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Supporting Trans* Students, Faculty, and Staff on the College Campus

Cultivating Inclusion & Equity Professional Development Series. Supporting Trans* Students, Faculty, and Staff on the College Campus. Centrist College Department of Student Services. Chelsea Fricker Brittani Fults Sean Joy. University of Missouri

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Supporting Trans* Students, Faculty, and Staff on the College Campus

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  1. Cultivating Inclusion & Equity Professional Development Series Supporting Trans* Students, Faculty, and Staff on the College Campus Centrist College Department of Student Services Chelsea Fricker Brittani Fults Sean Joy University of Missouri Department of Educational Leadership & Policy Analysis

  2. Learning Goals By the end of this session, participants will be able to do the following… • Understand key terms related to the Trans* community by being able to articulate knowledge of terms and connection to specific units. • Demonstrate understanding of theory to practice through the ability to create programming, academic initiatives, and providing resources to support Trans* individuals in all areas of the Department of Student Services. • Improve personal units through the development and implementation of Trans* education within professional and student leadership trainings.

  3. https://www.youtube.com/watch?v=-Lm4vxZrAig

  4. Think, Pair, Share • Based on the video… • What did you know about the Trans* community that you knew before? • What did you NOT know before? • As a practitioner of higher education, what role do you think you should play in the lives of students, faculty, and staff who identify as Trans* and/or gender non-binary/conforming?

  5. Context • Terms • Assigned Sex • Gender Identity • Gender Expression • Sexual Orientation • Gender Binary • Gender Neutral • Pronouns • What impact do these terms/concepts have on the collegiate environment and the connectivity students have within academia?

  6. Ecological Systems Theory

  7. How does each system in Bronfenbrenner’s Ecological Systems Theory Model connect to Trans* and LGBTQ individuals on a college campus? Let’s learn more about the Transgender community and how we can create systems of support and healing through a game of Jeopardy!

  8. Trans* Jeopardy Services Theory Policy Symbols Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Final Jeopardy

  9. $100 Question from Symbols Light blue, pink, and white when put together to represent the transgender community, are symbolized in what format? What is the transgender flag?

  10. $200 Question from Symbols • Derived from astrological symbols, this symbol combines the two standard symbols denoting male and female. • What is the gender neutral symbol?

  11. $300 Question from Symbols What is, the asterisk Trans*? • This symbol can often follow the word “trans” when referring to a wo/man who does not identify as cisgender. It also acts as an umbrella term that refers to all identities within the gender identity spectrum.

  12. $100 Question from Services • This service can be used as an avenue to help transgender students feel more included on campus, have their experiences included, and provide education to non-transgender students. • What is, Planning educational programs?

  13. $200 Question from Services • This service can provide transgender students with a safe space to explore their developing identities. • What is, culturally appropriate counseling services?

  14. $300 Question from Services • We can improve this service for transgender students by giving campus physicians educational resources and preventing the ability to deny care to transgender students. • What is, university health care systems?

  15. $100 Question from Policy • This federal civil rights law, enforced by the Department of Education, protects transgender students from discrimination. • What is, Title IX?

  16. $200 Question from Policy • This Act requires all school affiliated student organizations be treated equally and states that schools can not ban student organizations including Gay- Straight Alliance or Pride Alliance. • What is, The Equal Access Act?

  17. $300 Question from Policy • This act gives students over the age of 18 the right to request that their university change their name or gender on official records if they feel it is incorrect, misleading, or violating their privacy. • What is, The Family Educational Rights and Privacy Act?

  18. $100 Question from Theory • This theory is based on a set of ideas around the notion that identities are not fixed or determine who we are. • What is Queer Theory? (Butler, 1990)

  19. $200 Question from Theory • This theory explains how children form a gender identity based on interactions with others, their culture, and their environment. This theory believes that such interactions and identity are used to direct behavior (watch video). https://www.youtube.com/watch?v=IVFknW3LFgY What is Bem’s Gender Schema Theory (Bem, 1981)?

  20. $300 Question from Theory • This theory suggests that a person’s sense of who they are is based on their membership in a particular group. • What is social identity theory? (Tajfel, 1979).

  21. Final Jeopardy The University of Tennesse created a successful pronoun program. In teams of 2, list 2 goals and 2 action items for each goal that Centrist College can create for a more inclusive environment for Trans* students, faculty, and staff? http://wate.com/2015/08/27/ut-knoxville-encourages-students-to-use-gender-neutral-pronouns/ Discuss Answers. Points awarded to each team

  22. So, where do we go from here? • We can make change on our campus! • Gender Neutral Spaces (bathrooms, housing, clothing, etc.) • It’s more than just creating these spaces. We must educate others on what these spaces mean. • Pronoun & Preferred Name Usage • Nametags, HR documents, hiring materials • Faculty & Staff Education • Department wide trainings • Webinars with Trans* and LGBTQ Leaders • Resources to the Department of Health and Physicians

  23. Cultivating Inclusion & Equity Professional Development Series Future Sessions • Systemic Understandings: Race & Ethnicity • Systemic Understandings: Culture • Socioeconomic Status: Education as a Business • The Role of Religion on a College Campus • LGBTQ • The Role of Intersectionality • Women within the Collegiate Environment • Graduate Students as an Educational Workforce • Universal Design: Creating an Inclusive Space within the Collegiate Environment

  24. Resources • The Transgender Studies Reader edited by Susan Stryker & Stephen Whittle • Resisting Medicine, Re/modeling Gender by Dean Spade • How should we talk about transgender issues? by Thu-Huong Ha • http://ideas.ted.com/how-should-we-talk-about-transgender-issues/ • GLAAD • http://www.glaad.org/transgender/resources Final Thought *Watch if time allows https://www.youtube.com/watch?v=-Lm4vxZrAig

  25. Resources • Beemyn, B., Curtis, B., Davis, M., & Tubbs, N. J. (2005). Transgender issues on college campuses. New directions for student services, 111, 49-60. • Darden, E. C. (2014). ED LAW The law trends toward transgender students. Phi Delta Kappan, 96(2), 76-77. • Quinn, V., & Sinfield, A. (2006). 8Queer Theory. The Year's Work in Critical and Cultural Theory, 14(1), 143-151. • Robinson-Keilig, R., Clarke, B., Gortmaker, V., & Brown, R. D. (2004). Assessing the campus climate for gay, lesbian, bisexual, and transgender (GLBT) students using a multiple perspectives approach. Journal of College Student Development, 45(1), 8-26. • Young, S. L., & McKibban, A. R. (2014). Creating Safe Places: A Collaborative Autoethnography on LGBT Social Activism. Sexuality & Culture, 18(2), 361-384.

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