Addressing Predominant Issues Facing Transgender Students at Centrist College

Predominant issues facing transgender students at Centrist College include lack of inclusivity in programming, educational programs, and policies, as well as challenges with bathrooms, housing, counseling, medical needs, and records. Short-term plans focus on implementing focus groups, Campus Pride Index assessment, ally training, form changes, and inclusive programming to address these issues.

• Transgender students
• Inclusivity
• Campus Pride
• Short-term plans
• Centrist College

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1. Rutgers University TEAM LEADER: PAIGE TOWNLEY KIMBERLY KOSINSKI STEPHANIE REIF NATHAN TAYLOR

2. Positivities of Centerist College President Fogg has successfully recognized the issue early President Fogg has designated a competent team to develop a plan President Fogg is in a position where he is able to address issues with on and off-campus constituents

3. Predominant Issues Facing Transgender Students Programming- make sure transgender students are able to be included and participate equally Educational Programs- Acknowledge transgender students presence and teach others about transgender students Inclusive Policies- add gender identity or expression to the inclusion policy Bathrooms and Locker Rooms- Lack of privacy may out students Housing- provide safe and inclusive housing for transgender students Counseling- a safe place for students to process and share Medical Needs- provide equitable resources for transgender students Colleges Records and Documents- understand state s process on Gov. Documents Validates Identity

4. Short Term Plans Focus Groups Campus Pride Index Tiered Ally Training Program Changes to Internal Forms Counseling Transgender Inclusive Programming

5. Focus Groups Will provide information for Campus Pride Assessment Used to gain a better sense of what it is like to be as student on the Centrist College today Market to all students, aim to get participation from LGBTQ community o Create a safe space to talk o Confidentiality will be maintained Anticipated changes will be based off focus groups in addition to research Focus groups will take place bi-annually to assess the progress and re-evaluate the needs of transgender students

6. Campus Pride Index An organization for student leaders and campus constituents working to create a safer college environment for LGBTQ students The index is the premier LGBTQ national benchmarking tool for colleges and universities to create safer, more inclusive campus communities Centrist College will take an assessment that will rate our campus climate based on: LGBTQ Policy Inclusion LGBTQ Support and Institutional Commitment LGBTQ Academic Life LGBTQ Student Life LGBTQ Housing and Residence Life LGBTQ Campus Safety LGBTQ Counseling and Health LGBTQ Recruitment and Retention Efforts (campuspride.org)

7. Campus Pride (continued) Once completed, officials receive a report along with recommendations for improvement With permission, Centrist College s scores can be viewed on the Campus Pride website and be used as a recruitment tool for LGBTQ students As campus climate and policies change, the score can improve and progress can be tracked

8. Tiered Ally Training Program Best practices indicate that preparing individuals to become allies cannot realistically occur within a 4-hour training session. (Woodford, en alt. 2014) The college community will have the opportunity to take three leveled training which will progress from basic knowledge to advocacy The goal of the program is to not only create a tolerant environment but to go further and become a campus of support and inclusion Different programs for faculty, staff, and students catered to individual positions and needs of the campus at large

9. LGBTQ Ally Training Tier 1 Program at first-year and transfer orientation Required for all faculty and staff within 18 months at Centrist College Required for all student leaders and paraprofessional staff members Required for Greek leaders and student athletes Topics covered: pronouns, terminology, recognizing discrimination, resources Initial Education on Transgender and non-bianary: https://www.youtube.com/watch?v=l2socHM9ZD0

10. LGBTQ Ally Training Tier 2 Required for all student affairs, athletics, and admissions staff within two years at Centrist College Required for all student leaders and paraprofessional staff members Required for all Greek leaders and student athletes Topics covered: microaggressions, heterosexual privilege Video example for microaggressions: https://www.youtube.com/watch?v=yu-2i8CJXY4

11. LGBTQ Ally Training Tier 3 Voluntary for whole campus community Strongly suggested for student affairs staff, admissions, and student leaders Topics covered: advocacy, addressing homophobia and transphobia Upon completion of the third tier stakeholders will have the opportunity to be trained to present the ally training to additional on and off-campus constituents Video example for how to be a good ally: https://www.youtube.com/watch?v=EO5VTkknW6E

12. Changes to Internal Forms Cited by Newhouse, The social climate on campus is often affected from the moment a student is asked to check a box marked male or female on admissions forms. (Beemyn, 2003) New forms will include alternatives to binary boxes by having students fill in the blank for their gender Students will identify their name and gender each semester During Registration type in gender and preferred name Will be given to Faculty/Staff at the beginning of the year Will be identified on all identification materials A space will be provided at the end of the gender identification page to provide information on how to legally change one s name and gender and how to internally change information within Centerist College

13. Counseling Hire and educate staff that are knowledgeable and advocate for transgender students Recognize culturally specific issues relating to gender identity- coming out Physical transition concerns The social and economic stresses that many transgender students experience as a result of family rejection, harassment, violence, and isolation can, in turn, lead to adjustment disorders, depression, posttraumatic stress, anxiety, depression, substance abuse, suicide ideation, and self-harm (Dean, 2000)

14. Programming Provide equal opportunities for all students, cisgender and transgender Educate campus community on transgender individuals and needs Trans awareness week Ensure programs provided will NOT out students who participate and are accessible to the community Invite off-campus constituents to programs in order to increase awareness and advocacy in the community

15. Long Term Plan Gender Inclusive Housing Options LGBTQ and Ally Living Learning Community Gender Inclusive Facilities o Restrooms o Locker Rooms LGBTQ Center and Staff- Trained to understand Transgender Needs Campus Health Care

16. Gender Inclusive Housing Options Regardless of how transgender students notify the institution of their gender identities, residence-life staff should follow up with students who want to live on campus to understand their specific needs better. Ensure confidentiality and utilize trained professionals Identify areas that would be beneficial for neutral housing based off proximity to restroom, building layout, etc. Whenever possible, provide spaces with private restrooms to alleviate outing or discomfort when using spaces Identify which housing options work best for Centrist and the students: Same Room/Different Sex Pairings Apartment Style Gender Identity Assignment Evenly Split Groups Self-Contained Single Rooms (Krum, 2013)

17. LGBTQ and Ally Living Learning Community 10 to 15 year plan Create a community that students can have the option of living in Provide gender inclusive housing Staff on the floor will be knowledgeable on LGBTQ student needs o Create additional Transgender Community if the need arises

18. Gender Inclusive Facilities Provide single stall gender inclusive restrooms throughout campus Alleviates uncertainty Minimizes students being outed based off restroom use Provide gender inclusive locker rooms Single stall changing rooms Private stall shower facilities with locking doors

19. LGBTQ Center and Staff Create a physical safe space for students o Provide trained staff who are knowledgeable about transgender needs and issues o Ensure support of all students o Raise awareness of various transgender needs Provide education to the campus and community at large Become a resource for training, education, and support Serve in a consultant capacity including various policies

20. Medical Needs and Insurance Medical insurance is difficult for people who identify as transgender to receive Not always quality care Medical Centers should be educated on Transgender Health Issues External Appearance may differ from internal anatomy Gender Specific Care Available to all students regardless of appearance or identity Implementing mandatory transgender education training sessions for health center staff Educate staff on inclusion and equitable practices Ensure accountability among staff to ensure students are respected and provided necessary care

21. Resources (2016). Campus Pride Index. Retrieved from: https://www.campuspride.org/about/ Beemyn, B., Crutis, B., Davis, M., Tubbs, N.J. (2005). Transgender issues on college campuses. New directions for student services (Chapter 5). Retreived from: http://vp.studentlife.uiowa.edu/assets/Transgender-Issues-on-College-Campuses.pdf Dean, L. (2000) Lesbian, gay, bisexual, and transgender health: Findings and concerns. Journal of the Gay and Lesbian Medical Association, 4(3), 102 151. Krum, Tiana., Davis, K., and Galupo, M. (2012) Gender-inclusive housing preferences: A survey of college-aged transgender students. Journal of LGBT Youth, 10(1-2), 64-82 Newhouse, M. (2013) Remembering the T in LGBT: Recruiting and supporting transgender students. Journal of College Admissions. 220, 22-27 Woodford, M., Kolb, C., Durocher-Radeka, G., and Javier, G. (2014) Lesbian, gay, bisexual, and transgender ally training programs on campus: Current variations and future directions. Journal of College Student Development, 55(3), 317-322.