This paper explores the measurement of "gender image" as a way to capture the way others perceive our gender. This can serve as an alternative to conventional gender categories (gender and sexual identity categories) in gender inequality research.
Early in 2017, all Obama era guidance on trans* and non-binary students in K-12 and higher education settings was removed from the Department of Education, which gave the authority back to individual school districts and institutions to decide if and how they want to accommodate their trans* and non-binary students (Department of Education, 2016). In conjunction with amicus briefs filed by the Department of Justice seemingly supporting LGBT+ discrimination by employers or businesses, LGBTQ+ students may feel even more vulnerable in the college environment. But, to assume that homophobia or transphobia is felt only by those who identify under the LGBTQ+ umbrella, is to misunderstand the fluidity and complexity of gender and sexuality. Because gender is a material aspect of their college experience for all students. College admissions forms typically only ask for the students' sex assigned at birth, and sexuality is typically not asked on admissions' forms. Facilities on campus including bathrooms, changing facilities, campus housing, and athletics are commonly segregated by sex (Beemyn, 2005). Rules that police what genders are allowed in certain spaces do not just impact trans* and non-binary people; however, the extent to which anti-LGBTQ+ sentiment has had negative repercussions for heterosexual and cisgender students, is unknown and understudied. Our goal for this study is twofold. First, we want to explore levels of gender marginalization on college campuses and then, we want to better understand who is at risk of feeling marginalized. In addition to conventional measures of sex, gender and sexual identities we explore novel, scaled measures of how students see themselves, and how they think others see them, with respect to masculinity, femininity, and androgyny.