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Creating and embracing an inclusive environment is important to the mission of 91�ֿ�. Some students use a name other than their legal name to identify themselves. Please note that anyone can use a chosen name, and chosen names are not exclusive to only transgender individuals. Additionally, sometimes a person’s correct pronouns may not be apparent by just looking at them. You should never assume a person’s pronouns. Therefore, it is important to ensure all students feel their chosen names, pronouns, and identities are being respected inside (and outside) of the classroom. To learn more on what chosen name and pronouns are, please visit our Chosen Name and Pronouns page.

Tips for Creating a Respectful/Supportive Environment: 

Before calling students by name or reading the class roster, allow students the opportunity to share with you the name and pronouns that they want you to use in class. One way to do this before reading a class roster is to ask students to complete a beginning of semester student questionnaire that includes information on their name and pronouns.  Some other ways to do this include: 

• Give students the opportunity to introduce themselves verbally to the class.
• Provide cardstock and have the students write down their names and pronouns (if comfortable) to place on the desk or table in front of them. These name tags will help you and other students learn the names and pronouns of those in the class.
• Provide your own name and pronouns first, as an example.
• Remind students that they are able to add pronouns (as well as a chosen name) to their Flashline profile. You can direct them to the LGBTQ+ Center website or the Financial, Billing and Enrollment Center website for assistance in this process.

Include gender pronouns in your introduction, syllabus, and email signature. This not only helps students know how to refer to you, it also sets an inclusive tone that makes it safer for students to share their pronouns. (Ex: “I’m Dr. Smith and I use the pronouns she, her and hers. Pronouns are the parts of speech we use to refer to someone instead of their name. Using the right pronoun, like using someone’s correct name, is a way to show respect.”)  

Familiarize yourself with gender neutral pronouns, such as the singular they (which can be both a personal pronoun, and a safe option when someone’s pronoun is unknown).

If you make a mistake regarding someone’s name or pronouns: acknowledge your mistake, apologize, correct yourself, and move on. Make an effort to avoid making the same mistake in the future.  

If a student shares their gender identity with you, do not disclose that information to others unless that student gave you consent to do so. Please note that some students will be comfortable with some names and pronouns in particular spaces, and different names and pronouns in other spaces. Please understand this is not the student trying to be difficult; it is an unfortunate reality that some individuals feel safe to be themselves in some spaces and unsafe to be themselves in others. 

When/if you have been given consent to do so, honor students’ names and pronouns in all university settings, such as office hours, classroom, student group meetings, or when speaking with other faculty or staff, etc. Exceptions would be any settings in which the student indicates they would like you to use a different name or pronoun.

Part of honoring students’ names and pronouns includes ensuring that others use the correct name and pronoun for that student. If another person refers to a student using an incorrect name or pronoun, politely provide a correction whether the particular student is present or not.

In large classroom settings where you may not know every students’ name, avoid gendering students unless you know how they identify. Examples:

• Instead of saying, “as he said” or “as she pointed out,” gesture to the person you are calling on/speaking about and say something like, “as you pointed out” or “as they said.”
• Instead of calling on a student by saying, “Yes, the gentleman in the back,” you can say something like, “Yes, the person with the green hat.”

Do not ask personal questions of trans and gender non-conforming people that you would not ask of others.

Include 91�ֿ�’s Non-Discrimination Policy in your syllabus: 

• Policy 5-16.1 - This policy sets forth the expectations and responsibilities for maintaining a safe educational and employment environment free of discrimination and harassment. This policy prohibits discrimination and harassment based on race, color, religion, gender, sex, sexual orientation, national origin, ancestry, disability, genetic information, age, and military or veteran status. Retaliation for reporting or participating in the complaint process is also prohibited.
• Policy 5-16.2 - Kent state university prohibits unlawful discrimination and harassment and strives to provide a safe and non-discriminatory environment for all students, employees, applicants, and visitors. This policy sets forth the expectations and responsibilities for maintaining an environment free of unlawful discrimination on the basis of sex in university education programs or activities, in accordance with Title IX of the Education Amendments of 1972 and Title 34 part 106 of the Code of Federal Regulations. Sexual harassment, including sexual assault, dating violence, domestic violence, and stalking is strictly prohibited by this policy. Additionally, retaliation against those whose report sexual harassment or participate in the process is prohibited. Inquiries about the application of title IX to the university may be referred to the university’s Title IX coordinator, and to the U.S. department of education, office for civil rights.

You can include a Pronoun Statement in your syllabus. This can be just a few sentences, or a few paragraphs. Some examples are provided below: