Queers On-campus – making university teaching spaces more inclusive for LGBTIQA+ students

Dr Brian Kearney , (edited by Dr Daniel Andrews) School of BioSciences, The University of Melbourne

Universities are often thought of as open & progressive, but there is still work to be done. What strategies can we use to help reduce the stress on LGBTIQA+ students within the learning community?

Being “Out” in Higher Education

This year the Australian LGBTIQA+ community is commemorating the 40th anniversary of the decriminalisation of homosexuality in Victoria, as well as the fifth anniversary of national marriage equality legislation. As a society, Australia is making slow but significant progress towards equality for the lesbian, gay, bi, trans, intersex, queer/questioning and asexual communities. And yet there is still a long way to go before all LGBTIQA+ students will feel confident to be out in higher education.

Australian universities are often considered to be open, progressive, and inclusive institutions, however many LGBTIQA+ students still do not feel comfortable disclosing their sexual or gender identity on campus.

When it comes to the classroom, teaching and learning environments can be seen by LGBTIQA+ students as one of the least safe places to be “out” at university [1]. The reasons behind this will, of course, vary from student to student. Many have personally experienced or witnessed sexual- or gender-based discrimination occur in class at some point and still carry those experiences with them. While others feel that a disclosure could disrupt their academic progress or social standing.

Even in circumstances where teaching staff are not necessarily phobic themselves, lecturers and tutors may lack the confidence to challenge discriminatory comments or attitudes when they arise. For many this inaction stems from a fear that their own lack of experience in the area may mean that they will “get it wrong”. However, saying nothing can lead LGBTIQA+ students to view educators as complicit in this type of discrimination.

These factors may be contributing to higher rates of negative mental health outcomes and dropouts in LGBTIQA+ university students [2]. There are a few simple things that tertiary educators can do to help reduce the stress on LGBTIQA+ students in teaching spaces.

Don’t make assumptions about sexuality

Do not assume that everyone is heterosexual, or that heterosexuality is the standard. For example, using terms like “partner” in place of “wife,” “boyfriend” etc. in class discussions can help to normalize LGBTIQA+ relationships and help to create an inclusive culture. Likewise, do not assume a student is LGBTQIA+, or if they are, that they want to be out in that setting. It is up to each student to decide if, how and to whom they disclose that information.

Use gender neutral pronouns and preferred names

Aim to use gender neutral pronouns when referring to students whose preferences aren’t known. Provide students with the opportunity to nominate their own preferred names and pronouns early in semester, and then make the effort to use these consistently. Disclosing the teaching staff’s preferred personal pronouns in the first lesson and in email signatures can also help to normalise this behaviour for the students.

Calling out discriminatory behaviour

Call out discriminatory behaviour, stereotyping, and harmful language when it occurs both in and outside of the classroom. It may feel uncomfortable to do so, but proactively combating harmful behaviours can relieve the emotional burden on LGBTIQA+ students and staff, who are often left to confront this behaviour on their own.

Learn from your mistakes

Finally, it is important to remember that no one will get it right every time. If mistakes are made, apologise promptly and unreservedly, and then move on. Remember that repeated mistakes can indicate a lack of interest or respect, so learn from the experience and make sure to do better next time.

These steps are by no means a panacea for the issues faced by LGBTIQA+ students. More needs to be done to ensure that both University policy and curriculum truly reflect the needs and voices of a diverse student body. Yet, if teaching staff can demonstrate that they are willing to modify their practices to accommodate the needs of marginalised students, the result can only be a more welcoming and inclusive environment for all.

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Resources:

1. Ward, N., & Gale, N. (2016) LGBTQ-inclusivity in the Higher Education Curriculum: a best practice guide. Birmingham: University of Birmingham
2. Dau, D., & Strauss, P. (2016). The experience of lesbian, gay, bisexual, and trans students at the University of Western Australia: research report 2016. Crawley: Equity and Diversity, The University of Western Australia.