- When you do not know someone's pronouns, ask. Try “What are your pronouns?”, “Which pronouns do you use?”, “What pronouns would you like me to use for you in this space?” “My pronouns are they/them, may I ask what pronouns you use?”
- If you make a mistake about someone’s pronouns (misgendering), correct yourself, apologize, and work to do better in the future. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misgendered from having to correct an incorrect pronoun assumption that has now been planted in the minds of classmates or anyone else who heard the mistake. As instructors, it is especially essential that you model respectful behavior.
- If someone else makes a mistake, correct that person. It is important to provide a correction, whether or not the person who was misgendered is present. This allows everyone present to avoid future mistakes and to correct the mistaken assumption.
- Some pronouns might sound strange or grammatically incorrect to you, e.g. ze/zir, they/them. It is important to respect how individuals see and refer to themselves rather than how we see them or our need to be correct.
- Use gender-inclusive language rather than assuming someone's gender, especially if you don't know someone's identities. Examples include "everyone" instead of "guys", "person" instead of "man" or "woman", "partner" or "spouse" instead of "boyfriend/girlfriend" or "husband/wife".
- In language classes (especially when it is a more gendered language than English, such as Spanish, Arabic, etc.), the same guidelines outlined regarding pronouns apply to any statements that would indicate a student’s gender. For example, being addressed with the wrong gendered verb or adjective can be just as hurtful as being addressed with the wrong pronoun.
Syllabi
When it comes to your syllabus, there are a couple of ways that you can show your dedication to supporting the needs of queer and trans learners.
- Model and normalize the use of pronouns by including your own on your syllabus/syllabi.
- Include explicit statements regarding expectations for class conduct, including the College's policy on Student Conduct and Protections for LGBTQ+ members of the SMC Campus Community.
- When selecting materials, consider including perspectives from LGBTQ+ authors, creators,
and figures. Videos or additional resources that showcase voices from LGBTQ+ communities
are also beneficial.
- For courses in fields like STEM, business, etc., where there may not be easily identifiable LGBTQ+ content to include in the course, consider using case studies or examples from the field that include LGBTQ+ people and communities. (Adapted from recommendations provided by NYU.)
Rosters
When it comes to rosters, avoid reading off the list provided to you.
Why? Students' names may not be current or up-to-date with the name they use or feel affirmed by.
What can I do instead? As a first assignment, ask students to fill out a quiz or form that allows them to indicate to you which name and pronouns they would like to go by for the purposes of class. Note: It is good practice to inform students that names may be read out loud for the purposes of roll. This allows students to choose which name they are comfortable with their peers hearing.
This can be a good opportunity to inform students about how to update their preferred names via Corsair Connect.
Otherwise, if you must call roll, rely on last names and first initials only.
Pronouns and In-Class Procedures
Adapted from recommendations provided by UC Berkeley.
Asking and correctly using someone’s pronoun/s is one of the most basic ways to show your respect for their gender identity. When someone is referred to with the wrong pronouns, it can leave them feeling invisible, disrespected, and dismissed. It can have a negative impact on their learning in class and overall academic success.