Respectful Pedagogy for Stanford Instructors:

Gender Identity, Expression, & Pronouns

What’s the big deal about pronouns?
● Using the correct pronouns is a sign of respect. Pronouns reflect the ways
that we understand one-another. Being seen and respected impacts
students’ well-being and ability to engage in learning environments.
Gender norms have real impacts across all disciplines, so they should be
examined and addressed in all our class activities.
● Using the wrong set of pronouns is a form of misgendering an individual,
which is a form of gender-based harassment. Unless someone has
explicitly stated their pronouns, others will make an assumption about the
set(s) of pronouns the individual uses based on their appearance or gender
identity.
● A person’s name and pronouns are not optional, so avoid saying
‘preferred’ before name and pronouns.
● There are many more options than just "he/him”, “she/her”, and
“they/them”, including “xe/xir", "name only", "no pronouns", many others, When instructors foster inclusive
and combinations of multiple sets (e.g., "he/him” and “she/her"). classrooms, students are excited
● If you do not know someone’s pronouns, create opportunities for them to to be known by their instructors.
share their pronouns with you of their own volition. Start by sharing yours.

When students DO like to share pronouns in class or with instructors:

● In classes with discussion, because students are likely to refer to one
another and their ideas in the third person.
● When sharing of pronouns is normalized and widely adopted by
people in class introductions, including when professors share their
pronouns.
● When there is an explicit expectation that instances of misgendering
will be addressed and/or that the instructor is open to feedback about
how gendered interactions are coming up in class.

When students DON’T like to share pronouns in class or with instructors:

● When misgendering goes uncorrected.
● When professors seem disinterested in getting to know students
individually and/or their pronouns are forgotten.
● When binary language has been used often and without any
indication that the professor is aware that gender is more expansive
than cisgender men and cisgender women.
● When only trans people are sharing pronouns or the professor
inquires only about the pronouns of students that don’t fit widely
accepted presentations of men and women.
● When stating a set of pronouns feels forced, required, or inflexible.
This can be particularly acute for students currently understanding
and exploring their gender identity and/or expression.
● In classes where it is unlikely to need to refer to other students with
pronouns, such as large settings without discussion.
*Data, figures, and quotations are based on Stanford
student input and experiences shared in an April 2019 For instructional consultation and more on-campus resources, see
anonymous survey sent to queer- and trans-focused Gender Inclusive Stanford (GIS) and Queer Student Resources (QSR):
email lists and overseen by Stanford graduate student, queer.stanford.edu/GIS
Callum Bobb. Context and recommendations herein are
queer.stanford.edu/gender-inclusive-stanford-gis/campus-resources
informed by this survey, broad reading of best practices in
higher education, and actual experiences of Stanford
instructors that work in the space of supporting students
in relation to gender identity and expression. This See other side of this document for
document was written and prepared by Callum Bobb and implementation strategies → → →
Joey Nelson in August 2019 for staff and instructor use.
Implementation strategies, further details, and examples...
● Students do not necessarily want instructors to know their gender identity but do need instructors to know and use
the correct name and pronouns. This enables instructors to eschew misgendering students.
● In getting to know your students individually, make space for them to share aspects of identity without requiring
divulgence. The best way to do this is to share yours, which invites others to do the same.
● Course Rosters: Students are able to record the pronunciation of their names and indicate their pronouns in
NameCoach, which instructors can see for their students on Axess and Canvas rosters. When students choose to fill
this out, they actively want you to know and use this important information about them. Remember: a student’s name
and pronouns may change during their time at Stanford, so create opportunities for updates/check-ins with students.
● Syllabi: In addition to including pronouns next to instructor names on syllabi (e.g., Prof. Aviv Sakai (they/them), Prof.
LaShawn Higgins (she/her), and TA Leland Stanford (he/him)), include a statement that explicitly addresses respectful
conduct regarding name and pronoun use in your specific course. GIS and QSR can provide consultation (see front).

When you mess up: Direct quote from a student: “If [an instructor has] messed up, just briefly apologize (without creating
a tone of seeking "forgiveness" or reassurance or "laughing it off" from the student), give reassurance that they're working
on it and will try to do better, and follow through on that promise - nothing more and nothing less.”
Implementation of inclusive practices depends on course type:
● Consider how you would like to learn more about all of your students and how they would like to be referred to in your
class. Be creative in a method that best fits your course topic, size, and the types of student-student interactions.
● If you have a discussion-based course, create an opportunity for all class participants (including you) to share name
and optionally pronouns on the first meeting.
○ For example: be very intentional about how you engage students in making name tags with their names and
optionally pronouns. Part of being intentional is choosing how and when students fill out their name
placards/tags. You might wait until all of your students arrive to class on the first day, introduce yourself, and
then pass out name tents with instructions on filling them out during which you state the optional nature of
including pronouns. This avoids putting pressure on students that do not wish to share this information from
feeling obligated to out themselves. Students who do want their pronouns known publicly will share them.
● If you are teaching a larger lecture-based course, pronouns may not be as necessary for the entire class to publicly
share, but you should consider creating an opportunity for students to share this information with you.
○ For example: have students fill out a pre-course assignment on Canvas where they can optionally share their
pronouns and anything else they would like you as the instructor to know about them (this might include access
considerations related to learning differences and financial constraints). If your large course will include group
projects and student-student interaction outside of your presence, talk explicitly about carrying the class norms
of inclusion you set with students into those spaces. Make yourself available to speak with students about
interpersonal issues that arise in the group setting, including navigating any challenges that arise related to
names, pronouns, and/or gender expression.

When misgendering occurs in class: Direct student quote: “If a student is misgendered by a classmate, [the instructor may]
gently use the student's actual pronouns to affirm them in response, and maybe check in with the student about whether
there is a response the instructor could have [provided that] would make the class more accessible to the student.”
Further details and examples:
● When you don’t know an individual’s pronouns, reword sentences to avoid pronouns.
● Note that if a student’s pronouns are fluid or shift regularly (e.g., for some genderfluid individuals), regular
reintroduction may be appropriate. Get to know your students so you can learn what practice would make each of
them feel welcomed (and re-check on this as the course progresses).
● If someone indicates they use multiple sets of pronouns, you should use all of them, which is very affirming to the
individual. For example, someone who uses he/him and they/them pronouns may be referenced like this:
○ “Alex said something so helpful yesterday. He had a great idea!”
○ “What did he suggest?”
○ “They recommended that we all meet at the beach this weekend.”
● Students’ sharing their pronouns is not equivalent to them sharing their gender identity. If teaching in a team (e.g.,
co-instructors, fellows, TAs), clarify this with the rest of the team so they can interact with the student on the basis of
information they have provided rather than making assumptions from that information. As an example, an instructor
might correct someone using the wrong pronouns for a student by saying, "Please use he/him pronouns for this
student." This is a proper and respectful use of the known information, which avoids invasive divulgence of information
that the student may not want shared by saying something like "This student is a transgender man, so use he/him."