Danie Cabrera,
On March 15, 2021, the UP Diliman Office of the Vice Chancellor for Academic Affairs and the UP Center for Women's and Gender Studies released guidelines on affirming transgender and gender non-conforming (TGNC) students’ names, pronouns, and titles after a complaint was filed by a UP student who was misgendered by their professor.
The guidelines included three main points—first, starting with asking for students’ lived name, pronouns, and titles, regardless of their transgender status. Similar to the university, UPIS’ information system does not allow for their students to include their lived name, pronouns, and titles. Only a few have let their teachers know that they are transgender or gender non-conforming, as well as their lived names, pronouns, and titles to prevent deadnaming or misgendering. Deadnaming happens when someone, intentionally or not, refers to a person who's transgender by the name they used before they "transitioned"—this could also be their birth name, given name or legal name. Meanwhile, misgendering occurs when one intentionally or unintentionally refers to a person, relates to a person, or uses language that doesn’t align with their affirmed gender to describe them. For example, referring to someone who identifies as a woman who uses she/her pronouns, and using “he/him” or calling her a “guy” is an act of misgendering. Deadnaming or misgendering may cause people in the TGNC community to feel anxious or be in a state of gender dysphoria which is “a state of clinically significant distress or impairment related to a strong desire to be of another gender, which may include desire to change primary and/or secondary sex characteristics.”
With regards to this, here is a sample prompt in the released guidelines from one of the faculty members: “What is your lived or chosen name, or your nickname? What are your pronouns? What title/s do you use? Note: If you are transgender, I understand that answering these questions truthfully may out you. Coming out should be done at your own pace, in your own time, so please only indicate the pronouns and titles that you would like me to use to refer to you. For the record, I use he/they pronouns and the title Mx.” (Montilla Doble, L. J., personal communication, March 8, 2021).
Next, when using the TGNC student’s lived name, pronouns, and titles, it is highly encouraged for non-TGNC students to do the same. This is because when a TGNC student allows one to know of their lived name, pronouns, and titles, it is a moment of vulnerability and trust. It is important to recognize this to show your commitment in upholding inclusivity and gender equality in the classroom. A helpful link on pronouns with the guidelines is provided as well: https://mypronouns.org. A pro-tip given is to think of lived names as similar to nicknames, in that, for some cisgender (non-transgender; their gender is aligned with their sex at birth) people, their nicknames are not at all based on or related to their legal names.
Lastly, it is said that other best practices for affirming TGNC students should be modeled. Some faculty members put their pronouns alongside their names in their email signatures. Others even include a pronoun clause or their lived name in their syllabi. Here is an example from the University of Southern Indiana College of Liberal Arts Equity, Diversity, and Inclusion syllabus statement:
“Please let me know of your lived name (especially if it’s different from your legal name or your name on the CRS and your pronouns (e.g., he, she, they, ze) so I can create a learning environment in which you are safe and respected” (C. Steltenpohl, personal communication, March 5, 2021).
Other best practices mentioned were to include using gender-sensitive and/or gender-neutral language whenever applicable (e.g., using "everyone" or "folks" instead of "guys" or "ladies and gentlemen," using the singular "they" instead of "he/she").
With UP being the first university to take such actions for their TGNC students, UPIS, being its laboratory school, has also been following suit with these guidelines. Although no official guidelines have been released by UPIS as of this writing, Prof. AC Nadora, the head of the Gender and Development (GAD) Committee, said that the UPIS Executive Committee (ExeComm) has diligently reminded the faculty to be sensitive when referring to students, whether it’s with their names, pronouns, or anything having to do with gender. An example she mentioned is when the teacher must either use gender neutral pronouns for the student, or ask about their preferences first.
When asked about if there are plans for UPIS getting its own customized policy, she mentioned that the GAD Committee is on alert for any feedback or concerns that students may want or feel the need to address as these would help with their future decisions and actions for the students.
Now, one may ask, "What difference does this make, anyway?" And to answer that, it’s because such a decision holds a lot more weight for TGNC students than one may think, especially if one identifies as cisgender. Besides the fact that UPIS is UP’s laboratory school, showcasing inclusivity and having these guidelines will establish the school as a safe space. The act of asking pronouns and whether one has a preferred name means a lot to TGNC students. It may seem like such a simple gesture, but implementing these guidelines and using one’s preferred name can help lift off the burden of gender dysphoria, among many other issues faced by TGNC students. Implementing such guidelines doesn’t just spread awareness; it also helps normalize the concepts and dismantles the stigma and misinformation surrounding these topics.
Given that the school celebrated its first Pride Month last year, as hosted by the Pamunuan ng Kamag-Aral (pKA), having these guidelines would even encourage students in feeling a sense of liberation in expressing themselves at school. As mentioned previously, the modelling of these guidelines could be shown in classes; an example commonly posted by teachers on social media is giving their students introduce-yourself cards that include questions such as if they have a preferred name/s to go by, their pronouns, and most importantly, when the teacher can use them, on the first day of classes. This helps respect the students’ privacy, as it prevents the dangers and risks—in case they aren’t out to people outside school, such as their family—and provides comfort, which can bring about gender euphoria, or the joy in being able to use their true gender identity.
It’s a good thing that the ExeComm and the faculty members have been exerting efforts, but there’s no harm in looking for more ways in which we can all improve or have a better understanding and application of such topics. However, once a UPIS-customized policy is implemented, it is crucial that the staff and faculty are well-informed on the guidelines as well as the topic itself. After all, they are the authority who must be making sure that the students feel comfortable in their learning environment. It could start with seminars from professionals on the topic of these particular guidelines, too. All in all, understanding these topics first would be helpful in conversing, developing trust, and forming a healthy bond with their students. Besides the faculty, students must also be educated in this aspect through their health curriculum as the subject covers similar matters, and this can be improved through including the application of using preferred pronouns and names.
The simple act of releasing guidelines serves as a stepping stone that leads us closer to the next important step: acceptance. After all, since these guidelines show genuine support, they not only allow, but encourage the students to express themselves freely. Showing that the school officially cares makes students feel more safe and comfortable, and in the process, creates a more LGBTQ-friendly environment at UPIS. // by Danie Cabrera and Simon Delfinado
OPINION: A Safe Space For Transgender and Gender Non-conforming Students
Photo credit: Rina Mendigoria
The guidelines included three main points—first, starting with asking for students’ lived name, pronouns, and titles, regardless of their transgender status. Similar to the university, UPIS’ information system does not allow for their students to include their lived name, pronouns, and titles. Only a few have let their teachers know that they are transgender or gender non-conforming, as well as their lived names, pronouns, and titles to prevent deadnaming or misgendering. Deadnaming happens when someone, intentionally or not, refers to a person who's transgender by the name they used before they "transitioned"—this could also be their birth name, given name or legal name. Meanwhile, misgendering occurs when one intentionally or unintentionally refers to a person, relates to a person, or uses language that doesn’t align with their affirmed gender to describe them. For example, referring to someone who identifies as a woman who uses she/her pronouns, and using “he/him” or calling her a “guy” is an act of misgendering. Deadnaming or misgendering may cause people in the TGNC community to feel anxious or be in a state of gender dysphoria which is “a state of clinically significant distress or impairment related to a strong desire to be of another gender, which may include desire to change primary and/or secondary sex characteristics.”
With regards to this, here is a sample prompt in the released guidelines from one of the faculty members: “What is your lived or chosen name, or your nickname? What are your pronouns? What title/s do you use? Note: If you are transgender, I understand that answering these questions truthfully may out you. Coming out should be done at your own pace, in your own time, so please only indicate the pronouns and titles that you would like me to use to refer to you. For the record, I use he/they pronouns and the title Mx.” (Montilla Doble, L. J., personal communication, March 8, 2021).
Next, when using the TGNC student’s lived name, pronouns, and titles, it is highly encouraged for non-TGNC students to do the same. This is because when a TGNC student allows one to know of their lived name, pronouns, and titles, it is a moment of vulnerability and trust. It is important to recognize this to show your commitment in upholding inclusivity and gender equality in the classroom. A helpful link on pronouns with the guidelines is provided as well: https://mypronouns.org. A pro-tip given is to think of lived names as similar to nicknames, in that, for some cisgender (non-transgender; their gender is aligned with their sex at birth) people, their nicknames are not at all based on or related to their legal names.
Lastly, it is said that other best practices for affirming TGNC students should be modeled. Some faculty members put their pronouns alongside their names in their email signatures. Others even include a pronoun clause or their lived name in their syllabi. Here is an example from the University of Southern Indiana College of Liberal Arts Equity, Diversity, and Inclusion syllabus statement:
“Please let me know of your lived name (especially if it’s different from your legal name or your name on the CRS and your pronouns (e.g., he, she, they, ze) so I can create a learning environment in which you are safe and respected” (C. Steltenpohl, personal communication, March 5, 2021).
Other best practices mentioned were to include using gender-sensitive and/or gender-neutral language whenever applicable (e.g., using "everyone" or "folks" instead of "guys" or "ladies and gentlemen," using the singular "they" instead of "he/she").
With UP being the first university to take such actions for their TGNC students, UPIS, being its laboratory school, has also been following suit with these guidelines. Although no official guidelines have been released by UPIS as of this writing, Prof. AC Nadora, the head of the Gender and Development (GAD) Committee, said that the UPIS Executive Committee (ExeComm) has diligently reminded the faculty to be sensitive when referring to students, whether it’s with their names, pronouns, or anything having to do with gender. An example she mentioned is when the teacher must either use gender neutral pronouns for the student, or ask about their preferences first.
When asked about if there are plans for UPIS getting its own customized policy, she mentioned that the GAD Committee is on alert for any feedback or concerns that students may want or feel the need to address as these would help with their future decisions and actions for the students.
Now, one may ask, "What difference does this make, anyway?" And to answer that, it’s because such a decision holds a lot more weight for TGNC students than one may think, especially if one identifies as cisgender. Besides the fact that UPIS is UP’s laboratory school, showcasing inclusivity and having these guidelines will establish the school as a safe space. The act of asking pronouns and whether one has a preferred name means a lot to TGNC students. It may seem like such a simple gesture, but implementing these guidelines and using one’s preferred name can help lift off the burden of gender dysphoria, among many other issues faced by TGNC students. Implementing such guidelines doesn’t just spread awareness; it also helps normalize the concepts and dismantles the stigma and misinformation surrounding these topics.
Given that the school celebrated its first Pride Month last year, as hosted by the Pamunuan ng Kamag-Aral (pKA), having these guidelines would even encourage students in feeling a sense of liberation in expressing themselves at school. As mentioned previously, the modelling of these guidelines could be shown in classes; an example commonly posted by teachers on social media is giving their students introduce-yourself cards that include questions such as if they have a preferred name/s to go by, their pronouns, and most importantly, when the teacher can use them, on the first day of classes. This helps respect the students’ privacy, as it prevents the dangers and risks—in case they aren’t out to people outside school, such as their family—and provides comfort, which can bring about gender euphoria, or the joy in being able to use their true gender identity.
It’s a good thing that the ExeComm and the faculty members have been exerting efforts, but there’s no harm in looking for more ways in which we can all improve or have a better understanding and application of such topics. However, once a UPIS-customized policy is implemented, it is crucial that the staff and faculty are well-informed on the guidelines as well as the topic itself. After all, they are the authority who must be making sure that the students feel comfortable in their learning environment. It could start with seminars from professionals on the topic of these particular guidelines, too. All in all, understanding these topics first would be helpful in conversing, developing trust, and forming a healthy bond with their students. Besides the faculty, students must also be educated in this aspect through their health curriculum as the subject covers similar matters, and this can be improved through including the application of using preferred pronouns and names.
The simple act of releasing guidelines serves as a stepping stone that leads us closer to the next important step: acceptance. After all, since these guidelines show genuine support, they not only allow, but encourage the students to express themselves freely. Showing that the school officially cares makes students feel more safe and comfortable, and in the process, creates a more LGBTQ-friendly environment at UPIS. // by Danie Cabrera and Simon Delfinado
0 comments: