Creating an Inclusive Classroom and/or Learning Space

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Educators are charged with thinking about creating holistic learning environments for their students. Study after study has shown that creating a classroom that includes and centers queer and trans identities has benefits that show up in and out of the classroom.

GLSEN, a national organization that surveys high school students, shows time and time again the benefits of thinking about queer and trans inclusion in learning environments. Some of their findings include from their 2019 data:

You can read their full climate data here – but this data clearly shows a direct benefit from creating more inclusive spaces. These benefits include more sense of belonging, more connection to the school curriculum, and more desire to be in and stay in classes and learning spaces. 

A report from Higher Ed Today, authored by Kristen Renn, discusses how to analyze this from a higher education lens:

….Of the many important concerns higher education leaders need to be aware of regarding LGBTQ students, three core issues are 1) identity development, 2) campus climate, and 3) state and national social and policy contexts.

First, higher education has historically been and remains a positive location for students’ identity development. For some students, increased independence from their home community and family creates a space for exploring sexuality and gender in privacy and safety. For others, college may provide academic opportunities to learn about LGBTQ history, culture and people. Meeting peers, faculty and staff who are openly LGBTQ provides additional opportunities to explore identity, and student organizations and LGBT resource centers create spaces to interact with others.

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Abundant literature supports the positive value of postsecondary curriculum, role models and communities in facilitating LGBTQ identity development. It also is important to remember that for some LGBTQ students, sexual orientation or gender identity are not the most salient identities during their time in college; racial, political, religious or other identities (e.g., veteran status, parenting situation, social class) may draw more of their attention. Acknowledging such diversity within the LGBTQ community is as important as recognizing sexual orientation and gender diversity within the campus community as a whole.

A second key issue is LGBTQ campus climate. Most LGBTQ students report that the climate—their feelings of belonging, safety and inclusion—in college is better than the one they experienced in high school. And evidence exists that overall, campus climate has improved over the last 15 years.

Yet this progress is not consistent across institutions. Reports of harassment and discrimination, especially for transgender students, remain a problem at a time when student learning and persistence are central issues for higher education leaders. Of particular concern are student reports of harassment in classrooms and other learning contexts, of widespread cyber bullying, and of the amplification of racism and sexism through homophobic and transphobic harassment. Research on campus climate generally and LGBTQ climate specifically points to the negative consequences of hostile climates for student learning, persistence in college and mental health and wellness.

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A third issue is the state and national social and policy context for individuals with minoritized sexual orientations and/or gender identities. No federal laws protect students or employees against discrimination based on sexual orientation or gender identity, though some states include one or both categories in state law. The application of Title IX, which prohibits discrimination based on sex, to include transgender students is unfolding at the time of this writing. A few states are enacting laws specifically to deny protections to transgender students, though these laws are likely to face legal challenges.

So with in this; let’s begin to imagine what it means to build an inclusive learning space – here are four basic tenets of a model we have developed in the GSRC

1. Setting the tone – Setting the tone means to lay the groundwork for your students that you are creating a queer and trans inclusive space. That can be done in ways like…

  • Creating a classroom guidelines that speaks towards inclusion and what you expect from your students

  • Frame interactions with students or introductions by starting with name and pronouns

  • Roll call – allow students to go by the name and pronouns that they would like to. Allow them to change that if needed as well. 

  • Posters, signs, information posted on the walls that speaks directly to LGBTQIA+ communities

A sample of setting the tone was done by Shelby Denhof in Michigan; here is a form they used to start their class space. Making sure you communicate out how and why you are being inclusive from an early class is important. 

2. Syllabus and Curriculum – It is important to consider how you are being inclusive to many different gender and sexual orientations when building your lessons and spaces. 

3. Modeling Behavior – Make sure you are showing what inclusion can look like through your language, policy, and procedure

  • Addressing mistakes – give space for your students to correct you and normalize language of stepping in when a harm is committed (i.e. misgendering) 

  • Correcting others

  • Respecting boundaries – allows students and participants to participate in ways they feel comfortable and protected includes setting and respecting boundaries. 

4. Protecting Students’ Privacy – ensuring that confidentiality and privacy are important are crucial to creating an inclusive environment 

  • Former names, sex markers and gendered histories are private -  do not share this information unless directed by the student! 

  • Don’t disclose even to GSRC Center staff

  • Family Education Rights and Protection Act (FERPA)-  Understand the protections and confidentiality offered by FERPA (Read more here)

5. Moving Further 

  • Educating yourself further:

    • on trans histories, trans literature and academic work 

  • Getting involved with the GSRC 

    • and/or local, regional, national organizations

  • Explore and better understand your own gendered experiences and assumptions