Spotlighting
Institutional
Gender Normativity
Kayla Hogan Spring 2014 an American Studies Senior Special Project “Gender is like a lens through which we’ve not yet Table of Contents learned to see. Or more accurately, like glasses worn (click to jump) from childhood, it’s like a lens through which we’ve The Project always seen and can’t remember how the world looked -Gender Normativity, Self-Contextualization, Format...... 4 -Limitations, Weaknesses, Impossibilities...... 8 before. And this lens is strictly bifocal. It strangely shows us only black and white in a technicolor world.”1 Terms & Definitions...... 10 My Interviewees...... 14 Pronouns...... 18 Names...... 20 Key Spaces/Places -Public Space vs. Safe Space vs. Intentional Space...... 22 -Women’s Center...... 24 -Meet Steph Gauchel...... 26 -LGBT Center...... 30 -Office of Equal Opportunity...... 32 -Meet Jill Zellmer...... 34 -Gender-segregated spaces...... 38 -Welcoming/supportive spaces...... 40 -Challenges in public space...... 42 Self-Care...... 44 Tufts Courses ...... 46 -Meet Shannon Weber...... 48 What Would Inclusivity Look Like To You?...... 52 Tips for Faculty, Staff, Administrators...... 54 “In order to hear the voices of trans people, Reading Recommendations...... 56 as justice demands, one has to acknowledge Tips for Trans* and Gender Non-conforming Students...... 57 the limits of sex and gender and move into a new world in which any identity can be Policy/Campus-Culture Changes...... 58 imagined, performed, and named.”2 Tufts Resources/Boston Resources...... 60 1 Howell. Nestle, Wilchins, GenderQueer: Voices From Beyond the Sexual Binary, 13 Acknowledgements...... 62 2 Stryker and Whittle, The Transgender Studies Reader, xv 2 3 The Project
What is gender normativity? I am using ‘gender normativity’ to mean the strict enforcement of the cisgender male/female binary. A gender-normative space, practice or policy, then, is one that assumes each person’s gender identity based on their perceived sex assignment. Gender norma- tivity leaves no room for people who don’t conform to this binary, Transgender pride flag whether that’s people who see gender as more fluid or people who don’t identify with a gender at all. While gender normativ- ity is omnipresent in U.S. society, it is also largely invisible, mak- ing it difficult to interrupt. For trans* and gender non-conforming people, however, gender normativity can be a daily oppression, and therefore something that we can’t afford to ignore. By view- ing gender as a system of power instead of a biological fact, we unburden ourselves and others from the constricting norms that regulate our lives. As it stands, the dominant system of gender in the U.S. is a gender-normative one. Therefore, it’s important to understand that Tufts is not remarkable for its gender normativity, but altogether unremarkable.
Genderqueer pride flag * * * Where do I fit? By failing to reflect the reality of gender fluidity, gender normativ- ity hurts some more than others, but it doesn’t benefit anyone. Gender normativity, through its policing of behavior, thoughts and actions, also impacts cisgender people. Through this proj- ect, I sought to understand how gender normativity operates on a college campus, how it especially impacts trans* and gender non-conforming students, but also how my own cisgender identity plays into the issues at hand. I have a stake in my education here, as well as my social development, and to accept the dominant gender system as the status quo would be an act of apathy. Gender fluidity pride flag 4 5 Why this booklet? This booklet is loosely broken into two parts, both of which exam- The second part of this booklet is a multipurpose toolkit. First and ine gender normativity at Tufts using the experiences of trans* and foremost, it’s a resource for trans* and gender non-conforming gender non-conforming students. In the first part of the booklet, students to more easily navigate the gender-normative systems I provide a collective narrative comprised of responses from my and spaces at Tufts. I rely so heavily on my interviews with cur- interviewees about their personal experiences at Tufts. The in- rent trans* and gender non-conforming students because I firmly terview questions were intentionally open-ended so that I could believe that we are all experts on our own lives and that there is hear about the experiences and ideas that are most important something inherently powerful in telling our own stories. Further- to actual students. The collective narrative portion borrows from more, drawing on counter storytelling, I think that current trans* counter storytelling, which emerges out of Critical Race Theory. A and gender non-conforming students themselves have invalu- counter story is “a method of telling the stories of those people able advice for future students who may find themselves in the whose experiences are not often told (i.e., those on the margins same situations or environments. By setting up the booklet in this of society.)”1 The idea behind counter storytelling is that it is itself way, I’m arguing that trans* and gender non-conforming students a form of resistance, contrasting the master narrative, i.e., “one themselves are necessary contributions to a toolkit of this sort. I that privileges Whites, men, the middle and/or upper class, and don’t have the experiences of a trans* student, and I’m under no heterosexuals by naming these social locations as natural or nor- delusion that I know what’s best for their wellbeing here. mative points of reference.”2 We can add “cisgender” to that list of privileged identities, as the literature and curricula of higher edu- The toolkit is also a call to action for faculty, staff and administra- cation are indeed entrenched with master narratives that promote tors at Tufts. The insight from my interviewees regarding policy cisgender identities by denying or ignoring gender variance. changes should not be taken lightly. Some of the problems that trans* and gender non-conforming students regularly encounter I employ counter storytelling as my methodology in an attempt have a quick fix. As the Tufts community, we are all responsible to counteract some part of the trans* exclusion at Tufts. I don’t for the success and happiness of all students. By accepting gender think that a counter narrative is the only form that could address normativity as the status quo, we are doing a grand disservice to this subject, but I do think that it serves a purposeful function in trans* and gender non-conforming students. The recommenda- critiquing the production of dominant norms and knowledge. As tions provided in this booklet are offered in an attempt to gener- social theorist Patricia Hill Collins puts it, “Defining and valuing ate an environment of gender inclusivity at Tufts. one’s consciousness of one’s own self-defined standpoint in the face of images that foster a self-definition as the objectified ‘other’ Finally, this toolkit is a wake-up call to cisgender students at this is an important way of resisting the dehumanization essential to school. It’s time for all students to enter the conversation and systems of domination.”3 understand how we are all gendered and, thus, all implicated in the struggle. I urge cisgender students to read the following inter- views with the knowledge that you have the power and resources
1 Solórzano and Yosso, “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Educa- in front of you to make the changes necessary to better Tufts. tional Research,” 32 Let us all think about the ways in which we are controlled by the 2 Solórzano and Yosso, “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Educa- tional Research,” 32 dominant system of gender, but also the ways in which we are in 3 Patricia Hill Collins, “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought,” S18 control.
6 7 Limitations, Weaknesses & Impossibilities Each senior majoring in American Studies must complete a thesis or Senior Special Project that explores a topic within the student’s interdisciplinary cluster. My cluster within American Studies is “Institutions and Power in the U.S.,” and the bulk of my courses at “Countering dominant and hegemonic narratives Tufts have dealt with the intersections of gender identity, racial/ is the flip-side of being complicit.”1 ethnic identity, class-based identity, and how these social locations inform power dynamics among groups of people. This booklet, along with an accompanying paper, serves as my SSP.
Ultimately, because of the nature and time constraints of my proj- ect, there is so much that I could not explore. The need to keep my interviewees anonymous (see page 14) means that I cannot provide any sort of analysis or commentary on how certain social identities were or were not represented within my sample. Fur- thermore, because the trans* population at Tufts is already quite small in comparison to cis-identifying students, my sample size was also quite small. The interview responses are powerful and especially relevant at Tufts, but they should not be considered rep- resentative of all trans* and gender non-conforming students.
Finally, I undertook this project with the knowledge that I would have four months to complete it. While I think that this booklet has the potential to be a helpful tool for Tufts students, faculty, staff and administrators, I don’t think that it should stand alone in that goal. I was inspired and continue to be inspired by the work of the LGBT Center, the Women’s Center, the Office of Equal Op- portunity and countless students, professors and faculty/staff/ad- min members who devote their time and energy to these issues of gender inclusivity. I did what I could do in a semester, but it’s not “Creating awareness of these systems perfect, and it is by no means complete. Throughout this booklet, I point readers to the tremendous work that others have put out is the foundation for social and in the world, both on- and off-campus. And to further promote the psychological emancipation.”2 collaborative intent of this project, I’ve included quotes from vari- ous scholars, poets and activists whose words capture what I have found to be right and true. 1 Michael Bamberg, “Considering counter narratives,” 351 2 Brent Bilodeau, Genderism: Transgender Students, Binary Systems and Higher Education, 9
8 9 Trans* another gender, usually for perfor- Used to describe a person whose mance purposes. Crossdressers or self-defined gender identity differs drag kings/queens do not necessarily Terms & Definitions from the person’s assigned sex (see identify as transgender. “Language is a tool. As such, When we talk about power, we below); as contrasted with FtM (Female to Male)/trans man we believe that speech is cannot ignore language. When ‘cisgender.’ A person who was assigned a female we talk about anything, we can- Gender non-conforming/gender sex at birth but who later self-identi- performative – it does things. variant fies as a man. One may identify as a not ignore language. After all, Words invite or exclude, Used to describe a person whose trans man whether or not one goes language is how we talk about recognize or erase, empower gender expression and/or gender through any sort of surgical transi- things. The words that we use, identity falls outside the societal tion. or intimidate, examine or and the connotations of those norm, which dominant U.S. society Gender 1 assume.” words, speak volumes about us defines as a masculine cisgender See every other definition :-) as a people, what we think of man or a feminine cisgender woman. Gender binary ~ ~ ~ one another and how we orga- Agender The deeply ingrained and strictly Used to describe a person who does enforced model that maintains that “But, it is not simply the nize ourselves. While language not have a sense of a gender iden- all people may be categorized as absence of terminology that may vary across culture and tity, or self-identifies as genderless. either male or female, rejecting the has been problematic; change over time, it is constant Androgynous existence of any sort of gender spec- existing language also fails to in its ability to maintain power Used to describe a person who trum. capture the complexities of dynamics among groups of presents as neither distinctly male Gender expression people. If we acknowledge that nor female. In most cases, a physical How one presents oneself, usu- gender.”2 gender is indeed a power descriptor. ally in order to communicate one’s Bigender gender identity to others. Gender structure, then we must be ~ ~ ~ Used to describe a person who self- expression may encompass dress, mindful of the language that we identifies with both the male and hairstyle, behavior, etc. ‘Masculine’ “Offering more inclusive use when we talk about gender. female genders in some way(s). and ‘feminine’ are terms commonly language would not only be With the help of my interview- Biological sex/natal sex/sex used to describe someone’s gender supportive of trans-identified ees and countless trans/gender Most commonly used to describe the expression. Gender expression is not people, but also help edu- studies theorists, I’ve put to- sex (male, female, intersex) that one indicative of one’s sexuality/sexual gether a list of terms and defini- is assigned at birth based on one’s orientation, though the two are cate the campus community genitalia. A gender-normative soci- often conflated. 3 tions that have helped me talk about gender diversity.” ety expects one’s sex to inform one’s Gender fluidity about what I want to talk about. gender identity/expression. The idea that a person’s gender iden- This list is not exhaustive, and Cisgender tity or expression is not fixed, but the definitions are, to an extent, A person whose self-ascribed gender instead may change and shift over open to interpretation and op- identity corresponds to the sex that time, even from day to day. position. My hope is that read- the person was assigned at birth; as Gender identity 1 Vaccaro, August & Kennedy, Safe Spaces: Making contrasted with ‘transgender.’ How one perceives oneself on a per- Schools and Communities Welcoming to LGBT Youth, 95 ers may consider this list with a 2 Brett Beemyn, “Serving the Needs of Transgender Crossdresser or drag king/queen sonal or psychological level. When critical eye, and use it as a College Students,” 35 A person who wears clothing that one’s self-ascribed gender identity 3 Brett Beemyn, “Serving the Needs of Transgender College Students,” 45 foundation to be built upon. is typically worn by members of matches that which the individual
10 11 was assigned at birth, the individual sex at birth but who later self-identi- FtMs and MtFs who ‘pass’ as their crimination of people who transgress is considered ‘cisgender.’ When one’s fies as a woman. One may identify as desired gender identities. People normative gender roles. Transphobia self-ascribed gender identity differs a trans woman whether or not one who live in stealth usually identify as can affect both those who identify from that which the individual was goes through any form of surgical man or woman, not as transgender. as transgender and those who are assigned at birth, the individual is transition. Transition perceived by others as transgender, considered ‘transgender.’ Passing The complex process that a trans- based on their gender expression, Gender role When a transgender person is seen gender person undergoes in order sexuality, etc. The socially defined expectations of by others as the gender with which to live more completely or comfort- Transsexual how a person should behave, act, he/she self-identifies. Some consider ably as the gender with which the A narrower term within the trans* or look based on the sex that the passing as the measure of a success- individual self-identifies. The process umbrella used to describe a person person was assigned as birth. In the ful transition, while others have no of transitioning is different for every who does not identify with the sex U.S., men are expected to be mascu- desire to “pass” in this sense. person, and may encompass any that was assigned to that person line while women are expected to be Post-op, pre-op, non-op number of psychological, social or at birth, and who may take surgical feminine. Considered irrelevant and offensive physical changes. steps to physically transition in order Genderfuck to many transgender people, these Transphobia to align their appearance with their As a verb, to genderfuck means to terms are used to describe a trans- The intolerance and subsequent dis self-ascribed gender identity. bend the norms of one gender or gender person’s status in regards to another, like men wearing clothes a surgical transition. Most transgen- traditionally associated with women; der people do not define themselves genderbending. As a noun, a gen- using these terms. derfuck person does not conform to Queer gender roles, but rather ‘fucks’ with An umbrella term that may encom- We are all affected by these words, but they are gender. pass lesbian, gay, bisexual and trans- particularly personal to the people whose lives they Genderqueer gender individuals, among others. Similar to trans*, used to describe a However, many transgender people describe. I cannot speak for any trans* or gender person whose gender identity is nei- do not consider themselves queer, non-conforming students at Tufts, nor do I wish to. ther distinctly male nor female, but as queer is typically used to describe On the contrary, I think that the power to identify rather somewhere along a spectrum sexuality and not gender. While or outside of the spectrum entirely. “queer” can be used pejoratively, and define ourselves is one kind of power that we Genderqueer individuals may de- many self-identifying queer people should all hold dear and exercise freely. The terms scribe themselves using gender-neu- have taken steps to reclaim the word that I’ve listed are public, and therefore profoundly tral pronouns, such as ‘zie’ and ‘hir.’ and find empowerment and commu- Intersex nity in it. political, but they are also undeniably intimate; Used to describe a person whose Sexuality/sexual orientation they don’t mean the same thing to any two people. genitalia and/or physiology differs A person’s romantic or sexual attrac- It is essential that we expand our language, but we from that of a “standard” male or tion to others. Some terms com- female body. Intersex individuals monly used to describe sexuality/ must do so in cooperation with one another, lest we are often assigned either a male sexual orientation are: homosexual, simply oppress with a new vocabulary. or female sex at birth despite any heterosexual, bisexual, asexual and ambiguity. pansexual. MtF (Male to Female)/trans woman Stealth A person who was assigned a male Most commonly used in reference to
12 13 “In whatever terms make sense to you, could you describe your gender expression, gender identity My Interviewees and/or sex?” 1) “I identify pretty strongly as male, not 5) “I identify as transgender. I feel very genderqueer. I seem to fit pretty well into strongly about that. At the same time, I try Out of my six student “I guess if your sense of self the binary in a lot of ways, but there are to really keep in mind my female-assigned interviewees: matches closely with the a lot of ways that I don’t see myself as an status, as well. Maybe this just applies -Three are A&S undergraduate uber-masculine guy either.” to keeping in mind how I interact in the cultural grid of what you ~ ~ ~ world, and with other people. I don’t know students should mean, and you find 2) “I don’t know. I’ve been changing a lot how I feel about taking on a male identity -Three are graduate students in recently. For a while, especially in high necessarily.” three different programs those meanings pleasing, school, I was just going to straight-up tran- ~ ~ ~ then the ‘truth’ doesn’t sition, like male-to-female, but I decided 6) “That’s something that I don’t have a not to. So sometimes it feels like I would real concrete answer to. I would say that Anonymity: come too expensive. use ‘woman’…it depends. As far as techni- I’ve been attracted to the word ‘gender- For the purposes of anonymity, I For the rest of us, though, it cal terms, you could use genderqueer. It queer’ for a long time, and more recently cannot provide any other has a certain connotation that I don’t quite have started to think that that’s a word can cost a great deal.”1 agree with, so there are other things that I that I could own, but it feels pretty time- identifying information about my think could work more toward what I want based. Sometimes I’m like, ‘Yeah, girl’ and interviewees. While race, class, to transition to. Like, I think ‘femme’ is a sometimes I’m like, ‘Yeah, genderqueer.’ age, ability, etc., all inform my pretty neutral one that I think works pretty It’s really day-by-day, but I think that that’s interviewees’ experiences--and, Faculty/staff/administrative well. For expression right now, generally really consistent with where my gender more butch, just because of uncertainty, expression has been for a long time. Even thus, influenced their interviewees: and because there’s less flexibility when through high school, I’m all over the map responses--I cannot speak to In addition to the six students, you’re assigned-male to do variance in with dresses and ties and, for myself, I those aspects of their identities. I interviewed three key faculty/ gender performance. You have to choose think of gender as something to play with staff/administrative members between going normal butch or going and to really have fun with. Like, how can All trans* and gender non-con- full-out. There’s not an inner-ground. If I fuck around with this? I try things on forming students do not experi- at Tufts whose work directly there was, I’d be more in the inner-ground. and test them in the world and see what ence institutional gender norma- involves, or should involve, sup- I would rather be more femme, but you reactions I get. Within queer contexts, I tivity at Tufts in the same way, porting trans* and gender non- have to ‘make do’ to a certain extent. So I sometimes feel more genderqueer, but not conforming students: guess there’s ‘desired gender expression,’ always. And [my gender identity or expres- nor do cisgender students. It is and then ‘actual gender expression.’ Like, sion] can also change in relation to the immensely important to consider right now the most femme thing I have is gender of the person I’m talking to. ” how students of different social -Steph Gauchel, Director of the this pink sweater. I wish I had more. As for locations approach these identi- Women’s Center & Interim sex: assigned-male.” ***IMPORTANT*** Director of the LGBT Center ~ ~ ~ From here on out, I will not iden- ties and issues, but this specific 3) “I identify as agender.” -Jill Zellmer, Director of the Office tify interview quotes using these project can’t do that. I urge any ~ ~ ~ numbers. Instead, the responses of Equal Opportunity 4) “I don’t usually use it except in medi- readers who are interested in are arranged in no particular order, -Shannon Weber, Professor in cal contexts, but I say ‘female-bodied.’ doing so to delve deeper and so as to protect the identities of Women’s, Gender and Sexuality I guess that would be my sex. And then explore the intersections of other my gender expression is pretty standard my participants, and to show how identities with trans* and gender Studies and Sociology metrosexual or masculine. Usually I just go trans* and gender non-conforming non-conforming identities. with a gender identity of ‘male’ or ‘man’ or students as a group, as those with- somewhere in there, but in trans-identified 1 Riki Wilchins, Read My Lips: Sexual Subversion and out cis privilege, experience Tufts. the End of Gender, 40 places I will say ‘trans’ or ‘trans man.’”
14 15 click me! “How have these identities changed since you’ve arrived at Tufts, if at all?” “Well, I think that my expression has defi- you have the flexibility to exist like that. So, nitely changed. My identity, not so much. this year I’ve just been existing as suppos- Considering myself much more transgender edly a gay male, because I didn’t have the has been something on my mind, in those ability to do that before. And I think that terms specifically, for probably seven years there’s a lot of continuity between identify- now, as soon as I found out about it pretty ing as a queer cisgender person—and being much. I didn’t allow myself to explore that assigned male—and being a trans assigned necessarily until three years ago, but not in male. I’ve been looking more at that space, its fullness until about six months ago.” and being more comfortable with that. So, let’s say, even if I decided, ‘Okay, I want ~ ~ ~ to transition to womanhood,’ I would still “This is something that I came to realize probably use the word ‘gay’ to describe while I was at Tufts, over the summer, be- my identity. I’ve been thinking more about tween years of my program. I’m not sure if that, whereas before, in high school, I was it was really related to being in this envi- stuck in the mindset of completely separat- ronment or anything. It’s something that ing sexuality and gender identity.” I had been thinking about for a while, in other terms. I guess I read some excellent ~ ~ ~ books over the summer that started getting “It’s been a long time. I definitely started me thinking about these sorts of issues, in thinking about these things sophomore different vocabulary than I had before. I year of high school, but I do think the guess I had always previously identified as willingness to use the word ‘genderqueer’ a male who didn’t have anything masculine in application to myself has been a new about him, and who didn’t particularly feel thing. For a long time, I liked the word and male, or didn’t particularly feel gendered was attracted to that concept, but I went at all. I guess I just started thinking more to a lot of trans events and I wasn’t sure if critically about what that meant, and I was going as an ally or a member. I had whether identifying as male actually made that constant ‘not something enough’ feel- any sense.” ing. But at Tufts, it’s just like, ‘Fuck it.’ And I appreciate that a lot of the trans resources ~ ~ ~ here have ‘trans and gender non-conform- “Right before I came to Tufts is when I ing’ included. I felt comfortable going to T- started transitioning. I completed my Time because the umbrella is a little wider.” coursework, got into my fieldwork, and had a lot of problems with it, partially because ~ ~ ~ of being trans. So I took time off, and I “The identity has stayed pretty consistent. think that in all of that time I’ve been work- When I first came to Tufts four and a half ing on solidifying my identity, becoming years ago, I was more openly and strongly more clear about who I am, and just learn- and assertively identified as trans. I guess ing how to interact with people as a man.” that is a major change…I shouldn’t have said they stayed the same. And that did ~ ~ ~ not seem in contest with my identity as a “I’m from a very conservative small town, man, and I still don’t think that it is, but I so I got ‘outed’ as gay or whatever, and I have moved away from a trans identifica- was mainly dealing with that. But at Tufts, tion.”
16 17 it does to the people who are most in need of that support and space, it doesn’t work out. I would turn more to a model of allyship that’s more of a one-on-one sort of thing, or ways of creating space that are not related to preferred gender On Pronouns pronouns, like, ‘Say one important thing that you think people should know about you.’” What are PGPs and why do they matter? Preferred gender pronouns (PGPs) are the pronouns by which people refer to ~ ~ ~ themselves and wish for others to use in reference to them. There are gender- “Yeah, I think that could be really, really helpful. One thing that I often forget neutral pronouns like zie and hir, but most people use either the ‘he series’ (he, about with preferred gender pronouns, but want to be conscious of, is sometimes him, his) or the ‘she series’ (she, her. hers). While most people read someone as people specifically don’t want to say them because they’re uncomfortable in that female or male and use the pronoun series that seems to fit, it’s clear that that space. So you could frame that as, ‘Hey, we’re going to go around and do it, but if doesn’t always work. My interviewees all spoke about the problems that they’ve you want to skip then that’s fine,’ but maybe that highlights them – how do you experienced in getting others to recognize their preferred pronouns, or the hesita- do that?” tions they’ve had in voicing their preferences in the first place. Failure to acknowl- edge or use someone’s preferred gender pronouns is a form of ignorance and ~ ~ ~ erasure. I hope that the responses below may help to debunk the myth that we “I’m thinking about something I saw about Facebook recently, and how you can can know someone’s PGPs simply by looking at them. now customize your own gender. The person in charge of the project at Facebook said, ‘This will mean nothing to almost 100% of our users, but to the few people to whom it does matter, it will mean all the whole world.’ That’s how I’m thinking about the process of asking pronouns. Part of me agrees that it’d set a good tone, “What, if any, are your preferred gender pronouns?” but part of me wonders if it’s a good use of time, given that, again, it doesn’t mat- • “Male.” ter to 99% of people. But the professor could establish the tone by saying, ‘Let me • “‘She’ series or ‘they’ series are good.” know if there are particularly pronouns that you’d prefer me to use, or preferred • “I prefer ‘he’ and ‘they.’” names, anything of the sort.’ Most people probably wouldn’t take the professor • “Masculine. ‘He,’ ‘him,’ ‘his.’” up on that, but it establishes the room as an atmosphere where that’s okay and • “I’m good with any, I suppose. I guess ‘they’ works pretty well if you have to legitimized.” go with one.” • “You can use male pronouns—makes things easier, I think.” ~ ~ ~ “It wouldn’t be productive if the professors or other people in the classroom didn’t respect from then on out what that meant. My other concern would be “Would it be helpful for all professors to ask for PGPs instances where I’m the only trans person in the room. I feel like that would just at the beginning of class?” put the magnifying glass more on me as different, when every single person is “I think that a model that celebrates people who ask up-front for everyone’s going and saying whatever their expected pronouns would be. I was in a situation gender pronoun has migrated away from its intended good, and has gone to once where we did that, and it was a very big group, probably fifty people, and I a weird place. The goal is to create a space—an open, safe, non-judgmental, was near the end and would have been literally the only person to say something completely non-charged space—that is just a space for someone to self-nominate different. That just felt extremely uncomfortable and isolating. It was supposed to as ‘he,’ ‘she,’ ‘zie,’ any pronoun. When it gets asked in social and academic situa- foster inclusivity, but it made me feel like I was further away from everyone else.” tions, there are ways of inflecting that question that make people feel like they’re on the spot. The thing that people have to keep in mind is that the thing about ~ ~ ~ asking that question as someone who’s comfortable with their pronouns is that “Personally, if my computer science professor were to do that, I’d be like, ‘Wow, it’s like asking, ‘What color is your hair?’ But if you’re asking someone who’s re- he’s totally cool.’ I don’t know if it would make me feel more or less safe, but ally insecure about their hair, and you’re asking it as though you’re doing them they’d be really cool to me, I guess. But, if you’re teaching a huge class or some- a favor, you’re actually just calling attention to it again. I’m actually not sure that thing like that, you’d then have to educate your students about pronouns. So, I the question really works because the question only works for people who are think that the best thing that wouldn’t be functionally difficult to do is, if in one- comfortable with their pronouns, and it only negatively affects the people who on-one conversations, like in office hours, if professors asked then. I’d say that’d are very uncomfortable with their pronouns. I think that for the amount of harm be even more important and wouldn’t be as realistically difficult to do.” 18 19 On Names “Without the deliberate creation of an inclusive What’s in a name? Just like recognizing someone’s preferred gender pronouns, using atmosphere, however, what happens inside classroom someone’s preferred name can be an important step in affirming walls reproduces the prejudices that exist outside these their identity. On a college campus, this can be especially appreci- walls: straightness and gender conformity are ated. For any number of reasons, a student’s name on the roster may assumed; LGBT identity is deviant.”1 be different from what that student goes by, and this discrepancy can be a source of real pain and discomfort for trans* students. Asking students for their preferred names is an easy way to make a class- room more welcoming and supportive.
“Is your preferred name different from the name assigned to you at birth?” HELLO Yes: 3 No: 3
“Have you experienced difficulty getting Tufts to my name is recognize your preferred name in any way, and how have you dealt with that?” “I’ve had a lot of trouble getting Tufts to recognize that. Well I guess it depends on who you mean by Tufts. I haven’t gone that far to not necessarily what change it on legal documents. I know that the LGBT Center has one brochure for trans individuals, and I read through that about the it says on Trunk name change, but it was going to cost a hundred and fifty dollars and you had to get a court order and all of this other stuff. I can’t swing that. And getting professors to recognize it is very difficult. I think it’s almost easier if they aren’t coming at me with the understand- ing that I’m transgender, which is interesting. Like, if I sign off with my preferred name at the end of an email, they’ll catch it and toss it “Defending our right to be who we are back and maybe not think too much about it. I once emailed a pro- is inextricably tied to your own right to explore fessor and I said, ‘Hey, I’m transgender’ and then at the end signed and define who you are. Each individual off with my preferred name, but she didn’t respect that at all. I called has a stake in trans liberation.”2 her out on it immediately because I was just so frustrated, and she apologized but assured me that she had read that I was transgender in the email. The places that I feel like I should be getting support are sometimes the least supportive.” 1 Vaccaro, August & Kennedy, Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth, 84 2 Leslie Feinberg, Transgender Warriors: Making History from Joan of Arc to Dennis Rodman, 92
20 21 Key Spaces/Places “The demarcation of public space What is a public space? is intimately related to the articulation It would be easy to define public space at Tufts as shared space of culturally sanctioned gender identities.”1 that is open to all students, but that definition assumes that public space exists in a vacuum. A more accurate, fair descrip- tion would take into consideration the risks and benefits posed to people of different social locations who enter that space, What is a safe space? Through my work with SAGE (Students Acting for Gender Equal- especially social locations that are written on the body. When ity), a Women’s Center student collective, I’ve learned that “safe social relations are accounted for, it becomes clear that pub- space” is a well-meaning term that promotes an impossible lic space by definition may not be public space in effect. What idea. If we agree that that there are infinite social identities rep- does it mean to be a marginalized person in a public space? resented within any one group of people, then we must accept More to the point: if whole groups of people routinely feel that there is no way to guarantee that a space is safe for every- unwelcome in a space, is it fair to call it public? Race scholar one present. At SAGE, we instead talk about “intentional spac- John Calmore writes about public space as something that is es,” or spaces in which each person makes an active effort to be racialized and thus inherently inhospitable for Black men in par- mindful of language and behavior, and to reject prejudiced or ticular.1 Calmore argues that structural power dynamics affect discriminatory tendencies. I think that concentrating on creat- spatial breakdowns and that therefore “there is no aspatialized ing intentional spaces instead of safe spaces is a more practical, reality or social process.”2 Borrowing from Calmore, I contend productive use of our time. While the definitions of safety and that public space at Tufts, as well as outside of Tufts, is also comfort are different for everyone, the following places on the gendered. For this reason, trans* and gender non-conforming Tufts campus have demonstrated support and inclusion when it students don’t enjoy the same access that cisgender students comes to students of all gender identities and expressions. might. Some public spaces like bathrooms and locker rooms pose major obstacles for trans* and gender non-conforming students by forcing them to choose one of two genders, endan- gering those who don’t “fit.” Other public spaces like dorm halls “Authentically safe spaces require commitment and classrooms quietly uphold gender norms by doing nothing to an expanded version of safety. We argue that to expand discussion outside of the binary, and are therefore safe schools provide physical, psychological, just as complicit in enforcing gender normativity. Intentionally and social freedom for all students.”2 or not, these spaces deny a trans* or gender non-conforming student’s identity.
1 John Calmore, “Reasonable and unreasonable suspects: The cultural construction of the anonymous black man in public space (here be dragons).” In Progressive Black Masculinities, 144 1 Viviane Namaste, “Genderbashing: Sexuality, Gender, and the Regulation of Public Space.” In The Transgender 2 John Calmore, “Reasonable and unreasonable suspects: The cultural construction of the anonymous black man Studies Reader, 591 in public space (here be dragons).” In Progressive Black Masculinities, 151 2 Vaccaro, August & Kennedy, Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth, 103
22 23 Mission Statement: Women’s Center “The mission of the Tufts University Women’s Center is to advance the personal growth and intellectual development of all students, and espe- cially women, particularly on issues related to women and gender. We are Location: committed to fostering student leadership and helping students identify the litttle white 55 Talbot Ave hous and understand societal structures that relate to issues of power, privi- e n lege, and oppression as well as providing resources to graduate students, ext to faculty and staff, alumni, and parents. In this pursuit, the Center offers Hours: th e programming, advising, information, and resources about women, men, Monday through Friday: 9:00 a.m. – 5:00 p.m. L o and gender that are informed by other aspects of identity such as race w e and ethnicity, sexual orientation, gender identity and expression, and r Website: socioeconomic class. C ase.tufts.edu/womenscenter a
m Beyond attending programs, The Women’s Center Student Collaborative, p
u SAGE (Students Acting for Gender Equality) is a great way for undergradu-
Contact: s
C ate students of any gender to get involved. SAGE’s mission is to foster a
n safe and collaborative community in which we educate ourselves on gen-
t
617-627-3184 e r der issues while gaining the skills necessary to productively work towards
! gender justice at Tufts and beyond.
The Center’s director is available to all students regardless of gender for academic and personal advising related to gender, academic majors, and career. The director is also happy to discuss transition to college life and other issues of identity formation and development as they are inflected by multiple intersections of identity.”
SAGE Mission Statement: “Students Acting for Gender Equality (SAGE), The Women’s Center Stu- dent Collaborative’s, mission is to foster a safe and collaborative com- munity in which we educate ourselves on gender issues while gaining the skills necessary to productively work towards gender justice at Tufts and beyond. We see ‘gender justice’ broadly, incorporating both the realiza- tion of gender equality as well as achieving freedom of gender identity and expression.
You do not have to identify as a feminist to join, but we do approach this work through a social justice and feminist lens. SAGE explores and ac- knowledges the full spectrum of gendered experiences that exist across individuals and cultures. Within this, we take seriously the call to consider gender in conjunction with the experience of socio-economic status, race, sexual identity, and all other aspects of identity.”
24 25 there’s just a real struggle that we’re using. At SAGE practice. We don’t need to with community, and that’s [Students Acting for Gender only do it for someone who Meet Steph tough.” Equality], when we do any we might not be certain Kayla Hogan: “What is your equate resources available discrimination policy sort of introductions, we about, when want to be re- position here at Tufts?” to you in regards to provid- covers gender identity and KH: “Yeah, definitely. So, in include preferred gender spectful. It can be a practice ing this support?” expression. I was at Harvard your experience, or to your pronouns, and we also try for everyone.” Steph Gauchel: “I am the during the process of trying knowledge, do trans* and to periodically identify why Director of the Women’s SG: “That’s a good ques- to get gender identity and gender non-conforming stu- we’re doing that, and have KH: “Yeah! So when the Center and the Interim Di- tion. I think that our Health expression into the non-dis- dents enter your space and/ someone define what we Women’s Center sponsors rector of the LGBT Center.” Services is really pretty phe- crimination policy there. I or attend your events?” mean by it.” events, do you have guide- nomenal, and I think that was part of a task force that lines for what you want to KH: “Great. So the purpose this is something that they was working to implement SG: “Yes, which I’m really KH: “Awesome. PGPs actu- see in events? Or for which of this project is to collect really pay a lot of attention that, and we used Tufts as happy about. Yeah, I don’t ally became a huge topic ones you sponsor and which the voices of trans* and to, and it’s always on their a model. So that was pretty know what else to say.” in these interviews, and ones you don’t?” gender non-conforming stu- radar. I think similarly about neat. And we only ended up everyone had different dents at Tufts. In what ways, the Office of Equal Oppor- getting gender identity at KH: “Cool, I just wanted opinions about it. Basically SG: “It’s more informal than big or small, does your work tunity. It’s also about the Harvard. They were trying that on the record. So what I asked students whether that. Usually what I try to at Tufts involve supporting kinds of issues that we end to say that [gender expres- steps do you take to make they would want professors do is meet with a student. these students?” up addressing as center di- sion] was redundant, but your space or events inclu- to ask for PGPs at the begin- The scenario that most of- rectors, and they vary from it’s not.” sive of trans and gender ning of every class, because ten happens is that a group SG: “So I’ll speak from my director to director. For me, non-conforming students?” I know it happens in some wants to screen a film here. role as Women’s Center Di- and I’d say this is true at the KH: “Look at us go! Great. WGSS classes and Women’s So if I don’t know the film rector because I’ve been in LGBT Center too, so much So you don’t have to cite a SG: “One of the simplest Center events. Some people or I do know the film, I ask that position for almost six of the work that we do is specific example, but have things that I do is make it had concrete ‘yes’ or ‘no’ the same sorts of questions. years. In terms of the Wom- central to issues of physical you ever had a trans* or explicit that our program- answers, but there was a lot I’m trying to get at: what en’s Center, I’d say consid- and psychological safety gender non-conforming ming, which is usually of nuance. There has to be is the film about? Does it eration of trans and gender and physical and mental student approach you with geared toward students, education and intention for need a trigger warning? I try non-conforming students, wellbeing. I think that the a problem that you couldn’t is open to students of all it to make sense.” to talk through what I mean to me, feels central to the fact that our Health Services help them with? How did genders and identities. I by that—could it be about work that I do. The purpose and Office of Equal Oppor- you deal with that?” want to signal that it’s open SG: “It’s true. It can become murder, sexual violence, of the Women’s Center, for tunity have really dedicated to all gender identities, but something that we just do racism? If students are go- me, is for any student, or staffs that see these as SG: “I think what becomes also other identity con- and don’t think about.” ing to do an event in this any member of the Tufts really central issues is really interesting is when you al- figurations. So that’s a real space, I want to try to en- community who’s inter- beneficial.” ready have a small popula- no-brainer to me, in terms KH: “Yeah, it’s just so hard gage them in some sort of ested, to think about how tion of a particular type of of signaling openness. Also because it seems overall conversation that makes me gender operates in their KH: “Yeah, the OEO seems student, and then you add just how I think through good, but there’s so much feel comfortable that they own lives—on the Tufts amazing.” in other needs. In terms of programming—I really try gray area.” understand the expecta- campus and in the world. social community, we don’t to be intentional overall tions of the space and that That’s really at the heart of SG: “Yeah, they really are. always have a match for about what I’m hitting with SG: “Definitely. I remem- they aren’t doing anything what the Women’s Center is I mean, Title IX is open to someone. The intersections the different types of pro- ber one time I went to this to disrupt the intentional all about. And when I think interpretation, so the fact really complicate it. Let’s grams that I’m offering, but social justice training and space that we try to create about gender, I’m think- that we have a director of say we have a gender non- also with each individual I really liked the trainer here.” ing about it broadly. I want OEO who thinks so inclu- conforming student of color, program. Am I being aware because he asked people cisgender men and women, sively about what sex and and they didn’t necessar- of gender and its intersec- what their preferred gender KH: “Yeah, definitely. This trans and gender non-con- gender mean is incredible.” ily feel that there was one tions? What is the language pronouns were when ad- just occurred to me: have forming people, people who space that met their needs. that we’re using? We have a dressing them, and he did it you ever thought of expand- don’t identify with a gender, KH: “Definitely. And the So even if we had a mul- statement of respect for the for people who you would ing the Women’s Center anyone, to use the space.” fact that we have the trans ticultural center or some- Women’s Center, and I feel assume you were spot-on to ‘Women’s and Gender protected category at all.” thing like that…if we don’t like there’s a constant call to with what their gender Center’ or something like KH: “Awesome. So do you have enough members of be conscious and inten- identity was. I thought that that? I just know that a lot feel as though there are ad- SG: “Right, like our non- different types of people, tional about the language that was an interesting of people, unfortunately, 26 27 assume that’s it’s a cis sustained. Some students, the common identities Graduate Assistant at the when you’re trying to edu- KH: “So, yes and no. I women-only space.” regardless of identity or are around the interest LGBT Center] has done an cate people about fostering haven’t decided if I’m actu- what their interests are or in exploring gender and incredible job with that. I gender inclusivity?” ally going to list those re- SG: “I’ve definitely thought what identities are salient feminism and social justice got to see a run-through sources because I know that about it. Honestly, I’ve for them, want one or the engagement. For me, it’s once, and they’re going SG: “It’s funny. I don’t know the LGBT Center already has thought about it more in other, one or both. Some more important to provide to do it again in April. I’m if this is going to be exactly something that describes terms of academia because, people want to come in and space for cross-gender, hoping to give him a little the answer you want, but how you get a name change for me, it’s not that it feels have one-on-one support, gender-inclusive discus- feedback, but I think it’s my brain automatically and things like that. So, I more important…I mean, I finding people who are sions and opportunities. a really solid framework, goes to the sexual assault don’t know if I’m also going would be completely open similar in terms of their Gender is so essentialized and that it is really geared prevention piece instead to do that. But what I have to a conversation about the identities or in terms of in our culture that there’s toward faculty and staff so of a workshop specifically so far is a discussion of name and possibilities of a their politics, in a space enough [gender segrega- far. And I know that Health on gender identity and ex- public space, safe spaces Gender Center, the Center where that feels comfort- tion] happening everywhere Services has training for pression. For me, my hope and intentional spaces. for Women and Gender, or able and safe. And then else. Part of my hope is that their staff. It would be great is that we can figure out One of the questions that I something else. I think that other people really want to I’m constantly demonstrat- if Tufts had more internal the best way to be really asked my interviewees was the barrier based on the interrogate these identities ing that we can have these options, but also if there intentional with the sexual- about the specific spaces/ name is totally legitimate. and what they mean in their conversations together, but was a way to educate on and gender-based violence places where they feel But I think there are other own lives—on our campus I also want to be respectful the need for everyone to be prevention work we’re do- welcome or supported, and times when people are go- and in the world we live in. that, for some people, there building resources, whether ing on campus, in terms of then spaces/places where ing to continue to use [the So, for me, it’s striking that are some reasons that they it’s internal or external.” education and prevention. they feel unwelcome or name] as a reason why they balance in the hopes that legitimately feel that they Also, to make sure we’re unsupported. And they all don’t want to engage with neither one creates barriers want to have a separate KH: “Definitely. There are so challenging gender es- had vastly different an- it. There are barriers with or dissatisfaction.” discussion group space, many resources in Boston.” sentialism consistently and swers, even about the same all of the centers, but I think or even an organization. broadly, not just in terms places. So, that wasn’t really so much of [the barriers KH: “That’s what a lot of But even with that, I think SG: “Are you going to list of cis binary identities. And an answer, but yes, I’m try- around the Women’s Cen- my interviewees have said. there’s a need to really ask: those kinds of resources in with that, that we’re also ing to address it.” ter] is attached to feminism: They want and appreciate why? Why is that? And are the toolkit?” thinking about intersection- the politics of feminism, the these spaces where they you being conscious and in- al identity-based differences SG: “Yeah, it’s tricky. There demonization of feminism, can explore their identi- tentional with that? Are you KH: “Yeah!” such as race and citizenship, are so many pieces. There’s but also the legitimate cri- ties, but also a lot of them mindful of other identities? all these questions that financial aid, admissions, tiques of feminism. There’s participate in T-Time which Are you assuming the group SG: “Yay! That’s so exciting.” come into play but often you know. So even if you’re a lot wrapped up in this started as a kind of trans* is homogenous based on get marginalized as ‘cultur- just highlighting the tricky space.” group but seems to have this one shared experience KH: “Yeah I’m going to list ally relevant’ for specific spots that need to be con- turned into an intellec- or identity?” Tufts resources and Boston groups.” sidered.” KH: “Yeah, that makes tual space for talking about resources.” sense. Okay. So what kinds anything they want to talk KH: “I see what you mean. KH: “Definitely. So that’s all KH: “Yeah, definitely. I also of events do you think about. It’s a good space, So I talked to Jill [Zellmer, SG: “That’s really exciting. I had, but is there anything asked my interviewees if would benefit trans* and but they’re not necessarily Director of the OEO] about The Women’s Center is that we haven’t specifi- they had any tips for others gender non-conforming talking about their gender this, but is there any sort interested in trying to bring cally talked about that you’d who find themselves in the students? Or what kinds identities for an hour.” of workshop and/or train- in more outside resources want me to see me address same spaces, and everyone have been beneficial in the ing currently in place for for First Fridays. There are in the toolkit?” had really great advice.” past?” SG: “That’s interesting faculty/staff/admin that so many people, and it’s in terms of the Women’s deals with issues of gender just great.” SG: “I guess I’m curious if SG: “Nice. I’m excited.” SG: “In terms of the Center Center. I don’t mind if a inclusivity? To your knowl- you’re grappling at all with ~ ~ ~ work, I think there’s a real gendered group wants to edge?” KH: “Yeah, and it’s so close. questions of physical space attempt to try to balance form or meet here, or an So you talked a little bit like bathrooms and the community support pieces identity-specific group, but SG: “Well the new work- about James’ training, but gym. Also legal questions with intellectual engage- just in terms of my philoso- shop out of the LGBT if you were in charge of de- like legal documents and ment. I think it’s important phy, I don’t ever see myself Center, the gender iden- signing that training, what internal documents—the that there’s a real effort to doing a gender-segregated tity and expression one. I would it look like? What policy related to how peo- make sure that those are program or event. For me, think that James [Mulder, things would you hit on ple identify themselves.” 28 29 Mission Statement: LGBT Center “The programs and services of The LGBT Center support the needs of lesbian, gay, bisexual and transgender students, faculty, Location: the yellow staff and alumni of Tufts University. The Center is available to 226 College Ave house arou anyone on campus interested in learning more about LGBT-relat- nd th ed subjects or issues of sexual and gender identity. The Center is Hours: e co committed to maintaining LGBT visibility on campus and provid- r Monday through Friday: 9:00 a.m. – 6:00 p.m. n ing campus-wide education on sexual and gender identity and e r the effects of homophobia and transphobia.” f Website: r o ase.tufts.edu/lgbt m
T-Time Mission Statement: S
O “T-Time provides a confidential space for individuals who fall
G Contact: O outside the traditional cisgender male/female binary. This group [email protected] ! will focus on discussing personal experiences with these shared 617-627-3770 identities. The group will be facilitated by students who share these lived experiences.”
All of my interviewees have participated in T-Time to some ex- tent, or at least subscribe to the T-Time listserv. Although I per- sonally have never attended a T-Time meeting, I gathered from the interview responses that it is a truly productive, positive space for trans* and gender non-conforming students. I urge any readers who identify as trans* or gender non-conforming, or who are questioning their identities, to check out T-Time for themselves. Groups like T-Time are self-sustained by the student members, and it’s because of current students that it exists in the first place.
There can always be uneven power dynamics between cisgender and trans* students, but T-Time is a place for the latter group to fully be themselves, and discuss whatever they want to discuss, free from the worry of those dynamics. Don’t just take it from me though--as you’ll see throughout this booklet, current mem- bers of T-Time are its biggest proponents.
30 31 Office of Equal Opportunity (OEO)
Location: 196 Boston Avenue, 3rd Floor, Suite 3800
Website: oeo.tufts.edu click me! Contact: [email protected] 617-627-3298
Mission Statement: “The Office of Equal Opportunity (OEO) exists to ensure that the University’s commitment and goals toward equal opportunity are integral components of Tufts’ policies.
We further this mission by ensuring that the University main- click me! tains compliance with all federal, state, and local laws pertaining to anti-discrimination, the Americans with Disabilities Act, and Title IX, through complaint resolution, programming and out- reach. OEO cooperates with members of the Tufts community to resolve complaints of discrimination, sexual harassment, and sexual misconduct, and set forth University policies and guide- lines that pertain to these areas of conflict. We also ensure that the University maintains compliance with all federal, state, and local laws pertaining to affirmative action.
OEO is guided by the University’s commitment to and desire for a truly integrated, interactive, productive, successful, diverse student, faculty, staff body, and community members.”
32 33 who might be students or couldn’t help them with? ing that calibrated better. color or students of differ- How did you deal with that? It’s not on campus but it’s Meet Jill ent socioeconomic status Have you ever referred close enough that it feels Kayla Hogan: “What is your KH: “Awesome. So I know who are graduate students or gender non-conforming people to resources in like a community. I should position here at Tufts?” that students can come to and professional students students,’ usually I’ll get Boston?” say that Margaret Higham you whenever they have in Boston and Grafton. And what I need. The funds are [Medical Director of Tufts Jill Zellmer: “I’m the Direc- a concern or question, there are some differ- limited right now at Tufts, JZ: “Oh, yes! There are a Student Health Service] is tor of the Office of Equal but you also do outreach ences. For instance, if [the not just at Tufts but every- couple of groups that I like: really open and awesome. Opportunity and I’m also things? Could you speak to graduate students] are mid- where, so we have to think the Massachusetts Trans She has a trans sticker on the Title IX Coordinator. that?” career and having a crisis very carefully about how Political Coalition, and also her door. It’s not like I’m Those are my two big roles.” of identity, then that’s a we’re going to make the BARCC, the Boston Area deferring people away from JZ: “Sure. We do lots of different conversation than money stretch. But overall, Rape Crisis Center, is really her, but she’s only one KH: “Cool. So the purpose trainings. We do some a younger undergraduate she’s very good. I also have good with these issues. I’ve person.” of this project is to collect trainings that are more student who is having a cri- a lot of support in the legal heard from trans students the voices of trans* and targeted to departments sis of identity. [The under- team. Lili Palacios-Baldwin, coming back that they were KH: “So you talked a little gender non-conforming stu- that we know may be hav- graduate students] may not who’s fairly new to Tufts, is understood and treated bit about the training that dents at Tufts. In what ways, ing some issues, or need be married and the gradu- an attorney and she’s very well. So it’s not just me OEO does, but I assume that big or small, does your work some more awareness or ate student might be mar- comfortable in this space, referring and thinking it’s that’s volunteer-based? Or at Tufts involve supporting understanding. But the ones ried, and it might be rocking as well. I can always go to good, it’s actually hearing it are you just allowed to give these students?” that are more fun, frankly, their world in a bigger or her and say, ‘I really think from the students them- training to any group that are the ones that are not so different way. Those are all we need to do this here at selves. There are a number you feel needs training.” JZ: “From a student per- targeted, the ones trying to things that we can help and Tufts.’ For example, ‘I really of places. I really like the spective, my goal is to make get people in who may not support students on.” think we need to change Fenway Community Health JZ: “So yes, actually, that’s sure that every student have had thoughts about our policy and procedures Center. My partner was a really good question. If is treated fairly, and with the conversation of being KH: “Great. Do you feel as manual to reflect same-sex hooked in there when he there is an issue that comes respect, and that includes gender non-conforming or though there are adequate couples, same-sex domestic was transitioning, so I know up to OEO in a depart- gender non-conforming being different in any sense. resources available to you violence, same-sex rela- from personal experience ment where someone is students. It also includes We just printed condoms in regards to providing this tionships, or other types in that regard that that’s treated not well, or there’s students who feel like this year that said, ‘Got support?” of relationships of gender a really good, supportive a perception that things they’re hidden or not seen, consent?’ on them, and non-conforming students place. Sometimes I also are not going well, or which I think is also rel- they’re all different colors JZ: “To me? From the ad- who maybe don’t want like to refer people for there’s a hostile environ- evant. Some students…you – that’s a fun thing that we ministration? My supervi- to have those labels but medical issues off campus ment of some sort, I have see them and you know can do. And we can get our sor is Mary Jeka and she’s who are in relationships because I think there are a the authority to call and that they’re gender non- information out there and also the General Counsel that are causing potential lot of students here and not say, ‘We’re going to come conforming. But then there our link out there so that if in terms of lawyers and issues or problems for enough doctors. It’s great and do training.’ And my are other students whose students are in a situation organizing the legal part people—themselves or oth- that we have doctors on training is different from, identities or expressions are that’s not comfortable or of Tufts. And, I have to say, ers.’ There’s good support. campus, but sometimes if say, Tom Bourdon’s train- more hidden, and I want to safe then they know where she is one of the better I don’t have to explain. I you’re looking at hormones ing, which is more focused make sure that everyone is to go. But then there are administrators that I have don’t have to take the time and things like that you’d on GLBTQI. I have to look included in that scope, not more face-to-face conversa- encountered who under- to say, ‘Look, in a situation want someone who can do at all the protected catego- just the ones who we can tions, like Steph Gauchel stands the issues around like this…’ It’s not like that. all of it, instead of going to ries, but many people who see. And that goes for all of at the Women’s Center GLBTQI students, or any It’s very open and there are three different places to get are in positions like mine the protected categories— inviting me to come and other label that people enough people around who support medically. Davis on other campuses don’t disabilities, etc. Some are talk to a specific group of want to call themselves. So, get it, and they’re in the Square Family Practice actu- focus on—because they hidden and some are not. students who are having if I go to her and say, ‘Look, right places, I think.” ally has a trans doctor, who don’t have the personal and My hope is that students a conversation, or Tom we need to do this because I see myself personally and professional knowledge— feel comfortable and safe Bourdon [former director of we’re doing it for our tradi- KH: “That’s really good to who my partner sees, and gender non-conforming here, and treated fairly the LGBT Center], or Health tional—whatever that looks hear. Have you ever had a I sometimes will refer stu- students. They don’t even here, no matter who they Services. It’s also not just like—students but we’re trans* or gender non-con- dents there who are looking know the language or the are.” undergraduate students; not doing this for another forming student approach to get on hormones, or lingo, and they get stuck in we also support students whole category of students you with a problem that you who are interested in hav- the alphabet soup, all the 34 35 labels. I’m not a big fan of tions are not happening. now to cover, or you can’t things I think about when anymore. Some of us are fascinating, when there is labels, but we need them in So, from that perspective, cover in-depth?” I conduct trainings, and I further away from that a trans student who wants some sense. And so people yes. But it includes race, try to convey the inclusiv- age than others, but that to be a member. We’ve had need to know that when ethnicity, gender, and dis- JZ: “I think that there’s a ity, but I think it’s different doesn’t mean we haven’t that conversation here at I talk, and when I speak ability—all twelve protected different pattern of behav- when people can see the experienced it ourselves or Tufts, and we’ve had pro- about sexual misconduct categories in Massachu- ior sometimes with sexual inclusivity.” haven’t seen it in some- cesses and policies relative or sexual assault or sexual setts. My office has jurisdic- harassment, sexual miscon- body really close to us. to that to protect students harassment, and how that’s tion over all of those, not duct, and sexual assault in KH: “Definitely, just having a There are more people on from being discriminated not appropriate at Tufts, just gender expression, particular, between same- presence there.” this campus than I think against in that space. I think and that I want people to gender identity, gender and sex couples or same-sex people realize who have it’s going to get interest- report it, that I’m including sex. For faculty, it’s harder, acquaintances, or gender JZ: “Yeah, it’s modeling. It’s transgender children. Just ing because most of our all people in that. Those but that’s coming. In fact, non-conforming students just a better way to train. because you think you see fraternities and sororities scenarios don’t just involve we just trained every faculty who are trying to meet each People learn better when something or you don’t have national chapters that a woman accusing a man and staff member in Grafton other. There is a different there’s difference, and they see yourself reflected, just are not in Massachusetts, of sexual misconduct; it can over the fall. And we are set of issues and circum- can relate to something that try not to assume, because and they sometimes are in look all different ways.” rolling out, actually this stances sometimes that I somebody else said because we’re going to try to not states where the policies month, faculty training in think we don’t often get they don’t look like me, and assume anything about you. and laws don’t support KH: “Is there any sort of the dental school, and we’re to talk about. Not because that’s just the reality of the My goal is to just be open [trans* and gender non- workshop or general train- hoping to get the engineer- we don’t want to, but world, honestly.” and hope that the obstacles conforming people]. So I’m ing in place, that you know ing school in before the end because there isn’t enough of perception don’t get in really interested in what’s of, for entering staff/fac- of the semester. And then time, given all of the other KH: “Definitely. I’m just curi- the way, on either side.” going to happen with that. ulty/admin that deals with we have a plan for next categories we need to cover ous: how many people work If we have to be standing gender inclusivity?” year, which includes every- and focus on. The other in the OEO?” KH: “Yeah, definitely. Well, out front, we’re going to. body else for faculty. They thing that’s coming to my that’s all I have. Do you On our campus, it’s very JZ: “Great question. I push and scream and don’t mind is that I look, and I JZ: “I typically have two have any final thoughts?” clear. In Massachusetts, wouldn’t say specifically show up because they don’t am, very gendered. You can students who are gradu- we’re lucky that we have this issue; I would say that think they need it, but they see me, and you can hear ate students, and then our JZ: “One of the things that the transgender protected the VAWA [Violence Against don’t realize that they could my voice. I look female, I admin. And then I have a I’ve noticed here at Tufts is category on the state stat- Women Act], which is actu- be sued personally if they am female, I’ve had a child, Title VII Investigator, a Title the thoughtfulness of stu- ute list now, and there are a ally being rolled out this don’t report this stuff. So I’m curvier. When people IX Investigator, an ADA Spe- dents around, for example, number of really good pro- month federally, is man- when I tell them that they see me, they think a certain cialist, and then myself. So gender non-conforming res- tections that we get to do. dating universities to have perk up and listen. Some- thing and they have a it’s small, and we have a lot idential life policies and pro- And, as I’ve said, I came to orientations for faculty and times it’s not their fault, it’s certain perception of me, of cases. We have, I think, cesses and housing. I know Tufts because it already had staff. OEO already does our their schedules. And some but they don’t realize what seven religions represented. lots of universities have gender identity and expres- staff trainings. I will do them of them are part-time, so my personal or professional But that’s not something started looking at that be- sion protection embedded or I will have someone in do they get paid to come views are. What I’m getting that you see; it’s invisible, cause students are pushing. in the policies and proce- my office do them. We also to training on a day they’re at is: I would really love mostly.” From my partner’s perspec- dures, so I didn’t have to go to the new hire orienta- not supposed to work? But to have a training where I tive, he was booted out of fight that fight. I could come tions. One of us is always it’s coming, and it’s com- had a co-trainer, or even KH: “Right. So I don’t have his women’s college when in and support and main- there for those, in HR, and ing because of the federal a few co-trainers, who are much else, but is there any- he started to transition and tain, instead of start from we always have a conver- mandate.” not gender-conforming like thing that we haven’t talked that was, financially and the ground. So I think this sation about what is not I am, because I think that about that you’d want socially, really difficult. I conversation is going to be appropriate at Tufts, what is KH: “So this training ad- that models the inclusive- to see me address in the don’t see that happening interesting because so many not acceptable, our poli- dresses a lot of things, but if ness that I want to convey. toolkit? Or, is there a blurb here, and I would hope it of fraternities and sorori- cies and procedures. We’re we had a training specifical- That being said, I also think you’d want to send from the wasn’t, and if it was I’d want ties have specific require- pushing it into their heads ly on these issues—gender that just having colleagues OEO to any trans* or gender to know about it so that I ments that say you have to from day one that they discrimination, things like who are not like me, or who non-conforming students could address it somehow. be male, or you have to be need to report these things that—what would you want don’t look like me, or think who might read this?” The other thing I’ve noticed female. So let’s talk about and that they need to make it to look like? What are the like me, is important. So, is a conversation nation- that. Does that really make sure that their students are key pieces that you feel like not just somebody who’s JZ: “I would say: we get ally around fraternities and sense? Is that exclusive?” safe, and that policy viola- you maybe don’t have time White either. Those are it. We are not students sororities, which I think is ~ ~ ~ 36 37 “I’m thinking the only place that I use “In gender-segregated spaces at Tufts (bathrooms, that is gender-specific is men’s Why do I ask? Gender-segregated spaces can locker rooms, sports teams, sororities/fraternities, bathrooms, and that can be really anx- iety-producing. I guess the only piece cause real problems for trans* gender-specific classes), how have you, successfully or of advice I would have is to enter with and gender non-conforming unsuccessfully, explained your gender identity to purpose, and to know what you’re do- students. For many of these ing, and to have a phone that you can students, gendered spaces are other people? Do you have any tips for others who look at if you’re waiting for the stall. asking them to make a choice may find themselves in these spaces?” Logistics. It’s weird when you realize that they feel like they either that most people, when they go into “I feel like that doesn’t apply to me so “Housing was probably the weirdest can’t make or shouldn’t have the men’s bathrooms, and are intend- much. At Tufts especially, I’ve just given one for me. I applied as genderqueer, to make. ing to use the stall but it’s taken, will up in a sense. I know now that people but then I forgot about it until April. use the urinal to wait. But you can’t do here, given the age range, will probably I just figured I was going to have to Many colleges have already that. So if you go in and feel prepared not read me as male no matter what pick a dude roommate, so I picked a switched over to gender-neu- to not make eye contact, and just mess I do. If anything, they’ll just assume dude roommate. Then we tried to do tral bathrooms. At Tufts, there with your hair in the mirror and then that I’m a queer female. So I just don’t the housing stuff and it was like ‘Er- has been a push to provide check something on your phone, and bother with that. I’ve just stuck with the ror!’ because I was this one thing and gender-neutral bathrooms just be in that space and inhabit it and normative assumptions, just to bypass he was male. So the system read it as don’t feel like you have to vocalize and gender-neutral housing, a lot of unnecessary stress that I guess we couldn’t room together. I tried to anything. You’re fine being there, it and progress has been made could go through but I think that would do everything over email, but then just feels weird.” to an extent, but bathrooms be too much for me, mentally, to deal I just called them and it was totally ~ ~ ~ are only the first step. with all the time.” fine. The person even asked about my “I think I tend to put myself in spaces pronouns and everything, so that went that make a lot of room for either not Taking steps to create a gen- ~ ~ ~ really well. My advice: it will probably explaining—like, ‘I’m just going to der-neutral college campus “I don’t think I have, really. I remember be better than you think it is if you exist’ and you don’t need to explain can be vital to the happiness last year many of the bathrooms at just straight-up talk to them. Don’t yourself—or spaces for if you want to Fletcher went gender-neutral. I thought stress about it too much, or try to do and safety of all students, explain yourself, like the LGBT Center, that was a good touch. I do go to the it from a distance, because they won’t not just trans* and gender the Women’s Center, just surrounding gym every so often, and the gym is not get it done. I wish I would’ve kept it as non-conforming students. For myself with people who will do that. particularly friendly toward that.” genderqueer because maybe I could’ve non-conforming students, a In terms of tips, I don’t know. If you gotten a single. Tufts gives the option gender-neutral environment can, find people who are curious. Like ~ ~ ~ of applying as genderqueer, but then can save them unnecessary my roommate has been so, so good. “I guess I haven’t really had to. Although they just didn’t follow it up. So if they pain, discomfort and anxiety. I’ll mention something off-handedly I guess I’m in a unique situation in just had a quick fact sheet that was like Furthermore, gender neutrali- and she’ll come back to it and be like, which [my program] is mostly female, ‘This is what’ll happen,’ then I prob- ty can allow all students to not ‘Hey, can you explain that more?’ It’s and so, as a man in that space, that’s ably would’ve picked to have a single actually been really helpful for me to only accept and experience one layer. There’s also a layer of like, I and then I probably would’ve had more have someone asking those questions the fluid nature of gender, but actually understand what they’re talking flexibility in what clothes I could wear because then I get to work through it also to explore other aspects about when they talk about the way and buy, especially if I’m just by myself and be like, ‘I don’t know what I meant of their identities that gen- that women are treated in our society. in my room. That would’ve been nice. In when I said that.’ In terms of super dered divisions ignore. I’m like, ‘Yeah, I get it,’ and they’re like regards to bathrooms, I’m in South, so it gender-conforming spaces, I have no ‘Oh, I’m sorry we’re talking about this!’ would nice if trans freshmen knew that need to go. I’m not going to actively WHERE ARE THE and I’m like ‘No, it’s okay to talk about South was an option, because they have never go, but I will never be like, ‘Hey, this.’ So that’s an interesting dynamic, gender-neutral bathrooms. There are GENDER-NEUTRAL you know what I want to do tonight? trying to explain that I get it but not out a lot of gender-neutral bathrooms on Frat party, let’s go!’” BATHROOMS? myself.” campus, if you know where they are.” 38 39 preciate knowing that there are other “Are there any specific spaces or places on campus people out there struggling with the Why do I ask? where you’ve felt particularly welcome or supported? same sort of weird non-gender binary It’s important to note that vocabulary and identity issues and all (The centers, specific events, etc.) How so?” Tufts is not entirely void of these things.” safe or intentional spaces “Health Services. I felt really welcome into the LGBT Center with that mind- ~ ~ ~ for trans* and gender non- there. They do a great job reaching set, and they just check that box of “Yes, definitely the Women’s Center conforming students. Every out to trans students and letting us being educated, and then it’s much and the LGBT Center. I think of the one of my interviews pointed know that it’s okay. For the most part, harder to exist with them. I’d rather be Women’s Center as more support- to positive experiences they’ve I’ve felt supported there, although with an ignorant, critical cis person ing or comfortable for my feminist had at Tufts, wonderful people there are some people who use incor- than an educated, liberal cis person, if identity, regardless of gender. As a they’ve met, and comfortable rect pronouns, and that’s frustrating. that makes sense. Beside that, we have feminist, I feel very, very comfortable The LGBT Center is super awesome. I T-Time, and T-Time is really, really nice. there. Gender-wise, I feel like I fit in spaces they’ve been in. started talking to Tom [Bourdon, for- We just have a lot of good discussions. fine there, but I don’t know. The LGBT mer director] and other people there. There’s emotional support, but it’s also Center feels more supportive for the When dealing with issues of I’m a grad student and I’m here for a a very intellectual type of thing. Like, ‘messing around with gender’ part gender exclusion, it’s easy to semester, so I’m not super involved we talk about a lot of issues, which is of my identity. And I would say that focus on the negativity, but in lots of things, but definitely Mental nice. I don’t think I’ve been to trans- T-Time specifically, and Bi-Pan Group, that’s not necessarily what I’m Health Services. The person I’m seeing specific events on campus. I went to are both great spaces. My favorite right now is totally awesome. She was TDOR [Transgender Day of Remem- part about them is that you don’t aiming to do here. I think it’s like, ‘I don’t know that much about brance] in Boston, and I’m involved in have to have answers and no one just as important to stress the trans stuff, but I’m trying to educate PFLAG [Parents, Families and Friends of ever asks you, ‘How would you iden- successes at Tufts, specifically myself as much as I can.’ She was like, Lesbians and Gays] in Boston. I’m not tify?’ You can just be like, ‘It’s fucking what trans* and gender non- ‘If you ever feel like I’m doing some- very involved in activism at Tufts. I’m confusing and great and scary some- conforming students them- thing wrong, feel free to confront me more in off-campus stuff, just because times!’ and we all agree on that.” or see someone else.’ I feel like I can it feels more important. I suppose if selves see as strong points on say stuff to her.” there was an event that I’d want to go ~ ~ ~ this campus. to at Tufts, it’d be less social and more “T-Time is probably the only place ~ ~ ~ just interesting intellectually.” that I’ve found that was a game- Although gender normativ- “The LGBT Center as a whole is better changer for me last semester that ity governs many spaces at than just the world, of course. For me, ~ ~ ~ really helped a lot.” what I’m more interested in is a critical “I guess I don’t interact too much with Tufts, my interviewees have mindset to engage stuff, and not just stuff that’s going on on-campus, in that ~ ~ ~ all found spaces that feel right the standard liberal type of interpre- regard. I just live my life as it comes, I “I feel especially supported at Health to them, whether that’s at tation of things. That’s really the key guess. Online is mostly the place where Services. They have text on the wall, Tufts or beyond. My hope is for for me to talk and exist, especially as I’ve been talking about this and explor- and stickers that are trans healthcare- any trans* and gender non- someone who doesn’t quite fit into the ing this. I haven’t actually interacted specific. They’ve been very pur- conforming students reading ‘trans 101’ terminology and existence. with the Tufts community too much. poseful with the language they use, If someone has the mindset that they I mean, I know of support groups and especially with genital exams. That this to consider the aforemen- can grow more, then I feel more com- I’m signed up for the mailing list, and I has been really helpful, because even tioned spaces, but also to find fortable with that because then we can really appreciate that they exist. I seek when they use words that might be or create new spaces that are have a dialogue, versus if they’ve just out forums sometimes, and sometimes uncomfortable, they use them in a open to productive conversa- been given the standard ‘trans 101,’ if it translates into actual activity. But sort of impersonal, uncharged sort of tions, activities and events. they’re cis. Like a lot of cis people go yeah, I do a lot of research. I really ap- way that I think is really well done.” 40 41 unqueried, possibly because we have so many LGB people. And also people “On the other hand, are there any routine challenges who will know me from before or know this about me will bring it up at you face in relation to your gender identity or parties, anecdotally, and the point of the story usually is not that I’m trans, but it’s involved in the story. People feel really good about having known expression when you’re in a public space at Tufts?” me through this whole process, and so they’ll bring that up, especially if we’re drinking, and they’ll be like ‘I’ve seen you become the person you “I don’t think challenges, but there’s a constant question of how I’m be- are now. I feel so touched to be a part of your life!’ And it’s like, ‘Well, I’m ing read. For the most part I assume that I’m very much being read as touched to have you in my life too, but I didn’t invite you into my life. This assigned-female. Once in a while, I don’t know. I don’t think of myself as is just my life.’ So I think just bringing it up and drawing attention to it.” being perceived as feminine for the most part, so I don’t feel like I’m very often targeted for street harassment. So when I am, it’s confusing. At the ~ ~ ~ drag ball, someone came up to me and asked, ‘Are you a boy or a girl?’ and “I’m not sure if this happens just to me, or if it could be anybody, but I I said, ‘That’s a great question!’ and walked away. It made me almost more feel like I get called ‘lady’ in situations that don’t require a gendered thing uncomfortable than instances in public because I didn’t expect it there.” attached to whatever’s being said. Like in the dining halls or in the cam- pus center, I get a lot more ladys and ma’ams now than I did freshman or ~ ~ ~ sophomore year. Even referring to my piercings as ‘pretty.’ And I don’t think “I think the main thing is just at Health Services. Just some incorrect use piercings, especially mine, are gendered in any way. I feel like most of that of pronouns, even though I’m pretty sure it says to use male pronouns. I maybe comes from people being uncomfortable with the ambiguity. In know it’s because they haven’t changed it [on my records]. So I understand their minds, if they can’t see something slotted in one category or the oth- that that’s confusing, but at least [the nurse] could’ve asked, you know?” er, they do it themselves. That’s been the case both on- and off-campus.”
~ ~ ~ “It’s more of just really internal stuff, I suppose, like trying to figure out check us out! everything. Tufts has been as helpful in figuring stuff out, like T-Time. I sup- pose it’s just weird then…I don’t know how I feel about cis queer people, like at the LGBT Center. I think there are still a decent amount of people who I feel like ‘get it’ to an extent, and I’d almost rather they didn’t or at least were accepting of the fact that they might not. Because I don’t get everything! They can’t get everything. And I think that there is an im- plicit othering in how events and stuff are handled. There are like ‘regular events’ and then ‘special trans events,’ and it’s made us into a special event when really it’s part of the whole thing. But I really do want to talk to cis queer people about how we’re connected in very serious ways. It’s not just like ‘LGB’ and ‘T.’ I don’t think it’s a literal spectrum, but it flows a lot.”
~ ~ ~ “Less so now, because I pass more now, but in the past the active allyship at Tufts can sometimes take the form in social situations as a questioning that becomes uncomfortable to me. So what’s lacking a little bit at Tufts I think is a lack of an understanding of what it means to be stealth. So people bringing it up, wanting to talk about it, and wanting to talk about it in, usually, a very supportive way. But the fact of talking about it is usually
42 43 “What kinds of self-care steps do you take when you “Something that has become important to me is assessing in a given find yourself in an unsupportive or non-inclusive situation whether it’s something I need to engage for myself or not. The environment at Tufts, whether that’s in the problem being that I have to take minute to figure it out because, often, something will happen and you won’t realize until later that it was a really classroom or not?” crappy thing that somebody said to you. Microaggressions, you know? And so, in the moment what I’ve tried to develop is a kind of self-forgiveness “The conversations at T-Time help, definitely. Even if I don’t bring [issues of for just leaving. Like, if I start to feel that feeling that there’s something off, gender] up, which I usually don’t, it’s just so nice to be in an environment instead of trying to engage it I instead try to give myself permission just unlike any other place I’ve been on campus. I’m just there, and I’m ac- to leave and not engage it at all, because I know that I won’t be able to knowledged. But also, being transgender is not my entire self to [the other process it until later. And often when you process it later you end up self- members of T-Time], so it’s just very humanizing and necessary. I have one castigating. So, in that moment, the quick thought process I have to have friend who I also go to. She doesn’t go to school at Tufts, which is nice. I’ll is: ‘I’m starting to feel uncomfortable. I’m not going to stick around to see call her up, and she understands. She was the first person who I was able in what way specifically I’m feeling uncomfortable. I’m just going to get out to originally come out to, and I feel very supported by her.” and then find people who I’d rather be around.’ So, not waiting around to see if I can get up the nerve to then say something or to see if I can figure ~ ~ ~ out how to say something in the situation. I’ve given myself permission to just leave it if it’s not something that I can engage right away.” “I listen to a lot of trans music actually. Not like a genre, but just music by trans artists. It depends on the specific situation, like if I’m trying to think, ~ ~ ~ there’s one artist I like called ‘Antony and the Johnsons’ that is more reflec- tive. But I also listen to a lot of queer hip-hop if it’s more of an aggressive “This is a hard thing in giving advice, but just having good allies that you thing. So I guess that’s a thing I do that works for me personally.” can talk to, or members of your community that just get it, and feeling like you can talk to someone and have them understand where you’re coming ~ ~ ~ from and validate your experiences. And then, if you can’t find that in a person, finding that in the Internet can be great.” “I guess just speaking up when I can, about my pronouns. It feels ridiculous that I still have to do that several years post-transition. Also it helps me to have a support network of people who are trans, not even at Tufts though. We can talk about our experiences in life. Like, ‘This person called me she today, what the fuck?!’ Like my girlfriend is like, ‘I’m dating you and I can’t possibly fathom how anyone sees you and says she.’ So that helps. And “Colleges and universities that seek for me, having a therapist to talk about some of the stuff that comes up in to be supportive of transgender students daily life. Like, ‘Gosh, it’s really frustrating to not be treated like human like everyone else.’” must consider how they are often physically and socially structured in ways ~ ~ ~ that enforce a binary gender system.”1
“I guess I’m lucky enough to have not been in any particularly phobic circles, but occasionally you’ll hear phobic remarks. I’m not sure I do too much of anything, to be honest. I feel like I should be prepared to deal with it when it comes, but I guess flying under the radar is an advantage, and 1 Brett Beemyn, “Making Campuses More Inclusive of Transgender Students,” 78 makes you feel a little dishonest at times.” 44 45 attention to gender and sexuality “Have you taken any courses in which you’ve felt Why do I ask? and how that is White supremacy At an institution of higher particularly welcome or supported or where your in a lot of ways, in what it does. I education, it should go with- identities have been expressly acknowledged? think, in that sense, [the profes- out saying that course matter sor] brings stuff into the conversa- Would you attribute it to the specific professor, the is important. What professors tion to analyze instead of ‘I guess teach, and what students learn readings, or something else entirely?” I was trained to do this so…’ Like, I from that teaching, is, in part, think he brings it up to discuss and the responsibility of the school. “I would say there is one professor “I’m taking ______right now, think about, which I think is the Although Tufts is a cutting- in [my program], and he’s actually so yes, absolutely, one hundred best thing you can do. Though, I edge institution for research the reason I came back because percent. All of the above. I also wouldn’t tell all professors that be- and scholarship, it is also an he took the initiative to include took an Ex-College class called cause if they’re like, ‘Let’s debate institution within the confines transgender awareness in one his ______. I was very surprised whether trans people exist or not,’ of a gender-normative society. lectures. I think it’s really impor- by how well the professor talked that’s not what I’m talking about. tant that professors do bring these about trans and gender non-con- There are some things that you How can we reconcile this to issues into their classes, especially forming stuff, so pleasantly sur- obviously can’t question, but then make Tufts an inclusive learn- in something like healthcare. In prised. So that was really nice. And there are things that are broad to ing experience for trans* and a few students in the class, who I the healthcare profession, we’re think about. I think that that’s the gender non-conforming stu- believe were straight, cis people, all going to work with a variety best thing that professors can do dents? Or for any students who were very interested in the issues of people, and we have to know if it’s relevant to their material--to want to explore the multifacet- and fairly well informed. I didn’t about various issues. So I think it show how complex it is.” ed histories, communities and expect that so it was a really pleas- was really great that he did that, struggles of various gender ant surprise.” especially risking a lot of stuff pro- ~ ~ ~ identities within an academic fessionally.” “Yes, actually. It was a class that structure? More than the ~ ~ ~ was specifically on gender and need for professors to educate “I don’t think I’ve had any identity- humanitarian policies...[my group] themselves and their students minded courses at Tufts.” ended up doing research [on non- on the subject matter, there is “Whose stories are binary gender identities]...So we a need for students to recog- ~ ~ ~ privileged in were able to create that space nize the gaps that exist in our “I took one American Studies class within the class structure. The coursework when gender nor- educational contexts last semester and I’m taking one professor was very inclusive, and mativity goes unquestioned. and whose stories this semester. [The professor last it was a totally supportive environ- semester] is good. I think she has are distorted and ment for that.” As you’ll read in the responses, a lot of blind spots in her analy- 1 there are certain courses that silenced?” sis, but who doesn’t? But since ~ ~ ~ have positively affected trans* we were in the critical mindset, I “No. I tried to dabble in one class, students, while some trans* wouldn’t have had any issues talk- but I didn’t feel like it was good for students discussed how they ing about stuff to peers. And I’m me.” take it upon themselves to cre- 1 Daniel G. Solórzano and Tara J Yosso, “Critical Race in ______this semester, and ate an inclusive, aware class- Methodology: Counter-Storytelling as an Analytical [the professor] gives much more Framework for Educational Research,” 36 room space.
46 47 was worried about putting dissertation work, like hear- very invested in the mate- that person on the spot, ing specifically trans guys rial, from a personal and Meet Shannon and, you know, making it talk about professors calling academic perspective. So, seem like everyone had to them by their wrong name there are some interesting Kayla Hogan: “What is your cially because I teach about SW: “Yes.” have that figured out type or mis-gendering them—all conversations that could be position here at Tufts?” these areas. And part of of thing. It was an attempt these various microag- had about whether or not my research, in general, is KH: “Great. What steps at being inclusive, but then gressions. So I would think having someone mandated Shannon Weber: “I am around trans stuff, like my do you take to make your it was also like, well what about that and talk about it to take a class, who didn’t currently a lecturer here in dissertation includes trans courses inclusive of trans* if you’re not at that stage in a framework of microag- necessarily want to be there WGSS [Women’s, Gender and genderqueer students and gender non-conforming to even know what to say gressions, and the way that or who wasn’t really open and Sexuality Studies] and at women’s colleges. So, students, whether that’s to that question? But I feel these seemingly little things to the perspectives, how also Sociology.” you know, it’s something readings or something like it seems to be the best build up to delegitimize fruitful that would be for that’s really important else?” approach so far to that. people’s identities. Also everyone else in the class. KH: “Great. Which courses to me, and I feel like you And I tell people, ‘If your talking about the idea of Then it’s also important do you teach now and can’t talk about gender or SW: “I do include readings pronouns change at some pronouns being normalized. because, a lot of time, the which courses have you sexuality or anything queer from trans perspectives, point you can let me know,’ And then, depending on the people who aren’t tak- taught in the past?” without talking about trans and I want to have more and I take that into account. course content, I would also ing the class are the ones and gender non-conforming stuff about genderqueer I also ask people if they talk about that. Like, if you who most need to hear SW: “Last fall, I taught populations.” experiences as well. I’ve have another name that have a class about gender, what you’re talking about. Intro to Queer Studies, been annoyed by how there they would preferred to be there’s no reason why you So it’s this sort of tedious and I’m currently teaching KH: “I agree. So do you feel isn’t as much academic called because I know that shouldn’t be talking about balancing between them. Sexuality and Society, and as though there are ad- work on genderqueer stuff the name people would trans stuff and cisgender I’d be open to hearing more that one’s in the Sociology equate resources to you at yet, as much as there is in prefer to be called isn’t stuff and naming it as cis- conversations about making department. In the fall, I’m Tufts in regards to providing the popular blogosphere or necessarily what the roster gender.” a case for it being required. teaching Intro to Queer this support?” on Tumblr…all these really or registrar has them as.” I wouldn’t just shoot it Studies again, and then I’m cutting-edge sources. I’ve KH: “Awesome. Do you down.” not quite sure with Sociol- SW: “I don’t really know if I been wanting to incorpo- KH: “Awesome. So, is there think that something like ogy, but probably a different have an answer for that just rate more of that into my any sort of workshop and/ Intro to Queer Studies will KH: “Definitely. So it sounds one.” because there are probably class. I have included narra- or training currently in place ever be or should ever be a like you’re an example of resources that I haven’t tives from trans-identified for faculty/staff/admin that foundational course for all a professor who’s taking KH: “Okay, so last year was really tapped into that authors, thinking specifically deals with these issues of students?” steps to incorporate these your first year here, with are around. Like, I don’t about historically in LGBT gender inclusivity? That you practices into your classes. Intro to Queer Studies?” really have any opinions social movements, like Syl- know of or that you had to SW: “Wow, that’s an in- Do you think there’d be a on the Women’s Center or via Rivera, and talking about go through?” teresting question. I think benefit in talking about pre- SW: “Yes.” the LGBT Center because the role of gender non- that having some sort of ferred gender pronouns at I haven’t really made use conforming and possibly SW: “Not that I know of, or multicultural requirement the start of every class? Not KH: “Okay, great. So, the of those resources in the trans-identified people and that I went through, no.” would be really useful, and just in Women’s Studies?” purpose of this project is to way that I would like to. So Stonewall, and the way that then thinking about Intro to collect the voices of trans* it’s mostly just through my that’s totally been erased by KH: “Okay. If you could Queer Studies falling under SW: “Yeah, totally.” and gender non-conforming classroom experiences, be- mainstream gay rights orga- design that training, what that would be really cool. students at Tufts. So, in cause I’m also only on cam- nizations. And then, I also would it look like?” I think partially why I had KH: “Do you think that what ways, big or small, pus for a certain amount of ask people for preferred a really good experience would foster these discus- does your work at Tufts time. So it’s kind of hard to gender pronouns in class. SW: “That would be amaz- last semester was because sions in other spaces, or just involve supporting these say.” And I’ve had a somewhat ing if I got to design that! I the class seemed to be, in feel like a requirement to students?” mixed experience with that think drawing attention to some ways, self-selecting. other professors?” KH: “So in your experiences, just because I’ve had a cou- the fact that just because I had a lot of students who SW: “I would say that, as or to your knowledge, do ple of experiences, and this someone’s name on your disclosed, at one point or SW: “I think that it de- much as I possibly can, trans and gender non-con- happened at Brandeis, but roster is a certain name, another, that they identi- pends on how invested the I would like for my work forming students take your there was a student who that isn’t necessarily what fied as queer in some way. instructors are in it, and to support those popula- courses?” didn’t really know which they identify as. And that That made it a really cool how seriously they take it. tions of students, espe- pronouns to use, and then I is directly informed by my space because people were And how aware they are 48 49 of why they’re doing it or more examples of really you draw mostly from queer divorced from material lived inclusive space’ or ‘How offering that transgender what it means. I could see good, informed, schol- theory and feminist theory? experiences, it can pose a to recognize the dignity class, assuming there will be how it could become really arly work that talk about So are there any pieces that problem.” of every Tufts student and pushback saying, ‘Cisgender problematic if it became like genderqueer stuff specifi- you teach that address how provide an optimal learning students won’t take it’?” ‘Okay, we have to do this’ cally, because it gives it this feminist theory or queer KH: “Definitely. Lots of atmosphere and an optimal kind of thing, versus a ‘I ‘academic legitimacy,’ but theory can be trans-exclu- problems. So I guess in supportive community’ SW: “That’s really interest- wanted to preface the class I always try to incorporate sive?” regards to that question and emphasizing the fact that ing from an administrative with…’ kind of thing.” media and current events the previous question, do everyone is responsible for perspective. I think it’s and things going on in new SW: “Yeah, actually. Julia you think that Tufts would that, as a community, to el- super useful because we’re KH: “So case-by-case, you media. I think that it makes Serrano, in her book Whip- do well in offering a trans evate the standard of cam- talking about people’s think?” it really dynamic, and it lets ping Girl, talks about ‘femi- class? I’m currently in a pus life. Also administrative experiences with things students know that what nist spaces’ and ‘women’s trans class actually, but it’s things like the roster or the like identity and oppression SW: “Yeah.” we’re talking about is really spaces’ being trans-exclu- through the Ex College and registrar, the email services, and resistance to dominant relevant in the world, and sive, and who counts as a probably won’t be offered Trunk, the way that people’s structures of power in KH: “Okay. So, you’ve talked that people are creating all ‘real woman.’ She coins the next year.” emails are written and how society. We have multiple about your syllabus a little of these new understand- term ‘trans misogyny,’ and their names are. There’s classes that do offer those bit, but how open are you ings. So, I think it’s useful, talks about all of that, and SW: “Yes! I would actually also graduation, issues with perspectives, and I think it’s in your courses to student I just wish that there was how people who purport to love to teach a trans class. I names on diplomas, and really important. I’d say it’s suggestions? If you get an more stuff that I could also be feminist aren’t actually think that would really ben- having people’s names read about this idea of authentic- outpouring of students who assign, in addition to draw- advancing those goals. Also efit Tufts. I think that would correctly. Also counseling ity, and people who are part want to see a different type ing on that.” Sandy Stone wrote “The be really cool. Because also, services. Are there people of the community. Even just of reading?” Empire Strikes Back: A Post when I’m trying to include who are in counseling who learning more about how KH: “Definitely. So do Transsexual Manifesto” it as part of [Intro to] Queer are actually trained to gender is a spectrum is also SW: “I think that would be you think that Transgen- against Janice Raymond Studies, there are so many deal with issues of gender really useful for everyone. really cool. I’m totally open der Studies is a subset of who wrote The Transsexual nuances and things that I identity and expression? People have been condi- to making changes. There’s Gender Studies, or do you Empire, which was super want to talk about further. You know what I mean? And tioned into these super rigid new research coming out think that that’s something transphobic. Those are I’m trying to cover so much then maybe making more ways of viewing gender, all the time, so for people that could be or should be some really cool writes. I different ground. so I cover effort – I don’t know how their own gender and other to never really update their taught separately?” also assigned stuff from My it but it would be really much effort is being made people’s gender. You see syllabi would be problem- New Gender Workbook by cool to have an entire class currently – to reach out it as a fluid understand- atic to me. Maybe it’s differ- SW: “Actually, at The Uni- Kate Bornstein, and also devoted to that.” to resources in the Boston ing, and you see people as ent if you’re teaching about versity of Arizona, Susan Sylvia Rivera. I like having metro area that are trying occupying these different Ancient Rome or some- Stryker teaches there now, these historical voices to KH: “Depth instead of to do things, like MTPC positions of gender. I think thing, but even then there and they were just trying to say, ‘We were here, fighting breadth.” [Massachusetts Transgender it’s really freeing for people are scholars who have new create new faculty posi- for all this stuff, and this Political Coalition]. Maybe in general, and also there perspectives! But by virtue tions in Transgender Studies is why we’re part of this SW: “Right!” they could be brought in to are positions of power and of the way that the [WGSS] specifically, and were hiring movement. We’ve been help talk to the Tufts com- privilege in that. I think it’s field is, I would need to a couple of people. It defi- fighting for gay rights issues, KH: “Great. Do you have any munity. Or various clinicians really useful to examine the update those readings.” nitely is really flourishing. It and people keep throwing advice for me on how to or something, who are trans idea of the margin as the is it’s own thing. I think that us under the bus’ essential- make this booklet seem rel- or genderqueer, or who center. You’re able to under- KH: “Great. So you said that it definitely has these vari- ly. So, those are all impor- evant to cisgender students specialize in that. People stand larger issues of power for Intro to Queer Studies ous links to gender studies, tant. Also, Viviane Namaste who might pick it up?” who are specifically trained by looking at what’s at the you have to rely a lot on queer studies and feminist critiques Judith Butler for in that could be brought in margins. There’s gender the blogosphere as of now, studies. They are all inter- around using trans people SW: “I would’ve cared [as because Boston has a lot of policing going on in general, at least when dealing with woven in various ways, but as studies for talking about a cisgender undergradu- stuff going on.” that’s how hegemonic gen- some genderqueer issues. it’s definitely become more performativity without ate student]. I don’t know der reproduces.” Do you ever feel that that of a distinct interdisciplinary necessarily engaging in the how many other people KH: “So it’s clear that you’ve ~ ~ ~ takes away from what field of study.” lived materiality of their would’ve cared, but I thought about this by virtue you’re teaching?” lives, which I think is re- would’ve cared if it was of your own research and KH: “Awesome. So, in Intro ally valid. I think that when phrased in terms of ‘How to what you teach. So, how SW: “I wish that there were to Queer Studies, I assume queer theory becomes too make our campus a more would make the case for 50 51 the Internet or we’re looking to media. That first thing we find takes us “Briefly, what would inclusivity down a certain path that tells us a certain thing about how to be trans. look like to you?” So what’s the danger in that? Are we getting narrow visions of things? So I think inclusivity means not policing one another, ever, which is so “The thing that I like the most and that means the most to me in iden- cheesy and impossible. There are so many minute ways that we do that, tifying as agender is that I don’t feel trapped anywhere. I’m not beating on so many levels.” against the walls of one box or the other. I’m free to identify myself as I ~ ~ ~ want, without worrying about gender roles or gender identity. I can just “That’s tough because I don’t think you can reach a quota for like, ‘Now be me, completely and absolutely, without having to fit myself into other I’m including people!’ I think that is the trap that people fall into because people’s standards of how I should be behaving or what I should be do- then they’re like, ‘I’ve reached my quota. I’ve included enough people. ing. In society as a whole, inclusivity would mean, to me, not trapping I’m good.’ So I think that it’s less of an action and more of a mindset. people, not forcing them into boxes, just allowing them to be who they I think it’s more about how malleable your practices are. I think that’s feel like they should be.” much more important than what your practices actually are, because ~ ~ ~ I’ve never seen any type of practice that really includes everyone.” “To me, that would feel like acknowledgement of my existence and all ~ ~ ~ of those facets, and to not feel like I have to fit into some binary or box “I think one thing that a lot of students at [my undergrad school] were for Tufts to even begin to consider recognizing me. I think that they’ve doing that felt very inclusive is any time there was a group setting they made a few advancements, so it seems like they’re trying, but for a would say, ‘Okay let’s go around and do names and pronouns.’ And I very small population of people. It doesn’t seems to be a bottom-up haven’t seen that in many other places. So I think that’s one key thing kind of change. I went to a meeting with Monaco and other people for that can start leading to awareness.” the Diversity Report. In the conversation, it came up that there was no ~ ~ ~ mention of trans people because those weren’t the questions asked on “I love it! It’s like a college essay question. In a specific example con- surveys. They just went with it and didn’t try to challenge that at all. text: I think that the LGBT Center has done a cool thing with starting They’re just choosing to continue to ignore us. They want to take that to get a bunch of flags like the bi flag, the pan flag, the trans flag, the Diversity Report and turn it into action, and of course trans people are ace flag. And, to me, what’s more useful is to just display them around going to be left out of that as well. So administratively, it would help to because that, to me, is making space and affirming, as opposed to have all of that changed.” combing through our student population for students who want to do ~ ~ ~ a panel or something. There’s a subtle difference between maintaining “I think that’s a great question actually because we always talk about an open space versus demanding that there be particular representa- what’s wrong and what needs fixing, but we don’t talk about where we tion in programming. I feel like we’re moving toward inclusivity in more want to be. But if you don’t have that vision then you’re never going to large ways. For example, we have multiple gender designations on most get there, because you don’t know where you’re going. Baseline, I would forms now. And the fact that there is a non-binary option, or a couple, like everyone to know the vocabulary and know the concepts so that we should not be undervalued. It’s impossible to properly codify what that don’t have to backpedal when we talk about someone being trans or third option is, but it’s there. I think inclusivity would look a lot like how genderqueer. That would be great. I don’t think that’s inclusivity at all; I perceive the Women’s Center is operating. My understanding of the that’s just education and I don’t think that will get us there. I think that space at the Women’s Center is that it’s definitely not always a strictly within the queer community and within the trans community, there’s a women’s space, but there’s also a respect for, say, Women’s Group, lot of self-policing. Like, ‘This is the right way to be trans.’ And I would which is a women’s-only space. It’s run in a smart way in which it works obviously like to see that not around. This is so cheesy, but just letting with its allies and its allies are conscious of what it does. I guess what I’m people exist in the way they need to exist. We talk a lot in T-Time about saying is: inclusivity would neither look like no centers, everyone’s equal, where we get our trans narratives from if we’re young, gender non- nor would it look like identify-specific spaces all over. We would tend to conforming people and we’re looking for narratives and we’re looking on spaces that are responding to people’s actual needs.” 52 53 “Do you have any tips for faculty, staff and they’re trying to teach.” ~ ~ ~ administrators in regards to supporting “Yeah, one thing that’s so simple: the stickers that say ‘Safe Space’ this inclusivity?” or ‘Transphobia is not okay’--stuff like that. To some extent, it’s like “Don’t make assumptions.” maybe the professor is okay to talk to. Some of it is more just mak- ing you comfortable in a space, and some of that comes from people ~ ~ ~ doing their own education and not expecting trans students to “Number one tip would be to take the gender identity and expres- educate them. And also just being aware that you might have trans sion training that the LGBT Center offers. It’s the sequel to the Safe students in your classroom. We’re all coming from different identi- Zone training. And then also to absolutely nail down in your head ties, and there is a different potential for oppressions, so just trying that trans man means man and trans woman means woman. Also, to be aware of that.” familiarize yourself with ways of making space without putting the ~ ~ ~ onus on the student to self-nominate, without putting students on the spot. And then, finally, check the stuff you do in class, the things “Maybe providing something that said like ‘What you exist as legally’ that go totally unqueried, like, ‘Okay, let’s split the class in half, men in terms of the administration, like if you checked that genderqueer on that side and women on the other.’ And also just being flexible box [on the Common App]. And then housing options, like what do and knowing that not all your tools are going to translate into all you do. If I had been able to get a single in South, that would’ve your situations. The tools are one thing, and you can learn them by been nice.” rote, but tying to them to lived experiences is not going to have any impact really if you don’t reflect on it afterward.” ~ ~ ~ Safe Zone Training: “I think the Safe Zone training is great, and people need that. The “The Safe Zone training is offered to any faculty, staff or one time that I’ve seen it, though, it was fairly medically-focused. campus group that wants to be more aware of LGBTQ iden- Well, it focused on the vocabulary and the spectrums and all of that, tities and issues. The Safe Zone symbol is the sticker that and then the social, legal and medical challenges that trans people you get if you go through the training, which you can then might face. On one level, it was fairly binary because it was assum- display in your office or dorm or wherever.” ing that people are transitioning. That’s great because we need that, -James Mulder, graduate assistant at the LGBT Center but we also need stuff for non-binary folks. I don’t think the training gets at the ways that people can use language subtly, cis-sexistly, like “The Safe Zone symbol communicates a message to les- talking about women’s rights as abortion rights. There are obviously bian, gay, bisexual, transgender, and queer people and a lot of political conversations happening in classrooms and people their allies. The message is that the person displaying this need to be aware of the assumptions they’re making.” symbol will be understanding, supportive and trustwor- ~ ~ ~ thy if a lesbian, gay, bisexual or transgender person needs help, advice or just someone with whom s/he can talk. The “Education. Take the effort to educate yourself on the fact that there person displaying this symbol can also give accurate infor- is gender diversity and that your students are not as simple and mation about sexual orientation and/or gender identity.” don’t fit into the boxes that you might assume that they do. Taking -Tom Bourdon, former director of the LGBT Center the effort to make yourself aware of that would be a really important step. Really a teacher should be doing that with any students who
54 55 “I’m trying to compile a list of texts and other works “Any final advice or tips for a trans* or gender non- that could lend to this self-education for students conforming student who might pick this up?” and faculty/staff/administrators at Tufts, trans* and “I would say go to T-Time! Also take non-trans* alike. Are there any pieces that have been advantage of the anonymous things especially important to you?” “At the gym, there are men’s locker that are offered by the LGBT Center. rooms and women’s locker rooms, Like, the director in the past has had Books Films/Documentaries and there are single-person bath- drop-in hours in the Campus Center, • Just Add Hormones: An Insider’s • The Queen (1968) rooms that have showers in them. where you can just go and nobody Guide to the Transsexual Experi- • Paris Is Burning (1990) It’s clear that they’re meant as a knows you’re there, just to test it ence – Matt Kailey • Ma Vie en Rose (1997) space for people who can’t or don’t out and have somebody there who • Body Alchemy: Transsexual • You Don’t Know Dick: want to use the locker rooms, for knows what’s going on. It’s totally Portraits – Loren Cameron Courageous Hearts of whatever reason, but I just stum- non-threatening and the director • The Phallus Palace: Female to Transsexual Men (1997) bled across them. I would’ve had no of an LGBT Center is going to get Male Transsexuals – Dean Kotula • Boys Don’t Cry (1999) idea that they were there. Informa- confidentiality, so you just go and • Transfigurations – Jana Marcus • No Dumb Questions (2001) tion like that would be really valu- you just make a connection. I would • From the Inside Out: Radical • Normal (2003) able—safe spaces where you can also say: I spent time feeling like I Gender Transformation, FTM • Beautiful Boxer (2004) go, even in completely gendered was just getting to know people and and Beyond – edited by Morty • TransGenerations (2005, TV environments.” then, at some point, was going to Diamond mini-series) ~ ~ ~ have to tell them to call me some- • Transgender 101: A Simple Guide • Two Spirits (2009) “I would say definitely go to T-Time. thing different or think something to a Complex Issue – Nick Teich • Red Without Blue (2007) I was so stoked to hear that it start- different about me. So, if you know • Gender Outlaws: The Next ed. It was such a long time coming.” how you want to be in this new Generation – edited by S. Bear Online Resources ~ ~ ~ space, people here, at the grad-level Bergman and Kate Bornstein • jilliancottle.com “I think the biggest thing that I’d at least, are going to know what • Stone Butch Blues: A Novel – • genderqueerid.com want to give someone coming in you’re talking about, and they’re Leslie Feinberg • neutrois.me is community, and where to find going to be supportive. So, choose • Read My Lips: Sexual Subversion • practicalandrogyny.com community, but you can’t really your spaces, go to the LGBT Cen- and the End of Gender – Riki • nonbinary.org/wiki/main_page tell people that. On one hand, I’d ter maybe, and start off with that. Wilchins • tranarchism.com tell people to go to T-Time, but Like, ‘I prefer these pronouns.’ Say that doesn’t work for everyone. So it, if you can. Because, if you really • The Transgender Studies Reader • asexualagenda.wordpress.com I guess like offering people com- know, then you don’t have to worry – Susan Stryker & Stephen • FTMtranstastic YouTube channel Wittle munity but letting them know that about correcting people later. Feel • Normal Life: Administrative Vio- they’ve got to find it themselves. out your audience, but largely trust lence, Critical Trans Politics and Also there’s a lot of stuff going on the Tufts community to go with the Limits of Law – Dean Spade White = recommendations in Boston, a lot of trans groups and you. And then know that you have from my interviewees activities that might work in differ- support like T-Time, the LGBT Center Yellow = recommendations ent ways for different people.” and the Women’s Center. Or really anywhere that has a Safe Zone stick- from me er, because a lot of faculty members have Safe Zone stickers.”
56 57 What are some general ways in which faculty/staff/admin Policy/Campus-Culture Changes can support gender inclusivity? • Don’t make assumptions After transcribing my interviews with students, faculty, staff and ad- • Familiarize yourself with trans* language (see pages 10-13) ministrators, I looked for themes in their responses. While everyone • Take the Safe Zone Training that the LGBT Center offers gave distinctively helpful advice and recommendations, I’m providing • Approach your classes/workplaces/offices with the knowledge what I hope is a useful summary of the patterns I found. This summa- that your some of your students/employees/assistants may be ry should be taken as a policy recommendation, a call to action and trans*, whether or not they disclose that to you a conversation-starter. I hope that my condensing of responses does • Be open to changing your policies/practices if they don’t apply to not diminish any individual’s voice, but rather shows how our goals trans* students, or if they ignore/erase trans* identities, histories overlap and intersect. or stories How should faculty/staff/admin handle preferred names How can trans* and gender non-conforming students be and preferred pronouns? more included in Tufts policies? • Professors should ask students to tell them if they go by a name • Housing: offer more gender-neutral housing options or pronoun that may be different from what the roster says, and • Records: simplify the process for a name-change on Tufts records then use the right name/pronoun from thereon out • Healthcare: more trans inclusion on student health insurance (i.e., • Administrative members should reevaluate sites like Trunk and including facial feminization surgery for trans women) iSIS to make sure there is a place where students can easily indi- • Financial Aid: make available an informational guide for trans* cate their preferred names and pronouns students who may face complications in getting access to loan money (i.e., trans men who transition after the age for registering What can make a space more welcoming or supportive for for the draft may need to contact Social Security and obtain a let- trans* and gender non-conforming students? ter in order to qualify for financial aid) • People in the space who are unfamiliar with trans* identities or • Forms: any form that asks for gender should either have more op- trans* issues should acknowledge that unfamiliarity or lack of tions (i.e., an “Other” option) or should be a write-in experience as the first step toward education • Spaces should be open to personal as well as intellectual conver- What about broader campus-culture changes? sations regarding trans* identities and issues “I wish that, on the campus as a whole, there was • Spaces dedicated to exploring trans* issues should also be sup- some acknowledgement of transgender identities.” portive of other identities that a trans* student might have (for instance, a particular racial identity) “We need to push allies to really be • A space can promote trans* visibility by displaying trans-specific allies, and to educate themselves.” language and images “I think we need to have conversations about femininity What can make a course more welcoming or supportive for in general, existing as a thing not necessarily linked to trans* and gender non-conforming students? womanhood, without anyone presuppossing that • Professors should take the initiative to include trans* topics in theirs is the most important femininity.” their lectures when relevant, including assigning readings by trans* authors or about trans* issues “I want people to have an understanding that this • Professors and other students in the class should connect trans* is an identity like any other identity, and so you’re identities/issues and other identities/issues allowed to say, ‘Could you say a little more about • Professors should give students the opportunity--through group what you mean by that? I haven’t known anyone projects, papers, etc--to explore trans* topics on their own who identifies that way.’”
58 59 Tufts Resources References LGBT Center Health Service Bamberg, Michael. 2004. “Considering counter narratives.” In: M. Bamberg --> ase.tufts.edu/lgbt/ --> ase.tufts.edu/healthservice/ & M. Andrews, Considering counter narratives: Narrating, resisting, making sense. Amsterdam: John Benjamins. servicesLGBT.htm T-Time Beemyn, Brett. 2003. “Serving the Needs of Transgender College Students.” --> http://ase.tufts.edu/lgbt/ Counseling and Mental Health Journal of Gay & Lesbian Issues in Education 1:1, 33-50. Accessed organizations/T-time.asp Service December 17, 2013. doi:10.1300/J367v01n01_03. --> http://ase.tufts.edu/counsel- Bilodeau, Brent. 2009. Genderism: Transgender Students, Binary Systems Women’s Center ing/ and Higher Education. Saarbrücken, Germany: VDM Verlag Dr. --> http://ase.tufts.edu/women- Müller. scenter/ Ears for Peers --> http://ase.tufts.edu/earsfor- Calmore, John. 2006. “Reasonable and unreasonable suspects: The cultural SAGE peers/ construction of the anonymous black man in public space (here be --> http://ase.tufts.edu/women- dragons).” In Progressive Black Masculinities edited by Athena Mu tua, 137-154. New York: Routledge. scenter/SAGE/index.asp LGBT & Going Abroad? --> http://uss.tufts.edu/study- Collins, Patricia Hill. “Learning from the Outsider Within: The Sociological Office of Equal Opportunity abroad/Resources/LGBTQdocu- Significance of Black Feminist Thought.” Social Problems. 33:6, S14- --> http://oeo.tufts.edu/ ment.pdf S32. Accessed February 1, 2014.
Feinberg, Leslie. 1997. Transgender Warriors: Making History from Joan of Arc to Dennis Rodman. Boston: Beacon Press. Boston Resources Howell, Nestle, Wilchins. 2002. GenderQueer: Voices From Beyond the Sexual Massachusetts Transgender Boston Area Trans Support (BATS) Binary. New York: Alyson Books. Political Coalition (MTPC) --> groups.yahoo.com/neo/ --> masstpc.org groups/boston-area-trans-sup- Namaste, Viviane K. 2000. Invisible Lives: The Erasure of Transsexual and port/info Transgendered People. Chicago: University of Chicago Press. Fenway Health --> fenwayhealth.org Parents, Families and Friends of Solórzano, Daniel and Tara Yosso. 2002. “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Re Lesbians and Gays of search.” Qualitative Inquiry. Accessed February 6, 2014. Boston Alliance of Gay, Lesbian, Greater Boston (PFLAG) doi: 10.1177/107780040200800103. Bisexual and --> pflag.org Transgender Youth (BAGLY) Stryker and Whittle. 2006. The Transgender Studies Reader. New York: Routledge. --> bagly.org Transgender Care and Education Vaccaro, Annemarie, August Gerri and Megan S. Kennedy. 2012. Safe Needs Diversity (TransCEND) Spaces: Making Schools and Communities Welcoming to LGBT Boston Area Rape Crisis Center --> aac.org/about/our-work/tran- Youth. Santa Barbara, CA: Praeger. (BARCC) scend.html --> barcc.org Wilchins, Riki Anne. 1997. Read My Lips: Sexual Subversion and the End of Gender. Ithaca: Firebrand Books.
60 61 Acknowledgements
This booklet has been a semester-long labor of love for me, but countless people have made this their life work, and I want to thank them for that, and for inspiring me in more ways than one. Tackling issues of gender inclusivity is difficult but so necessary, and I applaud and admire all of my peers, at Tufts and beyond, who have worked so tirelessly on the issues outlined in this booklet.
I also want to thank all of the Tufts faculty, staff and administrators who helped me throughout my process. Most notably, I want to thank Steph Gauchel, Tom Bourdon, Jill Zellmer and Shannon Weber for their guidance and par- ticipation in this project. I greatly respect the work that all of you have done at Tufts, and I know I’m not alone in that.
Next, Adriana Zavala and Freeden Oeur, my capstone readers, thank you for embarking on this journey with me. It’s been a long, stressful road, made enjoyable and rewarding because of your unending wisdom and criticism.
Finally, I want to extend my deepest thanks to my student interviewees, without whom this project would have been quite literally impossible. I knew that I wanted this to be a collaborative process, but I didn’t know just how meaning- ful our conversations would be to me. I feel so humbled and appreciative that you shared your thoughts and experiences with me.
In Solidarity, Kayla
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