Towards an LGBTQinclusive curriculum Nicola Gale Nicki Ward

Towards an LGBTQ-inclusive curriculum Nicola Gale Nicki Ward Sean Russell @LGBTQin. HE @nickijward @drnicolagale

Wider picture • Positive work more widely in the University (pastoral care, careers, student guild) and in the city of Birmingham … • National research (NUS, ECU and EHRC) shows that: – Students who identify as LGBTQ+ can experience discrimination because of their gender and sexual identity. – This, along with the absence of positive messages and role models can impact on the mental and physical wellbeing of LGBTQ students and colleagues. – Sometimes just the fear of discrimination can be really overwhelming but a positive learning environment can help.

Project Overview (1) Funded by the Educational Enhancement Fund (Centre for Learning and Academic Development) Year 1 • Literature review • Exploratory conversations • Staff and student survey Year 2 • Working with colleges • Best practice guide • Coaching and support for role models/allies

The Value of Local Data to Drive Change Focus on teaching and learning contexts…. – University-wide data (Tableau Reader database) – Quantitative data from survey – Qualitative examples of student experiences – Fact Finding Conversations

UG Students – non continuation – Year 2 -3 18% 16% 14% 12% 10% Heterosexual 8% LGB 6% 4% 2% 0% CAL COSS EPS Uo. B Annual Review of Statistics 2014 LES MDS University

UG Students – non completion 40. 00% 35. 00% 30. 00% 25. 00% Heterosexual 20. 00% LGB 15. 00% 10. 00% 5. 00% 0. 00% CAL COSS EPS Uo. B Annual Review of Statistics 2013 LES MDS University

Results from LGBTQ Curriculum Survey Sexual Diversity of Respondents Staff Students Lesbian Gay Bisexual Asexual Pansexual Queer Questioning Heterosexual Other

Witnessing Homophobia, Biphobia and Transphobia • Have you ever heard homophobic, biphobic or transphobic language used in your department? Homophobia/ Biphobia Transphobia YES NO YES No 4. 7% 90. 7% 4% 88. 1% PROFESSIONAL SERVICES STAFF 2. 5% 93. 7% 2. 2% 88. 8% OTHER STUDENTS 41. 4% 37. 5% 52. 3% ACADEMIC STAFF 50. 5% *The missing values are for students who answered ‘don’t know’

Challenging Homophobia, Biphobia and Transphobia in the T&L Environment • When asked if they were confident that someone would challenge homophobia or biphobia – Only 23. 7% said they were confident a lecturer would intervene – 12. 5% said they were not confident anyone would intervene • When asked if they were confident that someone would challenge transphobia – Only 21. 9% said they were confident a lecturer would intervene – 17. 1% were not confident anyone would intervene

Developing and delivering an LGBTQinclusive curriculum • Three themes: – inclusive language – role models/allies – visible content • Three ‘levels’ or types of inclusivity: – Awareness (e. g. basic acknowledgement of gender and sexual diversity and avoidance of abusive language) – Additive (e. g. inclusion of topics, themes, readings about LGBTQ identities, access to mentors, avoiding hetero-normative or cisnormative language) – Transformative (e. g. critical approaches to pedagogy, role models or allies in the teaching and learning environment, critical engagement with language and queer/trans-inclusive language)

Good practice examples – from students ‘Yes - an introductory lecture in ‘In psychiatry, we had specific Computerof. Science made. Race sure to ‘The existence a Prejudice, sessions on trans* and intersex and stress module that the in treatment and Gender final yearof Alan these promoted conversations as to Turingisby theencouraging UK government philosophy very startfor his how society defines gender. ’ (Medical homosexuality was wrong. ’ in terms of raising awareness about and Dental Sciences) of being gay Physical ‘Lecturer shared her experience other (Engineering genders. The and second year Sciences) Philosophy module Sex Ethics alwayswoman. This was very positive as one student ‘Examined barriers to made the comment that she had never met a made sure to include differing ‘Particularly addressed inparticipation social sexual in sport e. g. orientations in discussions. ’ andgay woman before, it questioned her pre made geography, but definitely not in(Arts sexuality in sport pedagogy’ (Life Law) geography. I personally did a judgements/ stereotypes regarding gay people. physical and Environmental Sciences) Made me feel more comfortable to share with presentation on the geographies of student group. Also liked how lecturer would homosexuality, given the choice of share journals that focused on gay issues in absolutely any geographical topic - it other modules e. g. journal on student coming was well received. ’ (Life and out on placement. ’ (Social Sciences) Environmental Sciences)

Good practice examples – from staff ‘It's difficult in the subjects I teach, Mentioning legalisation of gay but we do discuss issues around marriage as a case study of ethics in data collection (e. g. that if policy change’ (Social some populations won't identify as where we explore ‘I cover professional ethics case Sciences) gay etc. , but will acknowledge studies of doctors andbeing patients which acknowledge a man who has sex with men a whether it is accepted sexual diversity. We –i. e. explore behavioural admissionpractice but not to anself-disclose sexual orientation professional identity admission)’ and This is within the context of a wide to a patient(Life if asked. Environmental variety. Sciences) of self-disclosure, so it is interesting to explore if ‘As part of my module on Gilgamesh and why self-disclosing sexual orientation is [poem], one essaydifferent/similar question raises to theother types of self-disclosure. I also issue of a possibleprovide homosexual ‘I runand a module examples during the lectures SGTs onentitled Queer Bibles relationship in theconfidentiality epic, and students Theologies and I incorporate where patient andand professional breaches are asked to discuss in class the LGBT material on reading lists for by concerning sexual orientation have occurred’(Medical relationship and articles pertaining to biblical studies modules. ’ (Arts and Dental Sciences) it. ’ (Arts and Law)

Where are you? Awareness Language Role models/allies Curriculum content Additive Transformative

Project Overview (2) Year 3 • Development of a Widening Horizons module for UGs • Piloting an ‘ally’ scheme • Review and revisions of PG Cert in HE for new lecturers and graduate teaching assistant training – in collaboration with CLAD Year 4 • Deliver the WHM • Roll out the Ally Scheme in co-ordination with other University Programmes. • Work with PGTs and PGRs to explore opportunities for LGBTQ content • Review changes to CLAD programmes

Ongoing work nationally • Annual conference for LGBTQin. HE network • Collaborative work with other university to apply the best practice guide in their context

Example: Graduate Teaching Assistants • PGRs who teach at the University of Birmingham (Uo. B) are required to take Introduction to Learning and Teaching courses • These ‘teacher–training’ courses made little/no reference to LGBTQ students. • We put courses under an ‘LGBTQ lens’ courses amended & briefed tutors (other PGRs) • Key Changes – – acknowledgement students may be LGBT case studies amend subject content anything to ensure all students are included • Pilot and feedback

Thank you! Any questions about the project, feel free to contact us or come and talk to one of us over lunch: Nicki: n. j. ward@bham. ac. uk @nickijward Nicola: n. gale@bham. ac. uk @drnicolagale Sean: sean@getoutstayout. org. uk www. getoutstayout. org. uk @LGBTQin. HE