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ERIC Number: EJ973652
Record Type: Journal
Publication Date: 2011-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1940-7882
Conceptualizing Gender Performance in Higher Education: Exploring Regulation of Identity Expression
Fellabaum, Jennifer
NASPA Journal About Women in Higher Education, v4 n2 p127-141 Sep 2011
While many higher education scholars have considered gender (e.g., Dawson-Threat & Huba, 1996; DeLucia-Waack, Gerrity, Taub, & Baldo, 2001; Jacobs, 1995; Knox, Zusman, & Mcneely, 2004; Lackland & De Lisi, 2001; Massey & Christensen, 1990), most of the literature uses modernistic theories to examine gender roles or gendered differences among students. This has implications for researchers interested in deconstructing gender because modern theories may address issues of gendered inequality but maintain the gender binary (i.e., woman/man) as foundational. Butler's (1990, 1993, 2004) postmodern theory of gender performativity seeks to disrupt the discourse surrounding gender, sex, and sexuality, in order to move beyond notions of foundational or universalized identities. The purpose of this paper is to provide an overview of Butler's theory, focusing on the aspects necessary for understanding the regulation of gender and performance. In addition, a conceptualization of compulsory heterosexuality is included to bring further awareness to the intersections of gender, sex, and sexuality. The paper concludes with a focus on exploring areas of higher education and potential regulations on students' identity expression. (Contains 2 footnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A