1. University Housing and Transgender Students: Issues and Practices Paula Liseo and Melissa Powers, Wesleyan University Middletown, CT

2. Transgender students and gender sensitive-housing  Present background information  Highlight some models of transgender student housing policy  Evolution of policy development at Wesleyan (a work still in progress)

3. We will end by  Discussing challenges to institutions  The duty of care to students  Balancing both of these  A bit of reflection on your own campus climate

4. Defining Gender Variance  What is the difference between sex and gender?  Sex is the physical anatomy and biology…  Gender is a psychosocial construct…  Gender encompasses all human behavior, including sexuality.

5. This slide is static, gender and sexuality are not.  Gender and sexuality are fluid and can vary across time, in individuals and in human society.  Although sex is not as fluid as gender, this too, can sometimes be altered though surgery.

6. Gender Identity & Gender Sensitivity  Gender identity is someone’s sense of their own gender, which is communicated to others by their gender expression.  Gender can be expressed through behavior, clothes, hairstyle, voice, body characteristics, occupation etc.  Ze and hir

7. What have you considered or reconsidered around your gender identity? Many kinds of people, regardless of social identity, exhibit forms of gender variance. (taken from http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32 Indiana Transgender Rights Advocacy Alliance.) Developed by Gender Education & Advocacy, Inc. http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32

8. Gender oppression…  Some variance is socially acceptable  However…

9. Oppressive systems are maintained through  Institutional structures  Perpetuation of misperceptions and negative attitudes (media)  Sexism  Heterosexism  Homophobia  Transphobia  The worst, logical extension of intolerance in these areas results in violence.

10. It is important for staff to realize that  Transgender students may present themselves in any of a wide range of situations of gender variance or gender transition.  And not all people presenting gender variance consider themselves transgender.

11. What does Transgender Mean?  Is an umbrella term used to describe visibly Gender Variant people who have gender identities, expressions, or behaviors, not traditionally associated with their birth sex.  Transgender can mean anyone who transcends the conventional definitions of man and woman and who uses a wide variety of terms to self-identify.

12. Gender Vectors  Transgendered people are often categorized by their Gender Vector which describes the direction of their change. The vectors are male-to- female (MTF) and female-to-male (FTM).  Transgender is not a sexual orientation; it is a politicized sexual identity.

13. To how many students does this apply?  Roughly one in 2000 people, in the U.S. now completes a social, hormonal and surgical gender transition during their lifetime.  However, more people complete hormonal and social transitions without having sexual reassignment surgery. Some estimates are 1:500.

14. To how many people does this apply?  That means that if ¼ of all transitioners attempt to do so during their high school and college years, then a large, state university of 20,000 students might have at least 4 to 8 transitioning or transitioned students at any given time. Typically FtM transitioners may be out in some LGBT circles while most MtF students will not.

15. But…  People seldom notice the transitioning students because they will try hard to “pass” and are thus, “invisible.”

16. Where do transitioning students concerns intersect with student services?  Everywhere, but particularly… Housing Health Services Human Rights and Equal Opportunity Protection Updating of Student Records Safety Career Services

17. As a provider of housing services, how can you Be an Ally?  Don’t make assumptions about a trans person’s sexual orientation  Ask what pronouns the person prefers  Be aware of confidentiality, disclosure, and “outing.”  Don’t assume what path a trans person is on regarding hormones or surgery.  Listen to and celebrate transgender voices.  Kindly educate others and publicly challenge gender assumptions.

18. Why Have Gender Neutral Housing?  Allows all students to live in a comfortable arrangement  Not just for transgender students

19. Who’s Talking About It?  Established Programs * : Sarah Lawrence College University of Southern Maine University of Pennsylvania Swarthmore College Oberlin College  Inquiries: Duke University University of Hartford University of Nebraska Ithaca College Emerson College Cornell University *http://www.transgenderlaw.org/college/index.htm http://www.genderblind.org/research.pdf

20. Housing Stock  Residence Halls: singles, 1-room doubles, 2-room doubles, forced triples  Program Houses: singles, 1-room doubles, 2-room doubles  Apartments: single and double bedrooms (1 to 5 people)  Woodframes: singles (1 to 6 people)

21. Room Types Housing Type Single Rooms Double Rooms Residence Halls579385 Program Houses23749 Apartments44620 Wood Frames574

22. Upper-class Housing Policy  Co-ed Housing  No restrictions for roommates  May sign-up in co-ed groups for General Room Selection  After Room Selection, assignments are generally by legal sex

23. Timeline 20012001 Transgender students guaranteed a single if they contacted ResLife and could afford higher cost of single. 20022002 20032003 20042004 20052005 20062006

24. Timeline 20012001 University’s non-discrimination plan revised to include gender identity and gender expression. 20022002 20032003 20042004 20052005 20062006

25. Timeline 20012001 Gender-blind hall created for students who requested that gender not be a factor in roommate assignment. 20022002 20032003 20042004 20052005 20062006

26. Timeline 20012001 First-year students could request a gender-neutral assignment in any first-year housing area and room type. 20022002 20032003 20042004 20052005 20062006

27. Timeline 20012001 First-year students could petition to not be assigned based on legal sex. Petition reviewed by committee. 20022002 20032003 20042004 20052005 20062006

28. Timeline 20012001 First-year students may check box if they prefer to not be housed by legal sex. 20022002 20032003 20042004 20052005 20062006

29. First-year Housing Policy  Complete a Housing Preference Form online  Must check a box requesting an exception to the policy of assigning a roommate on the basis of legal sex.  Director calls each student that request an exception to discuss needs and available options.

30. Why Gender Neutral Bathrooms?  Some people do not identify as male or female  You cannot tell by looking at someone what she/he/ze feels about her/his/hir gender identity  People might be questioning their genders and might feel uncomfortable in single- gendered bathrooms.

31. Guidelines for Multi-Gender Bathrooms  Minimally, each residence hall unit should designate a multi-gender, a female, and a male bathroom.  Gender designations assigned at the beginning of each year.  Bathrooms will be clearly marked.  RAs will guide their floors in a discussion about these designations

32. Next Steps  Fine tuning of current process  Continuing student involvement  Information on web site

33. Discussion  What are challenges to institutions when facing/meeting needs of transgender people?

34. Discussion  What are issues associated with the duty of care for students identifying as transgender?

35. Discussion  How do you reach a balance? What are you currently balancing?

36. Discussion  Other Questions?  Presented by: Paula Liseo & Melissa Powers pliseo@wesleyan.edu and mpowers@wesleyan.edu pliseo@wesleyan.edumpowers@wesleyan.edu

37. Self quiz-how are transgender student needs being met on your campus?

38. References  http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32 http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32  http://www.lynnconway.com http://www.lynnconway.com  http://www.transgenderlaw.org/college/index.htm http://www.transgenderlaw.org/college/index.htm  http://www.genderblind.org/research.pdf http://www.genderblind.org/research.pdf  2007 Genius Index-Gender Equality National Index for Universities and Schools  www.gender.org www.gender.org  Beyond the Binary: Housing & Gender Identity – Robin Hershkowitz and Brandon Buehring