Transcript Document
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Trans* Issues in the
Classroom
Nancy Jean Tubbs
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Introductions
Nancy Jean Tubbs
Director, LGBT Resource Center
UC Riverside
PGP: she/her
[email protected], 951.827.2267
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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
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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
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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
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Continuum
“normative man”
“normative woman”
Biological Sex
male
intersex
female
Gender Identity
man
genderqueer / pangender
woman
Gender Expression
masculine
androgynous
feminine
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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.”
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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.
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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 namecalling, avoidant behavior, or purposeful discriminatory
actions.
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microaggressions.com
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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)?
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Microaggressions Towards Trans*
People in the Classroom
Examples of micro-invalidations, micro-insults, and microassaults?
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.
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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
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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”
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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.”
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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
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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)
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UCR Trans Guide Online
http://out.ucr.edu/Pages/transguide.aspx
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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.
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Taking Action – making a
commitment
On the personal level
On the professional level
On the institutional level
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The dialogue continues…
Questions?
Concerns?
Suggestions?