential starting point,success in meeting transgender student's needs mustmanifest in the hard print of policies and in the physical changes in theinstitution.  \nThe purpose of this article is twofold (1)to suggest approaches to effectivelyeducating students around privilege and gender identity and (2)to sharestrategies student affairs practitioners can use that will aid them in approachingdifficult dialogues around transgender issues.Using examples from the WattPrivilege Identity Exploration Model (Watt,2007)and my experience as auniversity student affairs administrator,I will unpack the ‘invisible knapsack'ofgender and illuminate the struggles transgender students experience associatedwith privilege.  \n# Gender and Privilege\n\nGender,in its invisibility,and normative position,exists as one of the mostdeeply embedded aspects of identity.For these reasons,gender identity alsotends to be hidden and an aspect of privilege that is culturally constructed andmandated (Goldner,1991).By going beyond the binary,that is,making roomfor more than two normative genders (Butler,1988),the aim is to eliminate thestigma of \"otherness\"and draw transgender students away from a marginalizedstate toward a community core that is open and accepting of diverse genderidentities (Schlossberg,1989).To do so,it is imperative that the student affairsprofession explore the privileged status of those conforming to the genderbinary.  \nDifficult dialogues are an important focus point for creating change aroundmatters of identity and acceptance.Signal of acceptance or rejection within aculture come from the power of language and its embedded layers of meaning.In discussing gender matters,in general and transgender matters in particular,there tends to be confusion in regards to meaning of terms.The termtransgender signifies the luidity of gender in a non-specific manner,it alsoshows that between two polarized,binary,locations --male and female -thereis little room for language,let alone identity.Deconstructing meaning is a goodstarting place in initiating dialogue around issues of privilege,sexuality,andgender identity (Roof,2002).After all,when there is no name for -no language-to describe who you are,how do you make meaning of self or of identity?Asecond area of confusion stems from the assumed combination of genderidentity and sexuality(and vice versa).Matters of sexual orientation and genderidentity do overlap;however,clarifications between those who identify astransgender are not interchangeable with transsexual.  \n# Applying the Privileged Identity Exploration(PIE)Model\n\nFrequently,students who identify as transgender struggle to find social andstructural","cbCairvrbcSt7hN9","https://ap.wps.com/l/cbCairvrbcSt7hN9","pdf",392519,"English","# Gender and Privilege\n# Applying the Privileged Identity Exploration (PIE) Model\n# Recognizing Gender Identity and Privilege","[{\"question\":\"What is the central aim of the article at Brandeis University?\",\"answer\":\"The article aims to show approaches for educating students about privilege and gender identity and to share strategies for student affairs practitioners to handle difficult dialogues on transgender issues.\"},{\"question\":\"How does the article describe the meaning of the term “transgender”?\",\"answer\":\"It explains that “transgender” signals gender fluidity in a non-specific way and highlights the constraints of binary language between male and female.\"},{\"question\":\"Which PIE defense mechanisms does the article use for analyzing privilege responses?\",\"answer\":\"It lists eight defense mechanisms from Watt’s PIE Model: denial, deflection, rationalization, intellectualization, principium, false enzy, minimization, and benevolence.\"}]","Beyond the Binary - Gender, Identity, and Change at Brandeis University - Case Study | PDF",1792088966,18]