Hui is a full professor in physics currently teaching the first-year introductory course for physics majors. Hui’s course takes place in a moderate-size lecture hall and enrolls 75 students. Hui knows many students by name, but not all. He is familiar enough with his students to recognize their faces and is comfortable asking for their names when he does not recall.
After midterms, one of his students, Lane, attends office hours. After briefly discussing the results of their midterm, Lane shares that Hui has not been using the correct gender pronouns with Lane since the beginning of the term. Lane, who identifies as non-binary, uses gender neutral pronouns (Ze, Hir, Hirs). Lane shares that ze would appreciate if Hui did not use masculine pronouns (he, him, his) when addressing hir.
Hui recognizes that he has mis-stepped with Lane, and while he does not immediately understand Lane’s concerns or what it means to be non-binary, he apologizes and shares that he will do better going forward. When Lane leaves, Hui connects with a colleague and admits that he is not sure what it means to be non-binary nor is he sure what it means to use different pronouns. Hui admits that he has never really thought about his own pronouns. His colleague directs him to an on-campus training on introductory LGBTQ concepts. He also shares with Hui that the university’s learning management system has software called Name Coach where Hui can confirm a student’s gender identity and gender pronouns.
Hui attends the campus training, where he learns much and has the opportunity to practice speaking with gender inclusive pronouns. Hui also practices using Name Coach and finds that integrating students’ preferred gender pronouns is less cumbersome than he initially anticipated. Going forward, Hui includes a statement in his syllabus about his commitment to inclusive pronoun use as well as a link to ‘Name Coach’ where he encourages students to share or update their gender pronouns. Hui also normalizes pronoun sharing (if students wish to do so) at the beginning of the term during general introductions.
- The Issue: Hui is made aware that he is misidentifying one of the students in class. Hui wants to be supportive and inclusive but is unsure of the student’s request and what it means to be non-binary.
- The Deliberation: Hui seeks the guidance of a peer and confides that he is unfamiliar with the identity of his student, and how to best support hir. Hui is directed to campus resources for further learning.
- The Growth: Hui increases his consciousness to the experience and needs of non-binary learners and develops new skills to communicate with and advocate effectively with students across the gender spectrum.