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According to a recent estimate from UCLA School of Law Williams’ Institute, around 1.6 million Americans identify as transgender. 1.4 percent of young people, ages 13 to 17, are transgender and/or nonbinary (TNB), compared to 0.5 percent of adults over 18.
This means that a significant percentage of today’s college students identify as a gender other than what was assigned to them at birth (or with no gender) — and that percentage will only increase as today’s young people continue entering institutions of higher learning.
However, not all colleges and universities make TNB students feel comfortable on campus. Though over a thousand postsecondary institutions have added “gender identity” to their nondiscrimination policies, these guidelines are not always enforced.
In the classroom, TNB students’ experiences vary, as well. A recent study suggests that some faculty do not use students’ preferred names in the classroom as requested, causing “anxiety and discomfort for trans students.”
Certainly, anti-trans legislation around the country today makes it even more imperative to support TNB students in the classroom. These simple practices can make a difference in TNB students’ college experiences.
Here are some simple, straightforward ways for faculty and staff to make sure they’re not “othering” TNB students or putting an undue burden on them to make their preferred names and pronouns known.
Remove gendered language when addressing your class.
In many contexts, we hear gendered ways of addressing others. From the formal “Hello, ladies and gentlemen” to the casual “Hey, guys,” gender is everywhere in greetings.
However, gendered expressions like these imply that you believe there are only two genders in your classroom, alienating students who don’t identify with a binary gender.
How can faculty remove these terms from their regular habits?
“Sharpened execution,” said Dr. Ronnie Gladden, a tenured professor who uses they/them pronouns and advises the student GSA/Queer Club at their college. “While it may require some adjustments, through a consistent and concerted effort, faculty can update their vocabulary and replace classic heteronormative idioms with something like ‘hello, students”https://www.higheredjobs.com/articles/.”
Moving away from gendered addresses offers additional benefits, as well.
“By incorporating phrases like ‘hello, change makers,’ or ‘hello, future graduates,’ faculty may embed a more affirming and inclusive taxonomy of language that may also be conducive to improved retention, consensus, and community building,” Ronnie said.
Give students choice in sharing their pronouns and nicknames in the classroom.
Faculty should ensure that it’s appropriate for students to share pronouns and preferred names in their classrooms — but not required. At the start of every semester, Ronnie introduces themself and their pronouns as a model for students. They also reiterate their pronouns in their email signature.
Students then feel more comfortable sharing their pronouns with their professor and peers.
However, some students may not want to share their pronouns — and that’s OK. If students are not willing to share their pronouns, don’t assume that they are TNB or that they’re not. Regardless of students’ gender presentations, avoid making assumptions.
“I also provide a disclaimer to students. ‘If you are comfortable with including your pronouns just as I have, feel free to do so.’ The respect for identity and identity politics is consistent and is engineered within the teaching of my course and advisory work,” Ronnie told us.
Other students may feel more comfortable sharing pronouns in private, perhaps on a note card or online form, rather than with the entire class.
Ronnie also says that part of creating a gender-inclusive classroom is keeping up with pronoun preferences and terms.
“Faculty must be on the forefront of fostering contemporary cultural vocabulary and language. That includes being updated on gender-inclusive language and interacting with a new generation of students,” they said.
Remember students’ pronouns and nicknames once they share them.
Some institutions do not allow students to share their preferred names and pronouns on official documents. Other institutions that allow name changes don’t advertise the possibility or simplify the process. Students’ preferred names may not also be used on all official platforms; for instance, a name that appears on a registrar’s form may not automatically be used in email.
This is why it’s important for faculty to remember and use students’ preferred names and pronouns, especially if these differ from what’s on their rosters.
For instance, Ronnie suggests having students make name tents with their names and pronouns (as comfort allows) to post on their desks during the first few weeks of the semester.
If you’re teaching an online class, many learning management systems allow students to update their names and pronouns, too.
For instance, Canvas lets students change their display names. If your institution doesn’t allow for students to update their name preferences, email your Canvas administrator asking for a policy change.
Moving Beyond Binaries in the Classroom
Faculty should use these techniques to make their classrooms more inclusive for TNB students. Some faculty may feel like they’re “open” if TNB students want to disclose their pronouns and preferred names. However, we should instead proactively design our courses so that it’s the norm for everyone to share their pronouns and preferred names. Otherwise, TNB students may feel othered.
At the same time, we should be mindful not to assume students’ gender if they don’t share their pronouns.
“In these ways, faculty can advance beyond staid procedural class interactions. Instead, there is an opportunity to tap into the aim and drive of students as they seek to graduate, establish careers, and serve as a credit to society,” Ronnie said.
