As a lecturer or tutor, how can you cultivate gender-inclusive learning environments? These practical pointers will give you an idea of how to make trans and gender-questioning students feel at ease in class; employ gender-neutral language in class; and begin the process of including trans perspectives in curricular material.

1. Invite students to share their preferred names and pronouns.

“I have a basic rule,” says University of Pretoria (UP) Law lecturer Busiswe Deyi, who identifies as non-binary. “I never assume a person’s pronouns. This allows me to interact with everyone by giving them space to self-define when interacting with me. I value people, spaces and conditions that allow me to identify the pronouns that feel safe for me at a particular time, which is why I try to open up a similar space for my students and colleagues.”

It is important to note that trans and gender non-conforming students should not be expected to make compulsory disclosures, as some may be experiencing gender-based marginalisation and/or violence. Rather, they should be given a choice as to whether to disclose information about themselves. 

Deyi and Pierre Brouard, Deputy Director of UP’s Centre for Sexualities, AIDS and Gender, provide a few guidelines on how to encourage inclusive communication in the classroom: 

• When introducing yourself to students for the first time, include your pronouns.
• Include your pronouns in your email signature and on the introductory page of the department’s Study Guide. Use the sample below to guide you:

• Give students the opportunity to use “they/them/their” pronouns in papers to refer to a singular person, rather than less gender-inclusive options like “he or she”/“him or her”. Or for better clarity, indicate to them that they can repeat the noun: the complainant, the representative, the member, the person, etc.
• Include a more detailed section on pronoun etiquette  in the faculty’s Study Guide and on clickUP, and briefly go through it with students throughout the first week/s of teaching until they gain familiarity with usage.
• Signal to students that use of preferred pronouns is welcome. Perhaps this could be done at the beginning of the year and at the start of new course, new groups and new semesters.
• Remind students that they can update their pronoun designations  and preferred names on the UP Portal.
• Provide students with this sample email , which gives them a private channel through which to share how they would like to be addressed.
• Indicate to students that if they do not feel comfortable correcting you in public, they can approach you during your consultation hours or via email.

2. Use replacement language to avoid gender assumptions.

“Utilise gender-neutral language in your teaching, where this applies and makes sense,” Deyi says. “While pronouns are important, there will be moments where gender or gendering language is important to the topic, such as in explaining the history of marital power in South Africa in relation to gender and patriarchy.”

“Try to avoid binary language in communications,” Brouard adds. “When addressing others in public and on other platforms, terminology such as ‘ladies and gentlemen’ is unhelpful in recognising the multiplicity of gender identities.”

• Instead of “ladies and gentlemen” or other language that assumes only two genders, you could use: friends; colleagues; esteemed guests; children/youngsters; or students.

• Rather than calling upon a particular “man” or “woman” (who has not disclosed that identity), you could indicate:
  • The person in the red shirt.
  • The person with their hand raised.
  • The person who just spoke.
  • The person over here (gesturing).

• Instead of “he or she” (when speaking of an unknown or universal person), use they; that person; the patron; or the guest.

• Instead of “men and women”, you could say (meaning-dependent): everyone; all people; people of all genders; women, men and non-binary people.

3. Consider adding a gender-inclusion statement to your syllabus. 

Adding such as statement demonstrates a commitment to fostering an inclusive classroom environment that welcomes students across the gender spectrum. The statement should provide students with a definition of gender inclusivity. Refer to the University’s Trans Protocol to guide your formulation.

4. Give students clear guidelines on gender-inclusive participation.

Provide all students – no matter how they self-identify – with concrete examples of gender-inclusive ways to address one another and participate in discussions, including guidance on using pronouns and what do when mistakes are made .

5. Rethink the curriculum.

In an effort to move away from material that reinforces gender hierarchies and exclusion, Deyi suggests being intentional about including perspectives from LGBTQI+ scholars and thinkers in prescribed readings and other materials, or when possible. “Integrate supplemental materials, such as videos or additional resources, that feature voices from LGBTQI+ communities,” they say.

Brouard emphasises that the Trans Protocol is an “invitation” to think about the curriculum and pedagogy, not an “instruction”. “We invite academics to think about gender in new ways and to invigorate their curricula where appropriate. We are already thinking about curriculum through the lenses of transformation and decoloniality, and we think gender fits nicely into this work.”

Additional sources: Centre for Research on Learning and Teaching, University of Michigan; mypronouns.org