University Housing and
Transgender Students: Issues
and Practices
Paula Liseo and Melissa Powers,
Wesleyan University
Middletown, CT
Transgender students and gender
sensitive-housing
 Present background information
 Highlight some models of transgender
student housing policy
 Evolution of policy development at
Wesleyan (a work still in progress)
We will end by
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Discussing challenges to institutions
The duty of care to students
Balancing both of these
A bit of reflection on your own
campus climate
Defining Gender Variance
 What is the difference between sex
and gender?
 Sex is the physical anatomy and
biology…
 Gender is a psychosocial construct…
 Gender encompasses all human
behavior, including sexuality.
This slide is static, gender and
sexuality are not.
 Gender and
sexuality are fluid
and can vary
across time, in
individuals and in
human society.
 Although sex is not
as fluid as gender,
this too, can
sometimes be
altered though
surgery.
Gender Identity & Gender Sensitivity
 Gender identity is someone’s sense of
their own gender, which is
communicated to others by their
gender expression.
 Gender can be expressed through
behavior, clothes, hairstyle, voice,
body characteristics, occupation etc.
 Ze and hir
What have you considered or reconsidered
around your gender identity?
Many kinds of people, regardless of social identity,
exhibit forms of gender variance. (taken from
http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32 Indiana
Transgender Rights Advocacy Alliance.) Developed by Gender Education &
Advocacy, Inc.
Gender oppression…
 Some variance is socially acceptable
 However…
Oppressive systems are maintained
through
 Institutional structures
 Perpetuation of misperceptions and
negative attitudes (media)
 Sexism
 Heterosexism
 Homophobia
 Transphobia
 The worst, logical extension of intolerance
in these areas results in violence.
It is important for staff to realize that
 Transgender students may present
themselves in any of a wide range of
situations of gender variance or
gender transition.
 And not all people presenting gender
variance consider themselves
transgender.
What does Transgender Mean?
 Is an umbrella term used to describe visibly
Gender Variant people who have gender
identities, expressions, or behaviors, not
traditionally associated with their birth sex.
 Transgender can mean anyone who
transcends the conventional definitions of
man and woman and who uses a wide
variety of terms to self-identify.
Gender Vectors
 Transgendered people are often
categorized by their Gender Vector
which describes the direction of their
change. The vectors are male-tofemale (MTF) and female-to-male
(FTM).
 Transgender is not a sexual
orientation; it is a politicized sexual
identity.
To how many students does this
apply?
 Roughly one in 2000 people, in the
U.S. now completes a social, hormonal
and surgical gender transition during
their lifetime.
 However, more people complete
hormonal and social transitions without
having sexual reassignment surgery.
Some estimates are 1:500.
To how many people does this
apply?
 That means that if ¼ of all
transitioners attempt to do so during
their high school and college years,
then a large, state university of 20,000
students might have at least 4 to 8
transitioning or transitioned students
at any given time. Typically FtM
transitioners may be out in some LGBT
circles while most MtF students will
not.
But…
 People seldom notice the transitioning
students because they will try hard to
“pass” and are thus, “invisible.”
Where do transitioning students concerns
intersect with student services?
 Everywhere, but particularly…
 Housing
 Health Services
 Human Rights and Equal Opportunity
Protection
 Updating of Student Records
 Safety
 Career Services
As a provider of housing services,
how can you Be an Ally?
 Don’t make
assumptions about a
trans person’s sexual
orientation
 Ask what pronouns the
person prefers
 Be aware of
confidentiality,
disclosure, and
“outing.”
 Don’t assume what
path a trans person is
on regarding
hormones or surgery.
 Listen to and celebrate
transgender voices.
 Kindly educate others
and publicly challenge
gender assumptions.
Why Have Gender Neutral Housing?
 Allows all students to live in a
comfortable arrangement
 Not just for transgender students
Who’s Talking About It?
 Established Programs*:  Inquiries:
 Sarah Lawrence College
 University of Southern
Maine
 University of
Pennsylvania
 Swarthmore College
 Oberlin College
*http://www.transgenderlaw.org/college/index.htm
http://www.genderblind.org/research.pdf
 Duke University
 University of
Hartford
 University of
Nebraska
 Ithaca College
 Emerson
College
 Cornell
University
Housing Stock
 Residence Halls: singles, 1-room
doubles, 2-room doubles, forced
triples
 Program Houses: singles, 1-room
doubles, 2-room doubles
 Apartments: single and double
bedrooms (1 to 5 people)
 Woodframes: singles (1 to 6 people)
Room Types
Housing Type
Single Double
Rooms Rooms
Residence Halls
579
385
Program Houses
237
49
Apartments
446
20
Wood Frames
574
Upper-class Housing Policy
 Co-ed Housing
 No restrictions for roommates
 May sign-up in co-ed groups for
General Room Selection
 After Room Selection, assignments
are generally by legal sex
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Transgender students guaranteed a
single if they contacted ResLife and
could afford higher cost of single.
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University’s non-discrimination plan
revised to include gender identity and
gender expression.
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Gender-blind hall created for students
who requested that gender not be a
factor in roommate assignment.
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First-year students could request a
gender-neutral assignment in any
first-year housing area and room
type.
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First-year students could petition to not
be assigned based on legal sex.
Petition reviewed by committee.
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First-year students may check box if
they prefer to not be housed by legal
sex.
First-year Housing Policy
 Complete a Housing Preference Form
online
 Must check a box requesting an
exception to the policy of assigning a
roommate on the basis of legal sex.
 Director calls each student that
request an exception to discuss needs
and available options.
Why Gender Neutral Bathrooms?
 Some people do not identify as male or
female
 You cannot tell by looking at someone what
she/he/ze feels about her/his/hir gender
identity
 People might be questioning their genders
and might feel uncomfortable in singlegendered bathrooms.
Guidelines for Multi-Gender
Bathrooms
 Minimally, each residence hall unit
should designate a multi-gender, a
female, and a male bathroom.
 Gender designations assigned at the
beginning of each year.
 Bathrooms will be clearly marked.
 RAs will guide their floors in a
discussion about these designations
Next Steps
 Fine tuning of current process
 Continuing student involvement
 Information on web site
Discussion
 What are challenges to institutions when
facing/meeting needs of transgender
people?
Discussion
 What are issues associated with the
duty of care for students identifying as
transgender?
Discussion
 How do you reach a balance? What are
you currently balancing?
Discussion
 Other Questions?
 Presented by:
Paula Liseo & Melissa Powers
[email protected] and [email protected]
Self quiz-how are transgender student
needs being met on your campus?
References
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http://intraa.tgcrossroads.org/connections/story/?aid=812&iid=32
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http://www.lynnconway.com
http://www.transgenderlaw.org/college/index.htm
http://www.genderblind.org/research.pdf
2007 Genius Index-Gender Equality National Index for
Universities and Schools
www.gender.org
Beyond the Binary: Housing & Gender Identity – Robin
Hershkowitz and Brandon Buehring
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