Some of the Issues

Newer Iowa laws are impacting campus climates concerning the experiences of people who are transgender and gender non-binary (TGNB). Both campus culture and the personal well-being of TGNB individuals have been impacted by these laws. Staff and faculty are critical in creating supportive and inclusive campus environments for students who are TGNB.

Two critical questions arise:

• How do we understand the impact these laws are having on our students?
• How can staff and faculty best help?

Impact

Imagine you are Alex’s advisor. Alex is a sophomore, is TGNB, and is majoring in physiology. Despite being an outstanding student academically, Alex, who only just turned 18, has encountered challenges related to the new laws. The law banned Alex from being part of the intramural sports team that corresponds with his gender identity, which stressed Alex because he lost access to an athletic scholarship.

Additionally, the gender-affirming hormone therapy in which he was engaged was previously terminated due to his physician’s concerns about the impact of the law on their practice. Alex is not readily moving past the stress he feels on campus as he is increasingly wary of potential bias he will encounter and will have to manage.

What Can I Do

Staff and faculty are critical to creating a supportive and inclusive campus environment for TGNB students. Here is a short list of some things staff and faculty can do to support TGNB students:

1. Faculty and staff can take the initiative to self-educate on transgender issues, terminology, and the challenges TGNB students face. Being comfortable and proficient in using gender-inclusive language can be

 practiced with anyone, not just TGNB students. This can include sharing one’s pronouns, as part of your personal introductions, when meeting others on campus.

2. Staff and faculty can attend training sessions on TGNB inclusivity, seek resources from campus LGBTQ+ centers, or participate in webinars and workshops.

3. Staff and faculty can establish their offices or classrooms as safe spaces where TGNB students can feel seen and supported. This can include displaying symbols like the TGNB inclusive rainbow flag or safe space emblems.

4. Faculty and staff can use their positions to advocate for campus policies that support TGNB students, such as gender inclusive and/or single-user bathrooms, inclusive housing policies, and informed healthcare options. Faculty and staff can work to have forms and documents use gender-inclusive language and gender marker options for students to accurately represent themselves. Faculty and staff can also work to streamline processes for students who wish to change their name and/or gender identity in campus records and systems.

By implementing even one of these actions with commitment and care, we can not only counter the negative impacts of restrictive laws that impact our students, but also create campus climates that are safe, supportive, and inclusive for TGNB students.