1. Professional Development Plan: Transgender Community at Centrist College
Western Michigan University
Paige Schoenborn
Vicki VanPatten
Kaysee Stevenson

2. Disclaimer
For the purpose of this presentation, we will be  using the term “trans*” instead of transgender.  This term is preferred because it is inclusive to all the gender identities within the trans* community (Quaye, 2014).  

3. What is Centrist doing now?
Basic Diversity & Inclusion Trainings
Residence Life
Resident Assistants receive diversity and inclusion training
Resident Assistants do monthly activities with all members of their halls
Campus Activities
Many groups/speakers/entertainers come to the college to speak and do workshops for diversity
LGBT Center
One staff member
Inclusive space

4. What can be done better? Development of Trans* Students Training
Create an inclusive community
Offer programming that focuses on reducing hate crimes & empowering trans* students in their daily lives and identity development (Rentz, 2011)
Training
For both students and staff
Mandatory & optional
Not just one training for all LGBT (it is necessary to come to the understanding that there are many different individuals in this community)
Counseling Services
One staff member trained as specialist for trans* students
All counseling staff members trained in LGBT

5. Action Plan Professional Development Lecture Series 3 Sessions
2 hours each
Led by LGBT professional staff
Required for all faculty, student affairs staff and all first-year students

6. Professional Development Lecture Series
Session 1: Understanding the Trans* Community Session 2: Facing Challenges in the Trans* Community Session 3: Taking Action for the Trans* Community

7. Session One: Understanding the Trans* Community
1. Overview
2. Defining Terms
3. Main goals for Centrist

8. Overview Trans* is not a sexual orientation, it is a gender expression
Trans* is often lumped into LGBT, with LGB representing sexual orientation, although they are very different
Language is essential when communicating with these students, it is important to understand terminology and use it correctly (Jourian,2015)

9. Session One Devors’ Transsexual Identity Development Model
“The path toward a stable and solid sense of gender identity for trans individuals is one that is significantly informed by the process of self-discovery, mediated by the reactions of others, both trans* and cisgender, in the individual’s life”
Trans* individuals begin their identity development by comparing their gender to others, this leads to their understanding of transgenderism, and is seen when observing pop culture, individuals in the community, the Internet, and the reading
Trans* students develop after a period of confusion
Trans* students benefit from contact with other members of the trans* community
Trans* individuals become comfortable with their gender identity through acceptance and integration, they then can demonstrate pride of their trans* identity
“Witnessing and mirroring” enables trans* students to witness positive images in their community and enact on their own trans* identity
(Vanderburgh, 2009 as cited in Quaye, 2014)

10. Session One Defining Terms:
gender: the sociohistorically and culturally constructed roles and attributes given to people, often based on their assigned sex
gender identity: a person’s own self-conception of gender
Examples include: woman, man, genderqueer, transgender, etc.
gender expression: performance and enactment of gender,
Examples include: masculine, androgynous, feminine, etc.
sexuality: involves sexual behaviors (the actions in which one engages with oneself or others)
sexual orientation:  encompasses one’s romantic, sexual, and/or emotional attractions to others
(All definitions cited from Quaye, 2014)

11. Session One: Understanding the Trans Community
trans*: individuals who subvert the gender binary and/or whose gender identity conflicts with their sex defined at birth (Bornstein & Bilodeau as cited in Quaye, 2014)
transexual:  an individual who lives some or all of the time in a sex different from their biological sex (Quaye, 2014)
crossdresser: those who wear clothes typically associated with the “opposite” gender (Quaye, 2014)
drag queen / drag king: those who crossdress within a specific performance context (Quaye, 2014)
(drag queen refers to males dressing as women, drag king refers to women dressing as males)
gender radicals / Genderqueers: those who identify outside of binary gender or sex systems all together (Gagne as cited in Quaye, 2014)
cisgender: those who experience a match between the match the gender they were assigned at birth, their bodies, and their personal identity (Schilt & Westbrook as cited in Quaye, 2014)
(All definitions cited from Quaye, 2014)

12. Session Two: Facing Challenges in the Trans* Community
Common Misconceptions
Housing

13. Session Two: Facing Challenges in the Trans* Community
Common Misconceptions
Dyadism
Definition: dichotomy of gender (the only categories are male & female) (Jourian, 2015)
Heterosexism -
The assumption that “everyone is heterosexual” (Jourian, 2015)
This increases problems for trans* students
Trans* is a sexual orientation (lumped with LGBT)
Trans* is not a sexual orientation
Trans* is a gender expression
Gender transition is the ultimate goal for all trans* students (Quaye, 2014)
While many students choose to undergo gender change surgeries, this is not necessarily the choice for all trans* students
It is important to be open to this surgery, but not encourage it for students who do not want this to be part of their journey

14. Session Two: Facing Challenges in the Trans* Community
Housing
Policies that have a dichotomy of gender (only male and female) for housing, are not inclusive to the trans* community
Housing needs for trans* students must be decided on a case-by-case basis, but overarching policies (requiring reasonable considerations for trans* students) help the community although they may not solve all problems
Need to respect that some trans students do not want to disclose their biological sex
Possible solutions
On applications, offer a “self-identified gender” prompt to include trans* students
Have a specific residence hall community specifically for trans* students
Ongoing professional development related to transgender students (for residence hall staff)
All cited from (Beemyn, 2005)

15. Session Three - Taking Action
Preferred Name Policy / Self-Identified Gender Policy
Additional support services

16. Session Three - Taking Action
Preferred Name Policy
Additional field after legal name indicating their preferred/chosen name if different than legal name
Ex. Legal Name: John Smith, Preferred Name: Jennifer Smith
Required field on all applications (admissions, housing, scholarships, student employment, student organizations, etc.)
Self-Identified Gender Policy
Additional field after biological sex indicating their self-identified gender if different than biological
Ex. Biological Sex: Female, Self-Identified Gender Identity: Male

17. Session Three - Taking Action
Additional Support Services
More professional staff to work specifically with trans* students
This staff should be different than the LGB services staff members to ensure that trans* receive adequate support (often gender identity is confused with sexual orientation)
Programming, Housing, Academic Support Services, & Counseling
Trans* Community
Space for students on campus to go if they do not feel comfortable in other communal areas or prefer a safe place to gather with other trans* students / meet other trans* students
Designated for inclusion of all gender identities

18. References
Beemyn, B., Curtis, B., Davis, M., Tubbs, N., & Sanlo, Ronni L. (2005). Transgender issues on college campuses. New Directions for Student Services,2005, 111, doi: /ss.173 Harper, S. R., & Quaye, S. J. (Eds.). (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Jourian, T.J. (2015). Evolving nature of sexual orientation and gender identity. Loyola University, Chicago. Rentz, A. L., & Zhang, N. (2011). Rentz's student affairs practice in higher education. Springfield, IL: C.C. Thomas.