Friday 19-02-2021 - 13:55

What it means to be LGBT+ in education and the workplace.  

 

Chair: Jack Rankin, SU Education VP (SUEducation@chester.ac.uk)  

Notes: Lauren Holmes, Seaborne Library diversity rep (l.holmes@chester.ac.uk)  

Panel:  Sandra Hopkins (staff), Amethyst Clarice Elson (student), Isolde Verity Reynolds (student), Warren Lee-Almark (Chester Pride), Georgina Corser (Enterprise rent a car) 

1. The panel talked about inspirational figures in the LGBT+ community.  

• The LGBT+ community itself is an inspiration. The young learn from the old and the old learn in turn from the young – and it’s also important to appreciate allies.  

• Alan Turing – proof that you can make it in STEM while being LGBT+, and being open about who you are – this aspect of your identity contributes to your work, and isn’t just part of the background. STEM often relies on empirical fact, but fact cannot always be separated from identity. LH note: more information on Alan Turing. 

• Lady Phyll – an activist for QTIPOC (Queer, Trans and Intersex People of Colour). Despite the community being tolerant, racism is still surprisingly prevalent – it is now becoming a safe space for people in both communities. LH note: more information on Lady Phyll. 

• The Public Universal Friend – a preacher who lived in the later 18th century who was assigned female at birth. They suffered an illness in their twenties and decided that their previous name had died – they no longer used gendered language or clothing, preached religious tolerance and equality for everyone. The Public Universal Friend is a happy story that proves that even in the 18th and 19th centuries, people accepted non-binary people. Even in death, their pronouns and name were respected. LH note: more information on the Public Universal Friend.  

• Jen Yockney, MBE - a bisexual and trans activist who knows so much about LGBT+ politics and history – they don’t seek publicity but are so kind and patient, and publish a bi community news magazine that goes back through the years. LH note: more information on Jen Yockney. 

 

2.  As a student, do you feel that the curriculum is inclusive and supports diversity? 

• STEM: There is room for improvement. It would be welcome for it to be incorporated to the curriculum. Biology focuses a lot about sex characteristics – it would be good to approaching intersex issues (for example, surrounding surgery on children and consent). Biological sex is important and beneficial to the scientific community, but biological sex cannot be translated to an individual person. STEM could do with being more open and talking about it, bringing these issues up – because they are there, and they do affect things. 

• Education studies: there are ongoing issues with how the government gets a say in how students can be educated, but there is not much we can do. There are so many variations in sex and what causes sex, that it's bigger spectrum than just male/female. What's taught in schools is like saying there is only blue and pink but without talking about all the different shades in between. 

• French: French is a gendered language – anything inclusive to non-binary has to come from France itself.  

 

3. As a member of staff, how do you make the learning environment as inclusive as possible? 

• Bring in examples from LGBTI+ activism – make sure examples are inclusive – use examples to broaden what people hear and see. Show, for example, that gay couples can have successful businesses.  

• Work with allies in other departments and businesses and promote inclusivity using that network.   

 

4. Gender Neutral toilets campaign. 

• Launched on 4th February. The aim is to have at least one block of gender-neutral toilets per building across all campuses.  

• This campaign is not asking for the removal of gendered bathrooms – just that there is also a gender-neutral option. 

• The campaign is not for individual bathrooms (as it is acknowledged that it would be a big ask and a big cost to the University).  

• The request is that there is at least one set of toilets where the signage is facilities-based (cubicles/urinals/accessible etc).  

• This change will benefit everyone – it’s obvious for trans, non-binary and gender non-conforming, but it also affects everyone who doesn’t conform to what a man or woman ‘looks like’.  

• People who dress in drag have to use disabled bathrooms. 

• Helps with accessibility with a range of medical issues – cis-gendered men who don’t like to use urinals, or have bowel issues – generally, cubicle provision for men isn’t as good. 

• Everyone deserves to have a bathroom where they can be safe. It should be a right.  

• Other universities have agreed that any new builds have their toilets as individual cubicles with their own sink and hand dryer. This makes toilets more accessible to a wide range of people.  

• Campaign: https://www.chestersu.com/articles/safe2peeuoc-join-our-campaign-for-gender-neutral-toilets-at-uoc 

• https://www.chestersu.com/thestudentvoice/university-of-chester-please-provide-one-block-of-gender-neutral-toilets-per-campus 

• The government is moving backwards on this issue, see: https://www.gov.uk/government/consultations/toilet-provision-for-men-and-women-call-for-evidence/toilet-provision-for-men-and-women-call-for-evidence 

 

5. Do you see the University and/or CSU as an ally? 

• The general feeling from students is that the SU is very good at giving a voice to students who feel like things need to change.  

• Homophobia is a big problem during Fresher’s week – especially with drag queens - but once freshers have been through our induction week, the homophobia is greatly reduced.  

• Seeing the pride lanyards, pride laces (for sports societies), and pride flags, really helps people feel safe. 

 

6. How important are the support groups in the University? 

• We are a church University – this makes members of the LGBT+ community nervous when considering coming to the University of Chester. Having a welcoming nature is very important. We need to make them feel like they belong, and that sexuality isn’t going to be an issue – with our many voices and departments saying the same thing. Having the trans day of remembrance in the chapel, for example, sends a really good message. 

• Students need a place that’s going to be welcoming and inclusive. It’s an opportunity to have a space where people are safe to be themselves and know they have got the support of their peers.