3. It’s a…uh…?
What a slugger!
How
precious!
Our Future Ivy
League
graduate!
An ΑΦΩ for sure!
The next doctorin the family!
My little ballerina!
Watch out
boys!
Someone to carry
on the family name!
This one will be a heartbreaker!
We’ll paint the
room pink!
4. Married
Feels Loved
Healthy
Access to
opportunities
Happy
College Educated
Have a good job
Safe
Better life than their parents
Earn a stable income
Acceptance
from Peers
Finding their place in the world
Self-Confidence
Strong sense of self
Family of their
own
High self-esteem
It’s a…uh…?
5. Trans*Identity
M. Cale & J. Mason
Stony Brook University
Residential Programs--
Professional Development Series
Fall 2015
6. Learning Outcomes
Participants will…
● be able to distinguish gender identity and sexual orientation
● gain an understanding of what risks trans students face
● be able to identify and utilize gender neutral pronouns
● gain strategies on how to support trans students
10. How did we get here?
Gender Binary
● Language
● Religion
● Cultural Shift
Association with LGB Community
● Violation to Gender Norms
● Psychiatric Perception
● Familial denial, rejection, and support
● Coming out process
11. Systemic Challenges of the Trans* Community
Risks
● 2 times more likely to face unemployment
● 4 times more likely to contract HIV
● 4 times more likely to have an income of less than $10,000
● 10 times more likely to attempt suicide
● 19% refused Health Care (transitioning/discrimination)
● 46% uncomfortable seeking police assistance
● 57% experience significant family rejection
(Rankin, Weber, Blumenfeld, Frazer, 2010)
12. “Approximately 153 U.S. colleges and universities,
representing less than 3% of all institutions, have a
professional staff member (working at least 50% of the time)
or graduate assistant to support, advocate, and educate
LGBT student needs”
Institutional Level Challenge
(Marine, Chase, & Catalano, 2015)
13. Institutional Level Challenges
● Fair and equitable process for hiring, training, and retaining trans*-identified and
trans*-knowledgeable staff
● Have accessible web pages that detail policies and resources on gender identity.
● Enable all students to self-identify their gender on their applications.
● Develop and publicize trans*-supportive policies.
● Establish gender-inclusive housing (GIH) options.
● Create gender-inclusive bathrooms and private showers.
● Have a policy that addresses acts of harassment and discrimination that occur in
accordance with campus judicial policies.
(Consortium for Higher Education LGBT Resource Professionals, 2014)
14. Institutional Support at Stony Brook
LGBTQ* Services
The Stony Brook LGBTA
The Stony Brook
Graduate Queer Alliance
Pride@SBU
Stony Brook
Safe Space
WO/MEN’S Gender and
Resource Center
15. Institutional Support at Stony Brook
Aetna Student Health Insurance
● typically covers 80% of
medically necessary
gender-confirming health care
CAPS Group Therapy
● LGBTQ* Group
Gender Inclusive Housing
Communities
Gender Inclusive and
Single-Stall Restrooms
● 24 on campus
16. Gender Inclusive or Single Stall Bathrooms
Stony Brook Union
Campus Recreation Center (2)
Light Engineering
Student Activities Center (2)
Mathematics (2)
Staller Center (5)
HSC
Roth Quad (5)
Tabler Quad (5)
Kelly Quad (6)
Schomburg Apartments Commons
Melville Library (4)
17. Institutional Support at Stony Brook
Courses
● ANT 367: Male & Female
● CLL/WST 315: Gender & Sexuality in Ancient Greek Literature
● LHD 302: Colloquium in Human Sexual & Gender Development
● WST 102: Introduction to Queer Studies in Social Sciences
● WST 111: Introduction to Queer Studies in Humanities
● WST 390: Social Sciences Topics in Women’s and Gender Studies
● WST 399: Topics in Gender & Sexuality
18. Institutional Support at Stony Brook
Courses
● ANT 367: Male & Female
● CLL/WST 315: Gender & Sexuality in Ancient Greek Literature
● LHD 302: Colloquium in Human Sexual & Gender Development
● WST 102: Introduction to Queer Studies in Social Sciences
● WST 111: Introduction to Queer Studies in Humanities
● WST 390: Social Sciences Topics in Women’s and Gender Studies
● WST 399: Topics in Gender & Sexuality
20. Individual Challenges in Higher Education
Greek Life
Admissions Applications
Military & ROTC
Housing Placements
Homecoming Court
Study Abroad
Athletics (including intramural
sports)
Public Safety
Preferred vs Legal Name
Healthcare
Physical Accommodations
21. Individual Level Support
Engage in active self reflection
Use person first language
Don’t assume
Seek out resources on trans community
Be inclusive in communication/ads
Avoid the “box” effect
22. Practicing Trans-Inclusive Language
1. Select a partner
2. Select a set of pronouns from the list, or utilize another set you are
familiar with
3. In the classic children’s story, please fill in the pronouns according
to your selection
4. Read the story aloud to your partner
5. Switch
23. Prounouns
He/She Him/Her His/Her His/Hers Himself/Herself
zie hir hir hirs hirself
ze zir zir zirs zirself
ne nem nir nirs nemself
ve ver vis vis verself
ey em eir eirs eirself
per per pers pers perself
leo leo leos leos leoself
fae faer faer faers faerself
24. Practicing Trans-Inclusive Language 1
When Dorothy awoke the sun was shining through the trees and Toto had long been out chasing birds and
squirrels around him. She sat up and looked around her. There was the Scarecrow, still standing patiently in his
corner, waiting for her.
"We must go and search for water," she said to him
.
"Why do you want water?" he asked.
"To wash my face clean after the dust of the road, and to drink, so the dry bread will not stick in my throat."
"It must be inconvenient to be made of flesh," said the Scarecrow thoughtfully, "for you must sleep, and eat and
drink. However, you have brains, and it is worth a lot of bother to be able to think properly."
25. Practicing Trans-Inclusive Language
When Dorothy awoke the sun was shining through the trees and Toto had long been out chasing birds and
squirrels around him. She sat up and looked around her. There was the Scarecrow, still standing patiently in his
corner, waiting for her.
"We must go and search for water," she said to him.
.
"Why do you want water?" he asked.
"To wash my face clean after the dust of the road, and to drink, so the dry bread will not stick in my throat."
"It must be inconvenient to be made of flesh," said the Scarecrow thoughtfully, "for you must sleep, and eat and
drink. However, you have brains, and it is worth a lot of bother to be able to think properly."
26. Practicing Trans-Inclusive Language 2
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or
twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and
what is the use of a book,” thought Alice “without pictures or conversation?”
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and
stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the
daisies, when suddenly a White Rabbit with pink eyes ran close by her.
27. Practicing Trans-Inclusive Language
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or
twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and
what is the use of a book,” thought Alice “without pictures or conversation?”
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and
stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the
daisies, when suddenly a White Rabbit with pink eyes ran close by her.
28. Degrees of Inclusion through Language
Any residents checking out must return his or her key by Friday at noon. (bad)
Any residents checking out must return their keys by Friday at noon. (better)
All keys must be returned by Friday at noon for any residents checking out. (best!)
30. What We Covered
Participants will…
● be able to distinguish gender identity and sexual orientation
● gain an understanding of what risks trans students face
● be able to identify and utilize gender neutral pronouns
● gain strategies on how to support trans students
31. Connections to the Profession
Core Values
ACPA/NASPA Competencies
Big 6
Really Big 6
Excellence
Social Justice and Inclusion/
Supporting and Advising
Mental Health, Sexual Assault, and
Gender-Based Violence
Increase Dialogue around Race,
Religion, Ethnicity, and Gender Identity
32. Scholarly Resources
Bornstein, K. (1998). My gender workbook. New York, NY: Routledge.
Consortium of Higher Education LGBT Resource Professionals. (2014). Suggested best practices for supporting trans*
students. Retrieved from http://www.lgbtcampus.org/policy-practice-recommendations
Marine, S., Chase, D., & Catalano, J. (2015). Engaging trans* students on college and university campuses. In S.J.
Quaye & S.R. Harper (2nd ed.), Student engagement in higher education: Theoretical perspectives and practical
approaches for diverse populations (pp. 135-145). New York, NY: Routledge.
Nicolazzo, Z., & Marine, S. (2015). “It will change if people keep talking:” Trans* students in college and university
housing. The Journal of College and University Student Housing, 42 (1), 160-172.
Rankin, S., Weber, G., Blumenfeld, W., & Frazer, S. (2010). 2010 State of higher education for lesbian, gay, bisexual,
and transgender people. Charlotte, NC: Campus Pride.
