美國(guó)精英女子學(xué)院遭遇性別認(rèn)同挑戰(zhàn)

When Women Become Men at Wellesley

美國(guó)精英女子學(xué)院遭遇性別認(rèn)同挑戰(zhàn)

Hundreds of young women streamed into Wellesley College on the last Monday of August, many of them trailed by parents lugging suitcases and bins filled with folded towels, decorative pillows and Costco-size jugs of laundry detergent. The banner by the campus entranceway welcoming the Class of 2018 waved in the breeze, as if beckoning the newcomers to discover all that awaited them. All around the campus stood buildings named after women: the Margaret Clapp library, the Betsy Wood Knapp media and technology center, dorms, labs, academic halls, even the parking garage. The message that anything is possible for women was also evident at a fenced-in work site, which bore the sign “Elaine Construction,” after a firm named for one woman and run by another.

八月的最后一個(gè)星期一，成百上千名年輕女性涌入衛(wèi)爾斯理女子學(xué)院。許多人后面還跟著父母，拖著行李箱，裝滿了疊好了的毛巾和飾枕的盒子，以及超市經(jīng)濟(jì)裝的大罐洗衣粉。在校園入口的干道上，歡迎2018屆新同學(xué)的橫幅在微風(fēng)中招展，似乎在邀請(qǐng)新生們探索這個(gè)新環(huán)境 。坐落在校園各處的建筑都是以女性命名：瑪格麗特·克萊普(Margaret Clapp)圖書(shū)館、貝茨·伍德·耐普(Betsy Wood Knapp)媒體技術(shù)中心，還有宿舍樓、實(shí)驗(yàn)室、學(xué)術(shù)廳，甚至停車(chē)庫(kù)，無(wú)一例外。“沒(méi)有什么事是女性辦不到的”——這一信息還出現(xiàn)在一個(gè)被圍欄圍起來(lái)的建筑工地上。工地掛著“伊蓮建筑公司”的標(biāo)牌，這個(gè)公司是以一位女性命名，并由另一位女性管理。

It was the first day of orientation, and along the picturesque paths there were cheerful upper-class student leaders providing directions and encouragement. They wore pink T-shirts stamped with this year’s orientation theme: “Free to Explore” — an enticement that could be interpreted myriad ways, perhaps far more than the college intended. One of those T-shirted helpers was a junior named Timothy Boatwright. Like every other matriculating student at Wellesley, which is just west of Boston, Timothy was raised a girl and checked “female” when he applied. Though he had told his high-school friends that he was transgender, he did not reveal that on his application, in part because his mother helped him with it, and he didn’t want her to know. Besides, he told me, “it seemed awkward to write an application essay for a women’s college on why you were not a woman.” Like many trans students, he chose a women’s college because it seemed safer physically and psychologically.

這是新生入學(xué)培訓(xùn)活動(dòng)的第一天。在校園美麗的道路兩旁，興致勃勃的高年級(jí)學(xué)生領(lǐng)導(dǎo)們?yōu)榇蠹抑敢较颍o新生打氣。她們穿著粉色的T恤衫，上面印著今年新生入學(xué)培訓(xùn)的主旨：“自由探索”。這個(gè)口號(hào)可以有多種詮釋?zhuān)赡鼙刃７较胂蟮囊嗟枚唷Ｈ昙?jí)學(xué)生提摩西·包特萊特(Timothy Boatwright)是其中一位穿著T恤的向?qū)?。衛(wèi)爾斯理位于波士頓西郊。像每一位被這個(gè)學(xué)院錄取的學(xué)生一樣，提摩西被當(dāng)做女孩撫養(yǎng)成人。在申請(qǐng)學(xué)校時(shí)，他在申請(qǐng)表格上勾畫(huà)了“女性”的選項(xiàng)。雖然他告訴他的高中朋友他是跨性人，但是在申請(qǐng)時(shí)他卻隱瞞了這一點(diǎn)。原因之一是母親幫助他提交了申請(qǐng)材料，而提摩西不想讓她知道。另外，他對(duì)我說(shuō)：“在申請(qǐng)女子學(xué)院的陳述文章里寫(xiě)自己為什么不是女性，這有點(diǎn)奇怪吧。”像別的許多跨性別學(xué)生一樣，提摩西選擇女子學(xué)院是因?yàn)橛X(jué)得在這里，不論從生理還是心理上都會(huì)比較安全。

From the start, Timothy introduced himself as “masculine-of-center genderqueer.” He asked everyone at Wellesley to use male pronouns and the name Timothy, which he’d chosen for himself.

從入學(xué)一開(kāi)始，提摩西在自我介紹是說(shuō)自己是一位“偏男性的跨性人”。在衛(wèi)爾斯理，他要求所有人都以提摩西和男性代詞稱(chēng)呼他，提摩西這個(gè)名字是他自己給自己取的。

For the most part, everyone respected his request. After all, he wasn’t the only trans student on campus. Some two dozen other matriculating students at Wellesley don’t identify as women. Of those, a half-dozen or so were trans men, people born female who identified as men, some of whom had begun taking testosterone to change their bodies. The rest said they were transgender or genderqueer, rejecting the idea of gender entirely or identifying somewhere between female and male; many, like Timothy, called themselves transmasculine. Though his gender identity differed from that of most of his classmates, he generally felt comfortable at his new school.

大多數(shù)情況下，提摩西的要求都得到了尊重。畢竟，他并不是衛(wèi)爾斯理唯一的跨性別學(xué)生。學(xué)院今年錄取的學(xué)生中，還有二十多人不認(rèn)為自己是女性。在他們中間，有一半左右是跨性別男性——他們生為女性，卻認(rèn)為自己是男性，他們之中的一些人已經(jīng)開(kāi)始攝入睪酮來(lái)改變身體。這二十多人中剩下的那一半說(shuō)自己是跨性人或是“性別酷兒”。他們拒絕接受性別這個(gè)概念，或是認(rèn)為自己介于男性和女性之間。像提摩西一樣，他們中的許多人說(shuō)自己是跨性男。雖然他的性別身份和大多數(shù)同學(xué)不同，提摩西在新學(xué)校里大體還覺(jué)得舒適安逸。

Last spring, as a sophomore, Timothy decided to run for a seat on the student-government cabinet, the highest position that an openly trans student had ever sought at Wellesley. The post he sought was multicultural affairs coordinator, or “MAC,” responsible for promoting “a culture of diversity” among students and staff and faculty members. Along with Timothy, three women of color indicated their intent to run for the seat. But when they dropped out for various unrelated reasons before the race really began, he was alone on the ballot. An anonymous lobbying effort began on Facebook, pushing students to vote “abstain.” Enough “abstains” would deny Timothy the minimum number of votes Wellesley required, forcing a new election for the seat and providing an opportunity for other candidates to come forward. The “Campaign to Abstain” argument was simple: Of all the people at a multiethnic women’s college who could hold the school’s “diversity” seat, the least fitting one was a white man.

去年春天，已經(jīng)上到大二的提摩西決定競(jìng)選學(xué)生自治協(xié)會(huì)的席位。在衛(wèi)爾斯理，這是公開(kāi)跨性身份的學(xué)生所競(jìng)選過(guò)的最高職位。提摩西競(jìng)選的職位是多元文化事務(wù)協(xié)調(diào)員，簡(jiǎn)稱(chēng) “MAC”， 負(fù)責(zé)在師生和在校職員中推廣一種“多元文化”。除了提摩西，另有三名非白人女生表示她們的參選意愿，但是在競(jìng)選開(kāi)始之前卻由于種種與提摩西的無(wú)關(guān)的原因退出選舉。提摩西成了唯一的人選。這時(shí)有人在Facebook上開(kāi)始了一個(gè)匿名活動(dòng)，勸說(shuō)學(xué)生們投棄權(quán)票。如果有足夠棄權(quán)票，提摩西就得不到學(xué)校規(guī)定的最低票數(shù)。這樣選舉就得重新舉行，而新的候選人也會(huì)有機(jī)會(huì)出現(xiàn)。“棄權(quán)活動(dòng)”的論點(diǎn)很簡(jiǎn)單：在一個(gè)多種族的女子學(xué)院里競(jìng)選“多元”職位，沒(méi)有比一位白人男性更不合適的人選了。

“It wasn’t about Timothy,” the student behind the Abstain campaign told me. “I thought he’d do a perfectly fine job, but it just felt inappropriate to have a white man there. It’s not just about that position either. Having men in elected leadership positions undermines the idea of this being a place where women are the leaders.”

“我們并不是針對(duì)提摩西，”“棄權(quán)活動(dòng)”的領(lǐng)頭學(xué)生告訴我：“我認(rèn)為他完全能夠勝任。但是由一位白人男性擔(dān)任領(lǐng)導(dǎo)職位這太不合適了 。這個(gè)活動(dòng)也并不是只關(guān)注于那個(gè)特定職位。讓男性參加競(jìng)選領(lǐng)導(dǎo)職位削弱了女校讓女性做領(lǐng)導(dǎo)者的主旨。”

I asked Timothy what he thought about that argument, as we sat on a bench overlooking the tranquil lake on campus during orientation. He pointed out that he has important contributions to make to the MAC position. After all, at Wellesley, masculine-of-center students are cultural minorities; by numbers alone, they’re about as minor as a minority can be. And yet Timothy said he felt conflicted about taking a leadership spot. “The patriarchy is alive and well,” he said. “I don’t want to perpetuate it.”

在迎新期間，我與提摩西坐在長(zhǎng)椅上，俯視校園內(nèi)的靜謐湖面。我問(wèn)他對(duì)這種說(shuō)法持何態(tài)度。他說(shuō)他對(duì)MAC這個(gè)職位可以做出重要的貢獻(xiàn)。畢竟，在衛(wèi)爾斯理，“偏男性的跨性人”是一個(gè)少數(shù)文化群體;就人數(shù)來(lái)說(shuō)，不會(huì)有比他們更少數(shù)的了。但是，提摩西也說(shuō)他對(duì)擔(dān)任領(lǐng)導(dǎo)職位感到有些矛盾。“男性家長(zhǎng)制已經(jīng)根深蒂固了，”他說(shuō)，“我不想再推波助瀾。”

In the 19th century, only men were admitted to most colleges and universities, so proponents of higher education for women had to build their own. The missions at these new schools both defied and reinforced the gender norms of the day. By offering women access to an education they’d previously been denied, the schools’ very existence was radical, but most were nevertheless premised on traditional notions: College-educated women were considered more likely to be engaging wives and better mothers, who would raise informed citizens. Over time, of course, women’s colleges became more committed to preparing students for careers, but even in the early 1960s, Wellesley, for example, taught students how to get groceries into the back of a station wagon without exposing their thighs.

在19世紀(jì)，多數(shù)學(xué)院和大學(xué)只招收男性學(xué)生，支持女性接受高等教育的人士們只好自建大學(xué)。這些新興學(xué)校的辦學(xué)宗旨對(duì)當(dāng)時(shí)社會(huì)的性別規(guī)范既提出了挑戰(zhàn)，又加以維護(hù)。讓女性們能夠接受此前無(wú)緣的教育，這些學(xué)校存在本身就是一種激進(jìn)的表現(xiàn)，但它們同時(shí)又是建立在傳統(tǒng)觀念的基礎(chǔ)上：受過(guò)大學(xué)教育的女性被認(rèn)為更有可能成為可親的妻子和優(yōu)秀的母親，會(huì)培養(yǎng)出高素質(zhì)的公民。但隨著時(shí)間的推移，女性學(xué)院愈加專(zhuān)注培養(yǎng)事業(yè)成功的女性，但即使在60年代早期，衛(wèi)爾斯理仍舊在教授學(xué)生如何把買(mǎi)來(lái)的食品雜貨放進(jìn)旅行車(chē)的后箱時(shí)不暴露自己的大腿。

By the late 1960s, however, gender norms were under scrutiny. Amid the growing awareness of civil rights and women’s liberation, academic separation based on gender, as with race, seemed increasingly outdated. As a vast majority of women opted for coed schools, enrollment at women’s colleges tumbled. The number of women’s colleges dropped to fewer than 50 today from nearly 300.

但是，到了60年代晚期，人們開(kāi)始重新審視社會(huì)性別規(guī)范。隨著民權(quán)和女性解放的社會(huì)意識(shí)高漲，基于性別和種族的教育隔離開(kāi)始顯得日益過(guò)時(shí)。多數(shù)女性開(kāi)始選擇男女同校的學(xué)校，女子學(xué)院的入學(xué)率一落千丈。專(zhuān)收女性的學(xué)院數(shù)量由將近300所降到不到50所。

In response to shifting ideas about gender, many of the remaining women’s colleges redefined themselves as an antidote to the sexism that feminists were increasingly identifying in society. Women’s colleges argued that they offered a unique environment where every student leader was a woman, where female role models were abundant, where professors were far more likely to be women and where the message of women’s empowerment pervaded academic and campus life. All that seemed to foster students’ confidence. Women’s colleges say their undergrads are more likely to major in fields traditionally dominated by men. Wellesley alumnae in particular are awarded more science and engineering doctorates than female graduates of any other liberal-arts college in the nation, according to government data. Its alums have become two secretaries of state; a groundbreaking string theorist; a NASA astronaut; and Korea’s first female ambassador.

面對(duì)性別意識(shí)的變遷，保留下來(lái)的女子學(xué)院中大多數(shù)重新定義自身的地位;隨著女權(quán)主義者對(duì)社會(huì)中的性別歧視日益不滿，女子學(xué)院們把自己打造為對(duì)抗性別歧視的靈丹妙藥。它們宣稱(chēng)自己建立了一個(gè)獨(dú)特的環(huán)境，所有的學(xué)生領(lǐng)袖都是女性，女性榜樣無(wú)窮無(wú)盡，女性教授遠(yuǎn)多于男性，而且校園與學(xué)術(shù)生活中洋溢著濃厚的爭(zhēng)取女性權(quán)益的信息。這些似乎都令學(xué)生們?cè)鰪?qiáng)自信。女子學(xué)院們宣稱(chēng)，它們的本科學(xué)生更有可能選擇傳統(tǒng)上被男性主導(dǎo)的專(zhuān)業(yè)。衛(wèi)爾斯理學(xué)院在這方面尤為突出：政府?dāng)?shù)據(jù)顯示，它的學(xué)生畢業(yè)后在科學(xué)和工程領(lǐng)域獲得的博士學(xué)位的比例超過(guò)了全美任何其他人文學(xué)院的女性學(xué)生。衛(wèi)爾斯理的校友中包括兩位國(guó)務(wù)卿，一位開(kāi)創(chuàng)新時(shí)代的弦理論物理學(xué)家，一位NASA航天員，還有韓國(guó)的首位女性大使。

As women’s colleges challenged the conventions of womanhood, they drew a disproportionate number of students who identified as lesbian or bisexual. Today a small but increasing number of students at those schools do not identify as women, raising the question of what it means to be a “women’s college.” Trans students are pushing their schools to play down the women-centric message. At Wellesley, Smith, Mount Holyoke and others, they and their many supporters have successfully lobbied to scrub all female references in student government constitutions, replacing them with gender-neutral language. At Wellesley, they have pressed administrators and fellow students to excise talk of sisterhood, arguing that that rhetoric, rather than being uplifting, excludes other gender minorities. At many schools, they have also taken leadership positions long filled by women: resident advisers on dorm floors, heads of student groups and members of college government. At Wellesley, one transmasculine student was a dorm president. At Mills College, a women’s school in California, even the president of student government identifies as male.

由于女子學(xué)院挑戰(zhàn)了關(guān)于女性的傳統(tǒng)觀念，它們也吸引了更高比例的認(rèn)為自己是同性戀或雙性戀的學(xué)生。如今，這些學(xué)院中有少數(shù)學(xué)生并不認(rèn)為自己是女性，并且數(shù)量在不斷增加。這也對(duì)“女子學(xué)院”的定義提出了疑問(wèn)。跨性別學(xué)生推動(dòng)這些學(xué)校弱化以女性為核心的信息。在衛(wèi)爾斯理、史密斯(Smith)、曼荷蓮 (Mount Holyoke)等女子學(xué)院，這些學(xué)生及其支持者們成功地勸說(shuō)學(xué)校管理層和其他學(xué)生們棄用“姐妹情誼”等言辭，他們認(rèn)為此類(lèi)言語(yǔ)雖有鼓動(dòng)力，但也排除了其他少數(shù)性別人士。在很多學(xué)院，跨性別學(xué)生還贏得了長(zhǎng)期由女生執(zhí)掌的領(lǐng)袖地位：宿舍舍監(jiān)，學(xué)生團(tuán)體領(lǐng)袖和學(xué)生自治政府成員。在衛(wèi)爾斯理，一位傾向男性的跨性別學(xué)生成為宿舍的主席。在加州米爾斯女子學(xué)院(Mills College)，學(xué)生自治政府主席也自認(rèn)為是男性。

What’s a women’s college to do? Trans students point out that they’re doing exactly what these schools encourage: breaking gender barriers, fulfilling their deepest yearnings and forging ahead even when society tries to hold them back. But yielding to their request to dilute the focus on women would undercut the identity of a women’s college. While women in coed schools generally outpace men in enrollment and performance, the equation shifts after college: Recent female graduates working full time earn far less than their male counterparts, and more experienced women are often still shut out of corporate and political leadership — all of which prompts women’s-college advocates to conclude that a four-year, confidence-building workshop still has its place.

女子學(xué)院們?cè)撊绾螒?yīng)對(duì)?跨性別學(xué)生們指出，他們做的正是這些學(xué)院所鼓勵(lì)的：打破性別藩籬，實(shí)現(xiàn)內(nèi)心深處的愿望，不顧社會(huì)羈絆而奮勇向前。但是，如果完全接受他們淡化女性核心地位的要求，則會(huì)削弱女子學(xué)院的身份。一般來(lái)說(shuō)，在男女同校的學(xué)校，女性的入學(xué)率和學(xué)業(yè)表現(xiàn)都高于男性，但在大學(xué)之后情況則截然相反：新畢業(yè)的女性學(xué)生在全職崗位上比同等情況的男性收入低很多，那些工作經(jīng)驗(yàn)豐富的女性也往往被商業(yè)和政治高層職位拒于門(mén)外——這些都讓女子學(xué)院的支持者們認(rèn)為，幫助女性提高自信的4年本科教育仍舊有其作用。

“Sisterhood is why I chose to go to Wellesley,” said a physics major who graduated recently and asked not to be identified for fear she’d be denounced for her opinion. “A women’s college is a place to celebrate being a woman, surrounded by women. I felt empowered by that every day. You come here thinking that every single leadership position will be held by a woman: every member of the student government, every newspaper editor, every head of the Economics Council, every head of the Society of Physics. That’s an incredible thing! This is what they advertise to students. But it’s no longer true. And if all that is no longer true, the intrinsic value of a women’s college no longer holds.”

“姐妹情誼就是我來(lái)衛(wèi)爾斯理上學(xué)的原因，”一位最近畢業(yè)的物理專(zhuān)業(yè)學(xué)生說(shuō)。她要求匿名，害怕因自己的觀點(diǎn)而受到批評(píng)。“一家女子學(xué)院就是以女性身份引以為傲的地方，身邊環(huán)繞女性。我感覺(jué)自己每天都深受鼓舞。你來(lái)到這里，理所當(dāng)然地認(rèn)為每位領(lǐng)袖都是女性：每個(gè)學(xué)生政府職位，每個(gè)報(bào)紙編輯，每個(gè)經(jīng)濟(jì)理事會(huì)成員，物理學(xué)會(huì)的每位會(huì)長(zhǎng)。這是美妙無(wú)比的事情!這就是他們登廣告給學(xué)生看的東西，但現(xiàn)在情況已經(jīng)不再是這樣了。如果情況都變了，女子學(xué)院的核心價(jià)值也就蕩然無(wú)存。”

A few schools have formulated responses to this dilemma, albeit very different ones. Hollins University, a small women’s college in Virginia, established a policy several years ago stating it would confer diplomas to only women. It also said that students who have surgery or begin hormone therapy to become men — or who legally take male names — will be “helped to transfer to another institution.” Mount Holyoke and Mills College, on the other hand, recently decided they will not only continue to welcome students who become trans men while at school but will also admit those who identify on their applications as trans men, noting that welcoming the former and not the latter seemed unjustifiably arbitrary.

幾家學(xué)院對(duì)這種困境已經(jīng)拿出了應(yīng)對(duì)之策，但各有不同。弗吉尼亞州的一家小型女子學(xué)院霍林斯大學(xué)(Hollins University)幾年前制定了一條政策，聲稱(chēng)只為女性頒發(fā)學(xué)位。它還說(shuō)，如果學(xué)生通過(guò)手術(shù)變形或開(kāi)始荷爾蒙療法變性，或者改用男性名字，學(xué)校將“幫助學(xué)生轉(zhuǎn)學(xué)到其他學(xué)院。”曼荷蓮和米爾斯(Mills)學(xué)院則做出決定，它們不但繼續(xù)歡迎那些在校期間變性的學(xué)生，而且將繼續(xù)招收那些自稱(chēng)為跨性為男性的學(xué)生，因?yàn)槿绻粴g迎前者而對(duì)后者關(guān)上大門(mén)，會(huì)顯得過(guò)于專(zhuān)斷。

But most women’s colleges, including Wellesley, consider only female applicants. Once individuals have enrolled and announced that they are trans, the schools, more or less, leave it to the students to work out how trans classmates fit into a women’s college. Two of those students hashed it out last fall after Kaden Mohamed, then a Wellesley senior who had been taking testosterone for seven months, watched a news program on WGBH-TV about the plummeting number of women’s colleges. One guest was Laura Bruno, another Wellesley senior. The other guest was the president of Regis College, a women’s school that went coed in 2007 to reverse its tanking enrollment. The interviewer asked Laura to describe her experience at an “all-female school” and to explain how that might be diminished “by having men there.” Laura answered, “We look around and we see only women, only people like us, leading every organization on campus, contributing to every class discussion.”

但是多數(shù)女子學(xué)院，包括衛(wèi)爾斯理，只考慮女性學(xué)生的申請(qǐng)。如果學(xué)生被錄取后聲稱(chēng)自己為跨性人，這些學(xué)院或多或少都讓學(xué)生們自行決定如何與跨性同學(xué)相處。去年秋天，當(dāng)時(shí)已經(jīng)服用睪酮變性7個(gè)月的衛(wèi)爾斯理學(xué)院大四學(xué)生凱頓·穆罕默德(Kaden Mohamed)，在WGBH-TV電視臺(tái)上看到一個(gè)關(guān)于女子學(xué)院學(xué)生人數(shù)下降的新聞訪談節(jié)目。節(jié)目嘉賓之一是另一位衛(wèi)爾斯理大四學(xué)生勞拉·布魯諾 (Laura Bruno)，另一位則是瑞吉斯學(xué)院(Regis College)的院長(zhǎng)，這家女子學(xué)院由于入學(xué)人數(shù)劇減，在2007年改制為男女同校的大學(xué)。主持人請(qǐng)勞拉描述她在“全女子學(xué)院”的經(jīng)歷，以及為何“有男性同校就學(xué)”會(huì)削弱這種感受。勞拉回答道：“我們向四周望去，只看到跟我們一樣的女性，領(lǐng)導(dǎo)著校園的每一個(gè)組織，參與每一場(chǎng)課堂討論。”

Kaden, a manager of the campus student cafe who knew Laura casually, was upset by her words. He emailed Laura and said her response was “extremely disrespectful.” He continued: “I am not a woman. I am a trans man who is part of your graduating class, and you literally ignored my existence in your interview. . . . You had an opportunity to show people that Wellesley is a place that is complicating the meaning of being an ‘all women’s school,’ and you chose instead to displace a bunch of your current and past Wellesley siblings.”

凱頓是校園里一家學(xué)生咖啡館的經(jīng)理，與勞拉是泛泛之交。他對(duì)勞拉的言辭很不高興，就給她發(fā)了封郵件，稱(chēng)她的回答“極度不尊重人。”他還說(shuō)，“我不是一個(gè)女人，我是你的畢業(yè)班的一位跨性男同學(xué)，你在采訪中完全忽視了我的存在… 你本來(lái)有機(jī)會(huì)向大家展示，衛(wèi)爾斯理讓‘全女子學(xué)院’的涵義變得更加復(fù)雜，但你的回答卻讓過(guò)去和現(xiàn)在的好多校友無(wú)所適從。”

Laura apologized, saying she hadn’t meant to marginalize anyone and had actually vowed beforehand not to imply that all Wellesley students were women. But she said that under pressure, she found herself in a difficult spot: How could she maintain that women’s colleges would lose something precious by including men, but at the same time argue that women’s colleges should accommodate students who identify as men?

勞拉道了歉，說(shuō)她本來(lái)沒(méi)想邊緣化任何人，而且實(shí)際上在采訪前曾發(fā)誓不會(huì)暗示衛(wèi)爾斯理所有的學(xué)生都是女性。但是她說(shuō)，在采訪的壓力之下，她發(fā)現(xiàn)自己處于尷尬境地：她如何一方面聲稱(chēng)女子學(xué)院如果招收男性學(xué)生會(huì)失去寶貴的精神內(nèi)涵，但同時(shí)又認(rèn)為女子學(xué)院可以招收那些自認(rèn)為是男性的跨性學(xué)生?

Although it may seem paradoxical, Jesse Austin said he chose to attend Wellesley because being female never felt right to him. “I figured if I was any kind of woman, I’d find it there. I knew Wellesley would have strong women. They produce a ton of strong women, strong in all sorts of ways.”

盡管這可能聽(tīng)起來(lái)自相矛盾，但杰西·奧斯丁(Jesse Austin)說(shuō)，他選擇來(lái)衛(wèi)爾斯理上學(xué)，就是因?yàn)樗麖膩?lái)都覺(jué)得身為女性不對(duì)勁。“我想，如果我真是任何一種類(lèi)型的女性的話，我一定可以在那里找到自我。我知道衛(wèi)爾斯理有很多女強(qiáng)人，她們培養(yǎng)出了很多女強(qiáng)人，任何領(lǐng)域的都有。”

When Jesse arrived on campus in the fall of 2009, his name was Sara. Eighteen years old, Sara wore form-fitting shirts and snug women’s jeans, because growing up in a small, conservative town in Georgia, she learned that that’s what girls were supposed to do — even though she never felt like a girl. As a child, Sara had always chosen to be male characters in pretend plays, and all her friends were boys. In middle school, those boys abandoned her because she was a social liability: not feminine enough to flirt with and not masculine enough to really be one of the guys. In high school, at the urging of well-intentioned female classmates, she started wearing her hair down instead of pulled back and began dressing like they did, even though people kept pointing out that she still acted and carried herself like a boy. “I had no idea that gender was something you could change,” Jesse told me recently. “I just thought I needed to make myself fit into these fixed places: There are boys, and there are girls. I knew I didn’t fit; I just didn’t know what was wrong with me.”

杰西2009年秋天入學(xué)，當(dāng)時(shí)他的名字還是莎拉。18歲的莎拉穿緊身襯衫和牛仔褲，因?yàn)樗谧糁蝸喼菀粋€(gè)保守的小鎮(zhèn)上長(zhǎng)大，清楚這就是女孩應(yīng)該的樣子——盡管她從來(lái)都沒(méi)覺(jué)得自己像個(gè)女孩。小時(shí)候，在排演戲劇的時(shí)候她總是選擇男性角色， 她的朋友也都是男孩子。初中時(shí)，她的男孩朋友都棄她而去，因?yàn)樗闪藗€(gè)社會(huì)負(fù)擔(dān)：她女性化不足，沒(méi)法向她獻(xiàn)殷勤，又沒(méi)有男性化到成為真的男孩。高中時(shí)，她在心存好意的女同學(xué)的勸告下留起頭發(fā)，不再把頭發(fā)向上梳，并且開(kāi)始像其他女孩一樣裝扮，盡管其他人總是指出她的舉止言行仍舊像個(gè)男孩。“我根本不知道你可以變換自己的性別，”杰西最近對(duì)我說(shuō)。“我只是想，自己需要符合那些固定的角色：男孩或者女孩。我知道自己格格不入，只是不知道自己究竟出了什么問(wèn)題。”

Around the middle of Sara’s first year at Wellesley, she attended a presentation by trans alums, including one who was in the process of transitioning. As Sara listened, the gender dysphoria she’d always felt suddenly made sense. “It was all so clear to me,” Jesse told me. “All I needed were the words.” Sara spent the next two weeks scouring the Internet for videos and information on becoming a man. She learned that unlike previous generations, today’s trans young adults don’t consider physical transformation a prerequisite for identity. Some use hormones; some have their breasts removed in “top” surgery; some reject medical interventions altogether, as unnecessary invasions and expense. She discovered that sexual orientation is independent of gender: Some trans men are attracted to women, some to men, some to both. And she learned that trans men aren’t necessarily determined to hide the fact they were raised as girls, or that they once attended a women’s college.

莎拉在衛(wèi)爾斯理第一年過(guò)半的時(shí)候，參加了一些跨性校友的講座，包括一位正在變性過(guò)程中的校友。她邊聽(tīng)邊感覺(jué)到，自己一向?yàn)樾詣e身份感到的高度不安忽然開(kāi)始有了意義。“一切對(duì)我來(lái)說(shuō)都變得異常清楚，”他對(duì)我說(shuō)。“他們的話正是我所需要的。”隨后兩個(gè)禮拜，莎拉在互聯(lián)網(wǎng)上搜尋關(guān)于如何變成男性的信息和視頻。她了解到，與前輩不同的是，當(dāng)今的跨性別青年人并不認(rèn)為身體的變化是身份變化的前提。有些人會(huì)服用荷爾蒙，有些人會(huì)通過(guò)手術(shù)切除乳房，有些人則完全不接受醫(yī)療干預(yù)，認(rèn)為這是毫無(wú)必要地傷害自己的身體，而且浪費(fèi)錢(qián)財(cái)。她了解到性取向是獨(dú)立于性別的：有些跨性男子對(duì)男性感興趣，有些對(duì)女性感興趣，有些則是雙性戀。她還了解到有些跨性男子并不一定要隱藏自己生為女孩的事實(shí)，甚至愿意承認(rèn)自己上了女子大學(xué)。

Soon after, Sara cut her hair short and bought her first pair of men’s jeans. Sara told friends she was a man. By second semester, he was using male pronouns and calling himself Jesse, the other name his mother had considered for her daughter. He also joined a tiny campus group for students who knew or suspected they were trans men. It was called Brothers, a counterweight to the otherwise ubiquitous message of sisterhood.

很快，莎拉就把頭發(fā)剪短，買(mǎi)了第一條男式牛仔褲。她告訴朋友們自己是個(gè)男人。到了第二個(gè)學(xué)期，他開(kāi)始使用男性代詞稱(chēng)呼自己，并且改名杰西，他母親曾經(jīng)考慮過(guò)給女兒起這個(gè)名字。他還參加了一個(gè)自認(rèn)為或懷疑自己是跨性人的學(xué)生組織“兄弟會(huì)”。他們?nèi)∵@個(gè)名字是為了與校園里無(wú)處不在的“姐妹情誼”信息相抗衡。

That summer, Jesse saw a gender therapist, and early in his sophomore year, he began injecting testosterone into his thigh every two weeks, making him one of the first students to medically transform into a man while at Wellesley. He became the administrator of Brothers. Though he felt supported, he also felt alone; all the other trans men on campus had graduated, and the other students in Brothers were not even sure they identified as men. Outside Brothers, everything at Wellesley was still sisterhood and female empowerment. Nevertheless, he said, “I thought of Wellesley as my home, my community. I felt fine there, like I totally belonged.”

當(dāng)年夏天，杰西接受了性別治療師的輔導(dǎo)。大學(xué)二年級(jí)初期，他開(kāi)始每?jī)芍芟虼笸戎凶⑸洳G酮，成為衛(wèi)爾斯理最早的通過(guò)醫(yī)療辦法變?yōu)槟行缘脑谛Ｉ?。他成?ldquo;兄弟會(huì)”的管理員之一。盡管他感覺(jué)自己得到支持，但仍舊感到孤獨(dú)：學(xué)校里所有其他的跨性男子都已經(jīng)畢業(yè)了，“兄弟會(huì)”的其他成員并不確定自己是否自認(rèn)為男性。在“兄弟會(huì)”之外，整個(gè)衛(wèi)爾斯理仍舊是“姐妹情誼”和“女性賦權(quán)”的天下。經(jīng)管如此，他仍舊說(shuō)：“我把衛(wèi)爾斯理當(dāng)做家，自己的社區(qū)，我在那里感覺(jué)很好，歸屬感很強(qiáng)。”

Jesse decided he wanted to have top surgery over winter break, and his parents agreed to pay for it. He returned for spring semester but only briefly, taking a sudden leave of absence to go home and help care for his ill father. When Jesse re-enrolled at Wellesley a year and a half later, in fall 2012, much had changed in Jesse and at school. Having been on testosterone for two years at that point, Jesse no longer looked like a woman trying to pass as a man. His voice was deep. His facial hair was thick, though he kept it trimmed to a stubble. His shoulders had become broad and muscular, his hips narrow, his arms and chest more defined.

杰西決定在冬季假期時(shí)手術(shù)切除乳房，他的父母也同意支付手術(shù)費(fèi)用。他在春季學(xué)期回到學(xué)校，但很快就請(qǐng)長(zhǎng)假回家看護(hù)生病的父親。一年半之后，2012 年秋天，杰西重新入學(xué)衛(wèi)爾斯理，但此時(shí)他和學(xué)校都已經(jīng)發(fā)生了不少變化。在服用睪酮兩年之后，杰西已經(jīng)不再像是試圖變裝為男人的女人，他的嗓音低沉，胡須濃密，盡管他把胡子剪得很短。他的肩膀?qū)掗?、肌肉飽滿，臀部修窄，手臂和胸部肌肉也更加有型。

Wellesley was different, too. By then, a whole crowd of people identified as trans — enough for two trans groups. Brothers had officially become Siblings and welcomed anyone anywhere on the gender spectrum except those who identified as women. Meanwhile, Jesse and some transmasculine students continued to meet unofficially as Brothers, though Jesse was the only one on testosterone.

衛(wèi)爾斯理也不一樣了。學(xué)校里多了很多自認(rèn)為跨性人的學(xué)生，成立了兩個(gè)組織。“兄弟會(huì)”正式改名為“手足會(huì)”，除了那些自認(rèn)為女性的學(xué)生，歡迎任何其他學(xué)生加入。杰西和其他一些跨性男學(xué)生仍舊以“兄弟會(huì)”的名義非正式聚會(huì)，但杰西是唯一一位服用睪酮的。

Over all, campus life had a stronger trans presence than ever. At least four of the school’s 70 R.A.s did not identify as women. Student organizations increasingly began meetings by asking everyone to state preferred names and pronouns. Around campus, more and more students were replacing “sisterhood” with “siblinghood” in conversation. Even the school’s oldest tradition, Flower Sunday — the 138-year-old ceremony that paired each incoming student with an upper-class Big Sister to support her — had become trans-inclusive. Though the school website still describes Flower Sunday as “a day of sisterhood,” the department that runs the event yielded to trans students’ request and started referring to each participant as a Big or Little “Sister/Sibling” — or simply as Bigs and Littles.

總的來(lái)說(shuō)，校園生活中從來(lái)沒(méi)有過(guò)如此之多的跨性人。整個(gè)學(xué)校70位學(xué)生研究助理中至少有4位自認(rèn)為跨性人。越來(lái)越多的學(xué)生組織會(huì)議開(kāi)始之前首先詢(xún)問(wèn)大家希望用什么名字和代詞稱(chēng)呼。在校園里，越來(lái)越多的學(xué)生在談話中用“手足情誼”代替了“姐妹情誼”一詞。即使是衛(wèi)爾斯理最古老的傳統(tǒng)“鮮花星期日”—— 這個(gè)傳統(tǒng)儀式已經(jīng)138年歷史，為每位新入學(xué)的學(xué)生找一位高年級(jí)的“大姐”來(lái)提供指導(dǎo)支持——也對(duì)跨性別學(xué)生更加包容。盡管學(xué)校網(wǎng)站仍舊描述“鮮花星期日”為“姐妹情誼日”，但管理儀式的部門(mén)聽(tīng)從了跨性學(xué)生的意見(jiàn)，開(kāi)始稱(chēng)呼每位參與者“手足”而非“姐妹”，或者簡(jiǎn)稱(chēng)“老生”或“新生”。

And yet even with the increased visibility of trans students on campus, Jesse stood out. When he swiped his Wellesley ID card to get into friends’ dorms, the groundskeepers would stop him and say, “You can’t go in there without a woman to escort you.” Residential directors who spotted him in the dorm stairwells told him the same thing. In his own dorm, parents who were visiting their daughters would stop him to ask why he was there. Because bathrooms in the dorms are not labeled “women” or “men” but rather “Wellesley only” and “non-Wellesley,” students who didn’t know Jesse would call him out for using the “Wellesley only” bathroom instead of the one for visitors. When he tried to explain he was a Wellesley student, people sometimes thought he was lying.

盡管校園里的跨性別學(xué)生越來(lái)越多，杰西仍舊很惹眼。當(dāng)他刷自己的衛(wèi)爾斯理身份卡進(jìn)入朋友的宿舍時(shí)，看門(mén)人會(huì)攔住他說(shuō)，“沒(méi)有女生陪同你不能進(jìn)去。” 舍監(jiān)們?cè)趯W(xué)生宿舍樓的樓梯間看到他，會(huì)說(shuō)同樣的話。在他自己的宿舍樓，來(lái)探望女兒的家長(zhǎng)們也會(huì)攔住他，問(wèn)他為什么在女生宿舍里。由于學(xué)校里的衛(wèi)生間不分男女而是“衛(wèi)爾斯理學(xué)生專(zhuān)用”和“非衛(wèi)爾斯理人士”，那些不認(rèn)識(shí)他的學(xué)生有時(shí)也會(huì)指出他走錯(cuò)了衛(wèi)生間。當(dāng)他回答說(shuō)自己是衛(wèi)爾斯理學(xué)生時(shí)，有時(shí)人們會(huì)認(rèn)為他說(shuō)謊。

“Everything felt very different than it had before,” he said of that semester. “I felt so distinctly male, and I felt extremely awkward. I felt like an outsider. My voice was jarring — a male voice, which is so distinct in a classroom of women — so I felt weird saying much in class. I felt much more aware of Wellesley as a women’s place, even though the college was starting to change.”

“每件事都跟過(guò)去大不一樣了，”他提起那個(gè)學(xué)期時(shí)說(shuō)。“我感覺(jué)男性身份非常明顯，極度不自在。我感覺(jué)像個(gè)外人。我的嗓音刺耳——男性的嗓音，在一教室的女生中間非常突出——所以我在課堂講話過(guò)多會(huì)感覺(jué)奇怪。我對(duì)衛(wèi)爾斯理女校的身份感覺(jué)異常明顯，盡管學(xué)校也在發(fā)生變化。”

Once spring semester ended, Jesse withdrew. “I still think of Wellesley as a women’s place, and I still think that’s a wonderful idea,” he said. “It just didn’t encompass me anymore. I felt it was a space I shouldn’t tread in.”

春季學(xué)期結(jié)束后，杰西退學(xué)了。“我仍舊把衛(wèi)爾斯理當(dāng)做一所女子學(xué)校，我仍舊認(rèn)為這是個(gè)美妙的主意，”他說(shuō)，“它只不過(guò)容不下我了，我感覺(jué)那是個(gè)我不應(yīng)該踏足的地方。”

Some female students, meanwhile, said Wellesley wasn’t female enough. They complained among themselves and to the administration that sisterhood had been hijacked. “Siblinghood,” they argued, lacked the warm, pro-women connotation of “sisterhood,” as well as its historic resonance. Others were upset that even at a women’s college, women were still expected to accommodate men, ceding attention and leadership opportunities intended for women. Still others feared the changes were a step toward coeducation. Despite all that, many were uneasy: As a marginalized group fighting for respect and clout, how could women justify marginalizing others?

但是，有些女性學(xué)生認(rèn)為衛(wèi)爾斯理仍舊不夠女性化。她們互相之間，并且向?qū)W校管理層抱怨說(shuō)，“姐妹情誼”被綁架了。她們說(shuō)“手足情”缺乏“姐妹情”包含的那種溫暖、親女性的意味，也缺乏歷史淵源。其他人則對(duì)女子學(xué)校需要包容男性感到不滿，認(rèn)為這沖淡了對(duì)女性的關(guān)注和本來(lái)專(zhuān)屬女子的領(lǐng)袖地位。其他人則擔(dān)心這些變化是向男女同校走近了一步。盡管如此，也有很多人感到良心不安：作為一個(gè)遭受邊緣化待遇而努力爭(zhēng)取尊敬和力量的群體，女性怎么能夠再去邊緣化其他群體?

“I felt for the first time that something so stable about our school was about to change, and it made me scared,” said Beth, a junior that year, who asked to be identified by only her middle name because she was afraid of offending people she knew. “Changing ‘sister’ to ‘sibling’ didn’t feel like it was including more people; it felt like it was taking something away from sisterhood, transforming our safe space for the sake of someone else. At the same time, I felt guilty feeling that way.” Beth went to Kris Niendorf, the director of residential life, who listened sympathetically and then asked: Why does “sibling” take away from your experience? After thinking about it, Beth concluded that she was connected to her classmates not because of gender but because of their shared experiences at Wellesley. “That year was an epiphany for me. I realized that if we excluded trans students, we’d be fighting on the wrong team. We’d be on the wrong side of history.”

“我第一次感到，我們學(xué)院如此根深蒂固的傳統(tǒng)即將改變，這讓我害怕，”大二學(xué)生貝絲說(shuō)。她要求只使用自己的中間名，因?yàn)樗ε旅胺杆J(rèn)識(shí)的人。“把 ‘姐妹’改成‘手足’聽(tīng)起來(lái)并沒(méi)有包容更多的人，而是把‘姐妹情誼’中的某些東西拿走了，為了其他人把我們這個(gè)安全的地方改變了。但是同時(shí)，我也因?yàn)樽约河羞@種想法而感到內(nèi)疚。”貝絲去見(jiàn)了住校生活主管克里斯·尼恩多夫(Kris Niendorf)。后者耐心地聽(tīng)她講了自己的疑慮，然后問(wèn)道：“手足情”這種說(shuō)法讓你的校園生活有何損失?仔細(xì)考慮過(guò)后，貝絲的結(jié)論是，她與同學(xué)們的情誼并非來(lái)自性別，而是她們?cè)谛l(wèi)爾斯理共同的經(jīng)歷。

Exactly how Wellesley will resolve the trans question is still unclear. Trans students say that aside from making sure every academic building on campus has a unisex bathroom, Wellesley has not addressed what gender fluidity means for Wellesley’s identity. Last spring, Alex Poon won Wellesley’s 131-year-old hoop-rolling race, an annual spirit-building competition among seniors. Alex’s mother was the hoop-rolling champion of the Class of ’82 and had long ago taught her daughters the ways of the hoop, on the assumption that they would one day attend her alma mater. (One of Alex’s older sisters was Wellesley Class of ’11; another went to Bryn Mawr.) Alex was a former Girl Scout who attended an all-girls high school. But unknown to his mother, he was using Google to search for an explanation for his confusing feelings. By the time Alex applied to Wellesley, he secretly knew he was trans but was nonetheless certain Wellesley was a good fit. For one thing, going there was a family tradition; for another, it was a place where gender could be reimagined. In his sophomore year at Wellesley, he went public with his transgender status.

衛(wèi)爾斯理學(xué)院具體將如何解決跨性別學(xué)生的問(wèn)題，尚不得而知?？缧詣e學(xué)生們說(shuō)，除了確保在學(xué)校的每座教學(xué)樓都提供了男女通用衛(wèi)生間以外，衛(wèi)爾斯理學(xué)院還未能解決跨性別問(wèn)題究竟對(duì)“衛(wèi)爾斯理身份”有何影響。去年春天，阿歷克斯·普恩(Alex Poon)贏得了衛(wèi)爾斯理具有131年歷史的“滾鐵圈比賽”冠軍，這是一項(xiàng)在四年級(jí)學(xué)生中舉辦的鍛煉意志的比賽。阿歷克斯的母親曾是1982年的滾鐵圈比賽冠軍，很久以前就已經(jīng)教會(huì)了自己的女兒滾鐵圈的秘訣，因?yàn)樗诖畠簜兺瑯拥阶约旱哪感Ｗx書(shū)。(阿歷克斯的一位姐姐是衛(wèi)爾斯理2011年畢業(yè)生，另一位姐姐則去了布林茅爾女子學(xué)院[Bryn Mawr]女子學(xué)院讀書(shū))。阿歷克斯曾做過(guò)女童子軍，高中也在全女子學(xué)校就讀。但是他的母親不知道的是，他一直在用谷歌來(lái)搜索答案：為什么自己關(guān)于性別身份一直感到如此困惑。當(dāng)他申請(qǐng)衛(wèi)爾斯理學(xué)院的時(shí)候，他已經(jīng)私下知道自己是跨性人，但仍然確認(rèn)衛(wèi)爾斯理是自己最佳的選擇。首先，去衛(wèi)爾斯理上學(xué)是家族傳統(tǒng);另外，這里也接受重新考慮自己性別的學(xué)生。在衛(wèi)爾斯理上到大二的時(shí)候，他公開(kāi)了自己的跨性身份。

On hoop-rolling day, Alex — wearing a cap backward on his buzz-cut hair — broke through the finish-line streamer. President H. Kim Bottomly took a selfie with him, each with a wide smile. A small local newspaper covered the event, noting that for the first time in the school’s history, the winner was a man. And yet the page on Wellesley’s website devoted to school traditions continues to describe the race as if it involves only women. “Back in the day, it was proclaimed that whoever won the Hoop Roll would be the first to get married. In the status-seeking 1980s, she was the first to be C.E.O. Now we just say that the winner will be the first to achieve happiness and success, whatever that means to her.” But Alex isn’t a her, and he told me that his happiness and success includes being recognized for what he is: a man.

在滾鐵圈比賽那一天，剪了短寸發(fā)型的阿歷克斯戴了一頂帽子，第一個(gè)沖過(guò)了終點(diǎn)。校長(zhǎng)H·金 ·波托姆利(H. Kim Bottomly)與阿歷克斯拍了自拍照，兩個(gè)人都笑容滿面。一家本地小報(bào)報(bào)道了這次比賽，并且提到這是該校歷史上首次由男學(xué)生贏得這一比賽。但是，學(xué)校網(wǎng)站上關(guān)于校史傳統(tǒng)的頁(yè)面仍舊把比賽描述得好像仍舊只有女生參加一樣。“當(dāng)年，大家宣稱(chēng)滾鐵圈比賽的冠軍將是同學(xué)中第一位結(jié)婚的學(xué)生;在注重地位的 1980年代，她將成為同學(xué)中的第一位CEO ;現(xiàn)在，我們則說(shuō)冠軍將是最早獲得幸福與成功的人，無(wú)論這對(duì)她來(lái)說(shuō)意味著什么。”但是阿歷克斯不是“她”，而他告訴我說(shuō)，幸福和成功的涵義包括自己的男性身份能夠得到認(rèn)可。

That page is not the only place on the site where Wellesley markets itself as a school of only female students. Elsewhere, it crows that “all the most courageous, most provocative, most accomplished people on campus are women.” The student body, it says, is “2,300 smart, singular women feeling the power of 2,300 smart, singular women together” on a campus where “our common identity, spirit and pride as Wellesley women” are celebrated. Those sorts of messages, trans students say, make them feel invisible.

這個(gè)頁(yè)面并不是衛(wèi)爾斯理網(wǎng)站上唯一仍舊標(biāo)榜這是一家只收女生的學(xué)院的地方。網(wǎng)站上還說(shuō)，“學(xué)校里所有最勇敢、最具挑動(dòng)性、最成功的人士都是女性” ;“2,300名聰穎、獨(dú)特的女性感受著2,300名聰穎、獨(dú)特的女性團(tuán)結(jié)在一起的力量”;“我們作為衛(wèi)爾斯理女生共同的身份、精神和驕傲” 等等?？缧詣e學(xué)生說(shuō)，這種信息讓他們感覺(jué)自己仿佛并不存在。

“I just wish the administration would at least acknowledge our existence,” said Eli Cohen, a Wellesley senior who has been taking testosterone for nearly a year. “I’d be more O.K. with ‘We’re not going to cater to you, because men are catered to everywhere else in life,’ rather than just pretending we don’t exist.”

“我只是希望校方能至少承認(rèn)我們的存在，”伊萊·科恩(Eli Cohen)說(shuō)。他是一位衛(wèi)爾斯理大四學(xué)生，已經(jīng)服用睪酮將近一年。“哪怕對(duì)我說(shuō)‘我們不會(huì)遷就你們，因?yàn)槟腥嗽谏鐣?huì)任何其他地方總是得到遷就’我也可以接受，至少不要假裝我們不存在。”

Some staff and faculty members, however, are acknowledging the trans presence. Women-and-gender-studies professors, and a handful of others, typically begin each semester asking students to indicate the names and pronouns they prefer for themselves. Kris Niendorf, director of campus and residential life, recruits trans students who want to be R.A.s., as she does with all minorities. Niendorf also initiated informational panels with trans students and alums. And before this school year began, at the urging of trans students, Niendorf required all 200 student leaders to attend a trans-sensitivity workshop focused on how to “create a more inclusive Wellesley College.” For the last few years, orientation organizers have also included a trans student as one of the half-dozen upper-class students who stand before the incoming first-years and recount how they overcame a difficult personal challenge.

但是，有些教職工已經(jīng)認(rèn)可了跨性別學(xué)生的存在。女性與性別研究學(xué)科的教授們，以及其他一些教員，一般在每學(xué)期開(kāi)始的時(shí)候都會(huì)問(wèn)學(xué)生們希望別人以什么名字和代詞稱(chēng)呼自己。住校生活主管克里斯·尼恩多夫會(huì)招募跨性別學(xué)生做助理研究員，同樣也會(huì)招募任何其他少數(shù)群體學(xué)生。尼恩多夫還牽頭請(qǐng)跨性別學(xué)生和校友做相關(guān)講座。在本學(xué)期開(kāi)始之前，在跨性別學(xué)生的倡議之下，尼恩多夫要求全校200位學(xué)生領(lǐng)袖參加尊重跨性別學(xué)生工作室，焦點(diǎn)是“如何建設(shè)更加包容的衛(wèi)爾斯理學(xué)院”。過(guò)去幾年，迎新活動(dòng)中首先歡迎新生的6位高年級(jí)學(xué)生中，總會(huì)包括一位跨性別學(xué)生，他們共同向新生講述如何勇敢面對(duì)人生挑戰(zhàn)。

And yet many trans students feel that more needs to be done. They complain that too many professors assume all their students are women. Students provided numerous examples in courses across subject areas where they’ve been asked their viewpoint “as a woman.” In a course on westerns two years ago, an essay assignment noted that western films and novels were aimed at male audiences and focused on masculinity. The professors asked students for their perspective “as a female reader or watcher” — wording that offended the three trans students in class. When a classmate pointed out the problematic wording to the professors, the instructors asked everyone instead “to explore how your own gender identity changes how you approach westerns.”

但是，仍有許多跨性別學(xué)生認(rèn)為學(xué)校可以做得更多。他們抱怨說(shuō)，太多的教授們想當(dāng)然地認(rèn)為所有學(xué)生都是女性。學(xué)生們提供了各種課程中的很多例子，教授們請(qǐng)她們講述“作為女性”的觀點(diǎn)。在兩年前一門(mén)關(guān)于西部片的課程上，一份論文作業(yè)提到西部片和小說(shuō)都是以男性為目標(biāo)受眾，關(guān)注男人氣概。教授們要求學(xué)生提供“作為女性讀者或觀眾的視角。”這種語(yǔ)言冒犯了課堂上的三位跨性別學(xué)生。當(dāng)有同學(xué)向教授指出問(wèn)題時(shí)，一位教師改問(wèn)學(xué)生“你們自己的性別身份如何改變你們對(duì)西部片的態(tài)度。”

At times, professors find themselves walking a fine line. Thomas Cushman, who has taught sociology at Wellesley for the last 25 years, first found out about Wellesley’s trans population five years ago, after a student in one of his courses showed up at Cushman’s office and introduced himself as a trans male. The student pointed out that every example Cushman gave in class referred to women, and every generic pronoun he used was female, as in “Ask your classmate if she. . . . " He told Cushman that Wellesley could no longer call itself a “women’s college,” given the presence of trans men, and he asked Cushman to use male pronouns and male examples more often, so trans students didn’t feel excluded. Cushman said he would abide by whatever pronoun individual students requested for themselves, but he drew the line at changing his emphasis on women.

有時(shí)，教授們也如履薄冰。已經(jīng)在衛(wèi)爾斯理教授社會(huì)學(xué)25年的托馬斯·庫(kù)什曼(Thomas Cushman)最初注意到學(xué)校里的跨性人群是在5年前。當(dāng)時(shí)，他課上的一位學(xué)生來(lái)到他的辦公室，自我介紹為跨性男性。他向庫(kù)什曼指出，他在課堂上提到的每個(gè)范例都是指向女性，用到的每個(gè)泛指代詞也都是女性代詞，比如“問(wèn)問(wèn)你的同學(xué)她是否……”他對(duì)庫(kù)什曼說(shuō)，由于跨性別男性學(xué)生的存在，衛(wèi)爾斯理已經(jīng)不能再自稱(chēng)為一家“女子學(xué)院”，并且要求庫(kù)什曼更多使用男性代詞、男性例子，免得讓跨性學(xué)生產(chǎn)生被排斥的感覺(jué)。庫(kù)什曼說(shuō)，他愿意按照每位學(xué)生的意愿使用相關(guān)代詞，但他的底線是仍舊保持對(duì)女生的側(cè)重。

“All my life here,” Cushman told me, “I’ve been compelled to use the female pronoun more generously to get away from the sexist ‘he.’ I think it’s important to evoke the idea that women are part of humanity. That should be affirmed, especially after being denied for so long. Look, I teach at a women’s college, so whenever I can make women’s identity central to that experience, I try to do that. Being asked to change that is a bit ironic. I don’t agree that this is a ‘historically’ women’s college. It is still a women’s college.”

“我在這里的整個(gè)教學(xué)生涯，我都在被要求更多使用女性代詞，以對(duì)抗性別主義的‘他’。我認(rèn)為強(qiáng)調(diào)女性的社會(huì)地位是很重要的，這需要加以特別指出，尤其是在女性被剝奪權(quán)利如此之久以后。這么說(shuō)吧：我在一所女子學(xué)院教書(shū)，任何能強(qiáng)調(diào)突出女性身份的事情，我都會(huì)做。如果有人讓我改變這一點(diǎn)，那可有點(diǎn)諷刺。我不認(rèn)可衛(wèi)爾斯理‘歷史上曾經(jīng)是’一所女校，這里仍舊是女校。”

On the second day of orientation this fall, Eli Cohen arrived on campus in a muscle T and men’s shorts, with a carabiner full of keys hanging from his belt loop. He was elated to be back to the place that felt most like home. It was the first time in four years that Eli had not been part of orientation — first as a newcomer and then two years as an R.A. We hung out in the Lulu Chow Wang Campus Center, known affectionately as Lulu, and watched the excited first-years flutter by, clutching their orientation schedules and their newly purchased Wellesley wear.

秋季學(xué)期迎新活動(dòng)的第二天，伊萊·科恩返回校園，身穿緊身T恤衫和男式短褲，腰帶扣掛著登山環(huán)，上面掛滿了鑰匙，回到這個(gè)讓他有家一樣感覺(jué)的校園，他很興奮。四年來(lái)，他頭一次沒(méi)有參加迎新活動(dòng)——他最初是作為新生參加， 后來(lái)兩年是作為助理研究員。我們?cè)阼磋?middot;周·王(Lulu Chow Wang)校園活動(dòng)中心閑聊，這里被學(xué)生們親切地稱(chēng)為“璐璐”。我們看著興奮的新生匆匆走過(guò)，手里拿著迎新日程表和新買(mǎi)的衛(wèi)爾斯理校服。

Just 12 days earlier, Eli underwent top surgery, which he said gave him a newfound self-assurance in his projection of manhood. It had been nine months since he started testosterone, and the effects had become particularly noticeable over the three-month summer break. His jaw line had begun to square, his limbs to thicken and the hair on his arms and legs to darken. And of course now his chest was a flat wall. As his friends caught sight of him for the first time in months, they hugged him and gushed, “You look sooo good!”

剛剛在12天前，伊萊做了乳房切除術(shù)，他說(shuō)手術(shù)讓他對(duì)自己的男性形象感到更加自信。他在9個(gè)月前開(kāi)始服用睪酮，過(guò)去三個(gè)月的暑假，睪酮的效果尤其明顯。他的下巴線條更加棱角分明，肢體健壯了，手臂和腿上的毛發(fā)顏色更深了。當(dāng)然，現(xiàn)在他的胸部也平了。他的朋友們見(jiàn)到他時(shí)，都擁抱他并興奮地說(shuō)：“你好帥!”

Though Eli secretly suspected in high school that he was a boy, it wasn’t until after he arrived at Wellesley that he could imagine he might one day declare himself a man. By his second year, he had buzz-cut his hair and started wearing men’s clothes. He asked his friends to call him Beckett, which is similar to his female birth name, which he asked me not to mention. His parents live only 14 miles away and dropped by for short visits. He left his girl nameplate on his dorm door. His friends understood that whenever his parents arrived, everyone was to revert to his female name and its attendant pronouns. He was an R.A. at the time and decided not to reveal his male name to his first-year students, figuring it was too complicated to explain which name to use when.

盡管伊萊在高中時(shí)就懷疑自己應(yīng)該是個(gè)男孩，但只有在來(lái)到衛(wèi)爾斯理之后，他才能想象自己某天將變成一個(gè)男人。到了大二，他把頭發(fā)剪成短寸，開(kāi)始穿男性衣裝。他讓朋友們稱(chēng)自己貝克特，發(fā)音類(lèi)似父母給他起的女名，他還讓我不要提這個(gè)名字。他的父母家離這里只有14英里，時(shí)不時(shí)會(huì)來(lái)看望他。宿舍門(mén)上的名牌仍舊是他的女名。他的朋友們也知道，每當(dāng)父母來(lái)看他時(shí)，要用他的女名和女性代詞來(lái)稱(chēng)呼他，他當(dāng)時(shí)是一位助理研究員，并沒(méi)有告訴自己的一年級(jí)學(xué)生他的男性名字，擔(dān)心他們弄不清楚究竟用哪個(gè)名字稱(chēng)呼他。

Given how guarded he had to be, being Beckett was exhausting and anxiety-inducing. Demoralized, he eventually told his pals to just use his birth name. The summer after his sophomore year, he got an internship at a Boston health center serving the L.G.B.T. community, and many of his co-workers were trans. Their confidence gave him confidence. When the Wellesley office that coordinates internships sent out an email to all interns that began, “Good morning, ladies . . . ,” he emailed back to say he did not identify as a woman. The coordinator apologized and explained that all the names on her paperwork from Wellesley were female.

他整天都要提心吊膽，當(dāng)貝克特讓他感到精疲力盡，神經(jīng)緊張。他一度灰心喪氣，讓朋友們干脆以女名稱(chēng)呼自己算了。他大二之后的暑假，在波士頓一家服務(wù) LGBT人群的醫(yī)療中心實(shí)習(xí)，他的很多同事都是跨性人士。他們的自信也讓他重拾信心。當(dāng)衛(wèi)爾斯理的實(shí)習(xí)生協(xié)調(diào)辦公室發(fā)郵件給實(shí)習(xí)生們，以“早上好，女士們”開(kāi)頭時(shí)，他回信說(shuō)他并不自認(rèn)為女性。協(xié)調(diào)負(fù)責(zé)人回信道歉，解釋說(shuō)這是因?yàn)樗奈募涗浺恢憋@示他用的是女名。

By summer’s end, he began introducing himself as Eli, a name utterly unlike his birth name. Eli mustered the courage to tell his parents. It took a little while for his mother to accept that her only daughter was actually a son, but she came around.

暑假結(jié)束時(shí)，他已經(jīng)開(kāi)始自我介紹為伊萊，這個(gè)名字跟他的女名一點(diǎn)也不像。伊萊終于鼓起勇氣告訴父母。他的母親用了一段時(shí)間才接受自己的獨(dú)女變成了獨(dú)子的事實(shí)，但還是接受了。

When I asked Eli if trans men belonged at Wellesley, he said he felt torn. “I don’t necessarily think we have a right to women’s spaces. But I’m not going to transfer, because this is a place I love, a community I love. I realize that may be a little selfish. It may be a lot selfish.” Where, he wondered, should Wellesley draw a line, if a line should even be drawn? At trans men? At transmasculine students? What about students who are simply questioning their gender? Shouldn’t students be “free to explore” without fearing their decision will make them unwelcome?

當(dāng)我問(wèn)伊萊跨性男是否屬于衛(wèi)爾斯理時(shí)，他說(shuō)他也感到矛盾。“我并不一定覺(jué)得我們有權(quán)使用女性空間，但我也不會(huì)轉(zhuǎn)學(xué)，因?yàn)槲覑?ài)這里，愛(ài)這個(gè)環(huán)境。我知道這可能有點(diǎn)自私，可能很自私。”他也發(fā)問(wèn)，如果衛(wèi)爾斯理需要做出選擇，底線究竟應(yīng)該畫(huà)在哪里?跨性男學(xué)生，還是偏男性的跨性學(xué)生?那些對(duì)自己的性別有疑問(wèn)的學(xué)生呢?難道學(xué)生們不應(yīng)該自由地探索，并且不必?fù)?dān)心他們的決定會(huì)讓自己變成“不受歡迎人士”嗎?

Other trans students have struggled with these questions, too. Last December, a transmasculine Wellesley student wrote an anonymous blog post that shook the school’s trans community. The student wrote to apologize for “acting in the interest of preserving a hurtful system of privileging masculinity.” He continued: “My feelings have changed: I do not think that trans men belong at Wellesley. . . . This doesn’t mean that I think that all trans men should be kicked out of Wellesley or necessarily denied admission.” He acknowledged he didn’t know how Wellesley could best address the trans question, but urged fellow transmasculine classmates to “start talking, and thinking critically, about the space that we are given and occupying, and the space that we are taking from women.”

其他跨性學(xué)生也曾為這樣的問(wèn)題苦苦掙扎。去年12月，一位偏男性的跨性學(xué)生匿名寫(xiě)了一篇博客，讓衛(wèi)爾斯理的跨性學(xué)生群體為之震動(dòng)。這位學(xué)生為“維護(hù)傷人的男性特權(quán)體制”表示道歉，說(shuō)“我的想法已經(jīng)改變了：我不認(rèn)為跨性男性學(xué)生屬于衛(wèi)爾斯理…但這也不意味著我認(rèn)為所有的跨性男性學(xué)生應(yīng)該被開(kāi)除，或者被拒絕錄取。”他承認(rèn)，自己也不知道衛(wèi)爾斯理該如何處理跨性學(xué)生問(wèn)題，但呼吁其他偏向男性的跨性學(xué)生“開(kāi)始批評(píng)地討論和思考我們被給予并占據(jù)的這個(gè)空間，這個(gè)我們從女性手中奪取的空間。”

The reactions were swift and strong. “A lot of trans people on campus felt emotionally unsafe,” recalled Timothy, a sophomore that year. “A place that seemed welcoming suddenly wasn’t. The difficulty was that because it was a trans person saying it, people who don’t have enough of an understanding to appreciate the nuance of this can say, ‘Well, even a trans person says there shouldn’t be trans people at Wellesley, so it’s O.K. for me to think the same thing, too.’ ”

這封信印發(fā)了迅猛的反響。“校園里的很多跨性學(xué)生在感情上感覺(jué)受到了威脅，”提摩西回憶道。他當(dāng)時(shí)上大二。“一度讓我們感到受歡迎的空間忽然不歡迎我們了。困難之處在于，因?yàn)槭且晃豢缧詫W(xué)生自己提出這種說(shuō)法，那些并不了解復(fù)雜情況的人可以說(shuō)，‘好吧，連跨性學(xué)生自己都說(shuō)衛(wèi)爾斯理不該有跨性學(xué)生，那我這么想也沒(méi)錯(cuò)了。’”

Students and alums — queer and straight, trans and not — weighed in, sometimes in agreement but other times in anger. Some accused the blogger of speaking on behalf of women as if they were unable to speak for themselves. Others accused him of betraying transmasculine students. (He declined to comment for this article.) But other students, including several transmasculine ones, were glad he had the courage to start a public discussion about Wellesley’s deeply conflicted identity. “It’s a very important conversation to have,” Eli said. “Why can’t we have this conversation without feeling hurt or hated?”

許多學(xué)生和校友，無(wú)論是同性戀、異性戀、跨性人還是其他人，都參與了討論，有些人能夠達(dá)成共識(shí)，其他人則很憤怒。有些人指責(zé)寫(xiě)博客的學(xué)生替女生說(shuō)話，仿佛她們自己不會(huì)發(fā)聲。其他人則指責(zé)他背叛了跨性男學(xué)生(他就此文拒絕發(fā)表評(píng)論)。但也有其他學(xué)生，包括幾位跨性學(xué)生，對(duì)他能夠鼓起勇氣、對(duì)衛(wèi)爾斯理飽受爭(zhēng)議的性別身份問(wèn)題而發(fā)起公開(kāi)討論感到高興。“這種討論很重要，”伊萊說(shuō)。“我們?yōu)槭裁床荒茉诓粋蛟骱迍e人的情況下展開(kāi)討論呢?”

In some ways, students are already having that conversation, though perhaps indirectly. Timothy ended up easily winning his seat on the student government last spring, capturing two-thirds of the votes. Given that 85 percent of the student body cast ballots in that race, his victory suggests most students think that transmasculine students — and transmasculine leaders — belong at Wellesley.

在某種意義上，學(xué)生們?cè)缫丫瓦@個(gè)問(wèn)題開(kāi)始對(duì)話了，盡管并不直接。提摩西去年春天輕松連任學(xué)生政府的職位，贏得了三分之二的選票?？紤]到衛(wèi)爾斯理百分之八十五的學(xué)生都參與投票，他的連任意味著多數(shù)學(xué)生認(rèn)為跨性男學(xué)生——包括跨性男學(xué)生領(lǐng)袖——是屬于衛(wèi)爾斯理的。

Another difficult conversation about trans students touches on the disproportionate attention they receive on campus. “The female-identified students somehow place more value on those students,” said Rose Layton, a lesbian who said she views trans students as competitors in the campus dating scene. “They flirt with them, hook up with them. And it’s not just the hetero women, but even people in the queer community. The trans men are always getting this extra bit of acknowledgment. Even though we’re in a women’s college, the fact is men and masculinity get more attention and more value in this social dynamic than women do.”

另外一個(gè)關(guān)于跨性學(xué)生的艱難話題是關(guān)于他們?cè)谛@里受到的異常關(guān)注。“女生們似乎給予這些學(xué)生額外的價(jià)值，”羅絲·萊頓(Rose Layton)說(shuō)。她是一位同性戀，把跨性學(xué)生們當(dāng)做校園情場(chǎng)的競(jìng)爭(zhēng)對(duì)手。“她們跟跨性學(xué)生們打情罵俏，跟他們交往。不光是異性戀女生們，甚至同性戀人群也是這樣。那些跨性男總是得到額外的認(rèn)可。盡管我們是在一所女校，但現(xiàn)實(shí)是，在這樣的社會(huì)環(huán)境里，男性和男人味總是能比女性獲得更多關(guān)注。”

Jesse Austin noticed the paradox when he returned to campus with a man’s build and full swath of beard stubble after nearly two years on testosterone. “That was the first time in my life I was popular! People were clamoring to date me.”

杰西·奧斯丁回到校園之后就注意到了這種矛盾。在服用睪酮將近兩年之后，他已經(jīng)擁有男性的身材，滿臉胡子茬。“那是我這輩子頭一次如此搶手!人們搶著和我約會(huì)。”

Trans bodies are seen as an in-between option, Timothy said. “So no matter your sexuality, a trans person becomes safe to flirt with, to explore with. But it’s not really the person you’re interested in, it’s the novelty. For lesbians, there’s the safety of ‘I may be attracted to this person, but they’re “really” a woman, so I’m not actually bi or straight.’ And for straight people, it’s ‘I may be attracted to a woman’s body, but he’s a male, so I’m not really lesbian or bi.’ ”

跨性人的身體被認(rèn)為是居中的選擇，提摩西說(shuō)。“無(wú)論你的性取向，跨性人總是被認(rèn)為可以安全地與之調(diào)情、一起探索。但你感興趣的并不是這個(gè)人，而是這種新鮮感。對(duì)于女同性戀來(lái)說(shuō)，有一種安全感，或者是‘我也許被這個(gè)人吸引，但他實(shí)際上是個(gè)女人，所以我并不算雙性戀或異性戀’的感覺(jué)。對(duì)于異性戀來(lái)說(shuō)，則是‘我也許被這個(gè)女人的身體吸引， 但他是個(gè)男的，所以我不算同性戀或異性戀。’”

Kaden Mohamed said he felt downright objectified when he returned from summer break last year, after five months of testosterone had lowered his voice, defined his arm muscles and reshaped his torso. It was attention that he had never experienced before he transitioned. But as his body changed, students he didn’t even know would run their hands over his biceps. Once at the school pub, an intoxicated Wellesley woman even grabbed his crotch and that of another trans man.

凱頓·穆罕默德則說(shuō)，當(dāng)他去年暑假結(jié)束回到校園后，他感覺(jué)自己簡(jiǎn)直被物化為性對(duì)象了。服用了五個(gè)月的睪酮后，他的嗓音低沉，手臂肌肉有了線條，身材也魁梧了。他在跨性之前從來(lái)沒(méi)受到過(guò)這么多關(guān)注。身體發(fā)生變化后，他不認(rèn)識(shí)的學(xué)生都會(huì)來(lái)?yè)崦亩^肌。有一次在學(xué)校酒吧，一位喝醉酒的衛(wèi)爾斯理女生甚至抓了他還有另外一位變性男的下體。

“It’s this very bizarre reversal of what happens in the real world,” Kaden said. “In the real world, it’s women who get fetishized, catcalled, sexually harassed, grabbed. At Wellesley, it’s trans men who do. If I were to go up to someone I just met and touch her body, I’d get grief from the entire Wellesley community, because they’d say it’s assault — and it is. But for some reason, when it’s done to trans men here, it doesn’t get read the same way. It’s like a free pass, that suddenly it’s O.K. to talk about or touch someone’s body as long as they’re not a woman.”

“這簡(jiǎn)直是現(xiàn)實(shí)世界里情況的詭異逆轉(zhuǎn)，”凱頓說(shuō)。“在現(xiàn)實(shí)世界里，是女性遭到物化對(duì)待，被言語(yǔ)調(diào)戲，被性騷擾，被咸豬手。但在衛(wèi)爾斯理，則是變性男遭受這種待遇。如果我剛剛對(duì)陌生女生上下其手，整個(gè)衛(wèi)爾斯理校園都會(huì)同聲譴責(zé)，因?yàn)樗齻儠?huì)說(shuō)這是性侵犯——那的確是性侵犯。但不知為何，如果是變性男在這里受到同等待遇，就不會(huì)被如此解讀。這簡(jiǎn)直是免責(zé)金牌：忽然之間，談?wù)摶蛴|摸別人的身體不會(huì)有問(wèn)題了，只要他們不是女人。”

While trans men are allowed at most women’s colleges if they identify as female when applying, trans women — people raised male who go on to identify as women — have found it nearly impossible to get through the campus gates. Arguably, a trans woman’s identity is more compatible with a women’s college than a trans man’s is. But most women’s colleges require that all of an applicant’s documentation indicate the candidate is female. That’s a high bar for a 17- or 18-year-old born and raised male, given that so few come out as trans in high school. (Admissions policies at private undergraduate schools are exempt from Title IX, which bans gender discrimination at schools receiving federal funds.) Two years ago, Calliope Wong, a high-school trans woman from Connecticut, applied to Smith College, but her application was returned because her federal aid form indicated she was male. She posted the rejection letter online, catalyzing a storm on the Internet and student rallies at Smith. Smith eventually agreed to require that the applicant be referred to as female only in the transcript and recommendation letters, but not on financial-aid documents; by then, however, Wong had decided to attend the University of Connecticut.

只要他們?cè)谏暾?qǐng)入學(xué)時(shí)自稱(chēng)為女性，后來(lái)跨性為男性的學(xué)生仍夠能被多數(shù)女校所接納;但是跨性女——那些生為男性，但后來(lái)自認(rèn)為是女性的人——卻幾乎沒(méi)有任何可能進(jìn)入女校大門(mén)。從某種角度講，跨性女的身份比跨性男更加符合女校的要求。但是多數(shù)女子學(xué)院要求申請(qǐng)者所有的身份材料都證明她是女性。這對(duì)那些生為男性的十七八歲的跨性人來(lái)說(shuō)要求太高了，因?yàn)樗麄冎泻苌儆腥嗽诟咧芯蜁r(shí)就能確立跨性身份。(私立本科學(xué)校的入學(xué)政策豁免于美國(guó)教育法修正案第九條管轄，該條款規(guī)定那些接受聯(lián)邦撥款的學(xué)校不得實(shí)施性別歧視。)兩年前，來(lái)自康涅狄格州的跨性女高中生卡莉歐佩·黃(Calliope Wong)申請(qǐng)就讀史密斯學(xué)院，但她的申請(qǐng)材料被退回，因?yàn)樗穆?lián)邦助學(xué)金表格顯示她是男性。她把拒絕信發(fā)到網(wǎng)上，引發(fā)了討論熱潮和史密斯學(xué)院的學(xué)生抗議。最終，史密斯同意只要求申請(qǐng)者的成績(jī)單和推薦信證明她們身為女性，財(cái)務(wù)證明文件不需要如此證明;但那時(shí)候卡莉歐佩·黃已經(jīng)決定在康涅狄格大學(xué)就讀了。

For its part, Wellesley has never admitted a trans woman, at least not knowingly. Many Wellesley students, including some who are uncomfortable having trans men on campus, say that academically eligible trans women should be admitted, regardless of the gender on their application documents.

衛(wèi)爾斯理從來(lái)沒(méi)有錄取過(guò)變性女學(xué)生，至少?zèng)]有在明知對(duì)方身份的時(shí)候錄取過(guò)。很多衛(wèi)爾斯理學(xué)生，包括一些對(duì)校園里有變性男學(xué)生感到不舒服的人，認(rèn)為只要學(xué)業(yè)表現(xiàn)符合要求，變性女學(xué)生應(yīng)該也被錄取，無(wú)論她們申請(qǐng)材料上顯示的性別如何。

Others are wary of opening Wellesley’s doors too quickly — including one of Wellesley’s trans men, who asked not to be named because he knew how unpopular his stance would be. He said that Wellesley should accept only trans women who have begun sex-changing medical treatment or have legally changed their names or sex on their driver’s licenses or birth certificates. “I know that’s a lot to ask of an 18-year-old just applying to college,” he said, “but at the same time, Wellesley needs to maintain its integrity as a safe space for women. What if someone who is male-bodied comes here genuinely identified as female, and then decides after a year or two that they identify as male — and wants to stay at Wellesley? How’s that different from admitting a biological male who identifies as a man? Trans men are a different case; we were raised female, we know what it’s like to be treated as females and we have been discriminated against as females. We get what life has been like for women.”

其他人則對(duì)過(guò)早敞開(kāi)學(xué)校大門(mén)感到擔(dān)憂——包括一位跨性男在校生。他要求匿名，因?yàn)樗雷约旱牧?chǎng)將受到批評(píng)。他說(shuō)，衛(wèi)爾斯理應(yīng)該只接收那些已經(jīng)開(kāi)始用醫(yī)學(xué)手段變性，或者合法修改了出生證明和駕駛執(zhí)照上名字的跨性女生。“我知道這對(duì)一個(gè)剛剛開(kāi)始申請(qǐng)大學(xué)的18歲學(xué)生來(lái)說(shuō)是很高的要求，”他說(shuō)。“但同時(shí)，衛(wèi)爾斯理需要保持它作為一間讓女生感到安全的學(xué)校的名聲。如果那些仍具有男性身體，但認(rèn)為自己是女性的人來(lái)到學(xué)校，但是過(guò)了一兩年后又想當(dāng)回男性，并且希望繼續(xù)留在學(xué)校，那怎么辦?那跟生為男性、也自認(rèn)為男性的男人有什么區(qū)別?跨性男情況不一樣;我們生為女性，知道女性受到何種待遇，我們身為女性時(shí)也受到過(guò)歧視。我們理解女性的遭遇。”

In May, Mills College became the first women’s college to broaden its admissions policy to include self-identified trans women, even those who haven’t legally or medically transitioned and even if their transcripts or recommendation letters refer to them as male. The new policy, which begins by affirming Mills’s commitment to remaining a women’s college, also welcomes biological females who identify anywhere on the gender spectrum, as long as they haven’t become legally male. The change grew out of two years of study by a committee of faculty and staff, which noted that Mills has always fought gender-based oppression and concluded, “Trans inclusiveness represents not an erasure but an updating of this mission.”

五月時(shí)，米爾斯學(xué)院成為首家破例的女子學(xué)院。它拓寬招生政策，接受那些自認(rèn)為女性的變性女生申請(qǐng)，包括那些尚未以醫(yī)學(xué)手段或合法變性的學(xué)生，甚至那些在成績(jī)單和推薦信上仍被指為男性的學(xué)生。新的招生政策說(shuō)明開(kāi)頭重申，米爾斯學(xué)院將保持女子學(xué)院的身份，并且歡迎那些生為女子的學(xué)生，無(wú)論他們自認(rèn)為自己在性別光譜上身處何處，只要他們尚未合法變?yōu)槟行?。這項(xiàng)改革來(lái)自于一個(gè)教職工委員會(huì)兩年來(lái)的研究。說(shuō)明指出，米爾斯從來(lái)都與基于性別的壓迫相斗爭(zhēng)，并以此做為結(jié)語(yǔ)：“對(duì)跨性人群的包容，不是推翻上述宗旨，而是與時(shí)俱進(jìn)。”

Mills also aims to educate students, staff and faculty members to be more trans inclusive, said Brian O’Rourke, who oversees enrollment at the college and was the president’s liaison to the committee. I asked O’Rourke if that included reducing the focus on women in the classroom. “I honestly don’t know,” he said. “We had a national speaker on trans issues join us on campus about a year ago, and one of the things she suggested is that we stop referring to Mills as a women’s college, because that concept is exclusionary. In the auditorium, there was an audible gasp. We’ve had a lot of conversations about how to stress women’s leadership and women’s empowerment and at the same time, include people who may not identify as women. The answer is: We don’t know yet.”

米爾斯學(xué)院招生主任、校長(zhǎng)與該委員會(huì)的聯(lián)絡(luò)人布萊恩·奧洛克(Brian O’Rourke)表示，學(xué)校將教育學(xué)生和教職工，讓她們對(duì)跨性人更加包容。我問(wèn)奧洛克，這是否包括削弱對(duì)女性學(xué)生的關(guān)注。“說(shuō)實(shí)話我不知道，”他說(shuō)。 “一位曾在跨性問(wèn)題上發(fā)表全國(guó)演講的學(xué)生去年就讀米爾斯，她向我們建議的前幾件事之一就是，不要再說(shuō)米爾斯是家女子學(xué)院，因?yàn)檫@個(gè)概念本身就是排他的。在學(xué)校講堂，在她提出這個(gè)要求之后，你能聽(tīng)到大家的驚嘆聲。與此同時(shí)，我們?nèi)耘f組織了大量討論，如何強(qiáng)調(diào)女性的領(lǐng)導(dǎo)地位，女性賦權(quán)，那些不認(rèn)為自己是女性的學(xué)生也參與了。我們的答案是，我們還不確定。”

Last month, Mount Holyoke College announced a more far-reaching policy: It would admit all academically qualified students regardless of their anatomy or self-proclaimed gender, except for those biologically male at birth who still identify as male. In a list that reflects just how much traditional notions of gender have been upended, Mount Holyoke said eligible candidates now include anyone born biologically female, whether identified as woman, man, neither or “other” and anyone born biologically male who identifies as a woman or “other.” The school president, Lynn Pasquerella, said she and her officers made the decision after concluding it was an issue of civil rights.

上個(gè)月，曼荷蓮學(xué)院宣布了重大政策變革：它將向所有學(xué)業(yè)符合要求的學(xué)生放開(kāi)申請(qǐng)，無(wú)論他們的生理性別或自認(rèn)性別，僅僅排除那些生為男性并且自認(rèn)為是男性的學(xué)生。學(xué)院發(fā)表了一份清單，表示適合申請(qǐng)者包括任何生為女性的學(xué)生，無(wú)論她們自認(rèn)為女性，男性，或是“其他”;還包括那些生為男性，但是自我認(rèn)為女性或“其他”的學(xué)生，這個(gè)清單顯示了傳統(tǒng)的性別觀念已經(jīng)被顛覆到何種程度。校長(zhǎng)琳·帕斯克萊拉(Lynn Pasquerella)說(shuō)，她和學(xué)校管理層認(rèn)為這是個(gè)民權(quán)問(wèn)題，因而做出如此決定。

But Pasquerella said accommodations for trans students will not include changing the school’s mission. “We’re first and foremost committed to being a women’s college,” she told me. “I’m not going to stop using the language of sisterhood.” She mentioned she taught a class in critical race theory two years ago and told her students, “When I use the term ‘sisterhood,’ I’m using it in a way that acknowledges the fact that not everybody here identifies as a woman. It is a rhetorical device . . . , but it is not intended to exclude anybody.”

但是帕斯克萊拉說(shuō)，包容跨性學(xué)生的新政策并不包括改變學(xué)校宗旨。“我們首先，并且最重要的承諾是，我們是一家女子學(xué)院。”她對(duì)我說(shuō)。“我不會(huì)停用 ‘姐妹情’這樣的詞匯。”她提到，她兩年前教授一門(mén)“批判種族理論”的課程，當(dāng)時(shí)對(duì)她的學(xué)生說(shuō)：“當(dāng)我使用‘姐妹情’這個(gè)詞時(shí)，我認(rèn)可校園里并不是每個(gè)人都自認(rèn)為女性。它是一個(gè)修辭工具…但并不意味著排斥任何人。”

I said her explanation seemed like the one for using “he” as a generic pronoun for a male or female. She offered a different analogy, noting the parallel between women’s colleges and historically black colleges and universities. “Isn’t it still legitimate to speak of being a community of color even if you have half a dozen students who aren’t individuals of color?” she asked. “The same might be said about women’s colleges. Our mission was built upon education for women, and while we recognize that not everyone identifies this way, this is who we are and how we talk about things.”

我說(shuō)，她的解釋接近于使用男性的“他”來(lái)不確定地指代男性或女性。她提出另一組對(duì)比：女子學(xué)院與歷史上曾經(jīng)存在的黑人大學(xué)或?qū)W院有共通之處。“現(xiàn)在，即使一個(gè)學(xué)校里有少數(shù)幾個(gè)非有色人種學(xué)生，我們不是仍舊可以合理地說(shuō)這是一個(gè)有色人種學(xué)校?”她問(wèn)道。“同樣情況可以適用于女子學(xué)院。我們的宗旨肇始于讓女性受教育，盡管我們認(rèn)可并非每個(gè)學(xué)生都自認(rèn)為女性，這仍舊是我們的身份所在，我們?nèi)耘f要這么講話。”

Meanwhile, Wellesley continues to struggle with its own identity. In August, Debra DeMeis, the dean of students, told me the administration had not yet worked out how to be a women’s college at a time when gender is no longer considered binary. President H. Kim Bottomly and Jennifer C. Desjarlais, the dean of admissions, declined to talk to me. But a few days after Mount Holyoke’s announcement, Bottomly released a statement saying that Wellesley would begin to think about how to address the trans question.

與此同時(shí)，衛(wèi)爾斯理仍舊就它的身份問(wèn)題苦苦掙扎。今年8月，學(xué)生處主任黛博拉·德梅斯(Debra DeMeis)告訴我說(shuō)，校方仍舊沒(méi)能想清楚，在性別已非二選一的當(dāng)今社會(huì)，一家女子學(xué)院將如何存在。校長(zhǎng)H·金 ·波托姆利和招生處主任珍妮佛·德夏萊(Jennifer C. Desjarlais)謝絕向我發(fā)表評(píng)論。但是在曼荷蓮宣布改革政策幾天后，波托姆利校長(zhǎng)發(fā)表聲明，說(shuō)衛(wèi)爾斯理也將開(kāi)始考慮如何面對(duì)跨性學(xué)生問(wèn)題。

On the last Friday in May, some 5,000 parents, alumnae and soon-to-be graduates streamed onto the rolling field near Severance Hall, named after Elisabeth Severance, a generous 1887 alumna. It was a gorgeous, temperate morning for Wellesley’s 136th annual commencement, and once the last baccalaureate degree was conferred, the audience was asked to stand. As is the school’s tradition, two graduates led an uplifting rendition of “America, the Beautiful.” The lyrics, for those who needed them, were printed in the commencement program, including the chorus: “And crown thy good, with brotherhood, from sea to shining sea!”

5月的最后一個(gè)星期五，5000多名家長(zhǎng)、校友和即將畢業(yè)的學(xué)生涌入衛(wèi)爾斯理學(xué)院塞弗倫斯大樓附近的寬闊場(chǎng)地，這個(gè)大樓是以一位慷慨的1887年畢業(yè)生伊麗莎白·塞弗倫斯(Elisabeth Severance)命名的。在這個(gè)陽(yáng)光明媚、天氣宜人的早上，衛(wèi)爾斯理即將舉行第136屆畢業(yè)儀式。在最后一個(gè)學(xué)士學(xué)位頒發(fā)之后，主持人請(qǐng)大家起立。按學(xué)校傳統(tǒng)，兩位畢業(yè)生領(lǐng)唱振奮人心的《美哉美國(guó)》(America, the Beautiful)。為方便那些不熟悉歌詞的人，歌詞印在畢業(yè)儀式手冊(cè)中，其中包括這段副歌：“再為你戴上皇冠，憑著朋友情誼，跨越閃耀的海洋!”

Those words were penned by Katharine Lee Bates, an 1880 graduate of Wellesley who defied the expectations of her gender, and not just by becoming a professor, published author and famous poet. A pastor’s daughter, she never married, living instead for 25 years with Katharine Coman, founder of Wellesley’s economics department, with whom she was deeply in love. When a colleague described “free-flying spinsters” as a “fringe on the garment of life,” Bates, then 53, answered: “I always thought the fringe had the best of it.”

此歌的歌詞是1880年畢業(yè)生凱瑟琳·李·貝茨(Katherine Lee Bates)創(chuàng)作的。這位神父的女兒打破了當(dāng)年的性別羈絆，不但成為教授、作家和著名詩(shī)人，而且終生未婚，與自己的同性愛(ài)侶、衛(wèi)爾斯理經(jīng)濟(jì)學(xué)系創(chuàng)始人凱瑟琳·科曼(Katherine Coman)共同生活了25年。當(dāng)年一位同事諷刺地說(shuō)“自由飛翔的未婚老女人(英文原文spinster亦有“紡紗人”之意——譯者注 )”不過(guò)是“錦繡人生的邊緣，”已經(jīng)53歲的貝茨反唇相譏道：“我一向認(rèn)為花邊才是最美的。”