This is me: How to include everyone's true identity in digital spaces

Authors and presenter*

• Ash Russell, IT Services, Student Services & Operations*

• Paula Johnson, Organisational Development, People and Wellbeing

Abstract

With every part of the student lifecycle and working environment linked to digital systems, students and staff are frequently confronted with an inability to accurately record their identity. This is particularly significant for trans and gender diverse people, for whom an inability to change name, gender, or title results in disruptions to their study and work. This is unacceptable, and in response, a project is being implemented that supports everyone in the University community to freely control their identity across the entirety of our digital environment.

In a modern university it is good teaching practice to create inclusive learning spaces that respect individual identity and remove causes of persistent anxiety. This approach allows students from all backgrounds to fully engage in their studies and is a significant factor in educational attainment (Murphy et al., 2020; Strayhorn, 2012; Silver Wolf et al., 2017).

This is me supports this practice by creating an environment that focuses on inclusive behaviour rather than individual attitudes (Moreu et al., 2021). It provides clear parameters for behaviours that staff can follow when engaging with students: removing guess work and the need to ask invasive questions (Wesley Chamberlain & Newkirk-Kotfila, 2022). By promoting strategies that increase acceptance of individuals and are respectful of identity, we can create safe and inclusive digital spaces in which to work and study. Our goal is to prove that true and full inclusion of self-expression is not only possible at our University but is what our students and staff need to thrive.

References

Moreu, G., Isenberg, N., & Brauer, M. (2021). How to Promote Diversity and Inclusion in Educational Settings: Behavior Change, Climate Surveys, and Effective Pro-Diversity Initiatives. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.668250

Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, K. T. U., Bottoms, B. L., & Walton, G. M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6(29). https://doi.org/doi:10.1126/sciadv.aba4677

Silver Wolf (Adelv unegv Waya), D.A.P., Perkins, J., Butler-Barnes, S.T., & Walker, T.A., Jr. (2017). Social Belonging and College Retention: Results From a Quasi-Experimental Pilot Study. Journal of College Student Development, 58(5), 777-782. https://dx.doi.org/10.1353/csd.2017.0060.

Strayhorn, T.L. (2012). College Students' Sense of Belonging: A Key to Educational Success for All Students (1st ed.). Routledge. https://doi.org/10.4324/9780203118924

Wesley Chamberlain, A. & Newkirk-Kotfila, E. (2022). (Mis)Understanding Students: Approaches to Affirming Student Identities. National Association of Student Personnel Administrators. https://www.advisingsuccessnetwork.org/wp-content/uploads/NASPA_MisUnderstanding_2022.pdf