Logo image
Back
Trans @ USC: Embedding Inclusive practices across our institution
Abstract   Peer reviewed

Trans @ USC: Embedding Inclusive practices across our institution

Marjorie Blowers, Sarah Glencross and Veronica Sanmarco
Proceedings of the 2019 Equity Practitioners in Higher Education Australasia (EPHEA) and National Association of Enabling Educators in Australia (NAEEA) Biennial Conference, p.135
Equity Practitioners in Higher Education Australasia (EPHEA) and National Association of Enabling Educators in Australia (NAEEA) Biennial Conference: Enabling Excellence through Equity, 2019 (Wollongong, Australia, 24-Nov-2019–27-Nov-2019)
2019
url
https://secureservercdn.net/104.238.71.250/px9.ba7.myftpupload.com/docs/2019EPHEANAEEAConferenceHandbook.pdfView
Webpage

Abstract

Specialist Studies in Education
USC is committed to creating a work and study environment which values the rich diversity of its students and staff, facilitates equitable access and full participation for those from equity groups, and in which all members of the university community take personal responsibility for working to eliminate discriminatory practices. As an important part of this commitment, at the start of 2019, the USC Access and Diversity Team began implementing a suite of initiatives to enhance inclusion for transgender people. This work was informed by international research and examples of good practice, in particular, reference was made to the findings of the Trans.Edu Scotland empirical research project. The initiatives have included work to provide education and raise awareness of LGBITQ+ terminology and inclusive language for all members of the USC community. A tiered training program combining face to face and online modules has been developed for students and is embedded within the student experience and student governance frameworks. Staff professional development opportunities have included a compulsory session for Executive about LGBTIQ+ inclusivity. The university style guides have been updated to include the option of providing pronoun information, for example, in email signatures. One of the key findings from the Trans.Edu project was that transgender students reported numerous issues in relation to navigating administrative processes. Because of this finding, one of the report's key recommendations was to develop a clear and simple process for staff and students to update their name and gender which should then cascade to all systems. A review of the USC systems found that when students updated their name and gender on USC Central, it did not cascade to other systems such as Blackboard. This had the potential to raise safety concerns and put students in the position of having to 'out' themselves on multiple occasions as they commenced each new semester. IT Services identified 67 applications or systems that needed to be modified and estimated it will take a total of 268 days' work to address these. The work has commenced, with priority being given to systems which have a direct safety implication for students.

Details

Metrics

77 Record Views
Logo image