Cross. With Eileen E. Schell, he coedited Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies (2010); his scholarship has also appeared in Archivaria, Enculturation, and several edited collections.

In this autoethnography, I elaborate an analysis of interpersonal aspects of transgender life by narrating my everyday interactions living in a gender-ambiguous body as I begin a sexed transition from female to more masculine. I analyze my affective experiences in moments when I am in geographic and gendered transit, encountering social rejection, and connection. Analyzing my fundamentally relational transgender journey in light of the monster's life in Shelley's Frankenstein, I show how indignities I encounter in everyday life feel and how my transgender positionalities are complex.Following Susan Stryker, I proclaim "monstrosity" a tool of resistance and reconnection that can help us build connections across difference-that people of all genders might see ourselves in each other, and that, together, we might work against gender injustice and social distance, and toward a deeper kind of intimacy and freedom for us all.

Chronic misgendering is the process of being repeatedly misgendered (referred to as another gender) after informing an individual of gender pronouns (e.g., “she,” “he,” “they”). Chronic misgendering is symbolic of larger institutional and disciplinary adherence to a paradigm that privileges cisgender people, referred to as a gender essentialist paradigm. In order to understand which disciplines in higher education have more pervasive chronic misgendering, we analyze results from the National Survey of Transgender Graduate Students (n = 245). Graduate students in the natural sciences experience more chronic misgendering compared to graduate students in the social sciences. Those in health and biological science fields (in and closely related to medicine) reported the highest level of chronic misgendering, accounting for the majority of all chronic misgendering in the natural sciences. We argue that not only do these incidents negatively impact transgender graduate students, but they also reflect and reproduce field‐specific expectations for what is considered acceptable misgendering practice in post‐graduate professional environments, such as community health and medicine. As such, chronic misgendering in graduate school functions as unofficial curricula and thus, training for workplace cultures that, to different degrees, devalue transgender people and contribute to structural inequalities.

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