LIST OF AUTHORS
Edited by
Laura Bugatti (University of Brescia)
Authors
Introduction and Conclusion: Eglė Kuktoraitė (LGL)
1 - Language: Carmine Urciuoli (Rete Lenford)
2 - Heteronormativity, Stereotypes and Attitudes: Konstantinos – Christos Daoultzis (Panteion University)
3 - Discrimination and Hate Crimes: Elena Togni (University of Brescia)
4 - How to become an active Bystander: Gintarė Pocė (Vytautas Magnus University)
5 - Practical Advice for Avoiding Discrimination and Creating Inclusive University
Spaces: Joy Nikolaou (Colour Youth - Athens LGBTQ Youth Community)
Proofreading
Milda Ališauskienė, Laura Bugatti, Gerassimos Karabelias, Konstantinos – Christos Daoultzis, Eglė Kuktoraitė, Joy Nikolaou, Gintarė Pocė, Thanasis Theofilopoulos, Elena Togni, Carmine Urciuoli, Giacomo Viggiani
Illustrations: designed by Freepik
Publisher: Panteion University of Social and Political Science
Publication year: 2024
ISBN:
INCLUSIES Project Coordinator: Dr. Laura Bugatti, University of Brescia
INCLUSIES Project Partners:
What this guide
Welcome to the Guide: An Introduction to LGBTIQ+ Inclusive Practices in Universities
In the constantly shifting landscape of higher education, the emphasis on diversity, equity, and inclusion has become more essential than ever. Universities, as microcosms of society, have a responsibility to foster environments where every individual feels valued and respected, regardless of their sexual orientation, gender identity, or expression. This guide aims to provide a comprehensive resource for universities seeking to implement LGBTIQ+ inclusive practices and encourage active bystandership, ensuring that all members of the academic community can thrive.
The importance of LGBTIQ+ inclusion within university settings cannot be overstated. Inclusive environments lead to better mental health, higher academic performance, and increased overall satisfaction for LGBTIQ+ students. Conversely, environments that fail to support LGBTIQ+ individuals can contribute to feelings of isolation, increased stress, and adverse health outcomes. Therefore, fostering an inclusive atmosphere is not only a moral imperative but also a practical one, contributing to the overall success and wellbeing of the university community.
Understanding the diverse identities within the LGBTIQ+ spectrum is foundational to creating an inclusive environment. The acronym encompasses a wide range of experiences and identities, including lesbian, gay, bisexual, transgender, intersex, queer, and others. Each of these identities brings unique perspectives and challenges that must be acknowledged and respected. Recognizing the intersectionality of these identities how they intersect with other aspects such as race, socioeconomic status, and disability is crucial for developing comprehensive and effective inclusion strategies.
To build a truly inclusive campus, universities must adopt a multi-faceted approach that includes clear policies, inclusive language, visible support services, and ongoing education and training. Clear non-discrimination policies are essential, setting a standard for behaviour and providing a framework for addressing violations. The use of inclusive language, such as respecting chosen names and pronouns, helps to affirm individuals' identities and fosters a sense of belonging. Visible support services, including dedicated LGBTIQ+ resource centres and mental health services, provide crucial assistance and create a supportive network for students, faculty, and staff.
Training1 and education play a vital role in promoting inclusivity and understanding within the university community. Regular training sessions on LGBTIQ+ issues for faculty, staff, and students help to raise awareness, dispel myths, and equip individuals with the knowledge and skills to support their peers. Integrating LGBTIQ+ topics into the curriculum further normalizes these discussions and ensures that all students gain a comprehensive understanding of these important issues.
Active bystandership is a critical component of creating a safe and inclusive university environment. Empowering individuals to intervene in instances of discrimination, harassment, or harmful behaviour helps to build a culture of accountability and support. This guide introduces practical strategies for active bystandership. By providing the tools and confidence to act, universities can ensure that all members of their community are equipped to support each other effectively.
Institutional support is essential for the success of LGBTIQ+ inclusion efforts. University leadership must demonstrate a clear commitment to these values, ensuring that policies are consistently enforced and that support mechanisms are accessible and effective. Collaboration with local and national LGBTIQ+ organisations can provide additional resources and expertise, enhancing the university's efforts.
Universities are more than just places of academic learning; they are environments where social values are shaped and reinforced. For many students, their time at university is a formative period where they develop a sense of identity and belonging. Therefore, the inclusion of LGBTIQ+ individuals is not merely a matter of social justice but also one of improving the academic and social environment for all students. LGBTIQ+ inclusive practices lead to better mental health outcomes, increased student engagement, and higher academic performance. Conversely, exclusion and discrimination can result in significant psychological stress, reduced academic success, and a less cohesive community.
LGBTIQ+ students often face unique challenges that can affect their university experience. These challenges include discrimination, harassment, and a lack of understanding or support from peers and faculty. Such experiences can lead to feelings of isolation and alienation, which in turn can negatively impact mental health and academic performance. Therefore, creating an inclusive environment is crucial for the well-being and success of LGBTIQ+ students.
To effectively support LGBTIQ+ individuals, it is crucial to understand the diverse identities within this community. Lesbian, gay, bisexual, transgender, intersex, queer, and other identities each bring unique experiences and challenges. For example, a lesbian may face different societal pressures and forms of discrimination compared to a bisexual or a transgender person. Understanding these differences is key to providing appropriate support and creating an environment where all individuals feel seen and valued.
1 https://inclusiesproject.com/results
Recognizing the complexity and intersectionality within these identities is essential. For example, a transgender woman of colour may face different challenges than a white transgender woman, and these challenges must be understood and addressed to create a truly inclusive environment.
Creating an inclusive campus for LGBTIQ+ individuals involves comprehensive and deliberate efforts in various areas. Clear non-discrimination policies are essential, setting a standard for behaviour and providing a framework for addressing violations. These policies must be well-publicised and consistently enforced to ensure that all members of the university community understand their rights and responsibilities. Establishing confidential and accessible reporting mechanisms for incidents of discrimination or harassment is crucial. These systems should protect the privacy and safety of the individuals reporting, encouraging them to come forward without fear of retaliation.
Providing robust support services, including counselling and mental health services, peer support groups, and dedicated LGBTIQ+ resource centres, is essential. These services should be staffed by professionals trained in LGBTIQ+ issues, ensuring that they can provide competent and compassionate support. Promoting the use of inclusive language in all university communications helps affirm LGBTIQ+ identities. Training faculty, staff, and students on the importance of using correct names and pronouns is vital. Such training can help create a culture of respect and understanding, where individuals feel comfortable expressing their true selves.
Visible symbols of inclusion, such as rainbow flags, safe space stickers, and posters, can signal that the campus is a welcoming place for LGBTIQ+ individuals. These symbols serve as a constant reminder of the university's commitment to inclusivity and can help create a sense of belonging for LGBTIQ+ students. Integrating LGBTIQ+ topics and perspectives into the curriculum across various disciplines helps normalise these discussions and educates the broader student body. This approach ensures that all students gain a comprehensive understanding of LGBTIQ+ issues, fostering empathy and reducing prejudice.
Offering gender-inclusive housing options respects the diverse needs of LGBTIQ+ students and ensures they have safe living environments. This can significantly impact their university experience, providing a sense of security and belonging. Providing gender-neutral restrooms across campus is a simple yet effective way to support transgender and non-binary individuals. These facilities allow all individuals to use restrooms without fear of discrimination or harassment, contributing to a more inclusive campus environment.
Active bystandership is about empowering members of the university community to intervene in instances of discrimination, harassment, or any harmful behaviour. Educating the campus community about what constitutes discrimination and harassment, and the importance of intervention, is the first step. Providing training sessions on bystander intervention techniques, including how to safely and effectively intervene in various scenarios, equips individuals with the skills they need to act. Ensuring that there are institutional supports for those who intervene, including clear
policies protecting them from retaliation, is essential. This support helps create a culture of accountability and encourages individuals to step up when they witness harmful behaviour.
The journey towards a fully inclusive and supportive campus for LGBTIQ+ individuals is ongoing. Universities must commit to continuous improvement, regularly assessing their policies, practices, and campus climate, and making adjustments as necessary. This guide aims to provide a foundation upon which universities can build more inclusive environments, promoting the well-being and success of all their members.
By embracing LGBTIQ+ inclusive practices and encouraging active bystandership, universities can become leaders in the broader societal movement towards equality and justice. The impact of these efforts extends beyond the campus, preparing students to contribute positively to a diverse and inclusive society. Creating a truly inclusive and supportive university environment is an ongoing process that requires dedication, empathy, and action. By embracing LGBTIQ+ inclusive practices and fostering active bystandership, universities can lead the way in promoting equality and respect for all individuals. This guide serves as a roadmap for institutions committed to these values, offering practical strategies and actionable steps to ensure that every member of the university community feels valued and supported.
Working together to build campuses where diversity is celebrated, and everyone has the opportunity to thrive will create a more equitable environment for all. By doing so, we not only enhance the academic and social experience for LGBTIQ+ individuals but also contribute to a more just and equitable society.
1. Language
1. LGBTI+, Gender Identity, Gender Expression, Sexual Orientation
1.1. LGBTIQ+ Terminology
This glossary has been crafted to aid in the understanding and usage of inclusive language, especially in contexts involving LGBTQI+ individuals. By familiarising oneself with the terminology herein, one can contribute to creating a more inclusive and respectful environment for all. The definitions provided are intended to offer clarity and promote awareness of the diverse identities and experiences within the LGBTIQ+ community. This resource serves as a vital tool for anyone seeking to foster a supportive and accepting space, whether in educational, professional, or social settings.
AFAB (Assigned Female At Birth): an acronym that refers to the arbitrary assignment when a person is born to the female gender based on biological reports and the observation of genitalia. AMAB (Assigned Male At Birth): Similarly to AFAB, it refers to the arbitrary assignment to the male gender. Predominantly used in the Anglo-Saxon world.
Ally: a term used to describe someone who is actively supportive of LGBTQI+ people. It encompasses straight and cisgender allies, as well as those within the LGBTQ community who support each other (e.g., a lesbian who is an ally to the bisexual community).
Asexuality: generally characterised by not experiencing (or experiencing little) sexual attraction or desire for sexual activity with another person. Asexual people have the same emotional needs as everybody else and are just as capable of forming intimate relationships. It should not be misinterpreted as celibacy, which is a choice or a certain situation.
Biphobia: fear, unreasonable anger, intolerance or hatred towards bisexual, pansexual, or omnisexual people.
Bisexual: is a person who is emotionally and/or sexually attracted to persons of more than one gender.
Cis, Cisgender: the prefix cis- means “on this side of” or “not across.” It is a term used to describe the gender identity of individuals who identify with the sex they were assigned at birth, considered normative and therefore privileged.
Coming-out: refers to voluntarily making public one's sexual orientation and/or gender identity (e.g., “Luca and Gianni came out by declaring their relationship is not just friendly but also affectionate”). It is also used more broadly to refer to other personal revelations (e.g., “Laura came out as a vegetarian”). It differs from "outing," which involves revealing someone's private life aspects without their consent.
CrossDresser: a term describing a person who wears clothing culturally accepted as belonging to a different gender than the one assigned at birth; it does not imply any sexual orientation or gender identity.
Drag King: a person (often a woman) who appears as a man, generally in the context of acting or a performance. This does not imply any specific gender identity.
Drag Queen: a person (often a man) who appears as a woman, generally in the context of acting or a performance. This does not imply any specific gender identity.
Gay: a sexual/romantic orientation towards people of the same gender. While it is mostly used by men, in the Anglo-Saxon world, it is also used to include lesbians (e.g., “Maria said she is a gay woman”). The definition of gay generally includes the acceptance of one's sexual/romantic orientation, giving it a socio-cultural connotation. For other uses,
which do not imply cultural or political connotations, such as "situational homosexuality," the term MxM (or MSM) (male having sex with another male) is also used (e.g., “The percentage of MxM contracting an STI in the last year decreased by 2%”).
Gender: a social construct used to classify a person as a man, woman, or other identities. Fundamentally different from sex, which is assigned at birth based on biological characteristics; it encompasses a set of social, psychological, and emotional traits, often influenced by social expectations.
Gender expression: the way someone expresses themselves in terms of clothing, mannerisms, and/or behaviours that society classifies as "masculine" or "feminine."
Gender identity: refers to each person’s deeply felt internal and individual experience of gender, which may or may not correspond with the sex assigned at birth, including the personal sense of the body (which may involve, if freely chosen, modification of bodily appearance or function by medical, surgical or other means) and other expressions of gender, including dress, speech and mannerisms. Some people’s gender identity falls outside the gender binary, and related norms.
Genderqueer: a person whose gender identity and/or expression is outside the dominant social norms for their assigned sex, beyond gender, or a combination of these.
Harassment: is any act or conduct that is unwelcome to the victim, which could be regarded in relation to the victim’s sexual orientation, gender identity/expression and/or as offensive, humiliating or intimidating. It can include spoken words, gestures or the production, display or circulation of written words, pictures or other material.
Hate crime: offences that are motivated by hate or bias against a particular group of people. This could be based on gender, gender identity, sexual orientation, ethnicity, religion, age or disability. Also called bias crime.
Hate speech: refers to public expressions which spread, incite, promote or justify hatred, discrimination or hostility towards minorities.
Heteronormativity: refers to the set of beliefs and practices that consider gender to be an absolute, unquestionable binary, and therefore describe and reinforce heterosexuality as a norm. It implies that people’s gender, sex and sex characteristics are by nature and should always be aligned, and therefore heterosexuality is the only conceivable sexuality and the only way of being ‘normal’.
Heterosexism refers mostly to actions based on the belief, heteronormativity is the wider belief system.
Heterosexuality: a sexual/romantic orientation in which a person is physically and/or emotionally attracted to people of a different gender.
Homophobia: The irrational hatred, anger and fear towards homosexuality and gay/lesbians. Homophobia includes prejudice, discrimination, harassment, and acts of violence provoked by fear and hatred. It occurs at personal, institutional, and social levels.
Homosexual/Homosexuality: refers to an individual who experiences emotional, romantic, or sexual attraction to persons of the same sex. This definition encompasses both gay men and lesbian women. Homosexuality is one of the manifestations of sexual orientation, which is distinct from heterosexuality and bisexuality. In socio-cultural contexts, homosexual identity may also incorporate aspects of personal and social identity, influencing self-perception and interactions within society. The concept of homosexuality has been subject to various historical, cultural, and scientific interpretations, undergoing significant evolution over time. Today, the recognition of rights for homosexual individuals and the fight against homophobic discrimination are central themes in human rights debates across many parts of the world.
Internalised homophobia: the fear and self-hatred of one's LGBTQI+ identity, occurring in many people who have learned negative ideas about LGBTQI+ people during childhood. A form of internalised oppression is the acceptance of myths and stereotypes applied to the oppressed group.
Intersex: people who are born with primary or secondary sex characteristics (sexual anatomy, reproductive organs, hormonal structure and/or levels and/or chromosomal patterns) that do not fit "perfectly" into typical definitions of male or female. Many visibly intersex people are mutilated during infancy and early childhood by doctors to make their sexual characteristics conform to society's idea of a normal body. Intersex people are relatively common, although societal denial of their existence has left little space for intersex issues in public debate.
Lesbian: a woman whose primary sexual/romantic orientation is towards people of the same gender.
LGBT: an abbreviation for Lesbian, Gay, Bisexual, and Trans. An umbrella term used to refer to the community as a whole. It can be present in other variations depending on political extension (e.g LGBTQI+, LGBTI etc). Originally, the term with a different letter order GLBT was used.
Nonbinary: an umbrella term that refers to gender identities other than man/woman. It can be an active resistance to binary gender expectations and/or an intentional creation of new unlimited ideas of self in the world.
Outing: is when someone discloses the sexual orientation or gender identity of an LGBTQI+ person without their consent.
Pansexual/Omnisexual: terms used to describe people who experience romantic, sexual, or affectionate attraction towards desires for people of any gender and sex.
Queer: the term originates from the English language, where it initially meant “strange” or “unusual”. Throughout the 20th century, it was used pejoratively to refer to homosexual individuals. The concept of embodies three distinct intentions2: (1) it challenges the normative use heterosexuality as the comparative baseline for all sexual identities; (2), it seeks to dismantle the monolithic representation of gay and lesbian sexualities, advocating instead for an acknowledgment of their varied historical, material, and socio-symbolic realities; (3), it aims to accentuate the profound influence of racial dynamics on sexual subjectivities3. The acceptance of the term has been gradual across various countries, predominantly gaining traction within academic circles associated with Anglo-American literature and cinema. Often perceived as synonymous with LGBTQIA+, the term’s political significance is not fully comprehended.
Questioning: refers to individuals in the process of determining their sexual orientation and/or gender identity questioning the default presumption of heterosexuality in U.S. society.
Sex: is the classification of a person as male or female. Sex is assigned at birth and written on a birth certificate, usually based on the appearance of their external anatomy and on a binary vision of sex which excludes intersex people. A person’s sex, however, is actually a combination of bodily characteristics including: chromosomes, hormones, internal and external reproductive organs, and secondary sex characteristics.
Sex characteristics: include primary sex characteristics (for instance, inner and outer genitalia and/or the chromosomal and hormonal structure) and secondary sex characteristics (for instance, muscle mass, hair distribution and stature).
Sexuality: «a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, legal, historical, religious and spiritual factors»4
Sexual Orientation: a lasting emotional, romantic, or sexual attraction towards individuals of a different gender or the same gender or more than one gender. Sexual orientation is fluid. Asexuality is also considered a sexual orientation (see above for the definition of asexuality).
2 de Lauretis, T. (1991). Queer theory: Lesbian and gay sexualities: An introduction. Differences: A Journal of Feminist Cultural Studies, 3(2), iii–xviii. https://doi.org/10.1215/10407391-3-2-iii
3 Turner, W. B. (2000). A genealogy of queer theory. Temple University Press.
4 World Health Organization (2006). Defining sexual health: Report of a technical consultation on sexual health, 28-31 January 2002, Geneva. Geneva: World Health Organisation.
Transphobia: the irrational fear, anger or hatred of transgender people or people who do not meet societal gender role expectations.
Trans, Transgender: most often used as an umbrella term, it refers to people whose gender identity and/or gender expression differ from the sex/gender they were assigned at birth (social constructs of the dominant group). It includes people whose gender identities are inside or outside the man/woman binary and people having no gender or having multiple genders. The term “transexual”, now in disuse and which can also have negative connotations and be considered offensive, has evolved and been replaced or integrated by broader terminologies such as transgender.
Transphobia: refers to negative cultural and personal beliefs, opinions, attitudes and behaviours based on prejudice, disgust, fear and/or hatred of trans people or against variations of gender identity and gender expression.
Transvestite: this term is outdated and problematic due to its historical use as a diagnosis for medical/mental health disorders. The term "Crossdresser" has replaced "transvestite"; see the definition above.
1.2. Learning How to Use Pronouns
In contemporary discourse, it is paramount to employ gender-inclusive language to foster a respectful and supportive environment for all individuals, including those within the LGBTIQ+ community. Gender-neutral pronouns are those that do not assume a person's gender and are used to affirm the identities of all people. Traditional pronouns such as "he" and "she" can be limiting and may not accurately reflect the gender identity of non-binary, genderqueer, and other gender-diverse individuals. As such, the use of gender-neutral pronouns like "they/them" has become increasingly prevalent in Englishspeaking contexts. For example, instead of saying "he is a teacher" or "she is a teacher," one might say "they is a teacher," which does not assume the individual's gender.
Additionally, it is crucial to ask and use an individual's pronouns. This practice not only shows respect but also supports the individual's self-identified gender. Transgender and non-binary individuals may choose "they/them" pronouns as a means of expressing their identity. In professional and social settings, introducing oneself with one’s pronouns (e.g., "Hello, my name is Alex, and my pronouns are they/them") can normalise the practice and encourage others to share their pronouns as well. This creates a more inclusive environment where everyone feels acknowledged and respected. These guidelines are not only relevant to the linguistic community but also to the current period in which these forms are being used. Language evolves over time, and adopting inclusive language practices is crucial in the present day to reflect societal changes and the growing recognition of diverse identities.
Variations Across Languages
The application of gender-inclusive pronouns varies significantly across different languages, and it is essential to consider these variations to ensure inclusivity in a global context. Here are some examples with pronunciation guides:
In Modern Greek, the language traditionally uses gender-specific pronouns like "αυτο%ς" (he, pronounced "af-TOS") and "αυτη% " (she, pronounced "af-TEE") when referring to people. However, to be inclusive, individuals may use the neuter "αυτο% " (they, pronounced "af-TOO") as a gender-neutral pronoun. This can be challenging due to the language's grammatical structure, which heavily relies on gendered forms and the fact that the neuter is usually not used to refer to individual people, as typical Greek names are either feminine or masculine, but rather to objects or animals.
In Lithuanian, pronouns are also gender-specific, such as "jis" (he, pronounced "yes") and "ji" (she, pronounced "yee"). The adoption of a gender-neutral pronoun is less developed, but some people might use "jie" (they, pronounced "yee-eh") as an inclusive form. However, the language's strong gender agreement in adjectives and verbs presents challenges for complete neutrality.
In Italian, pronouns "lui" (he, pronounced "loo-ee") and "lei" (she, pronounced "lay") are commonly used. To address gender inclusivity, some have started using "loro" (they, pronounced "LO-ro") or "ə" (schwa, pronounced "uh") for non-binary individuals, although this practice is not yet widespread. For instance, instead of saying "lui è uno studente" (he is a student) or "lei è una studentessa" (she is a student), one might say "[article omitted] è unə studentə" (she/he/they is/are a student) to be inclusive, though this is not yet standard usage.
Each language presents unique challenges and opportunities for adopting genderinclusive pronouns. It is essential to engage with and respect the evolving linguistic practices within each cultural and linguistic context to promote inclusivity. By doing so, we can ensure that all individuals feel recognized and respected, regardless of their gender identity.
1.3. How to Use Inclusive Language
In university settings, the language employed within educational, professional, and sociocultural contexts significantly influences the inclusivity and climate of these environments. Adopting inclusive language is essential to ensure that individuals of all gender identities and sexual orientations feel respected and recognized. It is paramount to address the distinct needs and identities of diverse societal segments, including the LGBTQI+ community, to foster a truly inclusive atmosphere.
The terminology used by educators and academic professionals can profoundly affect the dynamics of both classroom and administrative settings. Recognizing that common idioms and examples may resonate differently across various cultural and demographic
groups is key. Studies indicate that gender-specific language, such as using "he" universally, can negatively impact participation and motivation in underrepresented groups.
To promote inclusivity, consider the following approaches:
Solicit and Respect Individuals’ Pronouns:
- At the beginning of each academic term, it is advisable to inquire about students' and colleagues' pronouns and consistently use them. This can be facilitated through a brief introductory questionnaire that includes questions such as: “How should I address you? What are your pronouns? What is your field of study or department?”
- Demonstrate this practice by sharing your own pronouns and encouraging an atmosphere of mutual respect.
Adopt Universally Neutral Language:
- When addressing mixed-gender groups, opt for inclusive salutations such as “Hello everyone,” or “Dear colleagues,” instead of gender-specific greetings.
- Use terms like “partner” or “significant other” rather than “husband” or “wife,” which assume marital status and heterosexual orientation.
- Refer to seasonal breaks as “winter break” or “end-of-year break” instead of culturally specific terms like “Christmas break.”
- Use “place of worship” rather than “church” to encompass all forms of religious practice.
Clarify Regional Idioms for International Audiences:
- When utilising regional idioms or colloquialisms, provide explanations to ensure clarity for non-native speakers and international students, particularly in academic materials such as lecture notes or examination questions.
Recognize and Validate Diverse Experiences:
- Avoid assumptions that your personal or cultural experiences are universally shared. Recognizing that experiences such as travel, family dynamics, and leisure activities vary widely is crucial.
- When referencing specific scenarios, employ inclusive language, for example: “For those who have travelled internationally/have family gatherings/enjoy local festivals…”
These strategies not only enhance the educational experience by creating a welcoming and inclusive atmosphere but also reflect a commitment to respecting and valuing
diversity in a global academic context. By implementing these practices, universities can serve as models of inclusivity, preparing students and staff to thrive in a diverse world.
Context
Addressing mixedgender groups
Exclusionary Language
"Hi, guys!"
“Ladies and gentlemen”
“Boys and girls”
“Men and women of the faculty”
“Brothers and sisters”
“Sir/madam”
Inclusive Language
"Hi, team!
“Friends and colleagues”
“Students”
“Siblings”
“Everyone”
“Faculty members”
“Academic community"
Referring to a person's partner without knowing their sexual orientation "Your wife/husband" "Your partner"
Addressing a non-binary individual with binary pronouns "He/She is in the office" "They are in the office"
Using gendered job titles "Chairman" "Chairperson"
Assuming a person's gender based on appearance "Mr./Ms." "Mx."
Describing a group with male-centered terms "Manpower" "Workforce"
Referring to maternity/paternity leave with genderspecific terms "Maternity/Paternity leave" "Parental leave"
2. Heteronormativity, Stereotypes and Attitudes
2.1. Defining heteronormativity, stereotypes and attitudes
Universities are spaces of learning, growth, and development, where diverse perspectives and identities converge. Yet, these environments can also harbour heteronormativity and stereotypes, influencing attitudes and behaviours towards
LGBTIQ+ individuals, as our research conducted in Italy, Lithuania, and Greece confirms5 . This chapter aims to unpack these concepts, explore their impact on university campuses, and provide practical guidance for fostering inclusivity and supporting active bystandership, based on these findings.
Heteronormativity, the assumption that heterosexuality is the default or norm, permeates societal structures, cultural norms, and individual behaviours6. This assumption marginalises LGBTIQ+ individuals by rendering their identities invisible or abnormal. Universities are not an exception to the rule, as heteronormativity can manifest in various ways, including the curriculum and course materials, campus policies and facilities, and even social activities7. First, course materials and teaching methods might prioritise heterosexual experiences and exclude LGBTIQ+ perspectives, reinforcing heteronormative norms. For example, research in Greece has shown that tertiary health education often neglects LGBTIQ+ specific health issues. Additionally, specific policies, like the lack of gender-neutral bathrooms, fail to recognize or accommodate the needs of LGBTIQ+ students, perpetuating a heteronormative environment. Finally, social activities and university events that assume heterosexual participation, such as speed dating events, can alienate LGBTIQ+ students, even though this has not been explicitly identified in our research.
Stereotypes are oversimplified generalisations about a group of people that can be harmful for LGBTIQ+ individuals8 . These stereotypes reinforce negative perceptions,
5 Ališauskienė, M., Bugatti, L., Daoultzis, K.-C., Pocė, G., Togni, E., Urciuoli, C. (auth) - Theofilopoulos T. (eds), (2024). Inclusive Universities Leading to Inclusive Societies: Research findings from Greece, Italy and Lithuania, Athens: Panteion University of Social and Political Sciences, https://inclusiesproject.com/
6 Marchia, J., & Sommer, J. M. (2019). (Re)defining heteronormativity. Sexualities, 22(3), 267–295. https://doi.org/10.1177/1363460717741801
7 Seal, M. (2019). The interruption of heteronormativity in higher education: Critical queer pedagogies Springer.
8 Hamilton, D. L., & Sherman, J. W. (2014). Stereotypes. In Handbook of Social Cognition (pp. 17-84). Psychology Press. https://doi.org/10.4324/9781315807096-7
● Gay: Often stereotyped as effeminate or promiscuous, which can lead to discrimination and social isolation.
● Lesbian: Stereotyped as masculine or overly aggressive, impacting their social interactions and acceptance.
● Bi: Faced with stereotypes of being confused, promiscuous, or indecisive, which can invalidate their identities and relationships.
● Trans: Stereotyped as deceitful or unnatural, leading to significant discrimination and barriers to accessing services.
● Intersex: Often erased from discourse, with stereotypes focusing on them as medical anomalies rather than recognizing their lived experiences.
Lastly, attitudes towards LGBTIQ+ individuals are shaped by heteronormativity and stereotypes, affecting how they are treated within the university environment. Examples of negative attitudes include microaggressions10, exclusion, harassment and violence11 , while on the other hand, examples of positive attitudes include allyship, inclusivity and recognition. Microaggressions are subtle, often unintentional, discriminatory comments or behaviours that can create a hostile environment and exclusion refers to the deliberate or unconscious exclusion from social, academic, or professional opportunities. The third characteristic example of negative attitudes includes verbal, physical, or psychological abuse, which can have severe impacts on mental health and academic performance. Positive attitudes and supportive behaviours on the other hand, include allyship by actively supporting LGBTIQ+ individuals and advocating for their
9 Wickersham, H., & Vajner, D. (2020). The Prevalence of Stereotypes Against the LGBTQ Community and the Effect of Education on Those Stereotypes. Journal of Student Research, 9(2). https://doi.org/10.47611/jsrhs.v9i2.1049
10 Young, K., Anderson, M., & Stewart, S. (2015). Hierarchical microaggressions in higher education. Journal of Diversity in Higher Education, 8(1), 61–71. https://doi.org/10.1037/a0038464
11 Steele, B., Degli Esposti, M., Mandeville, P., & Humphreys, D. K. (2024). Sexual violence among higher education students in the United Kingdom: Results from the Oxford understanding relationships, sex, power, abuse and consent experiences study. Journal of interpersonal violence, 39(9-10), 1926-1951. https://doi.org/10.1177/08862605231212167
18 contribute to a hostile environment, and can have a significant impact on their daily lives9. Here are some common examples:
rights12, the use of gender-neutral and inclusive language in the communications and interactions of the students and recognition of the LGBTIQ+ identities.
2.2. Recognizing and overcoming heteronormativity, personal biases and negative attitudes
Reflection Questions to Identify Heteronormative Assumptions: Here are some questions, derived from the literature (e.g., Habarth, 2015; Van der Toorn, Pliskin, and Morgenroth, 2020), to help you examine how heteronormativity might influence your thoughts and actions.
1. How do you react when someone discusses their same-sex partner?
o Consider whether your reaction would differ if they were discussing a different-sex partner.
2. How often do you assume someone’s gender based on their appearance?
o Reflect on times you might have made incorrect assumptions and how it affected your interactions.
3. Do you use inclusive language?
o Assess whether your everyday language includes assumptions about gender and sexuality, such as using “boyfriend/ girlfriend” instead of “partner”.
4. Are LGBTIQ+ topics included in your academic or professional discussions?
o Reflect on whether LGBTIQ+ perspectives are considered in your work and study areas.
12 Waling, A. and Roffee, J.A., 2018. Supporting LGBTIQ+ students in higher education in Australia: Diversity, inclusion and visibility. Health Education Journal, 77(6), pp.667-679.
See also the relevant literature for assisting in identifying heteronormative assumptions13
Self-Analysis Tool: Exercises for Recognizing Personal Biases
. Self-awareness is the first step towards change. Some examples of exercises to identify and understand these biases include the reflection on someone’s assumptions, the media influence and implicit bias (e.g., Byyny, 2017; Karpen, 2018).
Exercise 1: Reflect on your assumptions14
● Write down your initial thoughts when you meet someone new. Consider their gender, appearance, and behaviour
● Reflect on whether these thoughts are influenced by stereotypes or societal norms.
Exercise 2: Diversify your media consumption
● Spend a week consuming media created by and for LGBTIQ+ communities. This includes books, movies, podcasts, and social media accounts.
● Reflect on how this exposure influences your perceptions and attitudes.
Exercise 3: Implicit Association Test (IAT; https://implicit.harvard.edu/implicit/takeatest.html)
● Take an online implicit association test related to sexual orientation or gender identity. This test measures implicit biases and attitudes toward different sexual
13 Habarth, J. M. (2015). Development of the Heteronormative Attitudes and Beliefs Scale. Psychology & Sexuality, 6(2), 166–188. https://doi.org/10.1080/19419899.2013.876444
van der Toorn, J., Pliskin, R., & Morgenroth, T. (2020). Not quite over the rainbow: The unrelenting and insidious nature of heteronormative ideology. Current Opinion in Behavioral Sciences, 34, 160–165. https://doi.org/10.1016/j.cobeha.2020.03.001
14 Byyny, R. L. (2017). Cognitive bias. Pharos, 3, 1-5. Available at: https://www.med.upenn.edu/inclusion-anddiversity/assets/user-content/cognitive-bias.pdf
Karpen, S. C. (2018). The social psychology of biased self-assessment. American Journal of Pharmaceutical Education, 82(5), 6299. https://doi.org/10.5688/ajpe6299
orientations15. Specifically, it assesses the strength of automatic associations between categories related to sexual orientation (such as "gay" and "straight") and evaluative attributes (such as "good" and "bad").
● Reflect on the results and consider how they align with your conscious beliefs and behaviors.
Changing negative attitudes. Changing negative attitudes towards LGBTIQ+ individuals requires a multifaceted approach that includes education, self-reflection, active engagement, and systemic change (e.g., Jewell, Morrison and Gazzola, 2011).
Apart from all the above mentioned, an individual may change their negative attitudes by education and awareness, understanding intersectionality, building relationships and practicing empathy.
In more detail16:
Exercise 1. Learning About LGBTIQ+ Issues
● Educate yourself on LGBTIQ+ history, rights, challenges, and contributions. Books, articles, and documentaries can be great resources.
● Attend workshops and training sessions that focus on LGBTIQ+ issues and inclusivity.
Exercise 2. Understanding intersectionality
● Recognize that LGBTIQ+ individuals may face multiple layers of discrimination based on race, gender, disability, and other aspects of their identity.
15 Greenwald, A. G., Poehlman, T. A., Uhlmann, E. L., & Banaji, M. R. (2009). Understanding and using the Implicit Association Test: III. Meta-analysis of predictive validity. Journal of Personality and Social Psychology, 97(1), 17–41. https://doi.org/10.1037/a0015575
16 Jewell–PhD, L. M., & Morrison–PhD, M. A. (2011). Modifying heterosexuals’ negative attitudes and behaviours toward gay men and lesbian women: Recommended practices for the design of attitudinal and behavioural change interventions.In Morrison, T. G., Morrison, M. A., Carrigan, M. A., & McDermott, D. T. (ed). Sexual minority research in the new millennium. Nova Science Pub Inc.
Exercise 3. Building relationships
● Form genuine friendships and professional relationships with LGBTIQ+ people to understand their experiences better.
● Attend Pride events, LGBTIQ+ community meetings, and other related activities to show support and solidarity.
● Listen to the stories and experiences of LGBTIQ+ individuals without judgement. Empathise with their struggles and celebrate their successes.
2.3. Becoming an active bystander
Addressing heteronormativity, stereotypes, and attitudes towards LGBTIQ+ individuals is crucial for creating an inclusive and supportive university environment. By understanding these concepts and taking proactive steps to challenge discrimination and promote inclusivity, university communities can ensure that all members feel valued and respected. Active bystandership plays a vital role in this process, empowering individuals to make a positive impact and foster a culture of acceptance and equality. Active bystandership involves recognizing and addressing harmful behaviours and supporting LGBTIQ+ individuals, eradicating biases and negative attitudes in society17 . Some strategies include awareness, support and promotion of inclusivity. Here are some examples of becoming an active bystander (for more information see also Chapter 4):
● Stay informed about LGBTIQ+ issues and challenges and share this knowledge with others to foster a supportive environment.
● Challenge heteronormative statements and stereotypes when you hear them. Use your voice to support LGBTIQ+ individuals and educate others.
● Offer support to those who experience discrimination or harassment, whether through listening, providing resources, or accompanying them to report incidents.
17 Dvoskin, J., Fu, M., & Klee, A. S. (2023). Psychology in action: The need for bystander intervention programs to reduce public harms. Psychological Services, 20(3), 403–405. https://doi.org/10.1037/ser0000751
● Advocate for inclusive policies and practices within the university, such as inclusive language, gender-neutral facilities, and LGBTIQ+ representation in leadership roles.
More information about an active bystandership is presented in chapter 4.
3. Discrimination and Hate Crimes
3.1. What is Discrimination and what are Hate Crimes?
LGBTQI+ people often face situations of exclusion and prejudice, and unfortunately the university environment is no exception. Some behaviours might constitute actual criminal conduct punishable by law, other behaviours might represent forms of discrimination, which are also prohibited by law, finally, others conducts, although not forbidden, contribute to making LGBTIQ+ people feel insecure and uncomfortable and must therefore be avoided.
Let us try to shed some light and see the different types of behaviour.
Hate crimes are criminal acts motivated by prejudice against a particular group of people. To be considered a hate crime, an act must have two characteristics: it must constitute an offence under criminal law and it must be motivated by prejudice.
Prejudice-based motivations can be defined as preconceived negative opinions, stereotypical assumptions, intolerance or hatred of a group of people who share a particular characteristic, such as race, ethnicity, language, religion, nationality, sexual orientation, gender. People with disabilities may also be victims of hate crimes.
Hate crimes may affect not only persons who actually belong to a protected group, but also persons who, rightly or wrongly, are considered members of that group. Hate crimes whose motivation refers to sexual orientation and/or gender identity and/or sex characteristics are defined as homophobic/ biphobic, transphobic or interphobic, respectively.
homophobia biphobia transphobia interphobia
humiliation, marginalisation, discrimination, hatred or abuse of gay or lesbian individuals, or someone assumed to be gay or lesbian.
humiliation, marginalisation, discrimination, hatred or abuse of bisexual individuals, or someone assumed to be bisexual.
humiliation, marginalisation, discrimination, hatred or abuse of transgender people, or a person assumed to have a trans identity
Why are hate crimes different from other crimes?
humiliation, marginalisation, discrimination, hatred or abuse of intersex people, or a person assumed to be intersex
A hate crime has a greater impact than physical or material harm per se, because it targets a fundamental part of a person's identity and thus causes deep emotional and psychological damage. It can also increase the feeling of vulnerability, because people cannot change who they are, and the characteristics that made them a target. Moreover, hate crimes are not only directed against a particular person, but also against all people belonging to the same group or community. Hate crimes of a homophobic, biphobic, transphobic and interphobic nature send a negative message to the entire LGBTIQ+ community.
What forms can hate crime take?
Physical violence
Sexual violence
Incitement to hatred
Bullying, harassment, intimidation, threats;
Vandalism or damage to property
Stalking (persecutory behaviour)
Anna received from Luca, a classmate, many offensive phone calls, messages or emails referring to their gender identity
THIS IS A HATE CRIME!
How frequent are hate crimes?
According to official statistics, few hate crimes of a homophobic, biphobic, transphobic and interphobic nature occur every year. However, several studies show that most hate crimes go unrecorded. This is due not only to the fact that many victims do not report, but also to the fact that what should be identified as hate crimes are often treated by the police as ‘just any’ crimes, without any acknowledgement of the hate motivation.
What is discrimination?
Discrimination is treating a person or group less favourably than others in a similar situation. The reason for discrimination is generally based solely on a person's real or perceived membership of a particular social category, especially on the grounds of race, age, ethnicity, gender, sexual orientation, gender identity, sex characteristics or disability. Indirect discrimination occurs when a practice, policy or rule, which apparently applies to everyone in the same way, actually has a less favourable effect on a particular group of people than on others.
According to Council Directive 2000/78/EC18 “Harassment shall be deemed to be a form of discrimination [… ] when unwanted conduct [ …] takes place with the purpose or effect of violating the dignity of a person and of creating an intimidating, hostile, degrading, humiliating or offensive environment”. Harassment can include offensive jokes, slurs, epithets or name-calling, physical assaults or threats, intimidation, ridicule or mockery, insults or put-downs, as well as offensive objects or pictures.
At university, people can be discriminated against because of their sexual orientation and/or gender identity by peers, professors, and administrative staff.
Let us give an example from a report on a major Italian university:
A trans student was called to the professor with a pronoun referring to the sex assigned at birth. This despite the fact that the university in question has activated the ‘career alias’ for trans people: it means that they have the right to be referred to and called by their correct gender identity, even though this is not yet stated on their identity documents or university transcripts. Then in the same class hour to give an example of set theory the same professor said that gays are a subset between men and women.
18 Council Directive 2000/78/EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupation: https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=celex%3A32000L0078
It should be noted that this Directive only refers to discrimination in the employment field and among protected grounds only sexual orientation is mentioned, not gender identity, although at the level of interpretation the latter is also included. However, it can be a useful definitional tool to understand what is meant by harassment
3.2. Understanding Microaggressions
In addition to explicitly violent and discriminatory or hate language, one must be aware of microaggressions directed at LGBTQI+ people (as well as those directed at any other person). Microaggressions are “seemingly” harmless and insignificant behaviours, intentional or unintentional, that communicate hostile, derogatory, or negative messages about commonly oppressed identities. These actions cause suffering and harm by invalidating the identity of the person to whom they are directed, reinforcing stereotypes.
An example of microaggression could be telling a person of a different ethnicity that they speak the language “well”’ or using the term “gay” as a synonym for “‘weak”.
HERE SOME EXAMPLES OF MICROINSULT
“You don’t sound/look gay”
“Being bisexual is greedy, you just want the best of both worlds”
“How did you turn gay?”
“It can’t be real sex unless it’s with the ‘opposite’ sex”
“Which one of you is the ‘guy’?”
“Oh – do I have to worry about you fancying me now?”
Which one of you is the ‘guy’?”
HERE SOME EXAMPLES OF MICROINVALIDATION
“You’re being oversensitive”
“You’re not a real man”
“You’re just confused”, “It’s just a phase”
“Why are you making things hard for yourself?”
“I'm not homophobic, but...”
“How can you be queer if you’ve never had sex with a member of the same sex?”
Which one of you is the ‘guy’?”
3.3. Tips for dealing with and responding to crimes, discrimination, micro-insult and invalidation
- What to do if you are a victim/target?
Tell someone! If you were assaulted at university, talk to a peer, a professor you trust or to an NGO. Some universities or institutes may have psychological support services as well as a reporting procedure.
If you are the victim of a hate crime or discrimination accident, it is important that you understand that it is not your fault. You are the victim and you are not responsible for the behaviour of those who, in violation of the law, made an attempt on your dignity, safety and security.
- If you are a university, what to do at an institutional level?
Make it clear (by all means available) that the university has a policy of non-tolerance for discrimination based on SOGISC19, among others, and that indeed diversity and equality are welcomed and respected in every aspect of academic life.
Ensure that LGBTQI+ people receive fair treatment in regulations relating to the student body and staff recruitment also bearing in mind their specific needs and the various forms of homo/trans/biphobic thinking.
19 Sexual orientation (SO) – ‘Sexual orientation is understood to refer to each person’s capacity for profound emotional, affectional and sexual attraction to, and intimate and sexual relations with, individuals of a different gender or the same gender or more than one gender.’ Gender identity (GI) – ‘Gender identity is understood to refer to each person’s deeply felt internal and individual experience of gender, which may or may not correspond with the sex assigned at birth, including the personal sense of the body (which may involve, if freely chosen, modification of bodily appearance or function by medical, surgical or other means) and other expressions of gender, including dress, speech and mannerisms.’ Sex characteristics (SC) – Include primary sex characteristics (eg, inner and outer genitalia and/or the chromosomal and hormonal structure) and secondary sex characteristics (eg, muscle mass, hair distribution and stature). Definitions are taken from the ARC International, the International Bar Association and the International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA): https://ilga.org/downloads/SOGIESC_at_UPR_report.pdf (accessed 18.08.2024)
Create a specific procedure for reporting discriminatory incidents involving SOGISC.
Develop and publicise services to which victims of discrimination can turn for advice and guidance.
Below are some examples of good practice that universities should adopt at institutional level in terms of the discrimination reporting procedure and that students, administrative and university staff should be aware of:
Who receives and records the report? What experience do they have in the field? Have they been trained to provide support and deal with victims?
How does the procedure work? Online and/or in-person? Anonymously or not?
What kind of data is collected? Where and how is this data stored, and who has access to it?
What are the following steps? Which is the responsible office or authority (within the University) which is in charge of examining and evaluating the report?
In case of evidence of actual discrimination related to SOGISC, what are the consequences? Will an official investigation take place? Who will conduct it and how? Will authorities outside the university (such as ombudsmen, lawyers, police, etc.) be involved?
Is there a system of sanctions? Can these vary depending on the perpetrator of the discrimination (faculty member, administrative staff, students, etc.)?
Will the victim have access to support services (e.g. psychological)? If yes, who makes them available? Can the victim be referred to other organisations, etc.?
4. How to become an active Bystander
4.1. What is an active bystander
Individuals seek to work, study and implement research in an environment where they feel comfortable and secure and where unacceptable behaviour is always noticed and controlled. It is important to note that everyone may contribute to a safe and inclusive study, work and research environment at universities by becoming active bystanders. An active bystander is someone who not only observes a situation but also intervenes to stop it from getting worse or to break up a troublesome scenario. On the contrary, a bystander is someone who is present and witnesses something but is not actively involved in it.
What is an active bystander? First, an active bystander is aware that someone's behaviour is inappropriate or threatening to another person or persons. Second, an active bystander decides to act proactively and not just watch the incident from the outside. Finally, an active bystander chooses to resist the situation and protect the victim or victims of the incident.
Active bystanders help to create, maintain and foster a safe academic environment by actively opposing any inappropriate behaviour based SOGISC and on any other grounds. In the following section, we will discuss what an active bystander is and what strategies and actions active bystanders should follow to swiftly and proactively address inappropriate behaviour based on SOGISC or any other basis.
In many cases, active bystander intervention can be a highly effective way to stop discrimination on SOGISC grounds or even sexual abuse and sexual violence before these events occur. Therefore, active bystanders play a crucial role in preventing, intervening, and stopping inappropriate behaviour and abuse at universities and other daily situations.
To give you a better idea of how an active bystander works, let's take a brief example:
Samuel arrived at university one day with his nails polished yellow. When Eva saw this, she commented, "Samuel, why did you paint your nails yellow? Men don't do that. It’s silly." Samuel was puzzled when he heard this comment. Hearing this inappropriate comment from Eva, Monica said it was inappropriate because it stereotyped gender roles and advised Eva that she should not make such comments anymore. Also, Monica asked Samuel if he was doing well”
This simple example shows how Monica acted as an active bystander. She recognised the inappropriate language and actively intervened in the event, stopping further inappropriate comments and explaining why they were unacceptable. She was also concerned about Samuel and tried to support him.
Of course, there are many fears related to acting as active bystanders, such as fear of becoming a victim. People fear that if they intervene, they may become targets of aggression or violence themselves. Some may hesitate to respond to inappropriate behaviour due to fear of social backlash or lack of knowledge and skills. People may not know how to intervene safely or effectively or be unaware of the resources available to them. Also, sometimes, individuals could be less likely to stop the incident because they assume that someone else will take action and support the victim of the incident. All these fears are real, and they are sensible. This guide section will help you overcome these fears and act as an active bystander without hesitation.
4.2. Ten Tips on How to Act as an LGBTIQ+ Ally and Active Bystander
1. Use neutral, non-heteronormative language
The first thing that we need to keep in mind is that not everyone is heterosexual, and this is not a norm. It is advisable to use gender-neutral, non-heteronormative and diversitypromoting language. For example, avoid using language such as "wife", "husband", or “mother and father”, which assumes all relationships are heterosexual, as this excludes non-heterosexual people and devalues their relationships. Words and phrases such as 'partner', 'parents', and 'relationship' are examples of LGBTIQ+ inclusive language. For more information please review the Chapter 1.
2. Use correct pronouns
Showing good examples could be a powerful tool for creating and nurturing an inclusive and safe environment. One of them is - using proper pronouns. If someone asks you to call them by their chosen pronouns, start doing so immediately. If you are unsure what pronouns to use to address someone, you can politely ask them or use neutral language. For example, ask, “May I ask you what pronoun you use?”. This question will surely not offend individuals but will make them feel understood and accepted. For more information please review the Chapter 1.
3. Help to avoid outing LGBTIQ+ people
We should not assume that every person who is open about their sexuality in one environment has come out in another people have the right to express their sexuality or gender identity in their own time and on their terms. Do not out LGBTIQ+ people yourself, and help to avoid outings. Due to the fear of being discriminated against and or rejected, some LGBTIQ+ people fear coming out about their sexuality, gender identity or sex characteristics. It is inappropriate to force people to reveal and talk about gender identity and sexual orientation or that they are intersex. Therefore, it is essential to create a safe environment so people can share their stories and feelings on their own terms. If you see someone trying to out a person, politely stop them and explain why it is inappropriate.
4. Respond to coming out with acceptance
The process of coming out should be responded to with understanding, openness, active listening, acceptance, support and, of course, confidentiality. Friends, students, and colleagues who have opened up about their sexual orientation or gender identity must feel your trust and support - they must know that they will be accepted. Do not
encourage self-doubt. If the person feels doubts or negative emotions, suggest that they meet specialists who can help them. If you're unsure what to do next, just ask them what kind of support and help they need from you right now. Avoid saying things like, "I'm not surprised", "Ha! I always knew that", or “This is nonsense”. Such statements demean the other person and make them think that you do not appreciate that it was difficult for them to come out.
5. Try to explain why homophobic comments are inappropriate
If you hear homophobic, transphobic, biphobic, interphobic and sexist comments, do not hesitate to interfere. It is recommended to interrupt, distract or redirect the situation. You can use phrases such as "I don't find it funny”, “It’s inappropriate”, or “It is offending”. Politely explain why such comments are considered inappropriate, homo/transphobic and demeaning to members of the LGBTIQ+ community. If you are too embarrassed or shy to speak or feel unsafe, ask someone else to do that.
6. Notice and fight the microaggressions
Also, in addition to clearly discriminatory or hate speech, do not be indifferent to microaggression acts directed at LGBTIQ+ people. Microaggressions are “brief and subtle behaviours, intentional or unintentional, that communicate hostile, derogatory, or negative messages about commonly oppressed identities. These acts cause harm by invalidating the target person’s identity and may reinforce stereotypes20. Examples of microaggressions include sayings with meaning that being LGBTIQ+ is something bad: “It is so sad that you are not straight”, “You don’t look like lesbian”, “This is so gay”, “Why did you choose to be LGBTIQ+?”. Once you hear similar sayings, try to intervene and respond that these are inappropriate and stereotyping language. For more information please review the Chapter 3.
7. Report incidents of discrimination based on SOGISC
If you notice incidents of homophobic and transphobic bullying or discrimination based on SOGISC, first try to help the victim. After the incident, report it to the appropriate authorities immediately and insist that the motive was homo-/bi-/trans-/inter-phobia. If you do not know where to report an incident, please contact the University’s/ Faculty’s/ Department's Administration, which will provide you with the necessary contacts. You could also contact national bodies responsible for equality issues or the police. Recording such incidents is essential for official statistics - this will help manage the
20 University of California Davis. n/a. LGBTQIA Resource Center Glossary. https://lgbtqia.ucdavis.edu/educated/glossary (accessed 31. 07.2024); Majumdar, D., & Martinez-Ramos, G. (2019). “An Examination Of The Association Between Microaggression And Well-being Among Latina/os Of Mexican-descent In The United States”. Michigan Sociological Review, 33, 10-24,125.
entire process and create an inclusive and friendly university environment. If the situation is too dangerous, try to find external help nearby.
8. Interrupt inappropriate behaviour
If you see that a situation of discrimination or inappropriate behaviour is becoming very complicated, try to stop the problem or redirect it elsewhere, for example, by changing the subject and taking the victim with you. An example of such a case could be this: “During a public concert, one participant noticed Anna's sweatshirt with a rainbow flag with the text "Love is for everyone". This participant walked up to Anna and angrily asked: "Are you a lesbian?" Sara, who did not know Anna or the participant, was with her friends just nearby and heard all these questions addressed to Anna. She decided to act and asked Anna if she wanted to go with her friends and buy some cold soda to freshen up because of the hot sun. Anna agreed and walked away with Sara and her friends, thus avoiding a pointless discussion with the aggressive participant. Anna thanked Sara and walked to meet her friends."
9. Ensure your safety
Every discriminatory, homo/bi/transphobic situation is different, so you need to take care of your safety first. Before taking action, you need to assess the situation's complexity and decide whether you can become an active bystander in that second or whether you are safe to react. For example, if you see that the perpetrator is in a particularly threatening mood, it is a good idea to seek help outside. If there are no police officers nearby or security guards, step aside from the incident and dial the emergency number.
10. Support an inclusive environment.
Encourage and support those trying to create a safe and engaging environment for everyone. For instance, if you have noticed that someone is trying to organise LGBTIQ+ training and social events or is trying to make the university environment friendlier to LGBTIQ+ persons by including LGBTIQ+ attributes (rainbow flags, posters, etc.), help and support them as best as you can. Only teamwork will allow us to achieve positive change and create a safe and inclusive environment.
4.3. The Five D's: Direct Action, Distract, Delay, Delegate, Document
The Five D’s model21 is a particularly important strategy that helps active bystanders decide how to act in discriminatory situations. This model provides five simple but efficient steps to help active bystanders recognise discrimination or inappropriate behaviour based on SOGISC and quickly react to avoid or manage difficult situations. Depending on each situation, these steps can be done together, one at a time, or in sequence.
The Five D's
Direct action Distract Delay Delegate Document
Direct action
The first step, “Direct Action”, means active response and real actions. First, if you recognise inappropriate behaviour, call it out and tell the perpetrator to stop. You can use phrases such as "What did you mean by that?", "It's inappropriate behaviour", "You shouldn't talk like that". Once you have done this, turn your attention to the victim and ask them if the victim is well and what kind of help they need. Remain calm and polite throughout the incident, and do not escalate the situation.
Distract
The step “Distract” encourages interrupting an incident of discrimination or inappropriate behaviour. For example, you can start a conversation with the perpetrator
21 Where did the 5D’s come from? In 2012, non profit organisation Right To Be partnered with the bystander program Green Dot, who pioneered the Three Ds of bystander intervention, Distract, Delegate, and Direct. They worked with Green Dot to develop tools to help people intervene when they saw harassment happen. In 2015, they expanded those to include Delay, and in 2017 they expanded them again to include Document. More information: https://righttobe.org/guides/bystander-intervention-training/ (accessed 31/07/2024).
on a topic unrelated to the incident so the potential victim can leave the scene. You can also think of a way to get the victim out of the unpleasant situation just come up with a good reason to get the victim away from the situation to a safer place.
Delay
Every situation of discrimination or inappropriate behaviour is different, and often, it is too dangerous to take specific proactive steps. If the situation is particularly dangerous, for example, if the perpetrator is determined to be violent, it is recommended to step aside and delay the active actions in order to stay safe. The crucial moment in this step is the support for the victim after the incident. Once the incident is over, you can ask the victim if they’re okay and ask if there’s any way you can support and help them. Also, offer to accompany and help them make an official report. You can ask the victim if they want you to report an incident and to whom.
Delegate
People are different and react differently to various events, so not everyone can feel safe and courageous enough to oppose discrimination actively. In such situations, looking for external people to help is always useful. If you see discriminative behaviour taking place and you do not have the skills to intervene, or if you feel it is unsafe, leave the scene and seek help in other ways, such as calling a person in authority, a hotline or emergency number or looking for a larger group of people who can protect the victim from the abuser. If you cannot find help nearby, you should leave the scene, wait, and then rush to the victim's aid after the incident and provide any necessary help and support. The essence of this step is to seek outside help and to ask for help to take proactive action during a discrimination incident.
Document
The "Document" step includes official reporting of discrimination or inappropriate behaviour. Documenting the incident should only be done when the perpetrator is no longer dangerous, the victim is safe, and the situation is controlled. Always talk to the victim about whether they would like to report the incident themselves or whether you should do so. Remember, never make public information about the incident, the perpetrator, or the victim while the investigation, clarification, and monitoring of the incident are ongoing.
An example of an active bystandership following the 5D’s model.
The Department of Law of Freedom University has launched a new area at the university premises - the student lounge - where students of the Law Department can spend their free time drinking coffee or tea, having a bite to eat, reading books, or having fun chatting with each other. A notice board is also available in this room where students can put leaflets on various events and initiatives. One day, Law student Sonia placed a rainbow flag representing the LGBTIQ+ community on the notice board. When she did so, Otto, a Law student, roughly pulled the flag off the board, saying there was no way this flag would remain on this board. He started to shout angrily that LGBTIQ+ people are not exceptional; they should be healed, and in this case, the heterosexual flag should then be placed, too. Otto ripped the flag, approached Sonia, and asked her if she was a lesbian for hanging the flag and why she cared about this flag. Maria, another law student who witnessed the incident, decided to act as an active bystander.
Direct action
Maria stood up and said to Otto: “It's inappropriate behaviour. You shouldn't talk like that. With this small gesture, Sonia wanted to create an inclusive environment for LGBTIQ+ people in this student lounge. Your actions are contrary to equal rights”.
Distract
Maria saw that Otto was approaching Sonia in a threatening way, so she decided to leave the lounge with Sonia so that she would not be threatened. After telling
Otto about his inappropriate behaviour, she asked if Sonia would like to go somewhere else to get a cup of coffee. Sonia agreed.
Delay
But Otto grabbed Sonia's hand and demanded to know if she was a lesbian. Maria, realising that she would not be able to fight back against Otto, ran out of the lounge and called for help from students and teachers chatting in the corridor.
Delegate
Several students and teachers rushed to the student lounge and detained Otto, who would not let go of Sonia's hand. Sonia struggled to find the words then; she was stunned and could not believe what was happening. When other people detained Otto, he was under pressure and escaped from the student lounge.
Document
Maria tried to support Sonia by offering her a seat and a glass of water. Sonia also thanked everyone for their help in detaining Otto. Maria asked Sonia if she would like to report on Otto or if she should do it as a witness. Sonia asked Maria to go to the faculty administration and fill in two reports as a victim and a witness. Maria
agreed and escorted Sonia to the faculty administration. She also offered to accompany her to her dormitory room. Maria did not speak publicly about the incident while the faculty investigation about the incident was ongoing.
5. Practical Advice for Avoiding Discrimination and Creating Inclusive University Spaces
5.1. How did we come up with these tips?
This chapter includes practical advice on how to prevent discrimination based on SOGISC and create a more inclusive environment for all the members of the academic community. The recommendations here are based on primary research conducted as part of the INCLUSIES project using the methods of photo-elicitation and auto-
photography22 - interviews with LGBTQI+ university students as well as educators and other members of staff. They also derive from desk research and previous experience working directly with members of the LGBTQI+ community and relevant Civil Society Organisations. We hope that these examples will serve as guidance when you are designing and implementing your own actions, policies and procedures to make the university a more welcoming space for LGBTQI+ people.
5.2. General Guidelines
These guidelines include good practices and tips anyone in the academic community can use to establish a culture of respect, where different identities are not only recognised, but celebrated. They can be followed by students of all levels (undergraduate, postgraduate, PhD candidates), teaching, research, administrative staff as well as visitors, setting a foundation for diversity and inclusiveness.
Everyday interactions
● Always address people by the name and pronouns they ask you to, even if they are different from the ones on their official documents. Deadnaming and misgendering (see glossary in Chapter 1) are deeply hurtful for trans, non-binary and gender-nonconforming people.
● Normalise asking instead of assuming others’ pronouns. You can share your pronouns first when meeting new people and include them on your badges at events to encourage others to share theirs with you.
● If you do misgender someone, apologise and rephrase with the correct name and pronouns. Apologising profusely might make the other person feel pressured to
22 Ališauskienė, M., Bugatti, L., Daoultzis, K.-C., Pocė, G., Togni, E., Urciuoli, C. (auth) - Theofilopoulos T. (eds), (2024). Inclusive Universities Leading to Inclusive Societies: Research findings from Greece, Italy and Lithuania, Athens: Panteion University of Social and Political Sciences, https://inclusiesproject.com/
comfort you, while they are the ones being hurt. If you find someone else misgendering another person, don’t be afraid to correct them.
● Never “out” LGBTQI+ people who come out to you. They have the right to choose when, where and with whom to share their identity themselves, at their own pace. Do not assume that a person who is out in one space is out everywhere and with all their identities. For example, a bisexual agender person might be out at university as bisexual, but only be out as agender to their close friends.
It is rude to ask personal questions that you wouldn’t otherwise ask cis/straight people. For example, do not ask about someone’s coming out story, sexual life, medical procedures or their anatomy unless they share such details themselves.
Inclusive language
● Use inclusive, non-heteronormative language even when no LGBTQI+ people are present. Learn appropriate terminology about LGBTQI+ issues, refrain from using derogatory terms and correct other people when they do so.
● Make sure that you use inclusive language in all forms of communication: formal or informal, oral or written, in a work setting, with friends and classmates…
● You can find more tips about inclusive language in Chapter 1 of this guide.
Developing an inclusive attitude
● Encourage initiatives such as the formation of LGBTQI+ university groups that can serve as a safe space for students and staff to socialise, support each other, share their experiences based on their identities and promote the rights of the LGBTQI+ community.
● Invite local LGBTQI+ organisations to discuss issues affecting the LGBTQI+ community with members of the academic institution (students, staff etc). Such events can be organised as part of a lecture or as an extracurricular activity.
● Promote visibility by launching campaigns, hosting artistic displays, organising events such as seminars, round-table discussions and more.
● Apart from overt expressions of hate, be aware of microaggressions, which perpetuate heteronormativity and stereotypes and invalidate LGBTQI+ people’s experiences. Microagressions can be so frequent and frustrating that they cause disproportionate stress to LGBTQI+ students23, preventing them from fully participating in university life. Some examples are comments like “but you don’t look lesbian/gay/trans”, expecting people to behave a specific way based on their sexual orientation or gender identity, assuming everyone is in or would like a heterosexual relationship etc.
23 Seelman, K. L., Woodford, M. R., & Nicolazzo, Z. (2016). Victimization and Microaggressions Targeting LGBTQ College Students: Gender Identity As a Moderator of Psychological Distress. Journal of Ethnic & Cultural Diversity in Social Work, 26(1–2), 112–125. https://doi.org/10.1080/15313204.2016.1263816
Intersectionality
Intersectionality is the analytical tool for studying, understanding and responding to the ways in which sex and gender intersect with other personal characteristics/identities, and how these intersections contribute to unique experiences of discrimination. [EIGE]24 . It was first introduced by Kimberle W. Crenshaw in 198925 to describe the double discrimination Black women were facing because of racism and sexism. People who carry multiple marginalised identities experience intersectional discrimination based on the way their identities are layered in the cultural context they live in. It is important to use an intersectional approach when creating or revising activities for a more inclusive and diverse academic space. Remember that LGBTQI+ people exist and have always existed in every region and can be of any race, religion or cultural background.
5.3. At the Individual Level
As an individual, the first thing you can do is to challenge your own attitude and prejudice regarding LGBTQI+ people. Even if you identify as LGBTQI+ yourself, you could still be carrying internalised homo/bi/trans/interphobia or prejudice against other groups in the LGBTQI+ spectrum. Positive change starts from each and every one of us!
24 European Institute for Gender Equality (EIGE). (2016). https://eige.europa.eu/publicationsresources/thesaurus/terms/1050, accessed on 29/07/2024
25 Crenshaw, Kimberle (1989) "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics," University of Chicago Legal Forum: Vol. 1989: Iss. 1, Article 8.
Being
an active bystander
● Be an active bystander when you witness cases of discrimination and/or violence. Keep the 5Ds (Chapter 4) in mind, think ahead of ways where you can help in different situations.
● It is useful to memorise emergency numbers and other useful contacts such as the university’s equality body/anti-discrimination committee or local NGOs in case you witness an incident.
● Familiarise yourself with your university’s procedures on reporting cases of misconduct and/or violence based on SOGISC. Knowing your rights will help you advocate for yourself or others when discrimination is taking place.
● Intervene when you notice discrimination or violence based on SOGISC, if it is safe to do so. Even in minor incidents, speaking up and supporting the victim creates an atmosphere of trust and solidarity.
Students
● Encourage your student council to support LGBTQI+ rights by promoting them in an official context, especially if you are a member of it. For instance, urge them to take a stand against discrimination based on SOGISC, advocate for the LGBTQI+ students’ perspective, provide suggestions for a more inclusive campus, celebrate Pride and other important events.
● Find out if your university offers resources to support LGBTQI+ students and inform your peers about them. If no such resources are available you can take the initiative, for example by forming an LGBTQI+ student association.
● Organise events, discussions or trainings related to LGBTQI+ issues in collaboration with your fellow students or the university administration.
● Don’t be afraid to write essays, do projects or research on topics related to the LGBTQI+ community as part of your studies, if you are interested in doing so.
● Encourage existing student associations (i.e drama club, choir, sports team, debate team) to adopt anti-discrimination statements and policies and have a procedure to address such incidents.
● Initiate an unbiased conversation about LGBTQI+ issues in the classroom. Sometimes professors are reluctant to bring up the topic themselves because they fear resistance from students or even their higher-ups. Active interest by students is an acknowledgment that LGBTQI+ topics are relevant, that they belong to an academic environment.
Teaching staff
● Learn and implement teaching methods that are respectful of LGBTQI+ people. For example, use gender-neutral expressions to address the class, ask and respect everyone’s name and pronouns, avoid dividing the students into men/women for activities, use learning material that portrays people with diverse gender identities, family models, racial backgrounds, faiths etc…
● Be open to discuss research on LGBTQI+ topics when relevant and encourage your students if they are interested in exploring them.
● Include LGBTQI+ topics in the curriculum. This does not only apply to the arts and social sciences such as psychology or gender studies. Other fields such as medicine, life sciences, engineering etc impact the lives of LGBTQI+ people significantly. Moreover, it is beneficial to mention important LGBTQI+ people who made or are making significant contributions to your scientific field.
● Adopt an intersectional approach in your teaching methods by considering the layered identities of people and groups that are discussed in class along with the relevant historical and cultural context.
● As a teacher, you are a role model and an authority figure in class. Your willingness to listen, your openness and your acceptance set a good example for your students.
● Be vocal against cases of discrimination at the university and support the victims. Declare that no offensive acts or attitudes will be tolerated both in and out of your class/office/laboratory.
● Update the educational material given as part of your class in order to avoid promoting stereotypes and prejudice against LGBTQI+ people e.g material where homosexuality or trans identities are pathologised. If it is not possible for you to change the material, point out the problematic content and suggest alternative, updated sources.
● If you can, provide guidance and mentorship to LGBTQI+ students.
5.4. At the Institutional Level
There are plenty of ways an institution can modify its internal procedures and its communication to become more diverse and inclusive. First and foremost, declare that the university is a space free from discrimination and prejudice based on SOGISC, that no such acts or behaviours will be tolerated and the perpetrators will be held accountable. Make the declaration well-known to all members of the academic community by all means available (posters, emails, pamphlets, uploading it on the university’s website and more).
Create an anti-discrimination policy - equality plan
It is very important to have an anti-discrimination policy or an equality plan embedded in the university’s code of conduct or strategic plan.
An anti-discrimination policy should…
● explicitly mention sexual orientation, gender identity, gender expression, sex characteristics (SOGISC) as protected grounds
● describe a detailed procedure of reporting and investigating incidents of discrimination, hate or violence based on SOGISC. It’s important to identify the person responsible for recording incidents as well as the recording procedure, describe what data is collected and stored and the penalties imposed according to the severity of the incident.
● be effectively distributed to all members of the academic community (students, teaching and administrative staff, employees of campus facilities etc).
● include concrete steps the university can take towards a more accepting environment with a clear timeline for each activity.
● be based on intersectional planning that acknowledges the diverse experiences of people who belong to LGBTQI+ communities (race, age, gender, disability…).
● budget for activities that aim to prevent discrimination such as regular trainings, events or consultations. Usually, the work done for diversity, equity and inclusion (DEI) is unpaid and carried out by members of the marginalised communities themselves, especially women, in their free time. As a result, they miss out on opportunities for career advancement in the process, which could be perceived as a “minority tax” 26. Budgeting for paid DEI positions acknowledges the importance of such work for the institution and empowers the employees through income and professional recognition.
26 Santhosh, L., Keenan, B. P., & Jain, S. (2020). The "Third Shift": A Path Forward to Recognizing and Funding Gender Equity Efforts. Journal of women's health (2002), 29(11), 1359–1360. https://doi.org/10.1089/jwh.2020.8679
Budgeting for diversity, equity and inclusion activities sends a strong message that the university is committed to creating a truly welcoming environment for everyone. Allocating human and material resources to such activities ensures they will be properly implemented and monitored for an adequate period of time.
Creating safer spaces
● If possible, use only the name trans professors, students, administrative staff members etc. use for themselves in all documents: lists of staff, employment contracts, academic IDs, library IDs, degrees / diplomas, grades etc. If this is not possible – e.g., for legal / administrative reasons - you may write the name they use followed by the name on their official documents in parentheses or a footnote.
● Provide inclusive, affirming, accessible services for LGBTQI+ people. For example, if the university employs a student counsellor, choose one who is trained on LGBTQI+ issues or provide them with such training.
● Provide gender-neutral toilets and changing rooms on campus.
● Adjust your accommodation policy to include LGBTQI+ people.
● Everyone, regardless of SOGISC, should have equal access to sports facilities including the opportunity to participate in sports teams or individual sports programmes offered by the university.
● Make recreation areas welcoming to LGBTQI+ students using rainbow flags, stickers and anti-discrimination posters.
● Ask for feedback. Invite members of the community (students, teaching, administrative and other staff) to share their thoughts and ideas about how they would like to see inclusivity represented in the university.
Good practices for safer academic spaces
In 2005, the University of California, Riverside (UCR), became the first public university in the USA to offer inclusive accommodation to LGBT individuals27 . Its LGBT housing policy includes housing according to one’s gender identity as well as a procedure for conflicts between residents based on one’s sexual orientation or gender identity. Students’ requests are processed on a case-by-case basis and can be placed at any point in their academic life.
Several Italian Universities28 offer trans and non-binary students the possibility of using a name and gender other than the one in their official documents for activities related to their university life (attending courses, being evaluated, social interactions etc). Unfortunately, the procedure is not always available to those who haven’t started transitioning or to staff members.
27 Garvey, J.C., Chang, S.H., Nicolazzo, Z., & Jackson, R. (Eds.). (2018). Trans* Policies & Experiences in Housing & Residence Life (1st ed.). Routledge. https://doi.org/10.4324/9781003448266. More information can be found on the UCR website: https://out.ucr.edu/our-campus/housing/ucr-lgbt-housing-policies, accessed 30/07/2024.
28 Linee guida per gli Atenei Italiani sull’implementazione della Carriera Alias della Conferenza Nazionale degli Organismi di Parità delle Università Italiane. Retrieved from http://www.cpouniversita.it/ , accessed 29/07/2024.
LGBT Housing Policies, UCR, USA Alias career (“Carriera alias”), Italy
Promoting awareness and understanding on LGBTQI+ issues
● Organise sensitivity trainings and workshops about LGBTQI+ issues and invite all members of the academic community to participate. Some topics can be terminology, your country’s legal framework, violence prevention, active bystandership or the experiences of LGBTQI+ people on campus.
● Participate in Pride festivals and celebrate important dates for the LGBTQI+ community such as the International Day Against Homophobia, Biphobia, Transphobia and Interphobia (IDAHOBIT, 17th of May). Use symbols of Pride such as rainbow flags and stickers around campus and invite key speakers to address the academic community.
● Consider establishing a regular academic journal for research related to gender and LGBTQI+ studies.
The institution as a workplace
Adjusting the university’s employment policies and practices is key to avoiding institutional discrimination based on SOGISC.
● Make sure that employees in families with same-sex parents enjoy the same rights and benefits (e.g parental leave, children benefits) as families with different-sex parents.
● Include a non-discrimination clause which explicitly mentions SOGISC in your employment (recruitment, promotions, leave etc) policy.
● Offer trainings on inclusive language and best everyday practices regularly, to all members of staff (teaching, administrative, management etc).
Actions are more appreciated than plain, theoretical declarations. Make sure to follow up any policies and recommendations with relevant actions whenever applicable/necessary.
The institution as a part of the wider community
● Advocate for changes in legislation that protect LGBTQI+ rights. Supportive statements from academics are much appreciated when the rights of the LGBTQI+ community are being challenged or denied in public discourse.
● Usually, higher education institutions are well-respected by the wider community and can, therefore, lead by example in shaping its beliefs and attitudes. An inclusive university will not only educate new professionals who are aware of LGBTQI+ issues, but it will contribute to a more accepting society overall.
Even if you take multiple steps towards a more inclusive environment, achieving noticeable change might be slower than expected as changes in people’s attitudes can be gradual. It is not a linear process either - sometimes increased LGBTQI+ visibility leads to resistance from more conservative parts of society. Be patient, be persistent and soon the message will be embraced by the whole academic community!
From Awareness to Action: Summarising the Path to LGBTIQ+ Inclusivity in Higher Education
The journey toward fostering a truly inclusive and supportive university environment is a complex and ongoing process that transcends the mere implementation of policies or training programs. It is fundamentally about engendering a profound cultural shift that deeply permeates every aspect of institutional life. This final section of the guide aims to encapsulate the key points discussed and underscore the critical, ongoing commitment required from all university stakeholders to advance inclusivity and support for LGBTIQ+ individuals. This commitment must be both broad and deep, reaching into the daily practices, attitudes, and systemic structures of the institution.
At the outset, it is crucial to recognize that LGBTIQ+ inclusivity is not a static achievement but a dynamic and evolving process. The landscape of LGBTIQ+ rights and issues is continually influenced by broader social, legal, and cultural changes, and universities must stay vigilant and responsive to these shifts. Inclusivity is not a fixed endpoint but a continuous journey that demands regular reflection, learning, and adaptation. Institutions must be prepared to engage in ongoing dialogue and assessment, adapting their policies, practices, and educational approaches to reflect the latest understandings and best practices in the field. This commitment to continual improvement signifies a deeper understanding of inclusivity as a fluid, evolving endeavour rather than a singular milestone.
The guide has consistently emphasised the necessity of creating an environment in which LGBTIQ+ students, staff, and faculty feel genuinely valued and supported. This goes beyond merely avoiding discrimination; it involves actively creating an environment where diverse identities are not only accepted but celebrated. Proactive measures, such
as the use of inclusive language, increased visibility of LGBTIQ+ issues, and the provision of supportive resources, are integral to this process. By embedding these practices into the university's culture, institutions can work to dismantle the barriers that often prevent LGBTIQ+ individuals from fully participating in academic and social spheres. This includes not only the presence of inclusive policies but also the everyday enactment of inclusivity in interpersonal interactions and institutional practices.
Active bystandership is another pivotal aspect of fostering a supportive university environment. It encompasses not only the recognition and intervention in instances of discrimination or harassment but also the active challenge of the underlying attitudes and behaviours that perpetuate such issues. Effective training programs and workshops on active bystandership are essential for equipping individuals with the skills needed to identify inappropriate behaviour, understand their own roles in addressing it, and take tangible actions to support their peers. This proactive stance is crucial in developing a culture where LGBTIQ+ individuals can thrive without fear of bias or exclusion. Active bystandership also involves a commitment to creating an environment where such behaviours are not only challenged but also actively addressed, fostering a culture of mutual respect and support.
The role of leadership in driving these changes cannot be overstated. University leaders, including administrators, faculty members, and student representatives, must actively champion inclusivity and model the behaviours they wish to see throughout the institution. Leadership commitment to LGBTIQ+ inclusivity sets a powerful tone for the entire university community, signalling that such values are integral to the institution’s mission. By prioritising inclusivity at the highest levels, leaders can ensure that it becomes a foundational aspect of the university's identity and operations. This involves not only endorsing inclusive policies but also being visibly engaged in efforts to promote and support inclusivity across all areas of the institution. Furthermore, the engagement of all university members is essential for achieving meaningful and sustained change. While leadership and policy are critical, the active participation of students, faculty, and staff is equally important. Each member of the university community has the potential to contribute to a more inclusive environment, whether through everyday interactions, participation in university-sponsored events, or
involvement in advocacy and support groups. Building a culture of inclusivity is a collective effort that benefits from the diverse perspectives and contributions of the entire university community. It requires a shared commitment to creating an environment where everyone feels respected, valued, and empowered to contribute.
LGBTIQ+ inclusive language is more than just a matter of terminology; it is a fundamental aspect of creating a welcoming and affirming environment. Inclusive language acknowledges and respects diverse identities, affirming the individuality of each person. It is essential for universities to integrate such language into their communications, policies, and daily interactions. This practice not only helps to dismantle exclusionary norms but also promotes an environment where all members of the community feel seen and valued. By adopting and normalising inclusive language, institutions can challenge the entrenched biases that often perpetuate marginalisation and foster a culture of respect and acceptance.
Heteronormativity shapes institutional policies, social practices, and everyday interactions, often marginalising those who do not conform to these norms. Addressing heteronormativity involves re-evaluating and transforming institutional practices and cultural norms to create a more inclusive and equitable environment. This requires a concerted effort to recognize and challenge the implicit biases that underpin heteronormative assumptions and to promote practices that affirm and support diverse sexual orientations and gender identities.
The stereotypes and attitudes surrounding LGBTIQ+ individuals also play a critical role in shaping the university experience. Stereotypes often stem from misunderstandings and ignorance, leading to biassed attitudes and behaviours that can marginalise and harm LGBTIQ+ individuals. By actively addressing and deconstructing these stereotypes, universities can foster a more inclusive environment. Educational initiatives that challenge misconceptions and promote understanding are essential in shifting attitudes and creating a supportive atmosphere where all individuals can thrive.
Discrimination and hate crimes harm not only individuals but also create a climate of fear and exclusion. Universities must be proactive in their efforts to prevent and respond to such incidents. This involves implementing comprehensive policies, providing support and resources for affected individuals, and fostering a campus culture where
discrimination and hate crimes are not tolerated. An effective response to these issues includes both preventive measures, such as education and training, and responsive strategies, such as clear reporting mechanisms and support services.
In summary, the pursuit of LGBTIQ+ inclusivity and active bystander ship within universities is a multifaceted and ongoing endeavour that requires dedicated effort from all levels of the institution. The principles and practices outlined in this guide provide a solid foundation upon which universities can build more inclusive and supportive environments. However, the real impact will be determined by the collective commitment to these principles and the continuous efforts to refine and enhance them.
The journey towards inclusivity is not a destination but an ongoing process that involves persistent effort, collaboration, and a shared vision of a supportive academic community.
As we move forward, it is imperative to remain steadfast in our dedication to creating university environments where everyone, regardless of their sexual orientation, gender identity, or expression, can feel safe, respected, and valued. The goal is not merely to meet minimum standards of inclusivity but to foster an academic community where diversity is not only accepted but celebrated. Every individual should have the opportunity to excel and contribute their unique perspectives. Through persistent effort, collaboration, and advocacy, universities can become beacons of inclusivity, setting a positive example for other institutions and contributing to a broader societal shift toward acceptance and equality. This commitment to inclusivity and support will ensure that universities are not just places of learning but also communities where all individuals can thrive and reach their fullest potential.
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