Strategy 8: Supporting LGBTQIA+ Students

Overview 

I always want to start with the data. I want answers to questions like: How many SCC students are part of the LGBTQQIAAP+ (lesbian, gay, bisexual, transgender, transsexual, queer, questioning, intersex, asexual, ally, pansexual) community? Do those students have specific barriers to success? How does this community’s success compare with other groups? While it would be very useful to have data about student success disaggregated by gender identity and sexual orientation, we cannot provide that information quite yet. ctcLink only recently allowed students to provide information about their gender identities in demographic data gathering, and this is true across the state.

SCC students can now update their biographic information on their ctcLink profiles to include gender identity and sexual orientation. Consider Download posting this file to your Canvas page

to make sure that students know the college gathers this information to ensure inclusivity and success. 

It will take time to gather data, as well as to earn trust with students that the information is used for the stated purpose: “The primary purpose for collecting sexual orientation and gender identity information is to ensure inclusivity and success for all students in our system. It is imperative, and a system goal, to provide safe places for all students to be affirmed in their identity and learn in an environment free from harassment and discrimination.” The SBCTC’s Data Brief titled “Proposal to Collect Sexual Orientation and Gender Identity Information in ctcLink Links to an external site.” states: 

Recognition and affirmation of student identity is vital to the success, well-being, and sense of belonging students experience at their college or university. For many students, recognition and affirmation includes sexual orientation and gender identity. While Washington state provides expanded protections for the LGBTQIA+ community, many within the community continue to experience harassment, discrimination, and other forms of oppression. To provide for a welcoming learning environment, collecting this data is one way for the community and technical college system to support this population. 

Even without the data specific to our college, the research is clear that LGBTQQIAAP+ students face discrimination and harrassment specific to their identities. SCC faculty member Stacy Hudson conducted research on the national data around LGBTTQQIAPD+ students. 

“A 2016 American College Health Association study found that of a sample of more than 33,000 undergraduate students, approximately 10% identified as gay, lesbian, bisexual, trans, asexual, pansexual, or questioning (Postsecondary National Policy Institute). So if we assume that approximately 10% of our student population is LGBTTQQIAPD+ (of a comparable total student population at CCS of 26,402), that is more than 2,600 students who are not represented in our data, or 1 in 10 students. 

“CCS is not alone in not tracking this data. In fact, according to Windmeyer, et al., (2013): “As we are aware from other retention work (Terenzini & Pascarella, 1980; Terenzini, 1987; and Kuh et al., 2005), at-risk factors and harmful experiences can lead to a higher dropout rate and negatively impact their academic success and/or other health and well-being issues on campus. The only reason we do not know this about our LGBT populations is because almost all campuses currently do not allow for an option to collect this data on college admission forms or post-enrollment, continuing student self-reported data.” 

“A CampusPride.org study correlates the fact that 39% of LGBTTQQIAPD+ students experiencing harassment based on their gender identity/expression is likely connected to lower retention and completion rates in college, but recognized that most schools cannot identify that equity gap because they do not collect demographic information on LGBTTQQIAPD+ students (Windmeyer, et al., 2013). In fact, “over half (57.9%) of the LGBTQ students who provided reasons for planning to not finish school said that elements of hostile or unsupportive school climates were a barrier to completing high school” (Palmer, et al., 2016). According to Henshaw, the most common form of harassment is in the form of derogatory remarks. Other common behaviors are also considered harassing, such as “verbal threats, graffiti, and the pressure to keep quiet about sexual orientation and/or gender identity” (Henshaw). 

“From this data, we can assume that CCS students who identify as LGBTTQQIAPD+ are at higher risk for dropping out or stopping out, which creates an equity gap in the retention and completion rates at CCS.” (from Stacy Hudson’s Safe Campus Advocate’s Equity Data to Action Plan). 

Similarly, SCC counselor Cathy Shaffer found this research on the experience of students from national data: 

Additional data from Campus Pride Links to an external site. shows that, “When an LGBT student arrives at college, there is still no guarantee of a safe, welcoming environment to learn, live, and grow. The Campus Pride report notes the “chilly environment” in that more than half of all students, faculty and staff hide their sexual identity (43%) or gender identity (63%) to avoid intimidation on campus. And when it comes to LGBT-inclusive policies, less than 13% of colleges/universities prohibit discrimination on the basis of sexual orientation and only about 6% have explicit protections inclusive of Transgender people” (Campus Pride, 2012). Shane Windmeyer, Keith Humphrey and Danielle Barker, An Institutional Responsibility: Tracking Retention & Academic Success of Out LGBT Students. 

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The SCC library developed a great libguide Links to an external site. about their fiction and non-fiction books, movies, and additional resources on the topic. 

Intersectionality 

Our sense of self is made up of many aspects of our personal identities. LGBTTQQIAPD+ folks also identify as White or Black, as disabled or able-bodied, as native speakers of English or other languages, as working- or middle-class, and so much more. It is important to remember that, when someone identifies with multiple marginalized identities, they can experience more than one type of discrimination. 

The term “intersectionality” was developed by Kimberlé Crenshaw to describe the experiences of black women; they faced both gender stereotypes and discrimination as well as racial stereotypes and discrimination, making the intersection of their race and gender additional challenges to success. 

Keep in mind the complexities of identity and avoid making sweeping generalizations based on any aspect of who they are. For more information on this topic, please see the “Key Terms and Definitions” page of this module.

 

Strategies 

If you are committed to supporting all students in your classrooms, consider the following practices. They are equity practices - they benefit all students, but they have a greater positive impact on students from the LGBTTQQIAPD+ community. 

1. Names

Identity matters to us all. And, a significant part of our personal identities come from our names. This is also true for people who have changed their names. Unfortunately, ctcLink and registration information may not reflect the identity of our students when they join our classrooms. There are policy discussions happening that would allow colleges to have greater control over the personal information that students have on record with the college, but all faculty and staff should be mindful of the difficulties and complexities of having your “legal” name and gender match your identity. Students may join your class in any of the many complex stages of gender identity.

One approach that you can use in the classroom is to allow people to tell you what they want to be called. For many, many years, I read out loud the registration list on the first day of class, mispronouncing names and asking Michaels if they preferred Mike or Mitch. That process took a lot of time and rarely yielded positive results. Now imagine calling the name on your roster “Susan” and having a student note to you in front of the entire class that they prefer to be called “James.” This practice of calling out the names on the roster creates issues for LGBTTQQIAPD++ students whose gender identity does not match the legal name on file at our institution (names are often heavily gendered). It is an exclusive practice rather than an inclusive practice. For more info, see “Ask Me: What LGBTQ Students Want Their Professors to Know.” Links to an external site.

Consider changing up your Day 1 roster review - there are several easy alternatives. Call out last names or “surnames” and ask students what they prefer to be called. This is an inclusive practice that benefits everyone, not just LGBTTQQIAPD++ students. Many students go by nicknames or middle names. Another suggestion is to have students fill out a form or introduce themselves with their names instead. I use a Download printed form or Canvas quiz

(not worth many points, but preferable to a public discussion board) to have students introduce themselves to me. I ask their name, not their “preferred name” because for many LGBTTQQIAPD++ students, it is not about “preference.” Birth or dead names are truly not who they are. It is not about preference; it is about correctness. If you have concerns about matching up names to your registration roster, add a quick note after the place for people to write their names: “I don’t anticipate any trouble matching your name to my registration list, but if I do, I will reach out to you.” 

In addition to names, I also ask a couple of other questions aimed to increase my ability to support students during the class, including:

  • Tell me about yourself and your academic, career, and/or personal goals. 
  • What would you like me to know about you as a learner? 
  • (Optional) Do you have any concerns right now about being about to do well in this course? Can I help connect you to resources that might be useful now or in the near future?

I am always amazed by the honesty and vulnerability of students who share with me on the first day of the class. Knowing about people’s individual responsibilities and potential obstacles is key to supporting them later. 

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2. Pronouns

Another part of my introduction paper/quiz includes an optional invitation to share their pronouns. You can’t tell people’s pronouns by looking at them, and it is important to avoid assumptions and respect people by using the pronouns that they prefer. For a more info on gender identity, read/listen to this NPR article, “A Guide to Gender Identity Terms Links to an external site.,” or review this list of pronoun options and guidelines to usage, “Pronouns Matter Links to an external site.” from UCSF. In Washington state, it is illegal to “misgender” someone by using pronouns that are different from their expressed gender identity. Since 2019, even the state’s Department of Licensing forms have a third gender, “X.” The article “10 Things You’re Actually Saying When You Ignore Someone's Gender Pronouns Links to an external site.” by Sam Dylan Finch provides insights on the impact of ignoring people’s requests about their pronouns. 

Please note that this should always be an INVITATION, not a REQUIREMENT. And again, avoid using the term “preferred” pronouns, as gender identity is not a choice or a preference. Consider questions like the following to invite people to share their pronouns:

  • (Optional). I use she/her/hers pronouns. If you would like to share your pronouns with me, please do so. If you would like more information about why pronouns matter, see this site: https://lgbt.ucsf.edu/pronounsmatter Links to an external site..
  • I go by she/her pronouns. How should I refer to you in this space? Please know that you may skip this question if you prefer, and you can also reach out to me privately any time to discuss why I am asking this question. 
  • You are welcome to call me Angela, and I use she/her pronouns. If you are comfortable sharing your pronouns with me, please do. 

All of these options start with identifying my own personal pronouns. A key part of creating a classroom where students feel comfortable sharing who they are is being open as the instructor. I include my pronouns on my syllabus and Zoom name, as well as on the introduction paper/quiz. By doing so, I hope to create a space that values language and identity. 

For a great assignment/activity on pronouns, see transreads.org’s Download Pronoun Card Intro

. 

Of course, it might take time for people to want to share their pronouns with you, and some may never be comfortable. Never press people to disclose that information. In a recent article Links to an external site. in Inside Higher Ed, author Rachel Levin shared these stories about the negative impacts of her best efforts to be inclusive in a science class about gender:

In a recent year, a student revealed in an entry that they thought they might be transgender. The next time I spoke with the student alone, with the best of intentions, I asked what pronoun they wanted me to use. Their eyes filled with tears as they answered, “I don’t know.” At about the same time, I asked someone at a conference what pronoun to use, and she burst into tears. She later explained that she had hoped that she “passed” and that my question made her feel like she did not.

This is a complicated issue, so the important thing is to make space for a conversation that should be initiated by students themselves. 

As with any new learning, you are likely to make mistakes in pronouns and names. If you find yourself using the wrong set of pronouns for someone, correct yourself as soon as possible. Don’t just ignore it and hope no one notices. Apologize to the person without lengthy explanations and/or excuses. Promise to do better in the future, and do better. 

Do not just assume someone’s gender. Whenever possible, use student names instead of pronouns in class discussion. Practice using they/them/their on all references to people, so that gender assumptions are not necessary.

I really appreciated the U of Colorado at Boulder’s Center for Inclusion and Social Change Links to an external site. discussion about what is actually offensive uses of misgendering someone:

Would calling a transgender person by the wrong pronoun (like referring to a trans woman as “he”) be offensive?

If you do it purposefully with malicious intent, absolutely.

If you do it on accident and you meant for the best, no way.

But, if you continue to do it on accident and make no effort to change, then yes, it is offensive.

This issue is about respect, and respect is a foundational principle for building learning spaces. Do your best to learn more and do more to support all your students. 

3. Inclusive Curriculum

The last major area that I encourage you to consider in your support of LGBTTQQIAPD+ students is reviewing your curriculum with an aim at inclusivity. It is easy to fall back on course materials - including readings, OER resources, textbooks, articles, presentations, and more - that do not have a broad range of representations of people from LGBTTQQIAPD+, BIPOC, low-income, non-Christian, non-native English speakers, and other non-dominant communities. Representation matters. 

There are many tools to help you review your curriculum from an equity lens, and I wanted to share some of the questions from one of those tools: Download Culturally Responsive Curriculum Scorecard, developed by Achieving the Dream

. These are only some of the questions from the document, but they do give you a good idea about the kinds of reflection questions that will lead you to critically examine the inclusivity and representation of non-dominant groups in your course materials. Faculty were encourage to respond to the following statements with a range of satisfaction statements - from “not satisfied” to “very satisfied”):

  1. Curriculum highlights non-dominant populations and their strengths and assets, so that students of diverse race, class, gender, ability, native language and sexual orientation can relate and participate fully.
  2. The curriculum does not communicate negativity or hostility toward people of marginalized backgrounds through verbal or nonverbal insults, slights or snubs.
  3. Curriculum and instructional activities promote or provoke critical questions about the societal status quo. They present alternative points of view as equally worth considering.
  4. The curriculum presents different points of view on the same event or experience, especially points of view from minoritized people and communities.
  5. Problems faced by people of color, females, and LGBTTQQIAPD+  are not resolved through the benevolent intervention of a white person or a male.
  6.  Individuals of diverse cultural backgrounds or English language learners are not represented stereotypically or presented as foreign or exotic.

Guided reflection processes like these allow faculty to see the gaps that lead to changes in curriculum. 

 

Additional Resources

If you are interested in reading more about these and related topics, I have a selected list of additional resources that might be useful for you. 

Thanks to the collaborators on this project: Cathy Shaffer, Stacy Hudson, Betsy Lawrence, and Guillermo Espinosa.