Inclusion in the Classroom Faculty Guide gt Arizona State University ASU CHARTER: Arizona State University is a comprehensive public research university measured not by whom we exclude but rather by whom we include and how theyr succeed. We concentrate on the overall public value, maintaining a deep fundamental responsibility: economic, socialI cultural and overall health of the communities we serve. IINTRODUCTION At Arizona State University. we strive to create an open, accessible community a community where everyone (especially our students) can obtain the resources they need and a community that evolves to meet the needs of the diverse constituencies that we serve. This guide is a resource providing guidance - and opportunities for faculty and staff to address the needs of students with a special emphasis on enchancingthe inclusion of transgender2 and gender-nonconforming3 student in the classroom. This guide was developed by transgender and trans-allied students - re?ecting on their own experiences in the classroom to help faculty and staff better understand the needs of transgender students in their courses. We believe that by affirming gender inclusive? classroom spaces, we will foster a greater sense of safety among all students, encouraging more innovative learning experiences, and invite a greater depth of student experience to classroom discourse. While the population of students has risen every year at ASU, it is important to remember that this demographic has always been represented in our classrooms. In fact. based on current survey estimates, the odds are that in every class offered at ASU there wil be at least one if not more identifying student. By using inclusive language and practices in your classroom, you will be fostering a more engaging environment that will make your trans student feel both safe and welcomed. You will also set a positive example for cisgender5 students in your classroom. Our hope' Is that by using this guide more faculty and staff will attune to the importance of transgender? inclusion In the classroom and realize the positive impact that these efforts will have on our campus and the wider ASU community. See more definitionsiterms in Appendix B. 4 Gender- nclusiva: 5 isgender:.- Setting up a Welcoming and Inclusive Environment An important step in creating a welcoming environment for trans-inclusion is introducing yourself as an ally to the community in the ways that are accessible to you. There are many different ways that you can show your classroom is an affirming space for students of all gender identities and expressions. We?ve included a list of possibilities below. These all have an impact on how trans and gender nonconforming students will approach your classroom and can help cisgender students develop more respectful, informed ways of working with their transgender and. gender nonconforming peers. Self Presentation: How You Present Yourself As A Trans Ally The following strategies show transgender and gender nonconforming students in your classroom that you are an ally to their community and willing to show them respect. Email Signature Include the pronouns you prefer to be referred to as part of your e-mail signature sheiherfhers, helhim/his, theyithemftheirs, etc.) This sounds simple, but it goes a long way to showing your students that you are aware of the importance of respectful pronoun use. This awareness will allow students to be more open about what their asserted pronouns are to you. This will demonstrate to: Trans Students, that you are an ally to them and are putting effort into creating a welcoming environment in which they can safely participate and succeed. Cisgender Students, that you maintain an inclusive classroom and, potentially, serve as a guide for them to emulate in their own signatures to continue this cycle of respectability. It is highly suggested that if you have had attended training and have obtained the ally placard, that you add you are a Ally in your signature if you feel that is appropriate. allies value all sexual orientations, gender identities and gender expressions as part of the rich tapestry of ASU. Trans students might inquire through email or directly if your class is a Saerone. Signature Example: Name Title Department Contact Information Pronouns: ShefHer, Heinm, Thelehem, etc. (If Applicable) Ally Introducing Yourself on the First Day of Class Verbally sharing your pronouns in your introduction to the classroom on the first day of class is a great way to introduce all students that you are aware of pronoun usage. This introduction also creates a dialogue for students to reflect on what pronouns they are using and gives an affirmation to transgender and gender nonconforming students that you are an ally to them. Now, you can facilitate these dialogues with these predicted parameters in mind: It you have a classroom where students introduce themselves to the classroom: Encourage students to share their pronouns in their introductions if they feel comfortable doing so. . If you have a classroom where students introduce themselves to their classmatesltabiemates: Encourage students to share their pronouns in their introduction to their classmatesr?tablemates if they feel comfortable doing so. tf you have a ctassroom where students have no need to introduce themselves to the classroomtclassmates: You are welcome to say that students can introduce themselves to their nearby classmates, but it is up to your discretion if you want this discussion had. Syllabi YOUR class syllabus can be the starting point for all students to know YOUR class to be a safe zone. As you are creatingtrevising your syllabus, please consider these ?inclusive" suggestions to aid in your document: Add a Trans student inclusion statement that promotes an open and inclusive classroom space. An example from Professor Cammy is offered in Appendix A. Feel free to use and adapt it as needed! i. Please reference that bullying will not be tolerated in your classroom. Bullying can include: Transphobic terms, phrases and questions, negative commentary, and intentionally using incorrect ronouns ii. Discussions among classmates that cause any trans student to feel uncomfortable: Statements such as ?who cares? ?why is it so important?" ?1 don?t want to work with himfher" include a statement indicating that all students should dress appropriately for the class and in attire in which they are comfortable. iv. Avoid using gender specific pronouns (harshe) on course documents, assignments, notes, powerpoints and replace these gender speci?c pronouns with the gender neutral ?they?. 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Allies are not part of the communities they help. A person should not self-identify as an ally but show that they are one through action. cis-: Derived from the Latin word meaning ?on the same side.? Cis or cis is also used as a term to describe cisgender individuals. E.g. cis person, cis students, cis man, cis woman Cisgender: An individual whose gender identity matches the gender assigned to them at birth based on their sex. For example, a female (sex) who identifies as a woman (gender). Dead name: The name given to a trans individual at birth with which they no longer identify and which they do not use. Dyadic: An individual whose sex is either male or female; not intersex. Gender: Culturally determined identity cetegory often expressed as the binary of Man-Woman. Gender is created through the summation of expressive acts that range from an individual's preferred style of dress, choice in makeup, speech patterns, body language, etc. Although gender is often used interchangeably with sex, the distinction of gender as an identity constructed through performative acts in important in understanding transgender, non-binary, and gender nonconforming individuals. The Gender Binary: The process of societally prescribing onto individuals the performative expectation based on the visibility of ?male" or ?female" sex characteristics at birth. Individuals are expected to perform gender within the context of what is culturally expected for a ?man" or a ?woman" or risk facing discrimination and transphobic violence. Gender Expression/Gender Identity: Although gender refers to in identity constructed through expressive acts and encompasses, the distinction between Gender Expression and Gender Identity is important to make because within the context of a transphobic culture, an individual might not be safe outwardly expressing the way they experience themselves (identity) through a certain style of dress or behavior (expression). Gender inclusive: Describes language, spaces, fashion, trends, etc. that don?t cater specifically to one particular gender identity or identities. An example of gender inclusive language would be using gender neutral pronouns like theyIthemltheirs instead of ?hisfhers" on course materials. Gender?uid: A changing or ?fluid" gender identityfexpression. A person who identifies as genderfluid might change their prefered manner of presentation day to day or more gradually throughout their life depending on their situation. Gender nonconforming: Denoting or relating to a person whose behavior or appearance does not conform to prevailing cultural and social expectations about what is appropriate or expected in relation to their perceived position within the sex-gender binary. Appendix B: Glossary of Key Terms Intersex: A general term used for a variety of conditions when a person's genitalia are deemed unacceptable or indeterminate or do not fit the typical definitions of male or female. Although some intersex people do also identify as transgender, intersex is not a synonym for transgender. A collection of identities short for lesbian, gay, bisexual, trans, queeriquestioning, intersex, asexual (sometimes abbreviated to LGBT or with indicating the full spectrum of gender identities and sexual orientations. Nonbinary or Non-Binary: Preferred umbrella term for genders other than womanfman, used as an adjective Jesse is a nonbinary person). Not all nonbinary people identify as trans and not all trans people identify as nonbinary. Sometimes (and increasingly), nonbinary can be used to describe the of a cisgender or transgender person. PreferredIAsserted Pronouns: The terms preferred or asserted pronouns refers to the pronouns by which an individual feels most comfortable being referred to by others, i.e. whether or not a person wants to be referenced by hefhimz'his, shelherfhers, theyfthemftheirs, or other gendered pronouns. The distinction between preferred and asserted is made, and asserted is used in this guide to indicate that while pronoun use can be described as a preference, it?s imperative to use pronouns that a student has asserted in order to facilitate a safe, welcoming classroom environment. Sex: Sometimes referred to as ?assigned sex" or ?biological sex?, sex is the historical categorization of bodies based on reproductive function. Sex is assigned to a person based on visible sex characteristics at birth as either male, female, or intersex. trans-: Prefix derived from the Latin word meaning ?across from" or ?on the other side of." Trans or trans is often used as an umbrella term for transgender, gender nonconforming, gender fluid, or other noncisgender identities. Transgender: An adjective that is an umbrella term used to describe the full range of people whose gender identity andlor gender expression do not conform to what is typically associated with their sex assigned at birth. transphobic: Referring to systemic discrimination and violence against trans people, associated with attitudes such as fear, discomfort, distrust, or disdain. This word is used similarly to homophobia, xenophobia, misogyny. etc. Two Spirit: An identity specific to several North American Indigenous societies for individuals possessing both male and female spirits.term indexing various indigenous gender identities in North America. Co-Authors Samedi Johnson (ThelehemlTheir) Herberger College of Art and Design BA. Digital Culture (Art) Glass of 2018 Co-Author and Designer Bree Abraham (SheiHeriHers) W. P. Carey School of Business, B.A. Business (Communication) Class of 201'? Christopher Dozier (Heinmeis) Herberger Institute for Design 8: the Arts B.A. Theatre (Acting) Class of 2019