We recently attended a workshop on trans-awareness, which brought up some key learning points we'd like to share. It is hoped that in publishing this knowledge, it will empower - trans or otherwise - to promote a trans-positive culture and environment in their local communities. Although specific examples are used in some instances, the principle demonstrated can be applied much further afield.
The word trans does not refer to a sexual term.
A transsexual is not a man who has become a woman, or vice-versa; rather, they are a person whose self-defined gender is different from that assigned to them at birth.
Transgender can be both binary (transman, transwoman) and non-binary (gender non-conforming, gender queer).
Allow people to choose their own communities, instead of putting them into communities that society deems suitable. For example, if you put a cat in a box it will most likely get out, but if you leave the box out for the cat it will most likely go in by itself.
Trans members can face difficulties during interactions with others. Do not assume that someone's looks dictate the pronouns society expects of them. When interacting use words like person or people, and avoid gender pronouns or gender-based terms, e.g. ''girls to the left, boys to the right.''
There is often unintentional misgender by speakers (lecturers, guests etc.) Make a habit of warning speakers beforehand of the mixed audience, and ask them to consider the using them, people, person etc. when addressing someone in the audience.
Trans persons have difficulty accessing single-sex spaces; introducing mixed sex bathrooms enhances accessibility. This is also something to consider when organising events (balls, trips etc.) at external venues.
Incidence of discrimination are high among transgender students. 71% of the LGBT student community experience homophobia, which is increased to 91% if you include transgender students.
When using forms, a space for ‘preferred name’ and Mx for title should be available. This is contrary to the typical first, second names and Ms/Mrs/Mr title spaces.
Placing students' preferred name on student cards and documents is important. If this is not being done, the issue should be raised to the LGBTQUA+ officer, or equivalent, who should have experience of dealing with such problems.
If you witness verbal abuse/uncomfortable questions of/to a LGBTQUA+ person, and are comfortable intervening, try to deflect the conversation. Talk to the affected person and take them away from the ‘aggressor.’ Ignoring the aggressor can often send them away too. If the aggressor continues to behave inappropriately, give them a warning of their potential expulsion from the area/event, or remove them from the area/event if they persist (ask for additional help if needed).
