Lgbt+ Toolkit

LGBT+ TOOLKIT

SUPPORTING INCLUSIVITY IN OUR CURRICULUM AND PRACTICES LGBT+ TOOLKIT 2 INTRODUCTION LGBT+ TOOLKIT CONTENTS

CONTENTS

4 SECTION 1 - CONCEPT AND CONTEXT 4 Overview 4 Purpose 5 Context 6 Method 7 The strategic agenda 7 The Essex LGBT+ population 8 What the survey revealed

12 SECTION 2 - TOOLS 12 Practical ways forward: guidelines, ideas, approaches 12 Guidelines 13 Practical ideas and approaches for making the curriculum and learning environment more LGBT+ inclusive 14 Tips from interviewees 14 Understanding the terminology 19 A little LGBT+ reading list (by subject) 25 Available support and resources at the University of Essex 26 Available support and resources from Stonewall 26 Other online resources LGBT+ TOOLKIT 4 SECTION 1 CONCEPT AND CONTEXT LGBT+ TOOLKIT 5 SECTION 1 CONCEPT AND CONTEXT

1.3 CONTEXT disclosure rates for staff are still relatively low and we SECTION 1 need to better understand why that is in order to increase This toolkit reflects the views and ethos of the University disclosure rates to enable more robust monitoring. We CONCEPT AND CONTEXT of Essex community, which at the time of its production also need to increase the number of staff and students comprises approximately 14,000 students and 2,500 completing equality and diversity training in order to raise members of staff. awareness amongst a larger group of people of the rights and responsibilities of all members of our community It has been compiled by Ilaria Boncori, Senior Lecturer in in relation to equality and diversity. In addition we need the Essex Pathways Department and Karen Bush, Head to ensure that we keep LGBT+ issues in the forefront 1.0 OVERVIEW 1.2 PURPOSE of Equality and Diversity with the help of two Project of our consciousness by talking about them. Maz Brook, Assistants, Jestin Bartlett and Marina Milagre de Andrade Graduation Manager, who was interviewed as part of this 1.1 This Toolkit The purpose of this document is twofold: to give a voice to E Silva. project said: This toolkit is aimed at promoting LGBT+ inclusivity in the experience and opinions of students and staff at the our teaching and learning practices as well as within our University of Essex in relation to LGBT+ matters, and to Much progress has been made towards greater equality, “There’s still a perception of what’s ‘normal’ and there are internal and external community. provide a more structured source of support for academic diversity and inclusion in the higher education sector people who say ‘everything’s fine, we don’t need to talk and professional services staff in the implementation of an in recent years, especially since the advent of the public about it’, but if you don’t talk about it and people aren’t Rather than considering LGBT+ inclusion only as part inclusive approach to teaching and learning. sector equality duty in the Equality Act 2010. There is aware of the issues then that limits their experience and of the academic curriculum, we decided to take a more also a growing political imperative to address disparities they will then base their world view and values on their holistic approach to teaching and learning that includes The Essex LGBT+ Toolkit is not meant to be a prescriptive in participation and outcomes, as well as improving social limited experience. And if you don’t contribute to that both formal learning events (such as classes, reading lists, list of what must be done by staff and students, and it mobility. experience you’re creating a block and making the problem assignments and feedback) and informal ones that happen certainly cannot hope to be an exhaustive resource on the big again”. within or outside of the classroom. We believe that learning very kaleidoscopic topic of LGBT+ inclusivity; we would Beyond legislation, there has also been a shift towards is not limited to course content but to the whole experience like to consider it as a supporting document that includes universities engaging with schemes designed to promote We hope that this toolkit will go some way to addressing of being a member of the University. Ray Lashley, Planning examples, information and guidance that we hope will the embedding of inclusive practice. These schemes the challenges we know we still face and to making the and Information Officer, who was interviewed as part of this increase awareness of LGBT+ matters and at the same include the Stonewall Diversity Champions programme environment here truly LGBT+ inclusive. project said: time inspire action or change in support of our LGBT+ which the University signed up to in June 2011. The value community. of participating in these schemes was recognised by the Ilaria Boncori, Senior Lecturer “There’s not one specific issue with one specific solution Research Councils UK (RCUK) who, in January 2013, Karen Bush, Head of Equality and Diversity that’s going to make the environment more inclusive. Inclusion, respect of others and the valuing of people’s published its Expectations for Equality and Diversity1. Looking at it in terms of the University’s behaviour as a individual characteristics are intrinsic to our University RCUK specifically recommend participating in the whole is probably the most effective way of creating an culture, and should be fostered in all subjects taught in Stonewall Diversity Champions programme as evidence environment in which we’re challenging people to think every department and in all processes carried out across that an institution is taking steps to embed LGBT+ equality about these issues, consider and reflect on them and not professional services teams. Professor Aletta Norval, Pro- and diversity. just carry on as they’ve been ‘trained’ to behave. Where Vice-Chancellor Education and the University’s Gender this brings specific issues forward that need to be tackled, Equality Champion, who was interviewed as part of this At the time of joining Stonewall, the University had no having processes in place to support those affected is key.” project said: policy in relation to gender reassignment or gender identity, no network for LGBT+ staff and no facility for staff to The making of this toolkit was made possible by the “We have a responsibility not just to be inclusive but to be declare their gender as non-binary and use the title Mx. support received through our University of Essex TALIF seen to be inclusive and that includes communicating, and We did not ask staff or students to disclose their sexual (Teaching and Learning Innovation Fund), and it follows being very clear, educative, about the values we hold and orientation or gender identity and we had held no specific the ‘Internationalising the Curriculum’ guide produced by exposing students to the arguments”. awareness-raising events around LGBT+ equality. We colleagues in Learning and Development, in what we hope have however had a vibrant LGBT* & Friends Society since will be a long series of pedagogic support documents that 1971, and one of the students interviewed as part of this foster the enhancement of our educational practices. project said “Before I came to University I made sure there was an LGBT Society. I wouldn’t have come here if there wasn’t”.

In the past 6 years our work to promote LGBT+ equality has included: setting up the Essex LGBT Alliance, introducing Codes of Practice for Sexual Orientation and Gender Reassignment, introducing monitoring/ reporting processes for sexual orientation and gender identity, holding three careers events for LGBT+ students, creating a network of straight/LGBT+ allies, introducing unconscious bias training, increasing the visibility of LGBT+ staff and students through the development of role models, testimonials and case studies, and introducing Diversity Champions, all of us whom are members of the University’s Senior team.

We have made good progress, but we recognise that we still have a long way to go. We know that the experience of LGBT+ staff and students is not always positive. Our

1 http://www.rcuk.ac.uk/documents/skills/equalitystatement-pdf/ LGBT+ TOOLKIT 6 SECTION 1 CONCEPT AND CONTEXT LGBT+ TOOLKIT 7 SECTION 1 CONCEPT AND CONTEXT

1.4 METHOD And in terms of sexual orientation: 2.1 THE STRATEGIC AGENDA Students were asked to disclose their sexual orientation and gender identity for the first time at registration in 2012- 13, by using categories defined by HESA who also started Two main methods were used in order to understand SEXUAL NUMBER PERCENTAGE The University has a long-standing commitment to to collect this information for the first time in 2012-13. It is the experience of LGBT+ people at the University: a ORIENTATION challenging inequality and promoting equality and diversity. questionnaire and interviews. Our Equality and Diversity Policy Statement, which is currently optional for institutions to collect and supply this Heterosexual included in all key University documents, articulates that data to HESA, and it is also optional for individual students 223 56% The questionnaire (Straight) commitment: to answer the relevant questions if asked. We return data This survey included 63 questions overall, although The University of Essex celebrates diversity, challenges for all students from whom we request the information. respondents were only asked to answer the questions Gay 51 13% inequality and is committed to sustaining an inclusive This is important as it allows the University and the sector more generally to understand the needs of its community relevant to their previous selections through a sub-division Lesbian 22 6% and diverse community that is open to all who have the of the various topics. So, for instance, those who identified potential to benefit from membership of it and which and the impact of policy and changes. as being part of the LGBT+ community were asked more Asexual 7 2% ensures equality of opportunity for all its members. We specific questions regarding their individual experience in expect staff, students and visitors to be treated, and to each Bisexual 58 15% that capacity. other, with dignity and respect regardless of age, disability, You said, we did! Pansexual 13 3% gender reassignment, marriage and civil partnership, In response to feedback from staff, we have created an The total population of those who took the survey was pregnancy and maternity, race, religion or belief, sex, sexual additional category for gender in the ‘Personal’ section fairly equally spread across faculties and professional Other 22 6% orientation, socio-economic background, political beliefs of HR Organiser. In this section, under the ‘sensitive services sections, with 20% of the respondents identifying and affiliations, family circumstances or other irrelevant information’ tab, staff can record their gender as ‘non- as academic staff, 34% as professional services staff, 35% distinction. The University is committed to a programme of binary’ for University purposes. One’s legal gender is as undergraduate students and 10% as postgraduates. The vast majority of our respondents (85%) identified action to ensure that this policy is fully effective. held separately and will not be changed. However, in Although a large percentage of our students (especially as white and declared no disability (92%). 62% of the In addition, the University’s activities, behaviours and the ‘Employment’ section of HR Organiser, under the at postgraduate level) also work as members of staff on participants did not identify with any religion, with the decision-making are underpinned by a number of core ‘HESA details’ tab, individuals can say that their gender research projects and/or on teaching contracts, the split largest religious group (the only one adding up to more values, one of which is inclusivity, and the prominence identity is either the same as, or different to, the gender refers to the respondent’s main role. than 5%) being Christian (25%). we give to these issues is fully supported by the Vice- assigned at birth. As mentioned above, we have also Chancellor, Professor Anthony Forster, who said: enabled staff to use the title ‘Mx’ if they wish to do so. In total, 396 staff (54%) and students (46%) completed Interviews To request this change, simply email staffing@essex. the survey – 34% of whom identified with the LGBT+ We conducted in-depth semi-structured interviews with 15 “I am absolutely committed to ensuring that our University ac.uk. community. The questionnaire included both closed and members of staff and 7 students between 26th April 2016 is an open and supportive community, where we celebrate New students can record their gender as non-binary open questions, in order to give people an opportunity to and 7th June 2016. Interviews ranged from 30 minutes diversity in word and deed. Over the last three years we and their title as Mx, for University purposes, as part explain or clarify points. to approximately 85 minutes. The purpose of these have taken a range of actions to address LGBT+ issues of the pre-arrival online process. Returning students interviews was to reach a more nuanced understanding and we are committed to working tirelessly to ensure can update this information via the Online Registration The following information provides a demographic of various matters related to the LGBT+ community at the that every LGBT+ person is accepted without exception. system and any student wishing to update their snapshot of our survey respondents: University of Essex and to give voice to our participants’ I am keen that we challenge ourselves to think about how gender or title mid-year should contact the Student lived experience. we might do things differently and I want to encourage Services Hub [email protected] and the Student The gender identity spread of the staff and students who colleagues to bring forward ideas to Karen Bush [Head of Information team will update the student record. No participated in the survey was: All interviewees signed an interview consent form and all Equality and Diversity] to see what more we can do in living formal documentation is required to make a change. A conversations were audio-recorded. Data have been stored up to our values.” students’ legal gender is held separately and can only and protected in line with University policies. be changed on receipt of relevant documentation. GENDER IDENTITY PERCENTAGE 2.2 THE ESSEX LGBT+ POPULATION Degree certificates are legal documents and have to Cisgender Male (Male and was Interviewees were asked whether they identify as a 35% be issued in the student’s legal name and gender, but assigned Male at birth) member of the LGBT+ community or not to allow for In 2012 we started asking new staff to disclose their tailored questions to be asked. All other personal details sexual orientation and whether their gender identity was for all other purposes, e.g. the production of class lists, Cisgender Female (Female and was the same as that they were assigned at birth. In 2013 email accounts and more informal communication, the 53% regarding participants remained anonymous. All non- assigned Female at birth) anonymised quotes provided by staff in this toolkit were this was rolled out to all staff with the introduction of HR student’s chosen gender identity and title must be used. Transgender Male 2% approved by each individual prior to publication. Organiser. Although disclosure rates for sexual orientation are still relatively low, in three years they have risen from Sexual orientation disclosure rates for students have risen Transgender Female 1% 8.1% (as at 31/12/13) to 37% (as at 31/12/16). The from 71.3% in 2012-13 to 89.3% in 2016-17. Gender Agender 3% staff disclosure rate for gender identity is currently 42%. identity disclosure rates have risen from 77.1% in 2012- In total 60 current staff have disclosed as LGB and 6 have Bigender 1% 13 to 95.1% in 2016-17. Current records show that 941 disclosed their gender identity as being different from that students have disclosed as LGB and 39 have disclosed Demiboy 0% they were assigned at birth. One interviewee said their gender identity as being different from that they were Demigirl 1% assigned at birth. “My perception is that sometimes too much is made of it Gender Fluid 2% (disclosing) and if it was talked about less in the sense Following on from this we are committed to using gender Nonbinary 2% of policy and more in the social sense people may have neutral language throughout our policies, regulations, Trigender 0% a greater awareness of what the University does with that publications etc. and this effort will continue as these information. So maybe if [the information was included] documents are created, reviewed and updated. Two spiret 1% within an induction, where new staff download the Other (explain) 6% additional information on the University, and [details on] where to go for advice about LGBT+ issues was listed ‘on the same level’ as how to get involved in the Green Team, for example, then the message is that this is normal”. LGBT+ TOOLKIT 8 SECTION 1 CONCEPT AND CONTEXT LGBT+ TOOLKIT 9 SECTION 1 CONCEPT AND CONTEXT

2.3 WHAT THE SURVEY REVEALED to both an LGBT+ person who is seen as successful in reported having noticed specific acts of conscious or Language matters their life or career achievements, or it can be interpreted unconscious discrimination against the LGBT+ community. As mentioned above, language is important, including Gender identity and sexual orientation as someone who is directly involved in activities aimed at verbal and non-verbal communication. Jokes that involve Interestingly, a number of staff commented on the available supporting the LGBT+ community. One interviewee said: Some examples of observed discriminatory behaviour gender and sexual themes can be offensive to others, terms provided in the gender identity and sexual orientation included: even if discrimination is unconscious. The use of phrases section of the survey, and some questioned the difference “With LGBT issues, it’s so much about self-esteem and you like “that’s so gay”, are common, and must be avoided and nn The language used in paperwork, student records, IDs can make yourself very vulnerable by being out and being between these two categories. A number of people did and applications. challenged. not know of the word ‘cisgender’, which seems to be more different and having someone who you can see is happy common in the LGBT+ community, and others reported not and is doing what you wish you could do and looking how nn Using someone’s sexual orientation as a negative Increased awareness of inclusive norms and practices is having had any pervious knowledge of a number of terms, you wish you could look, having those positive role models adjective. especially important in the multi-cultural environment we especially those related to non-binary gender identities. is really important.” nn Slurs on social media. enjoy and value at the University of Essex as different The queries and email exchanges regarding the language- nn Abusive language on nights out and in residences. social and cultural norms and habits can also be perceived specific aspect of the survey clearly pointed out the need You said, we did! We created and published a as discriminatory by various groups. nn The limited availability of gender neutral toilets on video as part of the ‘It gets better’ global campaign for more clarity and awareness regarding terminology. campus. in order to give more visibility to LGBT+ staff and You said, we did! The University of Essex now One of the issues identified in our survey is the lack of students and to promote a more inclusive environment. nn The lack of gender-neutral changing rooms. allows Identity cards (students and staff) to include the awareness regarding the different sexual orientations The video features University of Essex staff and nn Heteronormative assumptions regarding students or gender neutral title Mx. We are also recommending and/or gender identities. Specifically, many participants students sharing their memories regarding challenging staff in conversations. that minutes of meetings and committees only include reported lack of understanding regarding the terms “non- times and explaining what made things better in their nn Lack of awareness regarding gender identity issues for academic titles, which are gender neutral. binary” and “agender”. While the terms “gay” and “lesbian” lives. The Testimonials also provide advice to those in teaching staff and poor use of pronouns. related to sexual orientation were easily understood, the the LGBT+ community. We hope that this video will nn Referring to groups of students or staff as ‘Ladies and Unnecessary gendered language in job adverts, policies, term “bisexual” still caused some confusion. Philippa Lyon, contribute to the promotion of our inclusive learning Gentlemen’. student assessment and classroom activities can also Health and Safety Coordinator, said: environment and practices. You can find the video here via our Youtube channel link and our vimeo link. nn Male/female grouping in classes. alienate people and make them feel less valued. For instance, beginning a meeting with “Good Morning Ladies “With a bisexual person, they fall in love with someone and and Gentlemen” would discriminate against those who do it doesn’t matter whether that person is male or female. It’s Discrimination because of their sexual orientation was A number of the staff mentioned as LGBT+ role models not identify with binary definitions of gender. The careless not a big deal”. directly experienced by 52 respondents. These are some in the survey do not identify as members of the LGBT+ use of pronouns or the split between male/females examples of what they have had to face: community, but still engage in activities and work aimed in group work can also be problematic in the case of In the cisgender community, misunderstandings or at promoting inclusion. Most of these University of Essex nn Name calling and verbal abuse in school or in the transitioning students or those with gender-fluid identities. complete ignorance were often reported in terms of staff are part of our Straight Allies/LGBT+ Allies Network streets. terminology linked to gender identity. Moreover, it became which aims to create a safe space for staff and students, According to the results of our survey, only 45% of apparent that within the LGBT+ community the same term nn Bullying and harassment. offer an empathetic ear in conversations related to respondents are aware of the support the University of was used differently by individuals to describe their specific nn Physical violence. people’s experiences at the University and provide a point Essex provides to prevent and/or address inappropriate identity, even when their own definition did not conform to of reference in terms of signposting services and support nn Loss of family and friends. language and/or behaviour towards the LGBT+ community, traditional ones. mechanisms available at the University (e.g. Harassment nn People making assumption regarding their sexual and 72% said they wouldn’t know who to contact if in need. Advisory Network, Student Support, Essex LGBT Alliance orientation and gender orientation. Please liaise with our Equality and Diversity team (diversity@ You said, we did! We have put together a little etc.). Cara Booker, Research Fellow and Chair of the essex.ac.uk) and the LGBT Officer in the Students Union if glossary (included in this toolkit) for more guidance and nn Having limited career options, being overlooked for University’s Global Forum, said: you need support. We have a well established Harassment support in terms of language, but please remember that promotion or developmental activity in the workplace. Advisory Network with an experienced team of trained the same term might also be interpreted differently by nn Being dismissed or ignored. “In my own way I’ve become a straight ally. I go to meetings advisers offering a confidential signposting service for individuals who may take offence if addressed in the and events about LGBT+ issues and some of my research nn Conflicts with one’s religion or beliefs. anyone experiencing some form of harassment or bullying. wrong way. is now on the health of LGB populations. I’m trying to be an nn Being excluded from conversations and social activities. Also, the University has been designated as an official advocate and it’s important to me to do that” Hate Crime Reporting Centre, acting as a safe place for Over 70% of respondents in our survey reported not Discrimination related to gender identity was experienced the reporting of any hate crime, by either victim or witness. knowing how to address transgender students, and others More information on our network, support mechanisms by 15 respondents. The main issues faced included: highlighted difficulties in understanding how to make their and activities can be found on our Equality and Diversity Inclusivity classroom practices more inclusive. website http://www.essex.ac.uk/equality/ or via email nn Comments regarding clothing and physical appearance. We asked people to define what inclusivity means to them. [email protected] nn Mocking of gender and/or use of pronouns. Here are some of the responses: You said, we did! A workshop designed by Dr nn Teachers not accepting one’s gender identity. nn Valuing, respecting and welcoming all people regardless Ilaria Boncori and Karen Bush is now available for staff Inclusive environment nn The limited availability of gender-neutral toilets and of their gender, age, sexual orientation, country of origin, through our Learning and Development programme in Although 95% of the people who took part in our study changing facilities. race etc., and what they look like. order to provide support to staff on supporting LGBT+ felt that all students, staff and visitors at the University inclusion in teaching and learning. are welcome regardless of their gender identity or sexual nn Lack of understanding of non-binary gender identities. nn Anyone is allowed to express their own identity and self- orientation, only 79% of respondents agreed or strongly nn Misgendering. understanding in whatever way they are comfortable with, without fear of discrimination. Role models agreed that the University of Essex is an inclusive learning environment (7% disagreed or strongly disagreed, and You said, we did! The University is trialling the nn An action or policy of including people who might Although 66% of our survey participants reported knowing 14% had a neutral response). At Essex we pride ourselves creation of a specific “Inclusivity Lead” role in each otherwise be excluded or marginalised. LGBT+ staff or students within their team/department, on our inclusive community and we work hard to create a department to drive the implementation the University’s nn Everyone feeling welcome and equal. and 70% reported having family members or close friends welcoming and safe campus for all students and staff, as inclusivity aims by leading on the development of in the LGBT+ community, 80% of the respondents we believe that every individual member of our University nn Treating everyone as equal. good practice for each department. Our Equality and highlighted the perceived lack of role models within the community deserves to develop and fulfil their potential nn Everyone belonging and feeling as though they belong. Diversity team is also working in liaison with Stonewall, institution, although various individuals were mentioned by free from harassment. This is why we are keen to address the Students Union and senior staff at the University nn An environment that is flexible enough to accommodate name or role in the comments. and eradicate an environment of discrimination based on to enhance our policies and practices on an ongoing all students and gives them equal opportunities to thrive. gender identity or sexual orientation, which still happens basis. nn To be able to be a part of the Essex family no matter The term “role model” is often problematic as it can refer within our inclusive environment; 26% of respondents what gender identity or sexuality a person has. LGBT+ TOOLKIT 10 SECTION 1 CONCEPT AND CONTEXT LGBT+ TOOLKIT 11 SECTION 1 CONCEPT AND CONTEXT

How can we try to make our teaching and learning more inclusive? You said, we did! What does inclusivity means to you? How do you contribute The rainbow flag was identified in our data as the to the promotion of an inclusive environment for visitors, most representative symbol of the LGBT+ community. students and staff around you? The University is proud to fly the rainbow flag on its flagpole during LGBT History Month (February) to Respondents to our survey highlighted a number of show support and a visible commitment towards the actions that could be implemented in order to enhance our LGBT+ community. We want everyone at Essex to feel behaviour and practices as members of the University: at home.

nn Learning more by reading about the topic and making In 2017 the edited volume “LGBT+ Perspectives – those readings available to others. The University of Essex Reader” edited by Dr Ilaria nn Considering LGBT matters in processes that involve Boncori was published with contributions by University students (admissions, health and safety, learning etc.) of Essex staff and students on various topics. and staff (recruitment, promotion, wellbeing etc.). The Essex “It gets better “video was identified as a nn Attending/offering training courses. way to spread a welcoming message of inclusion. nn Increasing the use of gender neutral pronouns. The annual Essex “LGBT+ Careers Event” organized nn Using LGBT+ readings, case studies and materials in by the Essex LGBT Alliance (http://www.essex. classes. ac.uk/equality/forums/lgbt-alliance.aspx) provides a nn Avoiding assumptions about other people’s gender and platform to discuss the intersection between personal sexuality. and professional issues for both individuals and organizations. nn Making it clear that discrimination is not tolerated.

nn Providing a safe place and space for LGBT+ staff and The University Employability and Careers Centre students. (http://www.essex.ac.uk/careers/) offers targeted support to LGBT+ students and graduates in order to Only 55% of our respondents who identify as part of the enhance their employability, directing them to exciting LGBT+ population is ‘out’ at the University, and many opportunities to develop relevant skills, improve their people decide to make their personal life choices known CV and gain valuable experience. only to some individuals inside or outside of the University. That percentage is lower before coming to the University, Survey respondents who are part of the LGBT+ community and can change in other environments and subsequent asked for more opportunities to interact socially, for more places of work or study. We want applicants, future gender-neutral spaces, more training for staff, more employees, students and all members of our community visibility of LGBT+ issues across all campuses, better to know that this is a safe place for them to explore awareness of relevant policies and support mechanisms. and experience their lives as themselves. It is important not only to cultivate inclusion, but also to make it visible to others through imagery, statements, campaigns and You said, we did! The Essex LGBT Alliance (which includes individuals communication that send the right message. from over 20 Essex-based organizations) sponsors Essex Pride and other LGBT+ friendly events in liaison with the Students Union.

A new post was created in HR with responsibility for projects and networks, which will foster the development and growth of social and formal networks within our University.

Moreover, staff and students identifying as non-binary can now record their gender as such for University purposes. LGBT+ TOOLKIT 12 SECTION 2 TOOLS LGBT+ TOOLKIT 13 SECTION 2 TOOLS

3.2 PRACTICAL IDEAS AND APPROACHES nn Make it clear to students and staff that homophobic, SECTION 2 FOR MAKING THE CURRICULUM AND biphobic and transphobic language is not acceptable. LEARNING ENVIRONMENT MORE LGBT+ According to data available from Stonewall, name calling INCLUSIVE and discriminatory language is endemic in Britain’s TOOLS schools. Such language includes jokes or ‘banter’ that As with other protected characteristics, the importance is negative or disrespectful of, or that perpetuates of making our curriculum and learning environment more stereotypes about, LGBT+ people. LGBT+ inclusive cannot be underestimated. Some subjects nn Discriminatory behaviour needs to be addressed/ lend themselves more easily to discussions around gender challenged immediately and consistently in order to PRACTICAL WAYS FORWARD: GUIDELINES, actions when appropriate (although not intervening in identity and sexual orientation, but very often the crucial avoid reinforcing poor behaviour. Please liaise with the IDEAS, APPROACHES specific cases), addressing behaviours when necessary and point is not just what we learn and teach but how. Equality and Diversity team if you are unsure of how to checking that diversity in its broadest sense is recognised, do this – some possible ways are to: understood and considered during evaluation and decision Here are some practical examples of what can be done nn Ask a question (e.g. what do you mean by that? Do you 3.1 GUIDELINES making processes. As part of the University’s commitment to increase inclusivity in our teaching and learning realise that your language is homophobic/biphobic/ to equality and diversity within and beyond its community, environment within and outside of the classroom: transphobic? Over recent years the University has updated a number Professor Anthony Forster (Vice-Chancellor) and Professor nn Consider case studies that are LGBT+ relevant – could nn Relate homophobic, biphobic and transphobic language of its policies and procedures in order to provide the best Lorna Fox O’Mahony (Executive Dean for the Humanities you use a film/company/case law/data set that is to other types of discriminatory language (e.g. would you possible framework for our community. These documents Faculty) are both sexual orientation champions. Professor specifically related to the LGBT+ community? use words that were similarly hurtful about someone’s have been commended by Stonewall as examples of true Aletta Norval (Pro-Vice Chancellor Education) acts as the race/religion/disability?) commitment towards the LGBT+ community. All staff can University’s gender diversity champion, including gender nn Add suggested readings (see reading list in the last familiarise themselves with our policies and procedures identity, gender reassignment, pregnancy and maternity. section of this booklet, and the “LGBT+ Perspectives nn Link words to their personal impact to make it real (e.g. here: – The University of Essex Reader” for ideas and when you use that word it can make a person who is Staff or students who have the protected characteristic contributions) to your reading list/bibliography. transgender or has transgender family or friends feel Equality and Diversity Framework and Sub-Strategy 2015- of gender reassignment will receive positive support from nn Consider LGBT+ matters regarding sampling, ethical bad about themselves, is this what you mean to do?) 18 http://www.essex.ac.uk/equality/documents/equality- the University to meet their particular needs, and the issues and data collection when exploring research nn Refer to university policies and procedures, our ethos, framework-sub-strategy-2015.pdf University will ensure that those who have undergone, or methods, which usually go across disciplines. values and culture. who are undergoing, gender reassignment, are treated in Equality and Diversity Codes of Practice nn Can you set assignments that help challenge LGBT+ nn Respect confidentiality if a student decides to ‘come out’ all respects as the gender in which they live. http://www.essex.ac.uk/equality/documents/equality- stereotypes or spread awareness of relevant issues? to you – they may not have done so with other members diversity-codes-practice-2015.pdf nn Avoid gendered language to refer to students or of staff or students. Guidelines for Dealing with Harassment and Bullying The University has a number of networks and societies authors. nn Don’t make assumptions about who is lesbian, gay, http://www.essex.ac.uk/equality/harassment/harassment- for staff and students to join and/or obtain support bisexual or transgender. guidelines.pdf from. These include the Essex LGBT Alliance, Straight/ nn Avoid gendered group work or divisions in the People Supporting Strategy LGBT+ Allies (look out for visible signs that someone is classroom. nn Ignoring or dismissing issues raised by students, not http://www.essex.ac.uk/hr/policies/docs/people-oct15. a Straight/LGBT+ ally – this might be indicated on their nn Invite speakers or add video/content to your module listening to students/staff concerns or refusing to make pdf email signature, rainbow flags on their doors, they may be which is related to the LGBT+ community. adjustments to one’s professional practice is not part of wearing a rainbow lanyard or drinking from a Straight Allies the culture we want to promote and experience at the The People Supporting Strategy is organised into eight Key mug) and Students’ Union LGBT* and Friends Society. University of Essex. Themes, one of which is Equality and Diversity. Under this theme, it is made clear that unacceptable behaviour should UNISON fights discrimination and prejudice in the be challenged in an appropriate way and that all staff must workplace on behalf of its lesbian, gay, bisexual and make themselves aware of their responsibilities and rights transgender (LGBT) members, working together in local by completing equality and diversity training and taking and national groups to campaign and provide support. personal responsibilities for their actions. Lauren Searle- Alex Nicholas is the Branch Equality Officer (LGBT) for Byrne, Administrative Assistant, said: our University and the point of contact for equality issues relating to UNISON and LGBT members. Email Alex: alex. “It’s not just the responsibility of those directly affected [email protected] for information on the UNISON’s by unacceptable behaviour to challenge it, it’s everyone’s LGBT group. responsibility” UCU is also committed to the provision of support to their The role of Diversity Champions is to support and promote members and the Essex community. Dr Ilaria Boncori the work the University undertakes in relation to the ([email protected]) and Jessie Mallinson (mallj@essex. protected characteristic for which they are champions. ac.uk) are the current UCU Equality and Diversity Officers Diversity Champions aim to act as role models, taking to contact in relation to any equality and diversity concerns. LGBT+ TOOLKIT 14 SECTION 2 TOOLS LGBT+ TOOLKIT 15 SECTION 2 TOOLS

behaviours – they need to be challenged as well as the Pronouns Pronouns list 3.3 TIPS FROM INTERVIEWEES macro ones. “People only really take into account more One of the most debated linguistic issues related to LGBT+ Subject Object physical aggression, macro issues, and wouldn’t see any matters is the use of pronouns. Most of the time, when Possessive One sentiment that came through clearly from all harm in making a joke of different gender identities”. speaking our native language, we don’t even think about interviewees who identified as being part of the LGBT+ nn “I would have found being punched a lot less stressful the use of pronouns. When we see a person, we – often Traditional community was the importance of being treated as an than being the subject of homophobia”. unconsciously – assign them a gender and automatically Masculine He Him His individual, not a category. Also, interviewees highlighted adjust our language when we refer to them. This is not a nn Think outside heteronormativity – don’t always assume Traditional that what’s comfortable or right for one person doesn’t someone’s partner is the opposite sex and show shock simple matter when referring to people who identify as Feminine She Her Her necessarily apply to everyone, so please bear this in or surprise when that’s not the case. gender neutral, gender fluid or agender. “Reading” others’ mind when reading these tips/thoughts/ideas – there is gender and communicating in a respectful way can make a Gender definitely no ‘one-size-fits all!’ nn If someone comes to talk to you because they’re huge difference in peoples’ feelings of being accepted for Neutral They Them Their questioning their sexuality or gender identity, point them who they are and being valued in this environment. Ze Hir / Zir Hir / Zir nn “It’s much easier for an LGBT+ person to go to a towards support and/or the ‘It Gets Better’ video. One Xe Xem Xyrs named person for support than it is to approach a whole interviewee said “It was pivotal for me when I was trying One might have known someone for some time, when they Yo Yos Yos service”. So if you’re a straight/LGBT+ ally, for example, to find out who I was”. make sure your commitment to LGBT+ inclusivity is decide to identify with another gender, which may create nn Be aware of what support is available for LGBT+ people visible – wear a rainbow lanyard, add it to your email confusion and misunderstandings. Or people may assume and how dealing with issues can impact on students’ Different LGBT+ terms and definitions used in signature, address/challenge inappropriate behaviour/ gender based on what they see, which may bypass one’s studies. “For some LGBT+ students, education and the UK language. knowledge of the person and lead them to the use of the being successful takes a back seat and issues around wrong pronoun. In some cases the person does not want The following pages include a glossary of LGBT+ related nn “If a lecturer is warm and welcoming to everyone, sexuality and gender identity become their life”. to be identified with either gender, so using the appropriate terms and brief definitions. Usually these are found at students are more likely to talk to them if they have a nn Don’t assume that all transgender people are activists pronoun is very important. When in doubt, it may be better the back of a book, or in the appendices, but we want to problem”. and are happy to answer any questions they’re asked to ask which pronoun they would like to be used. Also, incorporate these terms within the main text of our toolkit nn “I think it would be a good idea for awareness of these about transgender issues. please bear in mind that some people wear ‘pronoun as terminology can create confusion and alienate people. issues to be reinforced by all lecturers at the start”. wristbands’ to declare their preference. This list was compiled by Jestin Bartlett, one of the student nn Don’t assume that by openly identifying with the LGBT+ So during introductory lectures, in addition to telling research assistants who worked on this project. community, people give you permission to ask personal students about the expectations in relation to their questions regarding their gender or sexual orientation. course, you could take the opportunity to talk about the Although such a long glossary can turn into ‘information University’s commitment to inclusivity and how students, overload’, it is important to have at least some awareness of staff and visitors are expected to be treated, and to treat the most common words. As we write, many of those terms each other, with dignity and respect. 3.4 UNDERSTANDING THE TERMINOLOGY are indicated by the word processing software as mistakes, nn Be clear about what respecting confidentiality means. even though these are not wrong – they are just new or Language can be very inclusive or indeed a source of “The University is made up of unique people and unusual or uncommon. exclusion. Grammar itself can be gendered with declinations the moment you leak a little bit of information about and gender markers (like in Italian and Spanish) that make someone, you’ve potentially narrowed who you’re talking it impossible to express gender neutral ideas. However, it about down to 5 or 6 people” is also true that languages change and evolve, neologisms nn There’s not necessarily one answer in understanding are introduced, slang is adapted and obsolete terms are how an individual feels so if someone is talking to abandoned. Alexa Tyrrell, Marketing Officer, said: you about LGBT+ issues and you’re struggling to understand say “Sorry, I don’t mean this offensively but I “I feel as though we’ve moved on in relation to people being don’t fully understand, can you explain it to me please?” very aware of what are now unacceptable terms relating nn Encourage students to self-reflect and be ready to to ethnicity or disability, but people are less careful about accept a piece of reflective writing that may expose what they say in relation to LGBT people. Words such as controversial views. Ask students to keep a reflective ‘gay’, for example, can be used so flippantly, and so I think learning log where they write down their first thoughts, it’s important that everyone is aware of what is acceptable for example about a particular character in a book, then to say and what is not acceptable to say”. ask them whether they intended to think about that character in that way and where their initial view came The first aspect to clarify is the difference between from. gender identity and sexual orientation, which are often nn “You don’t come out one day, you come out every day”. confused and both included in the LGBT+ acronym. One Be mindful that for an LGBT+ person, they may have of our interviewees said: “the simplest way of putting it is to explain their sexual orientation or gender identity that gender is what is in your mind and in your heart, it’s multiple times to multiple people in a short space of about who you are; sexual orientation is about who you are time, which can be stressful and frustrating. attracted to and who you want to have sexual relationships with”. nn “If you don’t see visible role models, you feel like everyone’s against you”. If you identify as LGBT+ The title of this document includes the word LGBT+ yourself, consider how you could be a visible role model as that ‘plus’ sign signifies the inclusion of all gender to help your students. identities and sexual orientations. Any acronym aimed at nn “You should never tell someone how they feel and how encapsulating all members of the community will inevitably they identify because you’re not in their head and you fail to be fully inclusive, or only prioritise some. Also, in any don’t know how they’re thinking and feeling”. of its more developed forms, the acronym is rather lengthy nn Make LGBT+ issues your issue, even if you don’t (e.g. LGBTTQQIAAP – lesbian, gay, bisexual, transgender, identify as LGBT+ yourself. “It’s a bit like sexual transsexual, queer, questioning, intersex, asexual, ally, harassment/assault being seen only as a women’s issue pansexual) and may still exclude some members of the and therefore people who don’t identify as female think community. they don’t need to confront it or get involved with it”. nn Don’t condone offensive or discriminatory micro- LGBT+ TOOLKIT 16 SECTION 2 TOOLS LGBT+ TOOLKIT 17 SECTION 2 TOOLS

A (fairly) brief LGBT+ Glossary Cissimilation: the act of Trans people to comply with the body shape, facial hair, clothes, accessories etc. Intergender: a person whose gender identity is between This is a list (by no means exhaustive but rather standards of cisgender people of their gender identity. Gender confirmation surgery: a term used to describe genders or is a combination of genders. comprehensive) of various LGBT+ terms and definitions Closeted: and individual who is not open to either surgeries carried out to change the appearance of a person Intersex: someone whose combination of chromosomes, used in the UK: themselves or others about their sexual orientation or to match their gender identity. gonads, hormones, internal sex organs and genitals differs gender identity. Gender Dysphoria: a term used to describe anxiety and/ from the two expected patterns of male or female. Formerly Ace: another term for asexual. A person who experiences Coming Out: the process by which one accepts and/ or discomfort towards one’s assigned sex at birth. known as hermaphrodite. no sexual attraction. or comes to terms with their own gender identity and/ Gender Expression (Presentation): the gender that a Lesbian: a female who is attracted romantically, erotically AFAB: acronym for “assigned female at birth”. or sexual orientation. Also the process whereby a person person dresses and/or presents themselves as. and/or emotionally to another female. It can be shortened Agender: a person who feels that they don’t have a shares their own gender identity and/or sexual orientation Gender Identity Disorder (GID): a mental health or referred to as Les, Lez, Lesbo, Leso, Lezzie, which are gender. with others. diagnosis (DSM 3 and DSM 4) given to transgender or often seen to be derogatory. Ally: a person who supports and respects members of Constellation: the arrangement or structure of a non-cisgender people. Often used by medical professionals Lipstick Lesbian: refers to a lesbian with a feminine the LGBT+ community. Organizations often have ‘straight polyamorous relationship. but seen as derogatory and offensive. DSM 5 it was gender expression. Can be used both positivity and in allies’ to show support to the LGBT+community. Cross-dresser: someone who wears clothes of another replaced with gender dysphoria. a derogative manner. It is sometimes used to refer to a AMAB: acronym for “assigned male at birth”. gender/sex with which they identify as. Gender identity: the gender that a person self-identifies lesbian who is assumed to be straight. Androgynous: a gender expression that has elements of Demiboy: a term used for people who only partially as. The person’s internal sense of what gender(s) they are. MAAB (MAB): an acronym of ‘Male Assigned at Birth’. both masculinity and femininity. identify as a boy/male. Gender Non-Conforming (GNC): someone whose Used to differentiate between which binary gender identity Androphilic: an attraction to masculinity. Demigender: a term for people who only identify partially gender presentation, whether by nature or by choice, a Trans person was assigned at birth. Aromantic: a person who experiences little or no romantic as a given gender. does not align in a predicted fashion with gender-based Male lesbian: a male bodied person who identifies as attraction to others and/or a lack of interest in forming Demigirl: a term used for people who only partially identify expectations. a lesbian. Primarily attracted to lesbian, bisexual or queer romantic relationships. as a girl/female. Gender Normative (Gender Straight): someone whose identified people. Asexual: a person who experiences no sexual attraction. Demisexual: an individual who does not experience gender presentation, whether by nature or by choice, aligns Male-to-Female transgender/transsexual: a person who Assigned Sex: the sex that a person was assigned at sexual attraction unless they have formed a strong with society’s gender-based expectations. identifies as Female but was assigned male at birth. birth in terms of genitals. emotional connection with another individual, often within Gender Variant: someone who either by nature or by Masc: someone who identifies themselves as masculine, Bicurious: a curiosity about having attraction to people of a romantic relationship. choice does not conform to gender-based expectations of whether physically, mentally or emotionally. Often used to the same gender/sex. Drag King: someone who performs masculinity theatrically, society. refer to a masculine-presenting queer man. Bigender: a person who fluctuates between traditionally or someone who cross-dresses with masculine clothing. Gender: refers to the sociological set of boundaries Masculine of Centre: a word that indicates a range of “woman” and “man” gender-based behaviour and identities, Drag Queen: someone who performs femininity and signifiers that may define people as being feminine, terms of gender identity and gender presentation for folks identifying with both genders. theatrically, or someone who cross-dresses with feminine masculine, or androgynous. who present, understand themselves and/or relate to Binding: the process of flattening one’s chest to have a clothing. Genderfluid: moving between genders. others in a more masculine way. more masculine looking chest (generally done through the Dyadic: not Intersex. Genderflux: a gender identity which involves a shift in Masculine Presenting: a way to describe someone who use of binders). Dyke: a term referring to a masculine presenting lesbian. gender “intensity’. expresses gender in a more masculine way. Biological Sex: a medical term used to classify an Often used as a derogatory term. Genderless: a person who feels that they don’t have a Metrosexual: a man with a strong aesthetic sense who individual as female, male or intersex – using hormonal, Emotional Attraction: an affinity for someone that gender or identifies as being without a gender. spends more time, energy, or money on his appearance chromosomal or anatomical characteristics. evokes the want to engage in emotional intimate behaviour. Genderqueer: a gender identity label often used by and grooming than is considered gender normative. Often Biphobia: a range of negative attitudes towards bisexual Enby: another term for a non-binary person. people who do not identify with the binary of man/woman. used to refer to camp men. individuals. Enbyfriend: a term used as a neutral romantic or sexual GIC: an acronym for ‘Gender Identity Clinic’. MSM: acronym for “men who have sex with men” to Biromantic: a person romantically attracted to people of partner term (instead of boyfriend/girlfriend). GRC: Gender Recognition Certificate. A certificate that distinguish sexual behaviours from sexual identities. two different genders. FAAB (FAB): an acronym of ‘Female Assigned at Birth’. recognises the person’s new gender, which protects the MtF / M2F: abbreviation for male-to-female transgender Bisexual: a person emotionally, physically and/or sexually Used to differentiate between which binary gender identity person’s transgender status, and enables them to change or transsexual person. attracted to two genders or two sexes. a Trans person was assigned at birth. their gender on birth certificates and marry under their new Mx: gender neutral title. Blockers: a substance which prevents or inhibits a given Faggot (Fag): a derogatory term referring to a gay person. gender. Often asked for by businesses or employees as Non Binary: an umbrella term used for all genders other physiological function. Often given to young Trans people Also occasionally used as a self-identifying term for a gay proof of gender change, but it is illegal to ask for. than female/male. Not all Non-Binary people identify as before/during puberty to prevent biological changes of the man. GSM: Gender and Sexual Minorities. Trans, and some Trans people don’t identify as Non-Binary. assigned at birth sex. Female-to-Male transgender/transsexual: a person who Gynephilic: an attraction to femininity. Non-Op: a term used to describe Trans people who are not Boi: a term used to describe queer females who present identifies as male but was assigned female gender at birth. Hermaphrodite: an outdated and derogatory term for planning on undergoing surgery related to their transition. masculine. Feminine of Centre: a word that indicates a range of someone whose combination of chromosomes, gonads, Oestrogen: the hormone given to M2F Trans people, to Bottom Surgery: a term used to describe surgery on the terms of gender identity and gender presentation for folks hormones, internal sex organs and genitals differs from the make their body and appearance feminine. genitals done to create harmony with a person’s preferred who present, understand themselves and relate to others in two expected patterns of male or female. Omnisexual: a person who experiences sexual, romantic, gender expression. a more feminine way. Heteronormativity: the assumption that everyone is physical and/or spiritual attraction for people of all gender Bottom: the man who takes the more submissive role Feminine presenting: a way to describe someone who heterosexual, and that being heterosexual is the norm. identities/expressions. during gay sexual interactions. expresses gender in a more feminine way. Heterosexism: a behaviour that grants preferential Outing: involuntary or unwanted disclosure of another Bridging Prescription: a hormone prescription given to a Femme: someone who identifies themselves as feminine, treatment to heterosexual people, reinforces the idea that person’s sexual orientation, gender identity, or intersex Trans patient of their chosen gender identity by a GP whilst whether it be physically, mentally or emotionally. Often used heterosexuality is somehow better or more “right” than status. they are waiting for a GIC. to refer to a feminine-presenting queer woman. queerness, or makes other sexualities invisible. Pack and Play: a type of packer used by FtM people to Butch: a female who identifies themselves as masculine, Fluidity (Fluid): describes an identity that may change or Heterosexual: a person emotionally, physically, and/or allow them to have sex as a ‘male’. whether physically, mentally or emotionally. It can also be shift between or within a mix of sexual orientations/gender sexually attracted to members of the opposite sex. Packing: a term generally used for FtM when wearing used as a derogatory term for lesbians. identities. Homophobia: an umbrella term for a range of negative a device (often a packer) on the groin under clothing to Camp: a term used to describe gay and feminine behaviour FtM / F2M: abbreviation for a female-to-male transgender attitudes towards the LGBT+ community. create a ‘masculine bulge’. An STP or ‘Pack and Play’ can of a gay man. or transsexual person. Homosexual: a person emotionally, physically and/or be used for ‘male’ functions. Cisgender (Cis): a person whose gender identity, Gay: a person who is attracted romantically, erotically and/ sexually attracted to members of the same sex. Pangender: a person who identifies as a combination of biological sex and assigned sex at birth all match. or emotionally to people of the same sex. HRT: an abbreviation of ‘Hormone Replacement Therapy’, aspects from both men and women and/or other identities. Cisnormativity: assumptions that everyone is cisgender. Gender Binary: describes the two genders Male and which is any form of hormone therapy wherein the patient, Pansexual: a person who experiences sexual, romantic, Or that cisgender identities are superior to non-cisgender Female. The binary genders are the only legally recognised in the course of medical treatment, receives hormones, physical and/or spiritual attraction for people of all gender identities. in the UK and generally in society. either to supplement a lack of naturally occurring identities/expressions. Cissexism: a term to describe prejudice in the favour of Gender Clues: what people use to attempt to tell the hormones, or to substitute other hormones for naturally Passing: a term used to describe being read as the cisgender people. gender/sex of a person. These include hairstyle, voice, occurring hormones. gender that one identifies with. LGBT+ TOOLKIT 18 SECTION 2 TOOLS LGBT+ TOOLKIT 19 SECTION 2 TOOLS

Polyamorous: used for people who have an open and Transgender (Trans): a term used to describe a gender Reading List and other resources 9. Using theatre to change attitudes toward lesbian, gay, consensual relationship with two or more people. identity opposite to the one a person was assigned at birth. We have created a reading list with LGBT+ related sources and bisexual students – Susan Iverson, Christin Seher, Progestogen: a natural steroid hormone that prevents Some Transsexual’s identify as Transgender as the term categorised by broad subject area. This supplements 2014 ovulation, generally given to F2M to help with dysphoria. generally implies less stigma and discrimination, and more the comprehensive collection of LGBT+ material in the 10. ‘It gets narrower’: creative strategies for re-broadening Queer: a term for people of marginalized gender identities acceptance. Albert Sloman Library which can be found here https:// queer peer education – Anne Harris, David Farrington, and sexual orientations who are not cisgender and/or Transitioning: the process in which a person is changing essex.rl.talis.com/lists/E014C5BB-3B67-E2CB-469C- 2014 heterosexual. from assigned gender to their gender identity, which could 87ABE7A892CE.html. This collection includes works in Questioning: an individual who is unsure about or is involve medical intervention. Not all transgender people the following areas: 11. Treading across lines in the sand: performing bodies exploring their own sexual orientation and/or gender want or choose to have surgery when transitioning. in coalitional subjectivity – Kimberlee Perez, Dustin identity. Transmasculine/Transman: a person who identifies as nn LGBT+ fiction Bradley Goltz, 2010 RLE: an acronym for ‘Real Life Experience’. A term used to male but was assigned as female at birth. nn Biographies of LGBT+ people 12. A different kind of community theatre: performance describe a Trans* person living fully out and as their gender Transphobia: discrimination and/or hatred of trans nn LGBT+ families projects with LGBT adolescents – Michelle Ebert identity. This is needed for at least a year, most often 2 people and/or the trans community. nn LGBT+ health Freire, 2007 years, before a GIC prescribes hormones. Transsexual: a medical term used for a person who Romantic Attraction: an affinity for someone that evokes identifies psychologically as a gender/sex other than the nn Identity, transitioning and coming out 13. Queer theory and performance – Craig Gingrich- the want to engage in romantic behaviour. one to which they were assigned at birth. Transsexuals nn Hate, discrimination and bullying Philbrook, 2003 Self-determined Gender: a person’s inner sense of their usually wish to transform their bodies hormonally and nn Citizenship own gender identity, which is independent of their gender surgically to match their inner gender/sex. It can also be nn Law Biological Sciences and Health expression, biological makeup and any gender that may be used as a derogatory term. 1. Inviting queer ideas into the science classroom: externally attributed to them by other people. Transvestite: someone who wears clothes of another studying sexuality education from a queer perspective Sex assigned at birth: the gender a baby is assigned at gender/sex, to which they often identify as. We hope that this will form the start of a larger inclusivity – Mattias Lundin, 2014 birth due to their genitalia. Trigender: a term for people who feel they are neither library for perusal of staff and students. This list was Sex Reassignment Surgery (SRS): a term used by male nor female, but not androgynous either and construct compiled by Marina Milagre De Andrade E Silva, one of the 2. Biological determinism and LGBT tolerance: a medical professionals to refer to groups of surgeries that their own gender. student research assistants who worked on this project. quantitative exploration of biopolitical beliefs – alter a person’s biological sex. Tucking: the act of arranging ‘male’ genitalia to reduce Kathleen Dunn, 2010 Sexual Attraction: an affinity for someone that evokes the ‘masculine bulge’ used by MtF people, and sometimes 4.1 A LITTLE LGBT+ READING LIST (BY the want to engage in sexual intimate behaviour. Drag Queens. SUBJECT) 3. How different are the adult children of parents who Two-Spirit: have same-sex relationships? Findings from the New Sexual Orientation: a person’s sexual identity in relation a person who identifies and/or fulfils roles of Accounting, Finance and Banking to the gender in which they are attracted to. both stereotypical genders. Family Structures Study – Mark Regnerus, 2012 1. Unwanted pursuit behavior after breakup: occurrence, Sexuality: a person’s sexual orientation or preference. WSW: acronym for “women who have sex with women” to 4. The health equity promotion model: reconceptualization risk factors, and gender differences – Olivia De Smet, Skoliosexual: attracted to genderqueer or transsexual distinguish sexual behaviours from sexual identities. of lesbian, gay, bisexual, and transgender (LGBT) Katarzyna Uzieblo, Tom Loeys, Ann Buysse, Thomas people and expressions. Attraction to non-cisgender health disparities – Karen I. Fredriksen-Goldsen, Jane Onraedt, 2015 people. M. Simoni, Hyun-Jun Kim, Keren Lehavot, Karina Spiritual Attraction: an affinity for someone that evokes 2. Three Legs on the Ground: Retirement Income L. Walters, Joyce Yang, Charles P. Hoy-Ellis, Anna the want to engage in emotional intimate behaviour. Essentials for LGBT Adults – David Godfrey, 2012 Muraco, 2014 Stealth: a term used to describe a transgender person 3. Lesbian, gay, bisexual and transgender people’s 5. What’s wrong with be(com)ing queer? Biological who passes as their transitioned gender, without being out attitudes to end-of-life decision-making and advance determinism as discursive queer hegemony – S. socially as transgender. care planning – Mark Hughes, Colleen Cartwright, Weber, 2012 Stereotypical genders: refers to Male and Female. 2015 STP: an abbreviated term of ‘Stand To Pee’, a specific 6. Creating welcoming spaces for lesbian, gay, bisexual, designed packer to allow FtM people to stand and pee and Acting and transgender (LGBT) patients: an evaluation of the to use urinals. 1. Acting straight: reality TV, gender self-consciousness health care environment – Zachary McClain, Linda A. Straight: a person emotionally, physically and/or sexually and forms of capital – David Alderson, 2014 Hawkins, Baligh R. Yehia, 2016 attracted to members of the opposite sex. Stud: a term used to indicate a Black/African-American or 2. Performing prodigals and dissident acolytes: 7. Mapping queer bioethics: space, place, and locality – Latina lesbian/queer female. It can also be used to refer to supporting queer postgraduates in the visual arts – Lance Wahlert, 2016 a masculine lesbian. Welby Ings, 2015 8. The body as a site of gender-related distress: ethical Switch: a gay man who is both a Top and a Bottom. 3. Bone-breaking, black social dance, and queer considerations for gender variant youth in clinical T: an abbreviation of Testosterone, the hormone given to corporeal orature – Thomas F. DeFrantz, 2016 settings – Katrina Roen, 2016 F2M trans people, to make their body and appearance masculine. 4. Lest we forget: HIV/AIDS and queer theatre and 9. Bodies on display: queer biopolitics in popular culture Third Gender: a person who doesn’t identify as either performance in Canada – Dirk Gindt, 2015 – Cathy Hannabach, 2016 male or female. 5. Queer archives, queer movements – Robert Summers, 10. Learning from Philadelphia: topographies of HIV/ Top Surgery: a term used to describe the surgery on the 2015 AIDS media assemblages – Lisa Cartwright, 2016 chest to construct a ‘male’ type chest for FtM people. Top: the man who takes the more dominant role during 6. Teaching tolerance without pushing the envelope: 11. Misrepresentations of evolutionary psychology in sex gay sexual interactions. the Laramie Project in high school theatres – Sara and gender textbooks – Benjamin M. Winegard, Bo M. Tranny: a derogative term used to refer to trans (generally Simons, 2015 Winegard, Robert O. Deaner, 2014 M2F) or cross dresser (MtF) people. 7. La MaMa’s Squirts: igniting queer intergenerational 12. LGBT people and the work ahead in bioethics – Trans*: an umbrella term used to describe a range of dialogue through performance – Jayson Morrison, Timothy F. Murphy, 2015 identities that don’t fit the social defined gender norms. 2015 Also used to refer to someone who does not identify with 13. Queering the fertility clinic – Laura Mamo, 2013 the gender assigned at birth. 8. ‘Dissemblage’ and ‘Truth Traps’: creating 14. Respondent-driven sampling among gay and bisexual Transfeminine/Transwoman: a person who identifies methodologies of resistance in queer autobiographical men: experiences from a New Zealand pilot study – as female but was assigned as male at birth. theatre – Lazlo Pearlman, 2015 Adrian H. Ludlam, Peter J. W. Saxton, Nigel P. Dickson, Jeffery Adams, 2015 LGBT+ TOOLKIT 20 SECTION 2 TOOLS LGBT+ TOOLKIT 21 SECTION 2 TOOLS

15. Imagination and integrity: decision-making among access to health care is an LGBT Issue – Laura F. 15. Faith and LGBTQ inclusion: navigating the 10. Queer law and order: sex, criminality, and policing in lesbian couples to use medically provided donor Redman, 2010 complexities of the campus spiritual climate in the late twentieth-century United States – Timothy insemination – Catherine Donovan, Angelia R. Wilson, Christian higher education – Alyssa N. Rockenbach, Stewart-Winter, 2015 4. The social and economic imperative of lesbian, gay, 2008 Rebecca E. Crandall, 2016 bisexual, and transgendered supportive organizational 11. Borderlands, diasporas, and transnational crossings: 16. Reflections on the recent history and near future of policies – Eden B. King, Jose M. Cortina, 2010 16. ‘Examining cohort differences and resilience among teaching LGBT Latina and Latino histories – Horacio LGBTQ Scholarship – L. Blachford, 2014 the aging LGBT community: implications for education N. Roque Ramírez, 2006 5. Pro-business or anti-gay? Disguising LGBT animus as and practice among an expansively diverse population’: 17. Increased risk of suicide attempts among black and economic legislation – Alex Reed, 2013 12. The history of sexuality: The will to knowledge – corrigendum – Michael P. Dentato, John Orwat, Marcia Latino lesbians, gay Men, and bisexuals – Shannon Michel Foucault, 1976 6. Pride at work: organizing at the intersection of the Spira, Benjamin Walker, 2015 O’Donnell, Ilan H. Meyer, 2011 labor and LGBT Movements – M. Kelly, A. Lubitow, 17. Beyond bullying: the limitations of homophobic and 2014 Human Rights transphobic bullying interventions for affirming lesbian, Computer Science and Electronic Engineering 1. Do ask, do tell: where is the protection against sexual gay, bisexual and trans (LGBT) equality in education – 1. Online surveys for LGBT research: issues and orientation discrimination In international human rights Education Kate Marston, 2015 techniques – Ellen D. B. Riggle, Sharon S. Rostosky, law? – Kerstin Braun, 2014 1. Teaching note – heterosexism as experienced by Stuart C. Reedy, 2005 18. Doing it for ourselves: building communities for health LGBT social work educators –Lisa M. Johnson, 2014 2. Pride and prejudiced: Russia’s anti- gay propaganda education and support for older lesbian/bisexual 2. The citation landscape of scholarly literature in LGBT law violates the European Convention on Human 2. Unexpected generosity and inevitable trespass: women – Michele J. Eliason, 2015 studies: a snapshot for subject librarians – Karen Rights – Stephan Polsdofer, 2014 rethinking intersectionality – Cris Mayo, 2015 Anteil, 2012 19. Bolstering the preparation of school counsellor 3. Transnational LGBT activism: working for sexual rights 3. Being who I am: effective teaching, learning, student – principal teams for work with LGBT youth: 3. The lesbian, gay, bisexual and transgender community worldwide – Ryan R. Thoreson, 2014 support, and societal change through LGBQ faculty recommendations for preparation programs – online: discussions of bullying and self-disclosure in freedom – Janice M. Orlov, Katherine R. Allen, 2014 Matthew J. Beck, 2016 4. Human rights in the overseas territories: in policy YouTube videos – Michael Green, Ania Bobrowicz, but not in practice? – Peter Clegg, Fred Dunwoodie- Chee Siang Ang, 2015 4. Reflections on the life histories of today’s LGBQ 20. Limitations of focussing on homophobic, biphobic Stirton, Phillip Cole, 2016 postsecondary students – James L. Olive, 2012 and transphobic ‘bullying’ to understand and address 4. Community organizing for database trial buy-In by LGBT young people’s experiences within and beyond 5. The right to family life free from discrimination on the patrons – JJ Pionke, 2015 5. On being naïve: a queer aesthete in art education – school – Eleanor Formby, 2015 basis of sexual orientation: the European and inter- Adam Greteman, 2015 5. Identity performance in roleplaying games – Danielle American perspectives – Nadia Melehi, 2014 21. Bringing LGBTQ topics into the social studies Nielsen, 2015 6. “Never in all my years…”: nurses’ education about classroom – Brad M. Maguth, Nathan Taylor, 2014 6. Sexual health needs and the LGBT community – Sue LGBT health - Rebecca Carabez, Marion Pellegrini, 6. Zero feet away: the digital geography of gay social Campbell, 2013 Andrea Mankovitz, Mickey Eliason, Mark Ciano, Megan 22. Best not forget lesbian, gay, bisexual, and transgender media – Yoel Roth, 2016 Scott, 2015 themed children’s literature: a teacher’s reflections of 7. A skunk at the garden party: the Sochi Olympics, 7. Loneliness, internalized homophobia, and compulsive a more inclusive multicultural education and literature state-sponsored homophobia and prospects for 7. “Everyone needs a class like this”: high school internet use: factors associated with sexual risk program – Gabriel Flores, 2016 human rights through mega sporting events – Derek students’ perspectives on a gay and lesbian literature behavior among a sample of adolescent males Van Rheenen, 2014 course – Kirsten Helmer, 2015 23. Including transgender students in school physical seeking services at a community LGBT center – education – John T. Foley, Court Pineiro, Dan Miller, 8. Transnational promotion of LGBT rights – Ashley Kathryn DeLonga, Hector L. Torres, Charles Kamen, 8. Broadening partner benefits to improve recruitment Melissa L. Foley, 2016 Currier, 2016 Stephanie, N. Evans, Susanne Lee, Cheryl Koopman, and retention among LGBT employees In United Cheryl Gore-Felton, 2011 States Institutions of Higher Education – Russell 9. The legal rights of LGBT youth in state custody: what Shrader, 2016 History child welfare and juvenile justice professionals need to 8. Social network analysis for analyzing groups as 1. A proud LGBT history – Jason Warriner, 2016 know – R. Estrada, J. Marksamer, 2006 complex systems – Andrew Quinn, Ralph Woehle, 9. Queering the academy: new directions in LGBT Kathleen Tiemann, 2012 research in higher education – Louisa Allen, 2015 2. Local histories, European LGBT designs: sexual 10. To what extent have the rights of transgender people citizenship, nationalism, and “Europeanisation” in post- been underrealized in comparison to the rights of 9. Computer science security research and human 10. Improving the evidence base for LGBT cultural Yugoslav Croatia and Serbia – Katja Kahlina, 2015 lesbian, gay, bisexual, and queer/questioning people in subjects: emerging considerations for research ethics competence training for professional psychologists: the United Kingdom? – Thomas Stocks, 2015 boards – Elizabeth Buchanan, John Aycock, Scott Commentary on ‘quality LGBT health education: 3. The co-optation of LGBT movements in Mexico and Dexter, David Dittrich, Erin Hvizdak, 2011 a review of key reports and webinars’ – David W. Nicaragua: modernizing clientelism? - Marcus J. Pantalone, 2015 McGee, Karen Kampwirth, 2015 Human Sciences 10. A cyberfeminist utopia? Perceptions of gender and 1. Marriage and family: LGBT individuals and same-sex computer science among Malaysian women computer 11. California’s FAIR Education Act: addressing the 4. Book review: interpreting LGBT history at museums couples – Gary J. Gates, 2015 science students and faculty – Vivian Anette Lagesen, bullying epidemic by ending the exclusion of LGBT and historic sites – J. Tyburczy, 2015 2008 people and historical events in textbooks and 2. Negotiating the intersection of racial oppression and 5. Learning history through digital preservation: student classrooms – Senator Mark Leno, 2013 heteronormativity – Lance C. Smith, Richard Q. Shin, 11. Queer in STEM: workplace experiences reported in experiences in a LGBT archive – Anthony Cocciolo, 2015 a national survey of LGBTQA individuals in Science, 12. Queer pedagogies out of place and time: redrawing 2013 Technology, Engineering, and Mathematics careers – the boundaries of youth, sexual and gender difference, 3. Playing with science: sexual citizenship and the 6. Out in the union: A labor history of queer America – Jeremy B. Yoder, Allison .Mattheis, 2016 and education – Daniel Marshall, 2016 Roman Catholic Church counter-narratives in Slovenia Miriam Frank, 2014 and Croatia – Roman Kuhar, 2015 13. Supporting LGBTQ students in physical education: 7. The empathetic meme: situating Chris Crocker within Economics changing the movement landscape – Betty Ann Block, 4. The Greater St. Louis LGBT health and human the media history of LGBT equality struggles – D. T. 1. It’s not personal, it’s just business: the economic 2014 services needs assessment: an examination of the Scott, 2014 impact of LGBT legislation – Lauren Box, Lauren, silent and baby boom generations – Meghan Jenkins 14. An evaluation of lesbian, gay, bisexual, and 2015 8. Documenting Boston’s LGBT History – Stephen Morales, M. Denise King, Hattie Hiler, Martin S. transgender (LGBT) health education in pharmacy Nonack, 2007 Coopwood, Sherrill Wayland, 2014 2. Past, present, and future of gay and lesbian consumer school curricula - Madalene Mandap, Sarah Carrillo, research: critical review of the quest for the queer Sharon L. Youmans, 2014 9. Chicago whispers: a history of LGBT Chicago before 5. Social work and gender: an argument for practical dollar – Whitney Ginder, Sang-Eun Byun, 2015 Stonewall – St Sukie de la Croix, 2012 accounts – Hicks, Stephen, 2015 3. Outing the invisible poor: why economic justice and LGBT+ TOOLKIT 22 SECTION 2 TOOLS LGBT+ TOOLKIT 23 SECTION 2 TOOLS

6. Inviting queer ideas into the science classroom: 7. “Dolls or teddies?” – Lucy Jones, 2014 7. Anxious displacements: the representation of gay polity: same-sex unions and policy convergence – studying sexuality education from a queer perspective parenting on modern family and the new normal and David Paternotte, Kelly Kollman, 2013 8. Lavender lessons learned; or, what sexuality can teach – Mattias Lundin, 2014 the management of cultural anxiety – A. Cavalcante, us about phonetic variation – Benjamin Munson, 2011 14. The co-optation of LGBT movements in Mexico and 2015 7. Psychometric properties of the support for lesbian Nicaragua: modernizing clientelism? – M. J. McGee, K. 9. ‘Maricon,’ ‘Pajaro,’ and ‘Loca’: Cuban and Puerto Rican and gay human rights scale – Todd Morrison, Darragh 8. Voice, silence, and diversity in 21st century Kampwirth, 2015 linguistic practices, and sexual minority participation, McDermott, 2009 organizations: strategies for inclusion of gay, lesbian, in U.S. Santeria – Salvador Vidal-Ortiz, 2011 15. Human rights for some: universal human rights, sexual bisexual, and transgender employees – Myrtle P. Bell, 8. Lesbian, gay, bisexual, and transgender careers and minorities, and the exclusionary impulse – B. Ibhawoh, 10. Emerging queer epistemologies in studies of ‘gay’- Mustafa F. Özbilgin, T. Alexandra Beauregard, Olca human resource development: a systematic literature 2014 student discourses – Cynthia D. Nelson, 2012 Sürgevil, 2011 review – Ciarán McFadden, 2015 16. The peripheries of gender and sexuality in the ‘Arab 11. LGBT-inclusive language – Michael Weinberg, 2009 9. American Geriatrics Society care of lesbian, gay, Mathematical Sciences Spring’ – M. Khalid, 2015 bisexual, and transgender older adults Position 12. Bringing sexuality to the table: language, gender and 1. Queer in STEM: Workplace Experiences Reported in 17. Securing the gender order : homosexuality and the Statement – American Geriatrics Society Ethics power in seven lesbian families – Sarah Wagner, 2010 a National Survey of LGBTQA Individuals in Science, British armed forces – Sarah Elizabeth Bulmer, 2011 Committee, 2015 13. “He’s a big old girl!” Negotiation by gender Inversion in Technology, Engineering, and Mathematics Careers – 10. Advancing transgender family rights through science: gay men’s speech – Ole R. Johnsen, 2008 Jeremy B. Yoder, Allison Mattheis, 2016 Psychology and Psychoanalytic Studies a proposal for an alternative framework – Maya 2. Supporting transgender and gender-nonconforming 1. Queer Xicana Indígena cultural production: Sabatello, 2011 Law and Human Rights youth through teaching mathematics for social justice Remembering through oral and visual storytelling – 11. The social construction of gender and sexuality: 1. The rights of lesbian, gay, bisexual, and transgendered – Kat Rands, 2013 Susy J. Zepeda, 2014 learning from two spirit traditions – Maia G. Sheppard, peoples and international human rights law – Claudia 3. Development and psychometric properties of the 2. On psychotherapy, LGBT identity, and cultural visibility: J. B. Mayo, 2013 Martin, Diego Rodriguez-Pinzon, 2014 Homophobic Bullying Scale – G. Prati, 2012 in conversation with Alison Bechdel – Adam R. 12. Enhancing dental and dental hygiene student 2. International courts as agents of legal change: Critchfield, Jack Pula, 2015 4. Expanding the therapy paradigm with queer couples: awareness of the lesbian, gay, bisexual and evidence from LGBT rights in Europe – Laurence R. a relational intersectional lens – Shelia M. Addison, 3. Genderqueer: one family’s experience with gender transgender population – Elizabeth Aguilar, Jacquelyn Heifer, Erik Voeten, Edmund A. Walsh, 2014 Deborah Coolhart, 2015 variance – Lisa Marcus, Kenneth Marcus, Sara M. Fried, 2015 3. Levels of generality and the protection of LGBT Yaxte, Katherine Marcus, 2015 13. The global politics of lesbian, gay, bisexual and rights before the United Nations General Assembly – Politics and International Relations 4. Listening to both sides of the therapeutic dyad: self- transgender human rights: an introduction – Kelly Anthony S. Winer, 2015 1. Sexualities in world politics: how LGBTQ claims shape disclosure of gay male therapists and reflections Kollman, Matthew Waites, 2009 international relations – Manuela Lavinas Picq, Markus from their gay male clients – Henry W. Kronner, Terry 14. The ‘neat concept’ of sexual citizenship: a cautionary Literature, Film and Theatre Studies Thiel, 2015 Northcut, 2015 tale for human rights discourse – Angelia R. Wilson, 1. Queer or human? LGBT film festivals, human rights 2. Strange fruit: homophobia, the state, and the politics 5. Homosexuality and psychoanalysis I: clinical 2009 and global film culture – Karl Schoonover, 2015 of LGBT rights and capabilities – M. J. Bosia, 2014 perspectives – Debora F. Glazer, Jeffrey R. Guss, Ann 15. Categories and their consequences: understanding 2. Call me Kuchu: post-Colonial dynamics in transnational D’Ercole, Scott Masters, 2008 3. Gay, lesbian, bisexual, and transgender civil rights: a and supporting the caring relationships of older LGBT Filmmaking – Carrie Hart, Rick Dillwood, 2015 public policy agenda for uniting a divided America – 6. Cultural competence and LGBT issues in psychiatry – lesbian, gay and bisexual people – Ann Cronin, 3. Gays and queers: from the centering to the Wallace Swan, 2015 Vernon A. Rosario, 2015 Richard Ward, Steve Pugh, Andrew King, Elizabeth decentering of homosexuality in American films – Price, 2011 4. The marrying kind?: debating same-sex marriage 7. Emerging views on gender and sexuality: celebrating James Joseph Dean, 2007 within the lesbian and gay movement – Mary twenty years of new perspectives on lesbian, gay, 16. Marriage and family: LGBT Individuals and same-sex Bernstein, Verta Taylor 2013 bisexual, and trans people –Kim Gelé, Susan couples – Gary J. Gates, 2015 Management/Marketing McNamara, Sidney H. Phillips, Dennis R. Shelby, Gary 5. The politics of sexuality in Latin America: a reader on 17. Negotiating the intersection of racial oppression and 1. Un/doing chrononormativity: negotiating ageing, Grossman, Susan C. Vaughan, Ralph Roughton, 2012 lesbian, gay, bisexual, and transgender rights – Javier heteronormativity – Lance C. Smith, Richard Q. Shin, gender and sexuality in organizational life – Kathleen Corrales, Mario Pecheny, 2010 8. Homosexuality and psychoanalysis II: theoretical 2015 Riach, Nicholas Rumens, Melissa Tyler, 2014 perspectives – Susan C. Vaughan, Otto F. Kernberg, 6. Blogging the political: politics and participation in a 2. Bisexuality and diversity management—addressing Ronnie C. Lesser, David Schwartz, 2008 networked society – Antoinette Pole, 2010 Language and Linguistics the B in LGBT as a relevant ‘sexual orientation’ in the 9. A History of homosexuality and organized 1. Grammatical gender as a challenge for language workplace – Thomas Köllen, 2013 7. Human rights in the United States: beyond psychoanalysis – Jack Drescher, 2008 policy: the (im)possibility of non-heteronormative exceptionalism – Shareen Hertel, Kathryn Libal, 2011 3. Internal marketing and the enactment of sexual language use in German versus English – H. 10. From disorder to dystonia: DSM-II and DSM-III – identity – Sam Bairstow, Heather Skinner, 2007 8. Federalism, feminism and multilevel governance – Motschenbacher, 2014 Richard Pillard, 2009 Melissa Haussman, Marian Sawer, Jill Vickers, 2010 4. Communication privacy management among adult 2. Expanding the queer linguistic scene: multimodality, 11. The queering of relational psychoanalysis: who’s children with lesbian and gay parents – Diana 9. Not over and not out - D. Peled, 2014 space and sexuality at a South African university – topping whom? – Betsy Kassoff, 2004 Breshears, Rebecca DiVerniero, 2015 Tommaso M. Milani, 2013 10. When global LGBTQ advocacy became entangled with 12. Psychoanalysis and homosexuality: keeping the 5. How heterosexist are health and human services new cold war sentiment: a call for examining Russian 3. Straight talking: the sociolinguistics of heterosexuality discussion moving – Juliet Newbigin, 2013 organizations? an exploratory study of tolerance in queer experience – Michele Rivkin-Fish, Cassandra – Deborah Cameron, 2014 western New York – Trevor G. Gates, 2015 Hartblay, 2014 13. Disrupting Oedipus: the legacy of the sphinx – Nicola 4. ‘Gay and Zulu, We Speak IsiNgqumo’: ethnolinguistic Barden, 2011 6. Queer identity management and political self- 11. International courts as agents of legal change: identity constructions – Stephanie Rudwick, 2010 expression on social networking sites: a co-cultural evidence from LGBT Rights in Europe – L. R. Helfer, 14. LGBTQ street youth talk back: a meditation on 5. Sociophonetics and sexuality: discussion – Deborah approach to the spiral of silence – Jesse Fox, Katie M. E. Voeten, E, 2014 resistance and witnessing – Cindy Cruz, 2011 Cameron, 2011 Warber, 2015 12. Contested norms in new-adopter states: International 15. Sarah Schulman’s queer diasporas: people in trouble 6. Writing queer desire in the language of the “Other”: determinants of LGBT rights legislation – P. M. Ayoub, and Empathy – Sonya Andermahr, 2011 Abdellah Taïa and Rachid O – Gibson Ncube, 2014 2015 16. Lesbian, gay, and bisexual people with severe mental 13. Regulating intimate relationships in the European illness – Mary E. Barber, 2009 LGBT+ TOOLKIT 24 SECTION 2 TOOLS LGBT+ TOOLKIT 25 SECTION 2 TOOLS

17. The political is psychoanalytic: on same-sex marriage 34. Family acceptance in adolescence and the health of 52. ‘Dissemblage’ and ‘truth traps’: creating methodologies 12. Bringing LGBTQ topics into the social studies – Mark J. Blechner, 2008 LGBT young adults – Caitlin Ryan, Stephen T. Russell, of resistance in queer autobiographical theatre – Lazlo classroom – Brad M. Maguth, Nathan Taylor, 2014 David Huebner, Rafael Diaz, Jorge Sanchez, 2010 Pearlman, 2015 18. Coming out, being out: reconciling loss and hatred in 13. Diversity: pride in science – M Mitchell Waldrop, 2014 becoming whole – Shara Sand, 2015 35. Recognizing the true norm: commentary on ‘Toward 53. Review of the art of being straight – Larry W. Peterson, 14. Social care networks and older LGBT adults: defining, measuring, and evaluating LGBT cultural 2015 19. How it all started – Franklin Kameny, 2009 challenges for the future – M. Brennan-Ing, L. Seidel, competence for psychologists’ – Christopher R. 54. How maritime museums are addressing the B. Larson, S. E. Karpiak, 2014 20. Integrating LGBT competencies into the multicultural Martell, 2015 experience of gay seafarers – Anthony Tibbles, 2012 curriculum of graduate psychology training programs: 15. To be seen or not to be seen: photovoice, queer and 36. Conversations with seasoned SIOP members of the expounding and expanding upon Hope and Chappell’s 55. The ‘coming-out’ of homosexuality in French youth trans youth, and the dilemma of representation – Alix LGBTQ community: thoughts and observations on choice points: commentary on ‘Extending training literature in the 1990s – Loykie L. Lominé, 2006 Holtby, Kate Klein, Katie Cook, Robb Travers, 2015 past, present, and future pursuit of I-O careers – Steve in multicultural competencies to include individuals Discont, Craig J. Russell, Katina Sawyer Villanova, 56. Challenging the canon: LGBT content in arts 16. It is more than sex and clothes: culturally safe services identifying as lesbian, gay, and bisexual: key choice 2016 education journals – Patrick K. Freer, 2013 for older lesbian, gay, bisexual, transgender and points for clinical psychology training programs’ – intersex people – Pauline Crameri, Catherine Barrett, Bryan N. Cochran, Jennifer S. Robohm, 2015 37. Life satisfaction, self-esteem, and loneliness among 57. Performing prodigals and dissident acolytes: J. R. Latham, Carolyn Whyte, 2015 LGB adults and heterosexual adults in China – Hu supporting queer postgraduates in the visual arts – 21. LGBT strengths: incorporating positive psychology Jingchu, Hu Jize, Huang Gang, Zheng Xifu, 2016 Welby Ings, 2015 17. Circular consciousness in the lived experience of into theory, research, training, and practice – Michelle intersectionality: queer/LGBT Nigerian diasporic D. Vaughan, Eric M. Rodriguez, 2014 38. Handbook of research with lesbian, gay, bisexual, and 58. Moving beyond the inclusion of LGBT-themed women in the USA – Meremu Chikwendu, 2013 transgender populations – William Meezan, James I. literature in English language arts classrooms: 22. Working with LGBT individuals: incorporating positive Martin, 2009 interrogating heteronormativity and exploring 18. Expanding the therapy paradigm with queer couples: psychology into training and practice – Megan C. intersectionality – Mollie V. Blackburn, Jill M. Smith, a relational intersectional lens – Sheila M. Addison, Lytle, Michelle D. Vaughan Eric M. Rodriguez, David L. 39. Playing with time: gay intergenerational performance 2010 Deborah Coolhart, 2015 Shmerler, 2014 work and the productive possibilities of queer temporalities – Stephen Farrier, 2015 59. Coming out through art: a review of art therapy with 19. Queer rights and the triangulation of western 23. A content analysis of LGBT-themed positive LGBT clients – Laura M. Pelton-Sweet, Alissa Sherry, exceptionalism – Momin Rahman, 2014 psychology articles – Michelle D. Vaughan, Joseph 40. Resilience in the face of sexual minority stress: 2008 Miles, Mike C. Parent, Hang Shim Lee, Jasmine D. “Choices” between authenticity and self-determination Tilghman, Slava Prokhorets, 2014 – Heidi M. Levitt, Sharon G. Horne, Cara Herbitter, 60. Doing It yourself: machines, masturbation, and Andy Maria Ippolito, Teresa Reeves, Linda R. Baggett, David Warhol – Michael Maizels, 2014 4.2 AVAILABLE SUPPORT AND RESOURCES 24. What is the T in LGBT? Supporting transgender Maxwell, Bridget Dunnavant, Meghan Geiss, 2016 AT THE UNIVERSITY OF ESSEX athletes through sport psychology – Cathryn B. Sociology Lucas-Carr, Vikki Krane, 2011 41. Causal attributions and parents’ acceptance of their Students’ Union LGBT information homosexual sons –Yael Belsky, Gary M. Diamond, 1. The normal science of queerness: LGBT sociology 25. “If a Muslim says ‘homo’, nothing gets done”: racist nn SU representation overview 2015 books in the twenty-first century – Joshua Gamson, discourse and in-group identity construction in an 2013 nn SU LGBT Forum: Facebook page, Facebook group, LGBT youth group – Lucy Jones, 2016 42. How places shape identity: the origins of distinctive Twitter LBQ identities in four small U.S. cities – Japonica 2. LGBT populations in studies of urban neighborhoods: 26. Minority stress and positive psychology: convergences nn SU LGBT Officer: Facebook profile, contact at Brown-Saracino, 2015 making the invisible visible – Mignon R. Moore, 2015 and divergences to understanding LGBT health – Ilan [email protected] H. Meyer, 2014 43. Brokering sexual orientation and gender identity: 3. Rural LGBT health: introduction to a dedicated issue nn LGBT and Friends society on Facebook Chilean lawyers and public interest litigation strategies of the Journal of Homosexuality – Christopher M. 27. Interrelationships between LGBT-based victimization, nn NUS LGBT website – Penny Miles, 2015 Fisher, Jay A. Irwin, Jason D. Coleman, 2014 suicide, and substance use problems in a diverse nn NUS LGBT officers: Sky Yarlett ([email protected]) sample of sexual and gender minorities – Ethan H. 44. Unexpected generosity and inevitable trespass: 4. From outsider to insider and outsider again: interest and Finn McGoldrick ([email protected]) Mereish, Conall O’Cleirigh, Judith B. Bradford, 2014 rethinking intersectionality – Cris Mayo, 2015 convergence and the normalization of LGBT identity – nn Outhouse East, Supporting LGBT - a local help line, Alexander Nourafshan, Angela onwuachi-Willig, 2015 28. Attitudes of health care providers toward LGBT 45. Postqueer? Examining tensions between LGBT drop-in centre and coffee shop all rolled into one. patients: the need for cultural sensitivity training – studies and queer theory: a review of LBGT studies 5. Lesbian, gay, bisexual and transgender (LGBT) nn National Student Pride Nyia O. Garrison, Gladys E. Ibañez, Janice Sabin, and queer theory – David Lee Carlson, 2014 expatriates: an intersectionality perspective – Varina Janice Rachel Riskind, 2016 Paisley, Mark Tayar, 2016 46. I’ve read too much poetry for that: poetry, personal LGBT careers information 29. Outness, stigma, and primary health care utilization transformation, and peace Anita Hooley Yoder, 2014 6. Same-sex cynicism and the self-defeating pursuit nn Targetjobs Diversity Matters - advice on key diversity among rural LGBT Populations – J. Whitehead, John of social acceptance through litigation – James G. issues including gender, sexual orientation, race and 47. Beyond immutability: sexuality and constitutive choice Shaver, Rob Stephenson, 2016 Dwyer, 2015 disability – Emily R. Gill, 2014 30. Social support networks for LGBT young adults: low 7. Homosexual community. Social sciences on the LGBT nn Advice from our Employability and Careers Centre 48. Reframing my dearest señorita (1971): queer cost strategies for positive adjustment - Shannon D. population – M. Seymour, 2015 nn Finding LGBT positive employers embodiment and subjectivity through the poetics of Snapp, Ryan J. Watson, Stephen T. Russell, Rafael M. cinema – Julián Daniel Gutiérrez Albilla, 2015 8. Formal rights and informal privileges for same-sex nn Disclosing your sexual orientation to employers Diaz, Caitlin Ryan, 2015 couples: evidence from a national survey experiment nn Your rights around trans issues 49. “Becoming rather than being”: queer’s double-edged 31. Quality LGBT health education: a review of key reports – L. Doan, A. Loehr, L. R. Miller, 2014 discourse as deconstructive practice – John Ike nn Disclosing your trans status to employers and webinars – Alexis R. Matza, Colleen A. Sloan, Sewell, 2014 9. Social work and gender: an argument for practical nn Finding trans positive employers Michael R. Kauth, Michael E. DeBakey, 2015 accounts – Stephen Hicks, 2015 50. “I Am 64 and Paul McCartney Doesn’t Care”. nn Inside and Out investment banks 32. Fostering research collaborations in LGBT psychology: The haunting of the transgender archive and the 10. Intersectionality and planning at the margins: LGBTQ nn Stonewall’s Proud Employers an introduction to the special issue – Nicola Curtin, challenges of queer history – Abram J. Lewis, 2014 youth of color in New York – Clara Irazábal, Claudia Peter Hegarty, Abigail J. Stewart, 2012 Huerta, 2016 51. Queering Buddhism or Buddhist de-queering? – Ann 33. Explaining self-harm: youth cybertalk and marginalized Gleig, 2012 11. Editorial: LGBTQ families in the 21st Century – Jay L. sexualities and genders – E. McDermott, K. Roen, A. Lebow, 2015 Piela, 2015 LGBT+ TOOLKIT 26 SECTION 2 TOOLS LGBT+ TOOLKIT 27 INTRODUCTION

Further information nn Support for LGBT students nn How to…Support LGBT staff (.pdf) gives guidance to line managers who have a responsibility to support their LGBT staff nn Transgender advice (.pdf) nn We have three specialist DVDs available for loan: Visibility Matters: Celebrating the ‘L’ in LGBT and Talking Transgender. Email [email protected] if you would like to borrow them. nn ‘Celebrating difference’ Challenging homophobia in primary schools.

The following resources may be useful for transgender staff and students and those supporting transgender staff and students. nn Gender Identity Research and Education Society. nn Gender Identity Clinic. nn The Tavistock and Portman NHS FOundation Trust. nn Trans staff and students in higher education: revised 2010 - report by the Equality Challenge Unit.

4.3 AVAILABLE SUPPORT AND RESOURCES FROM STONEWALL

Stonewall offers a number of educational resources as well as cards and posters that can be downloaded and used by staff to make their practice more supportive and inclusive. Please follow the link below:

http://www.stonewall.org.uk/our-work/education- resources

Other Stonewall resources: nn Stonewall’s Diversity Champions programme nn Stonewall Starting Out Guide: a national guide for students and job-switchers wanting to find a gay-friendly employer.

4.4 OTHER ONLINE RESOURCES There are many online teaching materials, worksheets, case studies and readings available to download. These are some specific tools that may be of interest:

nn The Equality Challenge Unit website: http://www.ecu. ac.uk/ nn STEM Equality and Diversity resources http://www.stem- e-and-d-toolkit.co.uk/resources-and-tools/resources nn British Council Equality and Inclusion resources https:// www.britishcouncil.org/organisation/how-we-work/ equality-diversity-inclusion/resources ILARIA BONCORI SENIOR LECTURER KAREN BUSH HEAD OF EQUALITY AND DIVERSITY

University of Essex May 2017