1. + Trans* Issues in the Classroom Nancy Jean Tubbs

2. + Introductions Nancy Jean Tubbs Director, LGBT Resource Center UC Riverside PGP: she/her nancy.tubbs@ucr.edu, 951.827.2267 nancy.tubbs@ucr.edu

3. + Ground Rules Speak your truth with care Move up, move back What’s said here, stays here; What’s learned here, leaves here Challenge yourself

4. + Agenda Introduction to Gender Identity & Expression Understanding Microaggressions – Personal & Institutional Action Tips for Faculty – in the classroom & in office hours Valuing a Culture of Allyship – From Awareness to Action Dialogue

5. + A Common Language gender nonconforming or Trans* v. gender normative or Cisgender transgender or trans or trans* – umbrella term for many gender nonconforming identities genderqueer, pangender trans woman, MTF, trans man, FTM, transsexual transition, hormone therapy, SRS or GCS

6. + Continuum Biological Sex male intersex female Gender Identity man genderqueer / pangender woman Gender Expression masculine androgynous feminine “normative man” “normative woman”

7. + Assigned female at birth & then… “I am a butch or masculine woman” “I am a transguy, taking T” “I am genderqueer, and do not identify as a man or woman. F*** the binary!” “I identify as a man. I am not trans.” “I am FTM, and maybe I will have top surgery one day.”

8. + Microaggressions Microaggressions are brief and commonplace verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults towards people of marginalized groups. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with people of marginalized groups. Microaggressions cut across all social identities. Intention does not always equal IMPACT Source: Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin (2007). Racial microaggressions in everyday life. American Psychologist, 62(4), 271-286.

9. + Microaggressions continued Micro-invalidations are actions that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of people who represent different groups. Micro-insults are behaviors, actions, or verbal remarks that convey rudeness, insensitivity, or demean a person’s group or social identity or heritage. Micro-assaults are explicit identity-based derogations characterized primarily by a violent verbal or nonverbal attack meant to hurt the intended victim through name- calling, avoidant behavior, or purposeful discriminatory actions.

10. + microaggressions.com

11. + Exploring Microaggressions Choose a dialogue partner and share examples of microaggressions you’ve experienced. Micro-invalidations Micro-insults Micro-assaults Where did it happen? How did you feel? How did you respond (or not respond)?

12. + Microaggressions Towards Trans* People in the Classroom Examples of micro-invalidations, micro-insults, and micro- assaults? Not asking or refusing to use preferred names Not asking or refusing to use preferred pronouns Overhearing comments such as “What is it?” or “Trannie” Asking Trans* students about: Their “real” name Their genitals or how they have sex Their hormones or surgery status Refusing to allow the use of “they” or “ze” as a gender neutral singular pronoun in academic work without addressing reasons why.

13. + Action Tips for Faculty Interrupt microaggressions Model Trans* inclusion Share your own preferred gender pronouns Ask students to share their preferred names and pronouns during initial introductions and respect them Determine how you will address the use of gender neutral pronouns in written work, i.e. “they/them” or “ze/hir” For example: Require students to state why they choose to use gender neutral pronouns to document their understanding of pronoun use

14. + Action Tips for Faculty Use the syllabus to set standards & create a respectful climate This 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’s race, gender identity or expression, sexuality, culture, beliefs, or abilities, you will not be permitted to participate further. Adapted from “LGBTQ On Campus for Faculty & Staff”

15. + Action Tips for Faculty Use the syllabus to set standards & create a respectful climate Please share with the class if you would like to use a preferred name other than what is on the class roster, and/or your preferred gender pronouns. Please address me as Professor Tubbs. My pronouns are “she” and “her.”

16. + Action Tips for Faculty Use the syllabus to set standards & create a respectful climate Campus Resources: Student Counseling Center – 827-5531, Veitch Hall Student Affairs Case Manager – 827.9354, HUB 381 Hate/Bias Response Team – stophate.ucr.edu African Student Programs – asp.ucr.edu Asian Pacific Student Programs – apsp.ucr.edu Chicano Student Programs – csp.ucr.edu LGBT Resource Center – out.ucr.edu Middle Eastern Student Center – mesc.ucr.edu Native American Student Programs – nasp.ucr.edu Women’s Resource Center – wrc.ucr.edu The Well – well.ucr.edu

17. + Action Tips for Faculty – during office hours Be patient with students exploring gender identity – they may change preferred names & pronouns more than once Maintain confidentiality & do not “out” students Understand that “coming out” for Trans* people is a different experience than “coming out” as LGBQ Avoid microagressions! Know your resources: Services provided by the LGBT Resource Center & other offices Location of single-occupancy restrooms or gender neutral restrooms Trans*-focused community organizations Policies related to gender identity & gender expression (housing, ID cards, email aliases, health care & insurance)

18. + UCR Trans Guide Online http://out.ucr.edu/Pages/transguide.aspx

19. + Ally Action Continuum: from supporting to confronting oppression Actively Participating Denying, Ignoring Recognizing, No Action Recognizing, Action Educating Self Educating Others Supporting, Encouraging Initiative, Preventing Created by P. Griffin & B. Harro, 1982.

20. + Taking Action – making a commitment On the personal level On the professional level On the institutional level

21. + The dialogue continues… Questions? Concerns? Suggestions?