2023 LGBTQIA Report by FUSA Association

LGBTQIA+ STUDENT

REPORT

& RECOMENDATIONS

Flinders University Student Association 1

The Flinders University Student Association acknowledges the Traditional Owners and Custodians of the lands on which its campuses are located, these are the Traditional Lands of the Arrernte, Dagoman, First Nations of the South East, First Peoples of the River Murray & Mallee region, Jawoyn, Kaurna, Larrakia, Ngadjuri, Ngarrindjeri, Ramindjeri, Warumungu, Wardaman and Yolngu people. We honour their Elders past, present and emerging

Pictured: Yungkurrinthi Inparrila Fire Pit Designed by Kaurna artist James Tylor and Wiradjuri architectural designer Samantha Rich.

CONTENTS

04 Foreward Short Recommendations

Introduction

Survey methodology and data Support and Advocacy (particularly FUSA)

Queer Experiences in the Classroom Campus Environment

Recommendations

Appendix: Progress Report on 2020 Recommendations

FOREWORD

RILEY JONES (HE/THEY) Queer Officer, 2023 Beginning my role of Queer Officer in 2023, it was my utmost priority to investigate how Flinders University is currently affirming and celebrating the identities of LGBTQIA+ students. In making Flinders University a safe and inclusive environment, we must note recent progress and the progress that is still to be made. As such, I collaborated with the Flinders University Student Association (FUSA) and the Flinders University Queer Collective in producing this year’s LGBTQIA+ survey to provide a detailed report on the current culture at Flinders University. The survey was undertaken within the broader social context of the recovery from COVID-19 and the rising transphobia fostered by the far right. The information within this report is vital as it summarises the positive change that has occurred for LGBTQIA+ students at Flinders University. It details how inclusivity greatly improves the student experience: the active ‘rainbow’ presence on the Bedford Park campus and the affirming practices of some staff shine through as models to be emulated widely. At the same time, the survey identified areas for the University to grow – with systemic deadnaming, a lack of visibility across all campuses, and better inclusion of intersectionally marginalised people within Queer spaces (i.e., People of Colour, students with disabilities, Mature Age students) identified as areas for improvement. Based on the survey findings, a list of recommendations can be found on the following pages. I look forward to speaking on this further and working towards the implementation of these recommendations.

Pictured above: Riley Jones (Queer Officer, 2023)

RECOMMENDATIONS SHORT VERSION

1. 2.

LGBTQIA+ Inclusion That the University fosters a diverse, affirming environment and student experience through policy, guidelines, and strategic action.

End Systemic Deadnaming Flinders offers the ability to have an official preferred name in the student system. Due to issues across the different digital platforms, people are still deadnamed despite registering their true name. We recommend the University address this as a matter of urgency.

» 5

RECOMMENDATIONS SHORT VERSION

3. 4. 6

Curriculum Diversity & Visibility That the University fosters an inclusive campus environment through visibility, diverse curricula, and community resources for LGBTQIA+ inclusion.

All-gender bathrooms We recommend the University separately account for accessible and all-gender bathrooms. There is also a need to implement all-gender bathrooms in areas that lack them such as McHughs, Science and Engineering and Tonsley

5. 6. 7.

FUSA Advocacy & Community Strategies FUSA & the Queer Officer to address intersectional LGBTQIA+ issues for inclusive support and to amplify visibility across the LGBTQIA+ spectrum, encompassing diverse identities for comprehensive representation.

FUSA's Commitment to Inclusive Language FUSA to consistently review and use accurate and affirming terminology when referring to the LGBTQIA+ community, with a priority on using the acronym 'LGBTQIA+' in communications when appropriate.

FUSA Inclusive & Accessible Queer Spaces FUSA will prioritise LGBTQIA+ accessibility, explore potential relocation to a larger space, provide clear information during O'Week, designate a LGBTQIA+ friendly space on Sturt campus, and collaborate with the University to boost LGBTQIA+ visibility where needed.

INTRODUCTION This report presents the findings and recommendations based on the LGBTQIA+ Student Survey conducted by the Flinders University Student Association (FUSA) in collaboration with the Flinders Queer Collective. The survey gathered insights into the experiences and needs of LGBTQIA+ students at Flinders University. The report builds on work previously undertaken in this space. The 2020 Flinders Queer Report was produced from the Flinders University responses to a survey of all South Australian universities in 2019. The 2020 report included 12 recommendations. A progress report is attached as an appendix. There has been progress on several of these recommendations. In particular, we would like to note the positive steps taken at Flinders University:

» The formation of the Pride Network as a network for LGBTQIA+ - identifying and ally staff and students. » The production and promotion of Ally training materials. » Expanded gender neutral bathroom access.

There has also been partial progress on other recommendations, particularly:

» Some student-facing services have undertaken at least part of the training associated with Rainbow Tick accreditation. » While ShineSA does not have a presence on campus, Flinders University is now a site for the CONNECT program, run through SAMESH, to distribute HIV Testing Kits. Since that report, there have been significant changes. The closures of campuses due to COVID disrupted Queer student communities and Queer spaces. Having places and communities in which your identity as an LGBTQIA+ person can be discovered and affirmed have always been vitally important – not to mention the necessary work of maintaining cohesive student organisations when there is high turnover in active members and leadership. Likewise, some issues have become high priorities for students since this report: the issue of misgendering and deadnaming in University systems, to name one.

Pictured below: Director of Library Services, Prashant Pandey (he/him) installing Welcome Here Project stickers with Flinders Pride Network Co-Chair Dr Jessie Shipman (she/her).

In 2023, a survey of students was conducted by FUSA. Respondents were asked a series of questions that can be grouped under the following themes:

� Student support and advocacy (particularly FUSA) – including terminology, priorities for the Queer portfolio, support for LGBTQIA+ students. � Being Queer in the Classroom – including instances of misgendering / deadnaming and feelings of safety and comfort in classroom settings. � The Campus Environment – including bathroom usage, the Queer Space, campus culture, events.

The report that follows amplifies the voices of Queer students, while expanding and deepening what we know about the experiences and policy priorities of Queer students at our University. The recommendations we have made are based on the needs and desires of our community. We encourage FUSA, the University and the wider community to review, accept and commit to implementing these recommendations. We also encourage those interested to enter a dialogue with us on how best to build a safe and welcoming campus for our community.

Pictured below: Flinders Pride Network members at the 2023 Adelaide Pride March.

SURVEY METHODOLOGY & DATA Survey responses were collected using an online survey for students at Flinders University from Monday the 20th of March to Monday the 10th of April 2023. Results were de-identified. The survey was promoted across FUSA social media platforms and using University systems (including Ping! and digital signage). Physical postering accompanied the digital outreach. A total of 298 respondents completed the survey. 84% of respondents identified as members of the LGBTQIA+ community, with 13% not identifying as such and 3% unsure or preferred not to say. Women represented 49% of respondents, men represented 27%, and the remaining 27% of respondents being non-binary, gender diverse, or other. Following best practice, a respondent could identify with more than one gender. SURVEY RESPONDENTS BY LGBTQIA+ IDENTIFICATION & GENDER

90% of students studied at a metropolitan campus, with the remaining 10% saying they studied at a regional or remote campus or primarily online / distance. The survey provided respondents with the opportunity to put their cultural identity or ethnicity in their own terms, which we coded into those whose identities align with the dominant mainstream cultural identity and those who do not. Responses are from students who are 58% identity aligned with mainstream culture and 41% non-aligned with mainstream culture. CULTURAL IDENTITY OF RESPONDENTS

58% identity aligned with mainstream culture

41% non-aligned with mainstream culture 10

SURVEY FINDINGS STUDENT SUPPORT & ADVOCACY (PARTICULARLY FUSA) Introduction FUSA promotes the rights and interests of students at Flinders University and provides advocacy and support services for students. We felt it was important for FUSA to receive feedback on how it’s work is perceived by students. The first series of questions related to the support and advocacy that they receive through FUSA. Students were asked to identify portfolio priorities for the Queer Officer, what they believe FUSA can do better to support LGBTQIA+ students, and the use of the umbrella term ‘Queer’ in FUSA contexts – i.e. the Queer Officer and Queer Collective.

Use of the term Queer Students who had identified as ‘LGBTQIA+’, ‘unsure’, or ‘preferred not to say’, were asked whether they felt included using the word ‘Queer’ as the umbrella term for the community. This is the current language used by FUSA for the Queer Officer, the Queer Space and Queer Collective. Students were asked to provide some reasons why or why not. 77% of respondents answered YES, that they did feel included. Only 7% said that they did not feel included. Remaining responses (10%) were ambivalent or indifferent or chose not to answer (6%). The responses from those who answered yes emphasised the term’s inclusivity and flexibility. This is particularly important for young people – as one respondent wrote ‘because I do not properly understand my own gender and sexuality, so [Queer as] an umbrella term encompasses all future possibilities’. It is, as another student noted, identifiable without being restrictive – ‘I don’t want to be put in a box’. Another noted that they have never been able to identify as ‘just bisexual or lesbian’, so ‘queer’ helps them feel included. Several students raised concerns regarding the inclusivity when acronym ‘alphabets’ are used (what identities are included or excluded can be significant). Negative responses were primarily related to the term being considered a slur (both historically and,

in some circumstances, when used by those who do not identify as queer). An intersex student also raised concern that intersex people are not included. We are recommending that the umbrella term ‘Queer’ be retained by FUSA and the Queer Collective in the context of established signage, roles, and products. It has overwhelmingly positive associations – particularly for younger LGBTQIA+ students for whom it is an empowering and inclusive word. Nevertheless, regularly reviewing community views is important. Likewise, we should do more to connect student sense of identity as LGBTQIA+ individuals with the Queer community terminology. The concern regarding intersex inclusion is valid and we recommend further exploring intersex specific supports. The concern regarding feelings of exclusion or unsafety is also valid and we recommend prioritising usage of the ‘LGBTQIA+’ acronym in all Flinders University content that is produced in relation to the community where possible.

Priorities for the Queer Officer The Queer Officer is a member of Student Council elected at the annual student elections. They advocate for and represent their fellow LGBTQIA+ students. We provided students with the chance to suggest priorities for the Queer Officer. There were many suggestions around social activities which will be dealt with below (in the section on ‘Campus Environment’). The issue of deadnaming and misgendering in University systems was nominated as a priority area by multiple students. This is further elaborated on with regards to the LGBTQIA+ experience in the classroom. However, we will note here that it is clear that there are both technical issues with University programs (for example, systems will use a student’s legal name when a preferred name has already been recorded), and issues around supporting academic and professional staff to create an LGBTQIA+ inclusive learning environment. 11

One student suggested campaigning to address biases in the curriculum. ‘Queering the Curriculum’ is an emerging practice whereby the University can take a distinctive approach to embedding inclusive approaches in the knowledge produced and shared, alongside Decolonise the Curriculum work and correcting for gender bias in the curriculum. Advocating for better training for staff was also raised in the context of the provision of healthcare and other services. There was a concern that understanding of the queer experience is too often limited to, in their words, ‘some people are gay don’t call them a slur.’ The value of having a safe and understanding environment in which to access services was highlighted – which must include understanding that LGBTQIA+ people may have experiences that make them hesitant to access services.

More will be said regarding Queer Space(s) below in the section on the Campus Environment, but we would also note that the visibility of the Queer Space and the lack of visibly Queer Spaces on campuses other than Bedford Park were both mentioned as priorities for the Queer Officer. The 2020 Report recommended that Queer Spaces be expanded beyond the Bedford Park Student Hub; this recommendation has not been actioned.

What can FUSA do to better support LGBTQIA+ students Respondents were invited to suggest ways that FUSA can better support LGBTQIA+ students. While there was overall positive sentiment towards FUSA, there were a series of suggestions around two themes that are worth exploring:

The value of an intersectional approach was highlighted by other respondents. The suggestions included that the Queer Officer focus on fighting racial inequality, the rise of far-right bigotry (which is an intersectional issue) and working towards greater representation for queer people from culturally diverse backgrounds and International Students. There is space to work with the People of Colour Officer and International Students Officer on Student Council.

1. A suggestion that was repeated was developing resources for Queer students. Having information for students who are unsure or questioning, possibly using the lived experience of students, was highlighted as something that is missing.

Pictured left: 2023 Queer Officer Riley Jones (he/they) and 2023 Queer Society Queer Collective President Theo Warner (He/Him)

Relatedly, more education about safe spaces was noted as something that was missing. As deeper questioning about the Queer Space later in the survey confirmed, it remains a mystery to many queer students. The issue of space on Sturt campus was raised several times as well.

Pictured right: 2024 Student Council members Education Officer Ben Grillett (he/him), General Secretary Nathaniel Winter (he/him), Student President Jana (he/him), Queer Officer Alanna Argudo (she/her) and Isa (they/he).

2. Queer students also need tailored information on the resources and services available to them in Adelaide or through Flinders University. There should also be information for rural and remote students, online students, and International Students.

QUEER EXPERIENCES IN THE CLASSROOM Introduction The experience of being an LGBTQIA+ student is shaped by the experiences within the classroom, as much as by the campus culture and the wider environment. This is also something which can be a personal – even individual – experience: unlike social activities and the support and advocacy queer students receive through FUSA, the classroom experience is one in which LGBTQIA+ students can feel isolated and unsure what to expect. Teaching staff also have leadership over the classroom experience, making the experience highly variable. Deadnaming, misgendering and the use of incorrect pronouns has been an issue consistently flagged by gender diverse students. The survey asked experiences relating to gender affirmation and pronoun use in class, as well as seeking to understand more broadly the experiences in Flinders University classrooms by LGBTQIA+ students.

Experience of gender affirmation in class Gender affirmation is an umbrella term for the range of actions and possibilities involved in living, surviving, and thriving as our authentic gendered selves (Source: TransHub).For trans and gender diverse folk, this can take the form of social, legal, or medical affirmation. It is a unique and personal process. A person’s gender can be socially affirmed through their name, pronouns, and gender expression, and this is an important factor in our health and wellbeing. Social affirmation does not require changes to legal documents, though universities are required to maintain some records with the legal name of a person – for example, official transcripts. However, a legal name should not be used in social settings where it differs from the name that affirms a person’s gender. In University systems this will be recorded as a ‘preferred name’, though that terminology is questioned. When asked whether their correct pronouns and name were always used in class, 84% of LGBTQIA+ students said yes and 17% said no. However, for students who identified as non-binary, gender diverse or other, the numbers are far more alarming. 54% said that their correct name and pronouns were used, while more than 2 in 5 (44%) nonbinary, gender diverse or other gendered students said that either the wrong name or pronouns were used in a classroom setting.

It’s been a lot easier to advocate for myself and others when the tutor has initiated the process of sharing pronouns in introductions and ice breakers. It reaffirms that it is indeed a safe space and encourages other cis folk to do the same, therefore normalising it. Which is nice cause it’s not cool to feel othered all the time.

Despite this alarming statistic, students were overwhelmingly comfortable in stating their gender and pronouns in class. On a fivepoint scale with 5 being ‘very comfortable’, 3 being ‘okay’ and 1 being ‘not comfortable at all’, 56% of respondents were a 5, with a further 32% either 4 or 5. Only 12% of respondents were 1 or 2. Specifically for students who are non-binary, gender diverse or other gendered, 22% were 1 or 2 (uncomfortable or not comfortable at all). 18% are ‘very comfortable’ and 54% either 3 or 4. 13

Classroom experiences LGBTQIA+ students were provided with the opportunity to tell us anything else about their experiences in class. Students offered many positive examples of inclusivity at the University and the efforts of staff were appreciated. One student commented, ‘I feel perceived well and respected by staff’, while another wrote: ‘I appreciate the effort the staff go through to make queer people feel included and heard. Not everyone does, but I can see the direction and I see the staff are pointed on the right track’. Several students highlighted the welcoming environment they’ve found in the Drama Centre. Many students had no comments on the experience with their sexual orientation – it was seen as unimportant for their classroom experience. Some comments included that ‘no one cares’ - one student was surprised that nobody was bothered by them dressing in a gender non-conforming manner. Others expressed senses of feeling ‘safe’, ‘at peace’, or ‘comfy’ at Flinders, although one student felt that, despite increasing tolerance, ‘cisnormativity and heteronormativity permeates the air still’. Others – who did not have direct experiences of being misgendered or misrepresented nevertheless were aware that these experiences were not universal. There were specifically named areas of the University where students expressed a desire for more inclusivity. While this is anecdotal: Tonsley campus, Sturt campus, and the Sports Health program were areas where students felt more could be done.

I was forced back into the closet due to staff at Flinders not respecting my new name and pronouns. It got so exhausting having to constantly correct them that I gave up and have accepted that I will not be able to socially transition until after I graduate

2 IN 5 I have legally changed my name and gender and I have been on hormones for three years so I am correctly gendered more often. Before this I was misgendered and deadnamed more often and the roll often did not get my name correct.

More than 2 in 5 (44%) non-binary, gender diverse or other gendered students said that either the wrong name or pronouns were used in a classroom setting.

THE CAMPUS ENVIRONMENT Introduction Outside the classroom, LGBTQIA+ students have distinct considerations when it comes to facilities and campus activities. The survey asked students to provide feedback on all gender bathrooms and the Queer Space, as well as suggestions for LGBTQIA+ events and activities. It should be noted that expanded facilities – in particular the expansion of all gender bathrooms and dedicated Queer spaces on each campus – were recommendations of the 2020 Report. Comments were also sought on campus culture overall at Flinders.

Bathroom access Expanding access to all gender bathrooms (sometimes also known as gender neutral or unisex bathrooms) was a key recommendation of the 2020 report. As was noted at the time, students who do not present as the gender with which they identify using the gendered bathrooms can be a safety matter – with fears including harassment or violence. We have seen an increased campaigning by farright activists against the use of public facilities by trans, gender diverse and those perceived to be gender non-conforming people, leading to justifiable concerns for safety and wellbeing among sections of the LGBTQIA+ community. Overall, LGBTQIA+ students are evenly divided between those who prefer to use all gender bathrooms and those who do not – with 51% not preferring all gender bathrooms. For students who identified as gender diverse, non-binary or other or preferred not to say, the number who preferred to use an all-gender facility increased to 76%.

76% 76% of students who identified as gender diverse or non-binary, preferred to use an all-gender bathroom.

The University has taken measures to identify disability access toilets as unisex or gender neutral. We view this as a half-measure: better than nothing, but not building the environment to be genuinely inclusive. For many queer students, it can feel like an intrusion into ‘disability space’ to use such facilities. It has also had the effect of obscuring the location of all-gender facilities: 37% do not feel that the allgender bathrooms have adequate signage. 'A lot of NB [non-binary] bathrooms [sic] on campus are also the disabled bathrooms on campus, which isn’t good. Fewer bathrooms for both groups, putting them both in the same boat of being “others”, all around not okay.' In the written comments on bathroom access, multiple students from Sturt campus and from Tonsley did not know all gender bathrooms were available. Other comments reinforced that there should be more all gender bathrooms and that their visibility should be increased. Other relevant comments were supportive of the period poverty projects that FUSA has coordinated with Property Facilities and Development.

I study on the Tonsley campus and there are no All-Gender Bathrooms in the building. Only Female, Male and Disabled. Considering how the campus was constructed only recently, it is disappointing to see that All-Gender Bathrooms were not considered in its' design. As a result, people who identify outside the binary, or are uncomfortable using their preferred bathroom, are pressured to use the bathroom of their assigned gender. 15

Queer Space The Queer Space is a FUSA managed safe space for LGBTQIA+ students located in the Student Hub at Bedford Park. The Queer Officer and Queer Collective supervise the space. Before the COVID pandemic, the space was estimated to have up to 40-50 users daily. One of the recommendations from the 2020 report was to provide Queer Spaces across the major campuses. Our 2023 survey shows that more than two in three LGBTQIA+ students (68%) did not use the Queer Space at all. Despite the apparently low usage, students – including those who did not use the space – overwhelmingly valued the existence of the Queer Space as a safe space for LGBTQIA+ students.

When asked what they liked or disliked about the Queer Space, the most cited dislike of the space was the size – one student went so far as to describe it (perhaps ironically) as ‘a closet.’ The size of the space means that only a few students can comfortably use the space at the same time. Some students found it has a ‘super cozy vibe’, while others felt that the size led to clique-ishness and is uncomfortable if you are nervous around new people. There are also concerns about the space’s sensory impact – being close to the open study spaces of the Student Hub, it is overstimulating during peak times.

In the words of students:

I like that it exists, I’m sure other people value having the space. It’s good to have somewhere that says ‘we WILL accept you here’. I haven’t used it but I’m glad it exists and I feel safe on campus knowing the university cares enough to delegate [sic] a safe space.

Students who do not regularly attend Bedford Park expressed a desire to have spaces on their campuses – Sturt and Tonsley in particular, but also spaces better for studying.

Suggestions around improvement of the Queer Space revolved around: increasing the visibility of the space, improving cleanliness and stocking of the space and having structured activities around the space were all recommended. A suggestion from many respondents was to have a larger space.

LGBTQIA+ events Survey respondents were asked about campusbased events. FUSA manages a significant portion of student events at Flinders University, though the Pride Network also runs staff-student events. The headline of our survey response is that, while 80% of students expressed an interest in attending an LGBTQIA+ event at Flinders University, only 20% had done so. When planning events, a common theme was the need to ensure that events were responsive to the diversity of the queer community. Events where queer students of colour and where mature aged students could feel included were highlighted, and all event ideas will be shared with the FUSA events team and Queer Collective. A student from the NT highlighted that they wanted greater visibility for LGBTQIA+ events in Darwin, while one student reflected that they would like to see intersex-related

events. Multiple students expressed an interest in connecting with Queer industry and supporting Queer charities through fundraising etc. Outside what might be the typical student events (competitions, quiz nights, movie nights, social events, and commemorating significant events in the queer calendar such as Wear It Purple and IDAHOBIT), there was an interest in arts and craft based events. Students also expressed an interest in events that focused on queer history and philosophy. Educational workshops on advocating for LGBTQIA+ rights and sex education were also suggested by multiple students.

Interest vs. Attendance for LGBTQIA+ Events at Flinders 80% Interested

20% Attendance

Pictured below: Theo Warner (he/him), President of Queer Collective, as his drag persona 'Peregrinn Frown’— after speaking in drag to highlight anti-drag protests and laws both in Australia and overseas. Pictured with Dylan Martin and Robyn Dwight (she/her), Sexual Violence Project Officer.

Campus Culture The survey concluded with an open text question of how students viewed the campus culture overall. There was a lot of positivity about the campus culture. Students said: It was apparent from orientation that queer students are accepted and looked out for at Flinders. I appreciate the efforts in order to make us feel safe. I’ve seen other LGBT students around campus, and they seem happy to express themselves and dress however they feel comfortable. There’s no need to hide in the closet if you don’t want to.

I have felt accepted at the university by everyone that I’ve spoken to during my studies. There were, nevertheless, specific concerns with the campus culture. Again, misgendering and deadnaming was identified by students as an area of concern: I have found the campus to be safe for queer people, but I do not know if that is true for transgender students. I hope it is, but as I am not a transgender person I really don’t know what they experience. I just want them to be seen and safe. Some students also wanted to highlight the need to expand visibility:

Always get mixed messages from the university on how much they support the queer community; not updating the Pride Network Page with new members, not supporting change of name, outdated resources from Health, Counselling and Disability.

I like that there is quite a lot of queer+ visibility on campus, and that the university seems to be serious about taking the needs to queer+ students into account. I haven’t had any obvious negative experiences.

More inclusivity especially on Sturt Campus not just Bedford there is a total disconnection between the campuses it’s an us and them type ideal. We are one university let’s be unified not separated. The Pride Network is doing good things, but could probably do with some more support. I think there are a lot of surface level things that have historically made me feel like Flinders is a safe and inclusive environment for LGBTQI+ persons, but a more active approach needs to be taken to have that translate from the plaza/hub activations to also be felt within classroom settings and other events organised throughout the year rather than as once off Queer specific events. All of my tutors have been really good at including queer people in their lectures/ tutorials/ workshops, eg. talking about how the topic affects queer people differently or how it relates to queer people.

The stairs painted with the flag colours are cool but I still have to register under [my] deadname so it seems a bit performative.

A Blueprint for LGBTQIA+ Inclusion at Flinders University That the University foster a diverse and affirming environment and student experience through policy, guidelines, and strategic action.

University Council should adopt a Gender Affirmation Policy that identifies the University, to the fullest extent, as an inclusive and gender affirming place for staff and students. The Gender Affirmation Policy should be based on current best practice in the higher education sector. Introduce guidelines for teaching and academic staff that promotes gender affirmation in teaching environments. The guideline should include: » The expectation that teaching staff include pronouns in their personal introductions to students (i.e., ‘Hello, my name is Riley, and my pronouns are he/they’). » Active encouragement for students to state their pronouns in introductions (i.e., as above: ‘Hello, my name is Riley, and my pronouns are he/they’). » The use of gender-neutral language when addressing groups of people in a classroom or on an online forum (i.e., use of ‘everyone’, ‘everybody’, ‘you all’, as opposed to gendered terms such as ‘you guys’ and ‘ladies and gentlemen’). » The use of gender-neutral language when discussing groups of people in teaching material (i.e., active inclusion of gender diverse people, altering statements such as ‘men and women’ to ‘men, women, and gender diverse people’).

» Targets for ‘HOW2 LGBTIQ’ training for supervisory staff in student-facing services, with a particular emphasis on ensuring student-facing services are familiar with principles of gender affirmation and inclusion. » Health, Counselling and Disability Services, International Student Services and other student facing areas undertaking Rainbow Tick initial assessment. After undertaking initial assessment, service leaders can report on the feasibility of achieving accreditation or present alternative ways to demonstrate a commitment to inclusion. » Identify and adopt LGBTQIA+ priorities in the implementation of the Whole-of-University Wellbeing Strategic Plan 2022-2025. » Commit to partnerships between the Health Service, Shine SA / SAMESH, the Queer Collective, and other student groups to promote sexual health services and education – with a particular focus on underserved and hard-to-reach communities (i.e. culturally and linguistically diverse students, students from low SES backgrounds). Pictured below: Theo Warner (he/him), Riley Jones (he/they) and Vinny Moore (they/them)

» The active acknowledgement of gender diversity where relevant in teaching material (i.e., drawing upon data not only covering areas of ‘man’ and ‘woman’, but also for ‘non-binary’, ‘gender diverse’. Develop a strategy and implementation plan for LGBTQIA+ inclusion in student-facing services. The services themselves should develop these plans in partnership with LGBTQIA+ students and the Pride Network. Some immediate suggestions include:

Affirming Identity: A Call to End Systemic Deadnaming. A commitment to respecting and affirming student's true name & gender identity

“Deadnaming” is the use of a name with which a person does not identify. Flinders offers the ability to have an official preferred name in the student system, however, due to issues across the different digital services, people are still deadnamed despite registering their true name. » We recommend the Uni work hard to address this as a matter of urgency. Addressing the widespread issue of systemic deadnaming of students at Flinders University promptly is a high priority. While a robust Gender Affirmation Policy should offer clear direction in this, the importance of this issue requires a separate recommendation.

» In furtherance of the University’s obligations and commitments to being an affirming environment, the University should also commit to supporting the social affirmation of gender identity (which includes correct name and pronouns). The University must cease using legal name for students who are socially affirming their gender using a name other than their legal name, where it is not required by law.

Cultivating Inclusive Learning: Curriculum Diversity and LGBTQIA+ Visibility

That the University fosters an inclusive campus environment through visibility, diverse curricula, and community resources for LGBTQIA+ inclusion. » Ensure there is continuing public support and resourcing for the LGBTQIA+ community both on campus and online, such as with the prioritisation of an LGBTQIA+ display in libraries and promotion of community events, issues, and services on University websites and social media. » Encourage staff and student-led initiatives to diversify the curriculum – i.e. queering the curriculum, decolonise the curriculum, feminise the curriculum » On campuses other than Bedford Park, develop strategies for increased visibility.

Building Inclusive Spaces: All-Gender Bathrooms at Flinders University That the University provide equitable access to all-gender bathrooms.

» Separately account for accessible bathrooms and all-gender bathrooms across the campuses and commit to expanding all-gender bathrooms as part of campus master plans. » Commit to expanding all-gender bathrooms in spaces currently lacking including McHughes and the Science and Engineering buildings. » Commit to future-proofing new developments, such as City Campus, having distinct accessible and allgender bathrooms on every floor.

FUSA to Develop Intersectional LGBTQIA+ Advocacy & Community Strategies That FUSA highlight and promote days of visability and diverse events.

» A strong commitment from FUSA, the Queer Officer, and others to consistently address intersectional issues in relation to the LGBTQIA+ community, such as but not limited to gender, sexuality, race, culture, ethnicity, nationality, religion, age, class, or disability. This should include a commitment to run events and information for older LGBTQIA+ students and for LGBTQIA+ international students. » Likewise, there should be a focus on ensuring visibility of the whole LGBTQIA+ community. For example, Lesbian Day of Visibility has been a positive step for lesbian students to feel represented. Lesbian, bisexual, asexual, non-binary, and intersex people, as well as cultural trans identities such as hijra, two-spirit, brotherboy, sistergirl, are potential communities to ensure are represented.

FUSA's Commitment to Inclusive Language

That FUSA take on board student feedback and ensure consistent language across all owned platforms and communications. » Regularly reviewing chosen terminology when referring to the LGBTQIA+ community to ensure it is accurate and affirming. » Prioritising use of the acronym ‘LGBTQIA+’, as opposed to the term ‘Queer’, in FUSA communications where appropriate. 21

Creating Inclusive Queer Spaces: FUSA's Commitment to Accessibility & Visibility That FUSA ensure accessibility of Queer Space(s)

» Ensuring everyone can access LGBTQIA+ spaces, events, and support. Physically, this would require consistent physical pathways for wheelchair, cane, and other mobility aid users, meaning no stairs and simple access to ramps and/or elevators. Otherwise, this would require close attention to various sensory needs of students. » That FUSA investigate feasibility of moving Queer Space to a larger and more accessible facility and report back to Student Council and Queer Collective. » That FUSA ensures information about the Queer Space is provided to new students in O’Week, explaining the location and purpose of the space. » That FUSA makes it’s space on Sturt campus a ‘welcome’ space (designate and make visibly LGBTQIA+ friendly). » That FUSA work with the University to increase LGBTQIA+ visibility on campuses where a Queer Space is not present or feasible.

APPENDIX Progress Report on 2020 Recommendations

PROGRESS REPORT ON 2020 RECOMMENDATIONS Below, we have undertaken a progress report on the 2020 Report recommendations.

1. Flinders University will create a working group to address and solve issues facing students of diverse sexes, genders, and sexualities. In early 2022, the Flinders University Ally Network was re-established as the Pride Network with a new structure to work toward LGBTQIA+ inclusion and safety for both staff and students at the university. While resourcing needs to addressed some substantial progress has been achieved.

2. Flinders University will provide a queer space on major regional and metro campuses, and a queer resourced study space on the Bedford Park campus with access to computers. Despite attempts to action the development of further LGBTQIA+ safe spaces across Flinders University campuses, there has been no progress made thus far. This will remain a recommendation going forward.

3. Flinders University will provide gender neutral bathrooms on every floor. There has been progress made toward the number of gender neutral bathrooms across Flinders University, particularly in popular social spaces such as the Hub and the Library on the Bedford Park campus. However, there are still areas in certain colleges or on smaller campuses such as Sturt that do not offer gender neutral bathrooms, and so this will remain a priority going forward. In addition, we must ensure these standards are abided by with new developments such as the new city campus and the proposed Bedford Park campus master plan.

4. Flinders University will review gendered language amongst all Flinders University materials and services to ensure they are inclusive of gender diverse student and women. Flinders University materials are often reviewed to confirm the language used is gender affirming and not discriminatory against transgender and gender diverse people, as well as women. However, this is an ongoing issue that requires regular review to maintain accurate and non-offensive materials, as well as new issues potentially coming to light with new materials, or old materials that are being reviewed for the first time.

5. A commitment to allow feedback options for Health and Counselling Services. There has been no substantial progress made on the development of an option for students and staff at Flinders University to offer feedback on health and counselling services to ensure the LGBTQIA+ community’s needs are being met. This recommendation has been reviewed and we would expect a review of feedback options to be part of any implementation plan for LGBTQIA+ inclusion strategies.

6. Flinders University seeks Rainbow Tick Accreditation for all student services, with the intention to expand to the entire university. There has been some progress made, with training provided alongside a small investigation toward the precise requirements of the Rainbow Tick Accreditation for it to be sought after in the future. This will remain a recommendation going forward.

7. Flinders University actively promote diversity and inclusion in the queer community on campus through a commitment to visibility via public displays of support throughout the university. Similar to the complexities of gendered language in university materials, this remains an ongoing recommendation as active promotion of the community requires consistent commitment. This remains an ongoing activity. However, we believe it is notable that there has been progress made towards visible diversity, and the LGBTQIA+ community has been publicly supported by the Flinders University.

8. To conduct a review of current Ally Network materials and model. This review was successfully conducted prior to the re-establishment of the now Pride Network and resulted in structural changes to improve the services provided to LGBTQIA+ staff and students at Flinders University.

9. Flinders University to disclose financial resources available to the ally network and compare it to other universities resources. This has not been progressed. We believe committing to transparency around how diversity initiatives are resources will allow benchmarking and improvements across higher education. This will remain a recommendation going forward.

10. Flinders University to establish sexual health services on campus Progress has been made toward sexual health services at Flinders University with the recent instalment of the CONNECT service, which offers HIV Testing Kits to students. Further progress needs to be made, to accommodate for other vital forms of sexual health services across campuses other than Bedford Park. This will remain a recommendation going forward. Note, education or sex-education was raised by students in the 2023 survey.

11. Flinders University makes a commitment that all Work Integrated Learning options for students are required to be affirming and inclusive of those of LGBTQIA+ identities. Progress on this is unclear. We believe that the University has an obligation in this regard, though Work Integrated Learning is delegated to the Colleges to oversee.

12. Commitment that at least 10% of staff will complete Ally Training. The University, through the Pride Network, has deployed a new training module ‘Foundations of LGBTQ Inclusion’ that staff are encouraged to undertake. Alongside the module, the Pride Network hosts 2 in-person training sessions, providing opportunities for participants to engage in interactive discussions and deepen their understanding of LGBTQIA+ issues. Specific analytics regarding training completion rates are not available, but People and Culture has committed to achieving at least 10%.

November 2023

Flinders University Student Association