Reversing Systematic Marginalization? Responding to Jeremy

Jeremy brought up the issue of what it's going to take to "de-gender" composition studies. In his post from earlier this week, he ends by suggesting that fostering a badly needed sense of gender equality might help to unravel the web of feminization inside the profession. This leads me to question whether or not the systematic marginalization of GTAs and adjunct instructors of all genders is something that, despite the term "feminization," can truly be resolved by debunking the concept. While feminization is an insanely apt way to describe the marginalization of "lesser valued" workers in English higher education, I am now beginning to question if the problem has exploded beyond gender roles and into the false hierarchy of power and respect we see operating at all levels of the university model. This is, of course, not to say that we shouldn't continue to push for gender equality inside this, and other, workplaces. As far as I'm concerned, this is a top tier problem. I only mean to question if the way that our FYW instructors are treated by their "superiors" has gone to deep to be solved by anything other than a full-on re-evaluation of the system that fosters it.