Supporting Trans & Gender Expansive Students

Allow students to choose what name they use. Avoid making assumptions based on what is on the class roster or the student’s appearance. A great way to accomplish this is to include name and pronouns on your student interest sheet or have students introduce themselves with their chosen name and pronouns on the first day of classes. Make sure that you then use their chosen name and pronouns when you call on them or refer to them when speaking to others.

Avoid calling the roll or otherwise reading the roster aloud, until you have given students a chance to state what they prefer to be called, in case the roster lists a prior name.

It is important to print a photo roster because this will give you access to any chosen name that a student uses at Carleton.

If a student has a previous name and/or pronoun that you are aware of because you knew them before they changed it, or because it is on the roster, do not use it or reveal it to others. This can draw unnecessary attention to their trans identity and be harmful to trans members of our community.

If you aren’t sure of a person’s pronoun, ask, or refer to them by their name only — do not make an assumption. One way to be respectful is to share your own first. “I use the pronouns he/him/ his. I want to make sure I address you correctly. What pronouns do you use?” Another way is to ask “How would you like to be addressed?” This may be challenging at first, but a person who often experiences being addressed incorrectly may see it as a sign of respect and that you are interested in getting it right. You can learn more about pronouns.

When facilitating a group discussion, ask people to identify their pronouns when they go around and do introductions. Keep in mind that some students might not feel comfortable sharing their pronouns, and assure students that it is okay to decide not to share them. This will allow folks the chance to self-identify and to get each other’s pronouns right the first time. It will also reduce the burden on anyone whose pronoun is often misidentified and may help them access the discussion more easily because they do not have to fear an embarrassing mistake made by another student or the instructor. Model this by saying, “In our introductions, please state your name and pronouns. I’ll start: my name is Simon and I use they/them pronouns.” It might also be helpful in remembering people’s pronouns by asking that they continue to say their names and pronouns throughout the first week until everyone in the class becomes familiar with the specific pronouns that everyone uses.

If you make a mistake about someone’s pronoun, correct yourself. Going on as if it did not happen is less respectful than making the correction. This also saves the person who was misidentified from having to correct an incorrect pronoun before it is planted in the minds of anyone who heard you. As professors, especially, it is essential that you model respectful behavior and keep in mind that students pay close attention to the ways we interact with our students in the classroom.

Whether in office hours, when speaking with students in groups, or when speaking with faculty and staff, when someone else makes a pronoun mistake, correct them. Allowing the mistake to go uncorrected ensures future uncomfortable interactions for the person who is being misidentified. For example, if a colleague uses the incorrect pronoun for a student, simply respond saying “I believe Gina uses she and her pronouns.”