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The undergraduate classroom can be a difficult space to navigate. For some students, college is the first time they encounter a spectrum of identities and identifications. This is often an incredible experience, but poses certain challenges for graduate teachers. How do we ensure that our classrooms remain safe, open communities while encouraging dialogue?
Annie Sugar, a PhD candidate in Media Studies, has some great tips that stem from her own experience as a graduate teacher.
First off, it’s important to recognize that you are your students' ally. It’s important for you to create a safe zone in your classroom, which means recognizing the various backgrounds of your students. Here’s a crash course on how your students may identify:
- Race: Primarily based on physical characteristics, race is a social construct; an invented mechanism that serves to “sort” people. Race is not empirical and you cannot assume an individual’s race.
- Ethnicity: This is not the same as race. Ethnicity has more to do with cultural (language, religion, nationality, food, etc.) identifications. Ethnicity can be tricky for undergrads to suss out as they may be new to this kind of thinking.
- Gender: Like race, gender is a construction. The gender binary (male/female) is a very modern, Western way of thinking and is in no way accurate. Keep in mind that gender identity does not have any direct connection to sexual identity. Here are the most common gender identifications:
- Trans/Transgender - an umbrella term applied to those whose gender identity is not the same as the sex they were assigned at birth.
- Cisgender - not transgender
- Genderqueer - individuals who do not identify within the gender binary
- Transition - the process of changing one’s gender expression to match gender identity
- Orientation: How one identifies in regard to the person to whom they are physically, emotionally, and/or spiritually attracted. A few common terms include: lesbian, gay, bisexual, queer, straight, hetero/homosexual, and asexual.
CU’s Gay Lesbian Bisexual Transgender Queer Resource Center (GLBTQRC) is an excellent place to learn more. Annie also strongly encourages graduate teachers to get the SafeZone training in order to make sure you’re promoting the safest environment for your students.
Back to the classroom. How can we, from the first day of class, establish the expectation for inclusion and openness? One of Annie’s favorite first-day activities is to have each student make an identity chart.
On a sheet of easel paper, each student fills out there name and four aspects of their identify. Have the students then post the papers around the room. Go around the room and have each
student explain their chart and answer one of the following questions:
- What is the ethnic origin of your name?
- Who gave you your name? Why?
- Tell us about someone different from you who helped you or taught you something.
This activity is awesome for several reasons. First, it gives the students an opportunity to self-identify to the class. They’re welcome to present themselves however they feel most comfortable. Second, the exercise helps open up the line of communication between you and your students. Feel free to engage with each student as they explain their chart. Finally, the emphasis on names helps build a sense of community in the classroom--while also making it easier for you to learn their names faster (essential for building a relationship with your students).
It is important to set the expectations for classroom behavior and communication early. Don’t gloss over the University Policies on the syllabus, for example. Ask students to let you know their preferred pronouns.
Throughout the semester you must continue to act as an ally and keep your students' safety a top priority. Especially, if a student decides to confide in you. This is truly a gift, but remember that you’re not alone. Both the GLBTQRC and the GTP are here as resources for you too.
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