Inclusive Teaching: 5 Ways to Make Your Classroom More Inviting to Gender Non-Binary Students

Sep 27

Read Time: 6 Minutes

I recently received an email from a former graduate adviser.

I am trying to figure out how to be more welcoming to the undergrads. I wondered what you do… The on-campus group here is discouraging of “safe space” signs and the like, but pro-pronoun (which is easy). And more generally, how do you deal with diversity on race/ethnicity/other characteristics?

These are great questions, and it meant a lot to me when they reached out asking for my advice. For this article, I want to focus on the LGBTQ+ community, specifically those who identify as gender non-binary.

There was a time when I believed that I could (should?) not speak on topics like diversity and gender as a cisgender straight white male. Because of this mistaken view, I unintentionally put the weight of these discussions on the shoulders of those individuals in marginalized groups. Not only did they have to navigate their day-to-day lives with the uncertainty of how society would react to their identity, but they also had to educate everyone else on creating more inclusive spaces. I had accepted that being an ally meant listening and doing my best to support these individuals. In reality, I was using my privilege to not engage in the difficult conversations surrounding these topics. I want to be a better ally, and I’ve decided to start by doing some writing around experiences I am well versed in and passionate about: Teaching. Below are five ways to make your classroom more inviting to gender non-binary students with links to local and national resources.

Seek out workshops & resources

Many colleges and universities have created centers focusing on equity and diversity. More often than not, those institutions that have yet to create a center have student-run and/or volunteer-run offices either on campus or within the community. These centers host workshops filled with information on local policies, local resources, and will keep you up-to-date on inclusive language.

The Consortium of Higher Education LGBT Resource Professionals, located online at lgbtcampus.org, has developed a map of LGBT centers at universities around the country. This is a great place to start if you’re unsure where to look in your own community.

Include a syllabus statement… and don’t rush through it

A class syllabus includes important information. Students know this even if they do not familiarize themselves with the information as much. Adding an inclusive syllabus statement signals to students that you care about this topic. At Penn State, they offer the following:

Names/Pronouns and Self Identifications
The Pennsylvania State University recognizes the importance of a diverse student body, and we are committed to fostering equitable classroom environments. I invite you, if you wish, to tell us how you want to be referred to both in terms of your name and your pronouns (he/him, she/her, they/them, etc.). The pronouns someone indicates are not necessarily indicative of their gender identity. Visit Trans and Non-Binary Penn State to learn more.
Additionally, how you identify in terms of your gender, race, class, sexuality, religion, and dis/ability, among all aspects of your identity, is your choice whether to disclose (e.g. should it come up in classroom conversation about our experiences and perspectives) and should be self-identified, not presumed or imposed.
I will do my best to address and refer to all students accordingly and will support you in doing so as well.

Adding a syllabus statement certainly sends a signal of your awareness. However, if you breeze past this part of the syllabus during the first week of class while spending much more time on exam dates, class policies, etc, you risk sending the signal that while you are aware of the importance of gender identity, it’s not that important.

Use inclusive language in class and on assignments

We’ve heard this before surrounding race and gender. Don’t make all of the managers male and nurses female. Mix up the names in examples to include names that international students and URMs will identify with. The same should be done surrounding those who identify as non-binary.

It’s perfectly fine to use they, them, their as a non-binary pronoun in the singular form. Merriam-Webster says so. Instead of always using he and she, change a few up to they.

Ask students for their pronouns

When you ask for information from students early in the semester, allow for the opportunity for them to tell you their pronouns. When I used to teach classes at Penn State, I would have students fill out a Google Form, and one optional response allows them to enter their pronouns. The more common we make asking and sharing the more inclusive our classroom becomes.

Include your pronouns in introductions and signatures

When you introduce yourself on the first day of class, take a moment to tell the class your pronouns. It’s as simple as:

I’m professor Tierney. My pronouns are he, him, his. I own a local improv company and I’m a long-time suffering Mets fan.

Again, this shows students you are aware and serious about creating a more inclusive classroom around the idea of gender identity.

Creating a more inviting classroom for gender non-binary students does not mean you have to be an expert. It just means you are taking the time to show your students you care about identity issues. A few minutes here and there can mean a world of difference to a student who feels alone and not seen.

James TIerney