Teaching LGBTIQ+ students

How many LGBTIQ+ students attend Deakin?

Unless students are comfortable disclosing their sexuality or gender-diverse status, the exact size of this group at Deakin is to a large extent hidden or unreported. As a guide, we can look to estimates in the general population. Although difficult to accurately determine the total LGBTIQ+ population in Australia due to challenges in obtaining comprehensive reliable data 1 up to 11% of Australians may be of diverse sexual orientation, sex or gender identity (AHRC 2014), with higher rates of LGB people reported in younger age groups (ABS 2015).

What this means is that in any seminar or class that there is the increasing likelihood you could be teaching numerous LGBTIQ+ students.

What challenges do LGBTIQ+ students encounter?

LGBTIQ+ students may experience discrimination as a largely invisible and potentially stigmatised minority group. This discrimination may be overt or subtle / unintentional. They may suffer a lack of role models in their field, be barred from study or internship programs in countries where LGBTIQ+ people are not protected or respected, and experience a lack of curricular representation.

Experiences of discrimination may lead to psychological stress, isolation, low self-confidence and self-esteem, poor performance, mental health problems, missing classes, and discontinuation of study (Bachmann & Gooch 2018, Ward & Gale 2016; Valentine, Wood & Plummer 2009). LGBTIQ+ people have a higher risk for mental health problems including anxiety, depression, substance abuse, self-harm and suicide/suicidal ideation than the Australian national population (Leonard, Lyons & Bariola 2015; Leonard & Metcalf 2014; Rosenstreich 2013).

¹ In 2014, the fourth General Social Survey in Australia found over half a million people or 3.0% of the adult population identified as gay, lesbian or 'other' (ABS 2015). However, self-identification is not necessarily an indicator of sexual attraction or experience.  The Australian Survey of Health and Relationships, based on a representative sample of 19,307 people (Smith et al. 2003), found that although 97.5% identified as heterosexual and almost 2.5% identified as gay, lesbian or bisexual, 11.8% reported same-sex attraction or experience.  Similarly, while the 2016 Australian census data reported 5.4 people per 100,000 identified as other than 'male' or 'female',  methodological challenges rendered this number (1260 of the total Australian population) as 'a minimum estimate and is expected to have been substantially under-reported' (ABS 2018). In this regard, international evidence suggests the number of trans* people is between 1:500 and 1:11,500 (cited in Rosenstreich 2013, p. 2). In addition, no reliable data exists for Australia’s intersex population, with estimates ranging from one in 2,000 births to four per cent of the population (AHRC 2014).

What difficulties do some teaching staff face?

One of the key obstacles to inclusive and anti-discriminatory teaching is a lack of confidence, knowledge and deeper understanding about LGBTIQ+ people and their experiences rather than actual homo/bi/trans-phobia.

At a minimum staff have both university and legal obligations to provide equitable learning environments that are free from discrimination and exclusion (refer to Diversity and Inclusion Policy and LGBTIQ+ Plan 2024 – 2026 (PDF 317KB)).

Teaching sensitive topics

Curriculum content on sexuality and gender may necessarily broach topics that are of a sensitive, explicit or violent nature. This raises many issues of concern for both staff and students including selecting appropriate and relevant material, engendering safe and respectful spaces for critical discussions and analysis, being aware of cultural sensitivites and how to teach topics that may trigger extreme discomfort for students.

Ensure you understand the debate on trigger warnings and academic freedom that underlies these issues, and legal and university compliance (see Deakin's policies and procedures below). For a discussion of these issues and how to address them in your teaching please refer to: Teaching sensitive material: a multidisciplinary perspective (Heath et al. 2017)

Deakin policy and procedures

• Academic Freedom Policy
• Conditions of Information Technology Use​
• Information and Communications Technology Use policy
• Information and Communications Technology Use procedure
• Website blocking at Deakin

Using inclusive language

Discriminatory language excludes or stereotypes LGBTIQ+ individuals and can cause unintentional harm. Respectful, inclusive language mitigates actual or feared prejudice, whereas thoughtless or disrespectful language intensifies it. For more information and examples, see How to use inclusive language (State Government of Victoria 2018).

• Clearly explain what constitutes discriminatory or abusive language.
• Refrain from using discriminatory language.
• Don’t assume the sexual or gender identity of your students.
• Avoid and challenge heteronormativity.
• Discuss preferred forms of address, names and pronouns with your students, and explain why it is good practice.
• Understand the meaning and implication of binary and non-binary terms and identities. Refer to the Deakin University gender affirmation support and resources for more information.

Defining sex, gender and sexuality

LGBTIQ+ language is constantly evolving and expanding in ways that reflect how the identity categories of sex, gender and sexuality are interrelated and fluid i.e. cannot be simply constrained to binary categories.

Let's look at what we mean by the terms 'sex', 'gender' and 'sexuality'.

Sex and gender

• Sex refers to biological sex characteristics—hormones, chromosomes, gonads, external anatomy etc. - which are used to determine gender (usually boy or girl) at birth. Typically, sex difference is classified as male, female or intersex.
• Gender denotes the social categories and/or internal sense of being man/woman, boy/girl, masculine/feminine (which exist on a continuum rather than being mutually exclusive) and other gender-diverse ways of being. Gender expression is perceived externally.
• Sex and gender alignment: A person's sense of their gender may or may not align with their biological sex characteristics.

Sexuality

Sexuality is broadly considered in terms of one's personal identity, orientation (emotional, romantic and/or physical attractions to others), and behaviour (specific sexual activities or ways of being). Importantly, identity, orientation and behaviour may or may not align with each other. For example, a person may experience same-sex attraction but identify as straight.

Note: 'Sexual preference' is a pejorative term and no longer used as it suggests that sexuality is a choice of lifestyle or behaviour that can be changed, 'cured' or converted.

Gender pronoun usage

Please note these are not the only pronouns as new ones continually emerge in our language. Always ask someone for their pronouns.

She/hers/her/herself: She is speaking; The backpack is hers; I listened to her

He/his/him/himself: He is speaking; The backpack is his; I listened to him

They/them/their/themself: They are speaking; The backpack is theirs; I listened to them

Ze (or Zie)/Hir or Zir/Hirs or Zirs/Hirself or Zirself: Ze is speaking; The backpack is zirs; I listened to zir

(Trans Medical Research 2018)

An inclusive teaching approach is where conversations about sexual orientation and gender arise when relevant to the unit content and learning outcomes (avoid 'forcing' discussion or adding token mention on such issues when it is not required). However, open discussion about LGBTIQ+ can potentially present various challenges in classroom forums.  LGBTIQ+ students may not be visible or wish to self-disclose. There are also potential issues around causing offence to students from culturally and linguistically diverse backgrounds (Ward & Gale 2016, p. 12) whose cultures preclude discussion or acknowledgement of LGBTIQ+ or indeed take a punitive and oppressive stance towards such orientations and behaviours.

Tips and strategies

• Reflect and act if you experience discomfort in this arena as a teacher. Discuss your concerns with a Diversity and Inclusion staff member experienced in this field who can offer advice or suggestions.
• Challenge or call out instances of discriminatory, abusive or exclusionary behaviour or language, and explicitly state that homophobia, biphobia and transphobia will not be tolerated.
• Engage positively with all types of difference and diversity: race/ethnicity, sexual orientation and gender identity, disability, socioeconomic status, age (don’t ignore some types of diversity).
• Critique power—Who has it? Who doesn’t? Encourage students to critically examine relations of power, privilege and agency that arise in exploring LGBTIQ+ issues and how these intersect with other social dimensions and contexts.
• Direct to student support: Deakin's LGBTIQ+ support services and resources. Email Diversity and Inclusion for staff and student advice and support.

How to handle discriminatory comments

Clarify

• Clarify the student’s point to avoid misinterpretation. Students may inadvertently or unintentionally say something that appears offensive or discriminatory because they don't have the relevant tools to understand or articulate complex issues. If you think this might be the case, offer the student a chance to explain the questions or confusions behind their statement.

Depersonalise insensitive or discriminatory statements

• Focus on the behaviour not the person: critically interrogate the statement not the speaker.
• Open up discussion to the whole class noting the potential of a statement to be offensive or ignore other points view.
• You could note the impact of a remark without attributing ownership to the speaker.
• Raise the issue as part of general feedback at the end of a session or in the next class/seminar noting you have reflected on it and wish to unpack it further.
• One-to-one discussion: If you feel it is more appropriate, you could discuss the discriminatory statement with the speaker one-to-one at the end of the teaching session.

Validate the student’s contribution

• Open up, not 'shut down': As teachers, we need to encourage students to continue engaging in class discussion and offering their thoughts. So rather than 'shut down' a student, use their contribution to open up debate on the issue.

(Adapted from University of Michigan n.d.; Ward & Gale 2016)

Curriculum content

Make students aware of Deakin’s Gender and sexuality studies major. Students from any faculty may choose to undertake selective units or the complete major. The major comprises a structured interdisciplinary programme for studying sex, gender and sexuality, drawing on local knowledges and histories, while also situating these ideas in their global context. It emphasises the intersectional dimensions of gender and sexuality, addressing questions of class, citizenship, ethnicity, race, religion, ability and geographical location.

• Representation of LGBTIQ+ content in curriculum is important as it sends the message that LGBTIQ+ people and their lives are valued and not minimised. Simples strategies include using inclusive vocabulary in your teaching examples e.g. gender neutral names (Chris, Jay, Ashleigh), gender neutral pronouns (they, their, them) and gender neutral relationship terms (partner, spouse).
• Teach LGBTIQ+ issues where they are relevant to your discipline and curriculum content without tokenism or 'forcing' it, in an integrated way, throughout assessments, activities and resources.
• Don’t miss opportunities to include and discuss LGBTIQ+ issues, e.g. in survey design—including all genders; client service with diverse types of people, family and relationship formations; and managing disclosure and safety when on placements.
• LGBTIQ+ diversity intersects with diversity in other social dimensions/structures/systems—such as race/ethnicity, law, health, education, religion, class, age—offering creative avenues to generate discussion or incorporate LGBTIQ+ readings.
• Discuss power relations and structures when relevant to the curriculum to routinely examine how power, privilege, agency, culture and social constructions work to promote some interests and disadvantage others.
• Challenge and critically interrogate heteronormativity where it exists in the curriculum and content, particularly taken-for-granted assumptions that the social norm is 'white, male, heterosexual, able-bodied', which marginalises and constructs LGBTIQ+ and other minority peoples.
• Use positive examples showcasing diversity and using appropriate vocabulary and images. Explore how these challenge conventional binary labels with notions of fluidity, intersectionality, complexity and ambiguity.
• Avoid content that is negative, pathologises, victimises or sensationalises LGBTIQ+ people and issues within a deficit model i.e. as being a problem or needing help.
• LGBTIQ+ and Study abroad/Work Integrated Learning: Actively seek feedback from students on placement or study abroad programs about potentially discriminatory or abusive situations and behaviour in the placement environment and support them through these. Refer to Deakin Abroad for safety and assistance guidelines.

A model for LGBTIQ+ inclusivity in higher education

The Ward-Gale model for LGBTQ-inclusivity in higher education (Ward & Gale 2016, p. 10)

Download an alternative format Ward-Gale Model for LGBTQ-inclusivity in higher education (DOCX 13KB).

Levels of inclusivity

Awareness

University staff, structures and systems demonstrate a basic awareness that gender and sexuality are not simply defined as binary (gay/straight, male/female, man/woman etc.) but are diverse and often exceed the category boundaries that are commonly used.

Additive

Take a more active approach to ensuring gender and sexual diversity is visible within university culture and pedagogy.

Transformative

Proactive strategies and practices in which teaching and learning spaces provide safe forums to critically and sensitively engage with gender and sexual diversity and promote student engagement in social action.

(Adapted from Ward and Gale 2016 (PDF 10.8MB))

Role models

• Visibility: Research underlines the importance of and need for LGBTIQ+ role models (including allies) - particularly at senior level– who are visible in the classroom and on campus as it gives students confidence and a knowledge of safe people to talk to if they have problems. Modelling inclusive language, attitudes and behaviour through open, supportive and respectful discussion paves the way for LGBTIQ+ students to feel comfortable in their university interactions. Wearing a rainbow lanyard is one way of signifying your approachability to students.
• Boundary maintenance: Be aware that being a role model in the learning environment may present boundary issues with or levels of discomfort from students. Seek advice from Deakin's Diversity and Inclusion staff if you encounter situations of which you are unsure.
• Mentoring Partnership Program (MPP) (internal link) for Deakin staff includes the option for pairing LGBTIQ+ mentees and mentors. The six month program offers safe and supportive spaces for role models to mentor other teaching and professional staff.
• External role models: While it is not always possible to have faculty or school staff available or comfortable acting as role models, it is generally possible to identify other LGBTIQ+ mentors, writers, theorists, or scientists within your disciplinary fields to students.

Diversity and Inclusion at Deakin offers LGBTIQ+ advice and support to staff and students.

Deakin LGBTIQ+ provides a wealth of information and resources for staff and students including: the University's strategic LGBTIQ+ Plan, support services, training, working at Deakin, international students, gender transition, and Deakin's LGBTIQ+ Community and Allies networks.

Gender Transition Procedure at Deakin for students and staff who identify as trans* or gender diverse and who are undergoing or considering a transition. The procedure outlines the University processes for supporting gender transition.

Deakin University Gender Affirmation procedure provides information and links to the services that Deakin University provides in support to transgender staff and students.

Australian GLBTIQ Multicultural Council (AGMC) is a peak body for lesbian, gay, bisexual, trans, intersex, queer individuals and community groups of multicultural and multifaith backgrounds.

Ananda Training and Consultancy deliver bespoke training programs on Intersectionality: Exploring intersectionality as a framework to enhance workplace diversity and inclusion strategies. Specialising in LGBTI and intersectionality.

Intersex Human Rights Australia (IHRA) promotes human rights and bodily autonomy. IHRA's goals are to help create a society where intersex bodies are not stigmatised, and where intersex rights as people are recognised. IRHA builds community, evidence, capacity, and education and information resources.

Transgender Victoria (TGV) is Victoria’s leading body for trans* and gender diverse advocacy. TGV works to achieve justice, equity and inclusive service provision, training and resources for trans* and gender diverse people, their partners, families and friends, and the media.

Bi+ Pride Victoria is a non-profit volunteer-run organisation dedicated to promoting the acceptance of bisexuals in LGBTIQ+ and mainstream society. It provides a welcoming, relaxed safe space where bisexuals can meet, make friends, and talk about their experiences, and informs the bisexual community about relevant news and opportunities for activism.

Rainbow Network provides safe inclusive services for young same sex attracted, intersex, trans* and gender diverse Victorians. It offers opportunities for:

• information exchange
• community-led discussion
• guest speakers from research, government or community backgrounds
• advocacy
• partnership building
• developing activities and initiatives

Victorian Pride Lobby works towards equality, social justice and human rights for members of the LGBTIQ+ community. The Victorian Pride Lobby is a non-politically aligned community based lobby group that achieves its goals through representation, advocacy and working with the media.

LGBTIQ Intersect has been developed by Victorian Transcultural Mental Health (VTMH) in collaboration with GLHV@ARCSHS, La Trobe University (GLHV). LGBTIQ Intersect is an online resource created to support culturally diverse LGBTIQ-inclusive services within an intersectional approach. This resource aims to support the visibility, safety, mental health and wellbeing, social inclusion and sense of belonging amongst LGBTIQ people from multicultural, spiritual and faith based communities.

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