Strategies for Instructors

Misgendering will happen. What’s most important is how one handles it when it does. If someone corrects you, try not to be defensive, instead respond with “thank you” and correct yourself. One must keep the apology brief so that it doesn’t become about the mistake. That is an important step, even if the misgendered person is not present, it is best that one corrects oneself to practice and learn. Any time someone is misgendered, simply practice to do better next time.

Below are some suggestions for instructors from “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching,” Chapter 4:

• Simply asking or referring to the person by name does not hurt, e.g., “Would you like to share your pronouns?”
  • If someone isn’t comfortable expressing themselves, move on and refer to them by the name they have used to introduce themselves. Some folks may be dealing with something that prevents them from feeling comfortable sharing. If you are unsure of someone’s pronouns, you can also use the gender-neutral they/them, but don’t use they/them if the person has shared other pronouns.
• Begin with simple class introductions, e.g., “Introduce yourself, say your name, pronouns (if one would like to share), major, etc.”
  • Some students might feel intimidated to express their pronouns to a room full of strangers.
  • Offer a one-on-one conversation after class or inform students that MyUI has the option of entering one’s pronouns into their student profile. Fewer intimidating tactics may benefit students who are not yet ready to express themselves in front of a room of people.
• Have students pair up and introduce each other to the class.
  • Keep in mind that pronouns are optional.
  • If a student does not identify with them after you first invite them to share, do not push for an answer. The student’s name or they/them pronouns can be used to identify someone if you do not know their pronouns.
• Create a nonverbal way of identifying pronouns: this avoids putting students on the spot and creates a helpful reminder for instructors and others in the classroom (Felten and Lambert).
  • Introduction assignment/activity: “Write down your name, pronouns, major, goals for the class, and why you took this class.”
  • Writing Prompts: Ask students to write About Me essays.
  • Include an option for students to share pronouns via email or name tents.
  • Check MAUI to see if students have input pronouns under Student Profile in MyUI.
• Try to take mental/physical notes.
  • Some instructors handwrite a list of all their students, identifying fun facts they want to remember about them. Next to their names, include their pronouns. Instructors can expand this list as the year/semester goes on.
  • If it feels overwhelming to memorize all your students’ pronouns, remember that as with students’ names the main thing is not to make assumptions about how a student would like to be addressed.
• Use gender-neutral language when addressing the class.
  • Instead of “ladies and gentlemen,” you can use “folks,” “class,” “everyone,” “knowledge seekers,” disciplinary terms like “artists” or “linguists,” or y’all” (if you’re colloquial like that).
• Participate in or offer on-campus student resources.
  • Attend Safe Zone Training
    • Devoted to inclusion and affirmation, Safe Zone Training provides awareness to folks interested in listening to the stories of individuals excluded from a cisheteronormative culture and taking intentional actions toward respect and inclusion.
  • Pride Alliance Center
    • An on-campus multicultural center that provides cross-cultural education, leadership, and organizational development opportunities through social justice education and change.
  • Trans@Iowa
    • Offers various resources, aids, and events for trans communities and their allies.

Pause and Reflect