Diversity and Inclusion Newsletter

A message from your Diversity and Inclusion Manager, Fawzia Reza

Greetings ACE family,

COVID-19 has changed the way we conduct our everyday business. However, at ACE, the pandemic has not hampered our ability to engage in robust discussions, share ideas, and develop allyship with people who have been coerced to silence their identities and mute their voices. I am proud to be a part of an institution that promotes inclusiveness, demonstrating our diversity and inclusion statement wherein we “live inclusion”.

This issue features very relevant articles regarding the challenges that are faced by members of the LGBTQ+ community and what all of us can do to develop a better understanding of those issues.

As some of you recall, a few years ago, I conducted a study to understand student perceptions regarding diversity and inclusion at ACE, and based on the recommendations that I received, I have proposed proactive steps to ensure that our curricula, articles, and discussions also share the accomplishments of members who identify as LGBTQ+. For example, I am developing training for students to better understand the challenges faced by those who identify as LGBTQ+ and how to develop an allyship with them. I also hosted a panel discussion for ACE faculty and staff to create greater awareness of LGBTQ+ individuals. I have created a resource guide for our student and whenever possible, have included the voices of the members of the LGBTQ + community. Collectively, these initiatives demonstrate that at ACE, we are committed to ensure that everyone (including the LGBTQ+ community) feels represented, welcomed, and respected.

I request you take some time from your busy schedule to read this D&I newsletter. It will afford you opportunities to understand more about people who identify as LGBTQ+ individuals while helping you to make a conscious effort to appreciate the rich diversity that surrounds us all without letting our biases interfere in our interactions.

Regards

Fawzia Reza

Allyship Training For Staff and Faculty

As both our world and our workplaces become more accepting of broader and more diverse identities, you may have asked yourself how you can better support the LGBTQ+ community. Every person has their own journey in understanding what it means to support LGBTQ+ people, whether you’re LGBTQ+ or not. The ACE Allyship training is designed to help ACE faculty and staff build understanding and comfort as we explore allyship and what it means to be an ally. We invite you to enroll in this training and join us in this journey!

Enroll here: https://ace.instructure.com/enroll/BPMPNH

LGBTQ Workshop For Students

Students, we have developed a training to promote greater awareness and appreciation of individuals from the LGBTQ+ community. I recommend that you take some time and take the training. As ACE strives to become more inclusive, we hope to foster a climate of belonging, equality, and inclusion for everyone.

Barry Chametzky, Core Faculty, Professional Educational Studies

There is a colloquial expression “You better check yourself before you wreck yourself.” For those who don’t understand that phrase, it means to examine yourself before a situation could become easily rather bad. When talking about the LGBTQIA community—and indeed any non-majority, non-White, non-heterosexual community--such an expression is crucial. In the LGBTQIA community, as Chevrette and Eguchi (2020) stated, differences aren’t seen. Because of this invisibility, being mindful of one’s words and actions is vitally important. And knowing what to say and how to behave are excellent ways to “check yourself” before a situation turns bad.

Members in this non-heterosexual group are unlike those in other communities. While color may be visible, sexual preference, sexual identity, and gender identity are not generally visible. I use the term generally because, for example, if a person is transgender and is in the early stages of transitioning, a change may be noticeable. Nonetheless, in spite of the invisibility that is often present, there are things people can do if they wish to be allies to the LGBTQIA community.

One of the most important elements in being an ally to someone in a community different from yours is respect. Through respect, progress and understanding can easily take place. For this reason, there is great value in starting a potentially difficult conversation with “I want to be respectful and considerate, but I don’t know how to ask this question. Please help me.” Such an opening will take you rather far as it demonstrates great respect and humility. And, this opening is valuable in numerous different situations and with many different groups of people.

Next, we all know that a person’s name and gender identification are intricately tied to the person. To mispronounce a person’s name or use an incorrect pronoun based on incorrect presumptions would be considered rude and offensive. Thus, knowing the person’s preferred pronouns is highly valuable. And when we use those pronouns, we are showing that person our allyship and respect. Of course, given that no one is perfect, mistakes will happen. Should you use an incorrect pronoun with a person who then corrects you, thank the person and apologize sincerely. Then, make a concerted effort to use the correct pronoun in the future.

Finally, non-heterophobia is all too often internalized (Story, 2020). And that forced internalization is made even more apparent when we don’t respect members of the LGBTQIA (or any!) community. Therefore, our respect and intentional externalization through allyship are necessary. One way to understand allyship is through a common educational term. If you are an educator, no doubt you may have experienced the concept of differentiated instruction. (Thanks to Dr. Imani Akin for this analogy, given during a personal communication.) For those people who might not be familiar with this term, differentiation is a way for an educator to individualize the instruction to each person. What may work for one person might not apply to another. Differentiation, by its nature, is highly individualized. If we think of being an ally to members of the LGBTQIA community as differentiation, then the need to be respectful to one another and use the proper pronouns is not unexpected or unusual. We educators do that with our students all the time. And, what applies to one person might not be true for another. One person might prefer a certain pronoun and another might not care; one person might choose to self-describe in one way and another might not. Differentiation is needed and appreciated.

By doing these things, not only are we demonstrating allyship but we are showing responsibility. We are also holding ourselves to a high standard of accountability. Finally, and perhaps most importantly, in our allyship and proper actions and behaviors, we are implicitly stating to members of the LGBTQIA community that they matter, they are valued, and they are valuable.

References

Chevrette, R. & Eguchi, S. (2020). “We don’t see LGBTQ differences”: Cisheteronormativity and concealing phobias and irrational fears behind rhetorics [sic] of acceptance. QED: A Journal in GLBTQ Worldmaking, 7(1), 55-59. https://doi.org/10.14321/qed.7.1.0055

Story, K. A. (2020). Black femme menace: How Queer battle fatigue intersects with blackness and gender. GLQ: A Journal of Lesbia & Gay Studies, 26(2), 233-236. https://doi.org/ 10.1215/10642684-8141788

Jacob Carlock, Student, Ed.D. in Leadership Program

My name is Jake Carlock, and I grew up in rural North Georgia on a farm. We had a typical family life in the country, southern accent and all. For 21 years, I learned how to take care of animals, mend fences, and grow crops in our garden. During my final year of college in undergrad, I was outed by a family member. This person brought her laptop to my parents’ house and showed them a picture of me with a man on my Facebook profile simply sitting next to each other. I was confronted by my mother through a phone call. After many years of hiding my true self in an environment filled with homophobia, I confirmed that I was in fact gay. That moment felt as if I had taken my first breath in life. However, the following days led to heartache with the conclusion of my family disowning me. I was left standing on the side of the road to find my own path in life. It has been 10 years since that day.

After drifting from couch to couch, I got a job managing a gas station on the border of the Georgia/Tennessee line. I dropped out of college as I had no way to support myself, let alone attend school. The most impactful memory I have of this time was sitting in the rain on a curb and thinking, “I will not let someone else determine my future.” Eventually, I reenrolled in school and have kept moving myself forward in life. It is easy to dwell on negativity- I could have easily blamed my situation on others. However, I chose to take the heartache, hunger, and pain I felt and transform it to love for others. A tiny candle can drive out the greatest darkness. No matter how small one’s actions are, if done for the good of others, the product can be remarkable.

Dolly Parton’s music has been an impactful reflection tool for myself throughout this journey. Not only does her voice remind me of home, but her song “I Will Always Love You” has helped me grow as an individual and focus my acts to help others. Although life changes and negative situations happen, I have always wished the best for all and placed positivity and love in my actions.

“I hope life, treats you kindly

And I hope that you have all

That you ever dreamed of

And I wish you joy

And happiness

But above all of this

I wish you love”

-Dolly Parton

Today, at the age of 30, I am a doctoral student and Graduate Assistant at American College of Education. I am in the final stages of my doctorate program and also teach K-5 Physical Education at a school primarily consisting of refugees from around the world. There are at least 5 different languages spoken in any given class I teach. Throughout my educational career, I have written grants, served as department head, served as a consultant on the redevelopment of several phases of district-wide curriculum, and coached robotics, drone building, and soccer teams. One of my favorite organizations I led was a fatherly involvement group at school. Each month we would host a breakfast for fathers/guardians to eat with their children. I would begin every session by having the fathers say one thing they are proud of in their children and the children would then respond with one thing they are proud of in their father. This simple action would begin building the bridge for positive communication and relationship building between father and child.

I also led a school to a school-wide STEM certification. This accomplishment resulted in developing multiple community partners and establishing a school garden which donated our sustainably grown vegetables to the Lost and Found Youth Shelter, a local LGBTQ+ shelter. I have served as a life coach for Rainbros, a gay men’s coaching organization to help unite our community and grow individuals. Additionally, I began writing a book about my journey through coming out and the struggles I have faced. My goal through this to give anyone who reads it the confidence to push forward and try their best to make the world a better place for all- regardless of sexual orientation. In my first gym, I made a banner which said, “You climb a mountain one stone at a time”. I instilled this vision in my students. No matter what their situation was in life, they have the power to make something remarkable. For myself, this is not the conclusion of my journey, but the beginning of something even greater. Students and faculty at ACE will be well served if they consider these points as they interact with diverse people throughout their own journey in life.

The increase in the representation and visibility of sexual and gender diverse (SGD) populations casts light upon educators to understand how our practices affect their well-being. Individuals who identify as lesbian, gay, bisexual, asexual, transgender, non-binary, queer, or intersex, and those who express same-sex or -gender attractions or behaviors have experiences across their lifespans differing from cisgenders and/or heteronormative individuals. Pondering the theme of ACE's Diversity and Inclusion Newsletter, I reflected on ways educators can affirm, celebrate, and unleash the potential of SGD individuals through the lens of social-emotional learning. Specifically, how can we counter the dominated narrative and use our awareness, relationship, and decision-making skills to be allies and support SGD individuals in sharing their lived experiences and be their authentic selves?

Language Matters! Even as this article is written, the language around gender and sexuality continues to evolve. It is important to articulate our current understanding of SGD language explicitly and consciously. Language has the power to offer the validation and acknowledgment of SGD identities and the power to deny them. Language also has the power to oppress and dehumanize individuals. From an awareness and decision-making standpoint, we need to be aware of the language we use, be conscious of the context in which we use it and be mindful it is inclusive and validating for everyone. From a relationship standpoint, failing to properly address these issues erodes trust and makes it less likely SGD individuals will stay engaged with you and be transparent with you. Become familiar with recent terms, questions, and statements that will help you navigate SGD identities (Figure 1).

What Can Allies Do?

Social-emotional learning (SEL) can be a lever for creating caring, just, inclusive, and healthy communities supportive of all people.​ SEL can address various forms of inequity. Allies can unleash the potential of SGD individuals through the SEL competencies of awareness, relationships, and decision-making to co-create thriving schools and workplaces and contribute to safe, healthy, and just individuals and communities.

Awareness. Recognizing biases is an essential first step. If someone were to come out to you as SGD, what would your first thought be? Can you name historical figures who were SGD? Have you ever laughed at a joke at the expense of SGD people? If you do not identify as SGD, how would you feel if people thought you were SGD? Based on your responses to these questions, do you think you have internalized some of the anti-SGD messages pervasive in our world? How might your beliefs influence your actions? The more aware we are of our own biases and their impact on our behavior, the easier it is to ensure our beliefs do not undermine efforts to support SGD persons.

Relationships. Being empathetic and promoting relational trust means having an open mind and genuinely accepting SGD individuals as they present themselves. The next time you are around an SGD person, challenge yourself to engage in collaborative conversation, share perspectives, and get to know them better. You will come out of the conversation feeling you are not as different as you first thought. You will feel closer to the person, and as a result, much better able to empathize with them.

Decision-making. Allies can prioritize being inclusive and representative of all voices on many levels—from policies to curriculum to school and workplace climates. Allies can evaluate the impact of exclusionary language and practices and advocate for diversity and inclusivity.

How often do we authentically celebrate who we are? Because SGD individuals spend so much time and energy focused on what they think is "wrong" with them, celebrating themselves is not simple. Many SGD people identify with some version of "I'm not good enough" that runs their life. Even though many SGD persons understand this, living their lives authentically is difficult. Unleash the potential of the SGD individuals in your lives so they can indeed be their authentic selves and live their lives from a genuine place of self-acceptance, self-appreciation, and self-love.

Britt Burr, Student, Ed.D. in Leadership Program

There is an innate understanding I have when it comes to autistic people. I realize that everyone with autism is different. I say this humbly knowing that if you’ve met one person with autism, you’ve met one person with autism. However, my general understanding of this population is something I have tried to figure out for a long time. I have a deep level of intrinsic knowledge when it comes to interacting and engaging with people that are neurodiverse.

In the past, I have chalked this up to being in the field for a long time—able to point out certain indicators that others may have easily overlooked. Or, having an autistic father and seeing similarities in him, that I see in others. And sure, these things have definitely helped me, but the understanding is still much deeper.

I am queer. I have ADHD. At times, my ADHD can exhibit itself in ways that are similar to those on the spectrum. Sometimes I have abilities that feel like “super powers”—being able to knock out tasks in record speed, or writing a 15–20-page research paper in under an hour. I can observe, process, and retain information rapidly and can often figure out smarter, creative ways to do things to save more time.

In fact, as I write this right now, I am in my world of hyperfocus. I am on cloud nine. My mind is reeling. Nothing around me exists. And as I peel back the mask for you to see inside this wacky head of mine, I am both anxious not knowing how you will respond, and ecstatic because I finally get to talk about this. But I know the crash will come soon and the fatigue will set in. So, my hyperfocus comes at a cost. And, I am not without other struggles in my life.

I succumb to time blindness—not being able to predict how long a task will take, or getting completely immersed in a task where hours have flown by in a blink of an eye. I have a high level of justice sensitivity where I feel the need to advocate for every inequity I come across. If not in constant check, I will likely voice my concerns uncensored should the opportunity present itself. This is paired with a low tolerance for bureaucracy and arbitrary rules of society.

And info dumping —get me rolling on a topic I am passionate about and you’re likely to be sitting there for a while.

My own neurodivergence paired with my lived experience acts as a translator between the neurodiverse and the neurotypical world. But still, there’s more to be explored. Similarities we’re missing.

Intersectionality. A crossroads where two seemingly different things overlap. The two things: Neurodiversity and the LGBTQIA+ community. There are variant genes surrounding sexual orientation (Ganna et al., 2019) and autism runs in families (NINDS, 2021). In a recent study, 247 autistic women were interviewed regarding their sexual orientation (Bush et al., 2021). Among them, over half reported that they fell on the asexual spectrum—i.e., never or rarely experiencing sexual desire. The other half identified as either demi-sexual (experiencing sexual desire only after a deep personal connection), bisexual, or pansexual. Only 8% (approx. 20 people) of the entire sample of 247, identified as strictly heterosexual.

There are also elevated rates of gender nonconformity among autistic populations (Warrier et al., 2020). The reasoning behind this is not entirely clear, but there is a prediction that it is attributed to the autistic trait of not conforming to social rules (Kallitsounaki et al., 2021). Because there is a divergence in interpreting certain social norms, autistic people are not bound by the conforms of society, thus they exhibit themselves how they want without social pressures weighing them down.

It is predicted that some queer individuals with invisible neurodivergence may have gone undiagnosed due to the social stigma surrounding the LGBTQIA+ community (Moreno et al., 2017). Sometimes queer people are met with derision when it comes to routine examinations and check-ups as they are forced to answer uncomfortable questions from often uneducated (in terms of queer culture edification) and unempathetic healthcare providers. This has possibly led to a discrepancy in neurodiverse LGBTQIA+ individuals receiving diagnoses--a diagnosis which could permit helpful accommodations.

There is more research that needs to be done, as these concepts are relatively new. Nevertheless, the intersectionality between LGBTQIA+ individuals and neurodiversity cannot be overlooked. As always, there are outliers in research. Some people can be strictly gay, or strictly autistic with no queer/neurodivergent markers, but all in all, a correlation is noticed here.

References

Bush, H. H., Williams, L. W., & Mendes, E. (2021). Brief Report: Asexuality and Young Women on the Autism Spectrum. Journal of Autism and Developmental Disorders, 51(2), 725–733. https://doi.org/10.1007/s10803-020-04565-6

Ganna, A., Verweij, K., Nivard, M., Maier, R., Wedow, R., Busch, A., Abdellaoui, A., Guo, S., Sathirapongsasuti, F., Lichtenstein, P., Lundström, S., Långström, N., Auton, A., Mullan, K., Harris, Beecham, G., Martin, E., Sanders, A., Perry, J., Neale, B., Zietsch, B. (2019). Large-scale GWAS reveals insights into the genetic architecture of same-sex sexual behavior. Science, 371(6536), 1-9. https://www.science.org/doi/epdf/10.1126/science.aat7693

Kallitsounaki, A., Williams, D. M., & Lind, S. E. (2021). Links Between Autistic Traits, Feelings of Gender Dysphoria, and Mentalising Ability: Replication and Extension of Previous Findings from the General Population. Journal of Autism and Developmental Disorders, 51(5), 1458–1465. https://doi.org/10.1007/s10803-020-04626-w

Moreno, A., Laoch, A., & Zasler, N. D. (2017). Changing the culture of neurodisability through language and sensitivity of providers: Creating a safe place for LGBTQIA+ people. NeuroRehabilitation, 41(2), 375–393. https://doi.org/10.3233/NRE-172187

National Institute of Neurological Disorders and Stroke (NINDS) (2021). Autism Spectrum Disorder fact sheet: What roles to genes play? https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Autism-Spectrum-Disorder-Fact-Sheet#3082_6

Warrier, V., Greenberg, D. M., Weir, E., Buckingham, C., Smith, P., Lai, M.-C., Allison, C., & Baron-Cohen, S. (2020). Elevated rates of autism, other neurodevelopmental and psychiatric diagnoses, and autistic traits in transgender and gender-diverse individuals. Nature Communications, 11(1), 3959. https://doi.org/10.1038/s41467-020-17794-1

Audra Pickett, Curriculum Revisions Manager

You might be familiar with the term ‘ally’ in relation to supporting the LGBTQIA+ community. Allies are individuals who express their love and support to members of the LGBTQIA+ community. A relatively new and alarming term, however, is optical or performative allyship. Latham Thomas coined the term optical allyship back in 2018. She described optical allyship as the type where an ally posts hashtags and images in support of a marginalized group, merely for appearances, but does not engage in the true work of helping the marginalized group break away from oppressive systems (Ibrahim, 2020).

Consider the following: during June do you make social media declarations such as #happypride and use a pride frame for your profile pic, but come November vote for someone who does not support LGBTQIA+ healthcare, adoption, or marriage? That’s performative. That’s optical allyship.

True allyship extends beyond the hashtags, frames, and expressions of support and love. Allyship is reading works by members of the LGBTQIA+ community. It’s donating to organizations like The Trevor Project, that offer counseling services to LGBTQIA+ persons. Allyship is voting for people who support LGBTQIA+ rights and giving your money to organizations that support the LGBTQIA+ community (Harper, n.d.). Google a list of LGBTQIA+ businesses in your community and purchase goods from those organizations. Sometimes, companies donate some of the proceeds from their goods to LGBTQIA+ organizations.

As an organization, evaluate your words and your actions for true allyship. Do you make statements supporting diversity, equity, and inclusion, but fail to hire members of diverse communities? If you’re an educational organization, offer courses with prominent LGBTQIA+ themes and hire members of the LGBTQIA+ community to write and teach courses centering LGBTQIA+ experiences.

Our allyship should occur within our professional and personal lives. Work for organizations who back up their words with actions. Vote, volunteer, and donate your money to people and organizations who have boots on the ground and work towards equity and equality for our LGBTQIA+ community, friends, and family.

References

Harper, M. C. (n.d.) 10 steps to non-optical allyship. Johns Hopkins Medicine, Office of Diversity, Inclusion and Health Equity. https://www.hopkinsmedicine.org/diversity/_documents/10%20Steps%20to%20Non-Optical%20Allyship.pdf

Ibrahim, N. (2020, June 8). What is optical allyship? Ways you can support the BLM movement apart from spreading hashtags. Global News. https://globalnews.ca/news/7032981/george-floyd-optical-allyship-black-lives-matter/#:~:text=Simply%20put%2C%20optical%20allyship%20can,hand%20or%20to%20dig%20deeper.

Breneil Malcolm, Student, M.Ed. in Higher Education Program

I recall an experience as I walked into my local supermarket one day. I was not quite sure how to label this encounter at the time, if one of discrimination or one of genuine confusion. Nonetheless, it forced me into deep reflection and contemplation, a theme that would go on to represent itself in many of my subsequent encounters and interactions.

Identifying as androgynous, this is represented in the way I have chosen to build my body, my demeanor, and the way I dress. Upon entering the supermarket that day, one of the (female) security officers who was checking for COVID-19 protocols commented, “Is that a man or a woman?” I had grown very use to the commentary and stares surrounding my expression. That had been my reality for years, especially in the more recent ones as I grew even more deviant. Growing up in a highly monistic, homophobic culture, negative reactions were a norm – one I had grown used to and eventually just completely ignored. I paid no mind to the specifics of the language used in these comments; they all just sounded like negative noise. And so, I blocked it all out and would typically just ignore. That day, however, I did not. I responded, very sternly, “you should mind your business; focus on yourself.” She replied, “I didn’t mean to offend you. You have a pretty face. Big shoulders. Big lower body. You look too good to be a man. So, I wasn’t sure.”

As I engaged in my metacognitive processing, I thought about the language of her comment and contrasted that with the language used in other, more obviously derogatory comments. As time progressed, I became much more aware of others’ language in commentary and paid closer attention to body language and tone. I started asking various friends and acquaintances to describe their perceptions of me, specifically related to my physical characteristics. I needed further insight, so I also started asking other people about how they perceive me, strangers, people I dated, and heterosexual men. Many of them admitted genuine confusion about my sex and gender before they got to know me. One said he thought I was an Olympian woman whenever he would see me around. The feedback from these various sources gave me a broader perspective and forced me to reflect and think more critically.

From my sequence of interactions and experiences, I was drawn to attempt to interpret and explain persons’ thoughts, evidenced by their behaviors, through their backgrounds, specifically cultural backgrounds. As highlighted previously, my country subscribes to very traditional ideas around LGBTQ+. And while there has been some relative progression, there remains a great deal of work to be done.

People reserve a right to express themselves as they see fit once it does not cause harm to others or themselves. We are not obliged to make excuses or exceptions for anyone who discriminates; in fact, we have a responsibility to advocate for social justice as a human amongst other humans, all deserving of access to basic human rights. But we cannot neglect nor negate our cultural and societal contexts. Many of us who have been subject to discrimination and abuse, as members of the LGBTQ+, are fueled by hatred because of our perpetrators, in some cases many years’ worth. While this may be warranted and our experiences and feelings valid, we cannot fight fire with fire. In forming a bridge, an alliance, between LGBTQ+ and heteronormative groups, we must consider and evaluate where our society is at. The situation is especially delicate for those of us in smaller, more close-knit societies. It requires a deeper analysis of culturally varying existing social constructs for us to gain insight on how to strategically permeate said constructs.

This conversation concerns each one of us at ACE. We come from so many different backgrounds and bring a range of life experiences that determine diversity through our individuality. Whether we identify as LGBTQ+ or not, we interact and network with persons from across life’s spectrum, personally and professionally. We each have a responsibility in contributing to greater representation of the LGBTQ+ community as we strive for a more diversified and inclusive environment. My story accounted here is but one of myriads of other experiences throughout my life. And my life experiences represent but one person’s out of the hundreds of thousands across the global LGBTQ+ community. In bridging the gaps that continue to divide us, we must think of culturally appropriate strategies as we move from awareness to action for greater representation of the LGBTQ+ community.

Sara Matlack, Student, Ed.D. in Second Language Instruction Program

Brief History of the Singular “they/them/their”

Traditional grammarian prescriptivists have been fighting the idea of the pronoun “they” as singular ever since it came back into popularity in recent years (Caplan, 2020; Matsubara, 2021; Western Washington University, 2016). For instance, Caplan (2020) states that many scholars believe English pronouns are usually a closed group, meaning they do not change. I beg to differ with thou or thee if I may. The fact is that the singular “they” has been used in English since the 1300s (Matsubara, 2021; Schwarz, 2019). It was popular with Shakespeare, Chaucer, and Jane Austen but has since fallen out of favor (Dickson, 2019; Western Washington University, 2016). Recently, it has come back as one option to refer to those whose gender is unknown, when knowing someone’s gender is unimportant, or for those who are gender-nonconforming, gender-neutral, genderfluid, non-binary, etc. (Caplan, 2020; Purdue Online Writing Lab, n.d.).

Many people already use the singular "they" without even realizing it. Here are some example sentences: “Someone left their keys here” (Schwarz, 2019, para. 8); and “Somebody hit my car, and they didn’t even leave a note!” (Dickson, 2019, para. 1). The current offering is that a writer can use the long and awkward “his or her” or the shortened “his/her” (Caplan, 2020). However, this argument may fall flat when one does not identify as either. We change other parts of English so radically that it seems absurd to not add the singular variation of “they/them/their” for the purposes of inclusivity and to avoid gender-favoring in English language teaching.

Teaching the Singular “they/them/their” in ESL

As an English as a second language (ESL) teacher, there are many challenges regarding learner proficiency, learning style, cultural background etc. One must be mindful of all of these. Some English language learners may not have an equivalent to a singular “they/them/their” or it may not be culturally accepted (Dickson, 2019). Another challenge is many English grammar and English as a second language websites or textbooks do not include the singular “they/them/their”; it is commonly introduced as a third person plural only. So, these materials must be modified.

When introducing and teaching the singular “they/them/their”, there are a few suggestions put forth by teachers and writers:

• Introduce the concept as part of the basic pronouns (Caplan, 2020).
• Teach it to more advanced proficiency levels, as beginner levels “are often more focused on what is being said than how it is being said” (Dickson, 2019, para. 5), and therefore, it may cause confusion.
• Wait for the opportunity to arise in class and point it out directly (Caplan, 2020).
• Provide students example sentences with unknown gender identities and then have them come up with their own examples (Caplan, 2020; Dickson, 2019).
• For more advanced levels, ask learners to listen or read for examples outside the classroom and jot them down in a notebook or journal to share (Dickson, 2019).
• If learners are more advanced and, most importantly, comfortable with the idea, hold an in-classroom discussion about gender identity where pronoun usage may take place (Dickson, 2019).

Inclusion for the Future

The reality of it is that the singular “they/them/their” should be introduced to ESL learners. As a socially impactful institution, the ACE community can have a lasting influence on ESL teaching by including a previously excluded singular pronoun. There has been a major change regarding “they/them/their” usage and one can only see that this change is here to stay. Several organizations have acknowledged and accepted it such as members of the Associated Press, Chicago Style, APA, and MLA manuals, social media, and in daily conversation (Dickson, 2019; Matsubara, 2021; Purdue Online Writing Lab, n.d.), and we should too. The American Dialect Society even named it the word of the year in 2015 (Clemens, 2016; Dickson, 2019). As Clemens (2016) puts it: “Language matters. It reflects our culture and our constructions of identity… As we question gender binaries, we must question our language—and the way we teach it” (para. 12). Including “they/them/their” has the potential to expose relevant and real-world practices to language learners. It may also improve the wellbeing of individuals as language learners turn class practice into real world experiences. Therefore, it is the duty of ESL teachers to give learners the tools they need to succeed. If it is excluded simply because it is not yet official or too challenging, then learners are not provided all the knowledge they may need for the future.

References

Caplan, N. (2020, November 16). Singular "they": Teaching a changing language - world of Better Learning: Cambridge University Press. World of Better Learning | Cambridge University Press. https://www.cambridge.org/elt/blog/2020/11/16/singular-they-teaching-a-changing-language/

Clemens, C. (2016, February 25). Thanks to the "singular 'they'". Learning for Justice. https://www.learningforjustice.org/magazine/thanks-to-the-singular-they

Dickson, A. (2019, November 26). The two uses of the singular "they". ESL Library Blog. https://esllibrary.com/blog/the-two-uses-of-the-singular-they

Matsubara, J. (2021, June 29). Singular 'they': A user's guide. English Language Institute. https://esl.uchicago.edu/2021/06/29/singular-they-a-users-guide/

Purdue Online Writing Lab. (n.d.). Gendered pronouns & singular "they" // purdue writing lab. https://owl.purdue.edu/owl/general_writing/grammar/pronouns/gendered_pronouns_and_singular_they.html

Schwarz, A. (2019, July 5). Quick guide to singular "they". Teaching Outside the Binary. https://www.teachingoutsidethebinary.com/blog/quick-guide-to-singular-they

Western Washington University. (2016). Singular they: Lesson plan. Facing the Future Publications. https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1002&context=ftf_allpublications

Fawzia Reza

Webster’s Dictionary defines myth as “a popular belief or tradition that has grown up around something or someone.” There are several myths regarding the Apple logo so prominent on iPhones and MacBook computers. Some say that the apple with a missing bite signifies Adam and Eve and the apple that fell from the tree. Some also link the apple logo to Alan Turing, who is accepted as the father of computers and was instrumental in the Allied victory over the Nazis. These proponents of the myth also point to the rainbow colors of the original Apple Logo, as proof that the company has championed LGBTQ+ issues from the beginning.

Since this newsletter focuses on greater awareness of the LGBTQ+ individuals, I would like to share the story of Alan Turing who committed suicide after eating an apple laced with cyanide. While Turing played an instrumental role in the development of computer science, he was heavily prosecuted because he identified as a gay man. Homosexuality was illegal in Britain at that time, and he chose to commit suicide instead of enduring continuing humiliation. While things have changed in terms of laws and legality status of sexual orientations, as I reflect on our world, seven decades later, we can still become better in terms of addressing phobia, biases and discrimination against individuals who identify as LGBTQ+. A society can only prosper if everyone is treated with respect and dignity and this includes members of the LGBTQ+ community. Students, Faculty and Staff members: As you read the contributions that are shared within this newsletter, reflect on your own biases, and think about what you can do to create an inclusive climate.

ACE hosted two panel discussions in 2021 for faculty and staff. These panel discussions featured robust conversations around the topics of gender equality, gender identity, and allyship. The following comments are from the faculty and staff who served as panelists. We thank each of you for sharing your experiences and expertise on these important topics this year and making ACE a more inclusive and safe place to bring your whole self to work and the classroom!

The panel discussion was an opportunity for me to share my lived experiences and foster greater awareness, appreciation, and inclusivity of sexual and gender diverse (SGD) individuals in our schools, workplaces, and communities. The panel discussion challenged the panel and participants to examine and reflect on previously held assumptions, values, and beliefs regarding SGD individuals. It also was an opportunity for participants to consider and empathize with the well-being of oneself and others to guide our actions toward creating thriving individuals, schools, workplaces, and communities.- Amalio Nieves

I participated in the gender panel. Discussing gender is always a passion topic for me because I try to live a life not confined by gender norms. It was empowering to be able to speak about my thoughts and experiences. I encourage others who are interested in participating in a panel to do it.- Taylor Ingles

The panel discussion was empowering for me because I now feel more comfortable speaking up and advocating for myself and for others! Treating all individuals and groups well requires people to look deeply into our own actions and beliefs and then identify biases and reflect upon how we inflect those preferences on others. It is my hope that discourse such as the panel discussions enlighten and inform others so that we can make changes and improve things for us all.- Shon Smith

Being a part of the Diversity & Inclusion panel allowed me the opportunity to advocate for all who are a part of the LGBTQ Community. The panel was also very informative, especially regarding the words we use or hear others use when referring to the LGBTQ Community. I shared my message in a way that represents mindfulness and acceptance for all no matter what orientation we may resonate with.- Santanna Ward

• As an early childhood instructor, the diversity meetings helps me to see how important it is during the early years to design curricula that reflect all students in the class

• It helps me to speak up against injustice of any kind whether it is related to me or someone else

• It makes me reflect inwardly on my biases and prejudices that can impact my relationship with other who may have a different cultural background.- Petronella Cameron

Participating in the panel discussion provided me the opportunity to share my perspectives on topics related to diversity, equity, and inclusion. Collaborating and learning from my peers during the panel discussion increased my awareness of my colleagues' experiences and increased my commitment to DEI.- Audra Pickett

I thought the panel discussion was a great opportunity for people to come together to share experiences on leadership. As a woman who held positions from Dean to Campus President, I thought it would be helpful to share some insights and experiences I went through to earn those positions so others might be able to use them to their advantage. Supporting and helping other women advance in the field of higher education is [all of] our responsibility.- Connie Harrison

Books that share the experiences of individuals who identify as LBGTQ+ have the power to develop a growth mindset by inspiring, educating, and empowering readers to advocate and learn more about this community. Dr. Imani shares a few books that might develop greater sensitivity and awareness of challenges facing individuals who identify as LGBTQ+

Parenting Your LGBTQ+ Teen, by Allan Sadac

All Boys Aren't Blue: A Memoir-Manifesto, by George Johnson

The Great Believers by Rebecca Makkai.

This newsletter provides multiple perspectives regarding how to better represent and include members of the LGBTQ+ community. I would like to leave you with three questions to think about as you consider why we all should develop more awareness of the challenges faced by individuals who identify as LGBTQ+:

· How might you make yourself more approachable to people who are within the LGBTQ+ community?

· How might you engage in mindful communication with everyone you interact with, including those who identify as LGBTQ+?

· How might you identify your biases and stereotypes regarding people who identify with the LGBTQ+ community and then take steps to address them?

Our diversity and inclusion newsletters provide a platform to share diverse perspectives on a preselected topic. We showcase our commitment to promoting inclusive practices through these newsletters and are already thinking ahead to our next newsletter. The next edition will be published in June 2022 and we want to hear from YOU!

What are some of the themes you would like addressed in future newsletters? This is your opportunity to share your thoughts and ideas. Please send your suggestions to our Diversity and Inclusion Coordinator, Fawzia Reza (fawzia.reza@ace.edu), no later than January 31st, 2022.

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