{"id":67,"date":"2018-03-12T19:18:18","date_gmt":"2018-03-12T19:18:18","guid":{"rendered":"http:\/\/www.montclair.edu\/queer-community-program\/?page_id=67"},"modified":"2025-03-14T17:07:13","modified_gmt":"2025-03-14T21:07:13","slug":"faculty-resources","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/queer-community-program\/trans-at-montclair-state-university\/faculty-resources\/","title":{"rendered":"Faculty Resources"},"content":{"rendered":"

Make Class Welcoming<\/h2>\n

Faculty, staff and teaching assistants are all responsible for creating welcoming and inclusive environments in the classroom. In recent years, cultural, political and legal resistance to the oppression of transgender people has resulted in greater visibility of the issues facing this population and growing recognition of gender identity and expression discrimination. As these issues gain greater attention, and as obstacles to trans people\u2019s participation in education and employment are addressed, we will likely continue to have more trans people in our classes. These tips may be helpful in ensuring that your classroom is a welcoming place for 精品成人福利在线’s trans and gender non-conforming students, and ensuring that unintentional exclusionary practices are reduced and eliminated, allowing students to perform at their full potential in class. This reaffirms our institution\u2019s commitment to not discriminate based on gender identity and expression.<\/p>\n

Classroom Guidelines and Community Standards<\/h3>\n

Set a tone in the classroom of respect and critical inquiry. When establishing the guidelines for class at the beginning of each semester, include something like: \u201cIt is important that this classroom be a respectful environment where everyone can participate comfortably. One part of this is that everyone should be referred to by their chosen name, the correct pronunciation of their name, and their chosen pronoun (like she, ze, he, or they).\u201d Doing this sets a tone for challenging assumptions about people\u2019s bodies, their identities and the ways they present themselves in terms of gender, and also race, ethnicity, class, dis\/ability, sexual orientation and country of origin. This can also encourage critical engagement with the authors and subjects of texts and ideas in our classes.<\/p>\n

Roll Call<\/h3>\n

Avoid calling the roll or otherwise reading the roster aloud until you have given students a chance to state what name and pronouns they use, in case the roster represents a prior name. Refrain from projecting the course roster on a screen for the class to see.<\/em> If you use an attendance sheet, make sure to update it so that it lists used names rather than legal ones so as not to out students.<\/p>\n

Names & Pronouns<\/h3>\n

Allow students to tell you what name and pronouns they will use in your class, on the attendance sheet, and for submitted assignments. Avoid making assumptions based on what is on the class roster (which automatically lists legal names at this moment in time) or the student\u2019s appearance. A great way to accomplish this is to pass around a seating chart sign-in sheet and ask them to indicate these two items in writing, and then use them when you call on students or refer to them in class.<\/p>\n

Please note:<\/strong> Faculty cannot require transgender students to use legal names in class or when submitting class assignments, quizzes, exams, etc. Faculty are legally required to honor a student’s used\/”preferred” name.<\/p>\n

Modeling Behavior<\/h3>\n

When facilitating a group discussion, ask people to identify their gender pronouns when they go around and do introductions. This will allow everyone in the room the chance to self-identify and to get each other\u2019s pronouns right the first time. It will also reduce the burden on anyone whose pronoun is often misidentified and may help them access the discussion more easily because they do not have to fear an embarrassing mistake made by another student or the instructor. Model this by saying, \u201cIn our introductions, please state your name and pronouns. I\u2019ll start: my name is Simon and I use the pronouns he, him, and his.\u201d<\/p>\n

Previous Names<\/h3>\n

If a student has a previous name and\/or pronoun that you are aware of because you knew them before it changed, or because it is on the roster, do not use it or reveal it to others. Well-meaning comments like \u201cI knew Gina when she was Bill,\u201d even if meant to be supportive, reveal what might feel like personal information to the student, and unnecessarily draw attention to their trans identity.<\/p>\n

Address Mistakes<\/h3>\n

If you make a mistake about someone\u2019s pronoun, correct yourself. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misidentified from having to correct an incorrect pronoun before it is planted in the minds of classmates or anyone else who heard the mistake. As teachers, especially, it is essential that you model respectful behavior and keep in mind that students pay especially close attention to the ways we interact with our students in the classroom.<\/p>\n

Correct Others<\/h3>\n

Whether in office hours, when speaking with students in groups, or when speaking with faculty and staff, when someone else makes a pronoun mistake, correct them. It is polite to provide a correction, whether or not the person whose pronoun was misused is present. Allowing the mistake to go uncorrected ensures future uncomfortable interactions for the person who is being misidentified. For example, if a colleague uses the incorrect pronoun for a student, simply respond saying \u201cI believe Gina uses she and her pronouns.\u201d<\/p>\n

Respect Boundaries<\/h3>\n

Avoid asking personal questions of trans people that you would not ask of others. Because of the sensationalist media coverage of trans people\u2019s lives, there is often an assumption that personal questions are appropriate. Never ask about a trans person\u2019s body or medical care, their old name, why or how they know they are trans, their sexual orientation or practices, their family\u2019s reaction to their gender identity, or any other questions that are irrelevant to your relationship with them unless they invite you to do so or voluntarily share the information.<\/p>\n

Statements You Can Include In Your Syllabus<\/h3>\n
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  1. Use the syllabus to set standards and create a respectful climate. \u201cThis class will be conducted in an atmosphere of mutual respect. I encourage your active participation and welcome both respectful discourse and reasoned debate. However, if your language or conduct at any time demonstrates a lack of respect for anyone\u2019s race, gender identity or expression, sexuality, culture, beliefs or abilities, you will not be permitted to participate further.\u201d<\/li>\n
  2. Use the syllabus to share your pronouns and name and to model behavior you’d like to see in your class. \u201cPlease share with me if you use a name that is different than what is on the class roster, and\/or your gender pronouns. Please address me as “Dr. Smith.” My pronouns are \u201che, him and his.\u201d<\/li>\n
  3. Include the Human Relations Statement on Campus Climate for Civility and Human Dignity<\/a> on your syllabus.<\/li>\n<\/ol>\n

    Taking It Further<\/h2>\n

    If you want to take your awareness of these issues further, here are some additional ideas to consider.<\/p>\n

      \n
    1. You can attend a Safe Space Training<\/a> session<\/li>\n
    2. You may educate yourself about trans history, trans law and trans resistance. There are wonderful resources on the internet, in addition to many articles and books. Organizations that serve trans and gender variant communities include:\n