As individuals, we make-up multiplicities of identities that encompass who we are and how we see and understand the world around us. Race, ethnicity, religion, class, sex, sexual orientation, gender expression, ability, etc. are just some intersectionalities that comprise as holistic parts of integral aspect to the development of students in academic, social, personal and emotional settings.
As faculty, it is essential to be aware of implicit and explicit biases that come from embedded cultural assumptions and values and how those behaviors may manifest personally and in a classroom environment. Below, you can learn about tips, best practices and resources that can help your classroom be more inclusive for LGBTQ+ students.
Tips and Training
• Avoid Roll Calls. Avoid calling out names or going through a roster call for the first day of class. Although all class rosters now have chosen names and pronouns on them, allowing students to introduce themselves and creating an optional opportunity to include their pronouns is the most inclusive way to begin your semester. You can also create a “get-to-know” activity or card to learn information about students.
• Be Aware of Your Language. Inclusive language is so important in ensuring that safe and inclusive spaces are developed inside and outside of the classroom setting. When students advise you of their names and pronouns, respect their identity by using them. Avoiding assumptions and use gender neutral pronouns such as they/them/theirs to address students whose pronouns you are unsure of.
• Model Inclusive Behavior. As the instructor, you will set the tone for your class. Modeling inclusive behavior, such as offering your pronouns at the start of class and being open to critique/correction when a mistake is made, will help to encourage your students to actively contribute to the class. Remember that your students will look to you to set an inclusive tone for the semester.
• Increase Visibility. Avoid heteronormative and cisnormative practices of gendering individuals, groups or actions. For example: instead of asking if individuals have a girlfriend of boyfriend, try asking if they have a significant other. Include culturally relevant and, most importantly, culturally responsive pedagogy. You may also wish to bring LGBTQ+ content into your course curriculum or in-class discussions.
• Promote Understanding. To support LGBTQ+ students, you should also first learn about the community. Take advantage of Kenyon Pride: Safe Space Ally Training Program, on-campus workshops, online webinars, and other opportunities to learn about LGBTQ+ individuals and diverse communities.
• Brainstorm Solutions. Aid in brainstorming solutions with students about academic, social, personal and career success, rather than only offering immediate solutions. The ODEI has an extensive list of resources on our webpage to help you support your LGBTQ+ students with a variety of their needs.
• Facilitate and Support. Sanford’s Psychosocial Development Model notes to "Challenge and Support." The world is a challenging environment for LGBTQ+ individuals, particularly for students that also have additional multiple marginalized identities. Instead of overprotecting them, we can show them the tools to cope with the world around them, find the support structures and develop greater foundations within themselves.
• Advocate. Challenge heteronormative, cisnormative, homophobic and transphobic practices that you notice within the academy and the classroom. Even when diversity is not seemingly present in the room, act as an ambassador to ensure that diversity, equity, and inclusion is not forgotten.
• Equitable Treatment. Being treated equally is not enough to create safe, inclusive spaces. Equity is essential in making LGBTQ+ students feel like their campuses and their faculty interactions are meaningful, transformational, and high-quality connections. Equity allows for the needs of the individual to be met by taking into consideration that everyone, even within a similar population, is unique.
• Ask Questions. The ODEI is a great resource to learn about resources that can support student success in and out of the classroom settings, and we encourage questions about best practices for supporting an inclusive campus community. When a question arises, please feel free to ask how we can support you in fostering inclusion and equity across campus.
• Know Your Resources. Kenyon College has a great source of information for LGBTQ+ students, faculty and staff. Please explore the resources on this webpage and throughout the ODEI website, so that you can have these tools readily available.
• Get Involved on Campus. The Office of Diversity, Equity, and Inclusion -- in collaboration with several LGBTQ+ organizations like Unity House, QDubs, QMS, Gender Group, oSTEM, and others -- plans various events throughout the year. Please be sure to check our event page and the campus-wide listservs for more information.
Adapted from Moorhead, C. (2005). “Advising lesbian, gay, bisexual, and transgender students in higher education. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website.
The ODEI is able to provide a number of unique training opportunities for departments with various levels of knowledge about support and inclusion for LGBTQ+ students. In addition to hosting open workshops for the campus community, interested faculty and staff may also request trainings on any number of various topics related to LGBTQ+ diversity and inclusion.
If your department is interested in scheduling a training or simply discussing possible options to fit your individualized needs, needs, please reach out to the Office of Diversity, Equity, and Inclusion.
Name and Pronoun Usage
Being a transgender student means that the simple act of being referred to can feel alienating and invalidating, limit classroom participation, and/or signal a lack of acceptance to trans and nonbinary students. By adopting the following low-effort but high-impact practices, you can create a classroom environment that is accessible to trans and gender diverse students and conducive to active engagement and equal participation for all students. In addition, these practices facilitate easy name memorization, enable phonetic guides and nicknames, and build community amongst students. These evidence-based guidelines were developed by trans students at Kenyon, informed by their own lived experience, in consultation with their professors, and in dialogue with the extensive research on diversity, equity, inclusion, and belonging for trans students in higher education. Ultimately, the aim is to make using preferred names and pronouns an easy experience by making their explicit presence visually accessible in the classroom. Please reach out to fishman1@kenyon.edu with any questions or ideas.
Provide students with time and materials to create name cards that prominently display* both their name and pronouns. Use these throughout the semester.** This creates a constant visual reminder, without a need to vigorously memorize, allows students to easily double-check pronouns and facilitates easier classroom dialogue.
*Ask your students to dedicate half the space for names and half the space for pronouns, ensuring both are easily accessible.
**Consistent use throughout the semester prompted by the professor is ideal, but it is not always necessary for smaller classes.
We’ve opted for the term "better practices" rather than best practices to acknowledge the need for further innovation and to keep the door open for future discussions.
Introduce yourself with your pronouns: sets a classroom standard for pronoun respect and builds comfortability around the mention of pronouns for trans students.
Ask for a round of introductions with first name, last name and pronouns if comfortable: prevents deadnaming trans students, identifies the preferred nicknames for all students and introduces students’ pronouns into your and other students' memory.
During introductions, use last names to identify changes to first names and build a roster* that reflects the preferred names and pronouns of your students: allows students to correct roster issues and reaffirms standards for the classroom.
Consider sharing a Google Form** with students to collect names, pronouns and any other relevant information: provides another opportunity for students to correct roster issues and allows students to privately communicate personal issues.
*In addition to creating your own, the Registrar's Office shares a roster with updated preferred names and pronouns.
After building a roster with preferred names and pronouns, share a Google Doc copy with students: students can refer to the list to check and update when needed.
If you use a seating chart, integrate updated roster information and share it with the class, but do not include information other than a student's preferred name and pronouns on the version of the chart that you share with the class: shares a similar purpose with name cards but overcomes logistical sight-line issues and gives a reference point for pronouns when names are unknown (less useful for frequently changing class arrangements).
Download a guide to better practices for names and pronouns in the classroom.
Sample Syllabi Statements
The ODEI recognizes the importance of having a clear statement of expectations for all students in the classroom. Below, we have provided suggested statements that can be added to your existing syllabi.
These statements help to set a shared expectation of civility and respect for transgender and gender diverse students, while also contributing to a positive classroom culture. You’ll also find that we have a full, condensed, and simple statement, and we hope that you’ll consider using the version that best meets your needs.
Statement on Names and Pronouns:
As noted by the Office for Civil Rights, “Kenyon College embraces human diversity and is committed to diversity, equal employment opportunity and eliminating discrimination. This commitment is both a moral imperative consistent with an intellectual community that celebrates individual differences and diversity, as well as a matter of law."
One way that we show our commitment to diversity, inclusion and equity is by using the name and pronouns that each of us go by. Many people might use a name that is different from their current legal name. In all areas of campus, we refer to people by the names, in addition to the pronouns, that they use for themselves. In the classroom, students are invited to share their names and the pronouns that they use, and it should be expected that members of our campus community use the names and pronouns that were shared. Students are also encouraged to use gender-neutral language, if they aren’t sure of someone’s pronouns.
For more information on Kenyon’s commitment to diversity and non-discrimination, please refer to the Office for Civil Rights and/or the Office of Diversity, Equity, and Inclusion.
Statement Names and Pronouns:
As noted by the Office for Civil Rights, Kenyon College is committed to diversity, inclusion, equity and non-discrimination. Many people might use a name that is different from their current legal name. In all areas of campus, we refer to people by the names, in addition to the pronouns, that they use for themselves. Students are invited to share their names and the pronouns that they use. Students are also encouraged to use gender-neutral language, if they aren’t sure of someone’s pronouns.
For more information on Kenyon’s commitment to diversity and non-discrimination, please refer to the Office for Civil Rights and/or the Office of Diversity, Equity, and Inclusion.
Statement Names and Pronouns:
In this class, we will respect people’s self-disclosed names and pronouns. Students are encouraged to use gender-neutral language, if they aren’t sure of someone’s pronouns.
For more information on Kenyon’s commitment to diversity and non-discrimination, please refer to the Office for Civil Rights and/or the Office of Diversity, Equity, and Inclusion.