Narrative

Issue Analysis
As someone who was brought up feeling the overwhelming pressure and
discomfort of conforming to the gender binary, gender has always been a topic of
interest for me. This interest stems mostly from the confusion I had towards everyones
confusion with me, as I awkwardly navigated labels of tomboy, surprised looks from
friends at the sight of me dressing up, and embarrassment in the action figure aisle of
Walmart. As an emerging professional who does not identify within the gender binary, I
feel compelled to support students who may have this shared experience.
My interest in gender-inclusion as it specifically relates to housing stems from my
current role as a Graduate Assistant in Housing and Residence Life at Seattle
University. I plan on continuing my professional career in housing post-graduation. As
someone who works in student development, I want to put the interest, safety, and
comfort of all students, including those who would benefit from gender-inclusive
housing, at the forefront of my priorities. There are already a myriad of challenges that
arise when someone decides to go off to college, and to have to question and worry
about feeling comfortable and welcomed in their own home should not be one of those.
Filling this lower level of Maslows hierarchy of needs is crucial for students to reach
their full potential in their education. I hope to use the research conducted as part of this

project to help guide my role in advocating for gender inclusive spaces on campus,
particularly in housing.

Acknowledging the existence of folks beyond the gender binary is a relatively new
subject of popular conversation. In many circles, it is a conversation that does not
extend beyond the labeling of sin. But for the environments that do serve a more liberal
and justice-oriented mission, gender is a topic of education and discussion that is still
growing. In academia, gendering along the binary is rooted deeply. Uprooting this is
taking time, but still gaining momentum. Safe Zones training, asking folks their preferred
gender pronouns, and the ability to include preferred names in the college registry are
all examples of movements toward inclusion for those who are trans* and gender nonconforming. However, there are two frontiers that need to be deliberately and holistically
addressed in order to truly give these students a sense of ease, safety, comfort, and the
feeling that the school supports and advocates for them. These two pieces are
bathroom facilities and housing.
There are currently 200 colleges and universities across the country that offer
gender-inclusive or gender-neutral housing options for students. These appear in a
variety of options; from single space occupancies, to themed learning communities, to
apartment style housing for upperclass students. These spaces not only need to exist in

more institutions of higher education across the country, but they need to be inclusive to
all students in a way that does not compromise their educational or personal
experience. For example, providing gender-inclusive housing only for upperclass
students or only in facilities that cost more to live in is still not bringing justice to this
group. No one should live in fear of being uncomfortable, ridiculed, threatened, or hurt
for being who they areand this must remain truthful within all educational
environments.
While many institutions, educators, and student affairs professionals are joining
the movement to promote gender inclusive spaces on campus, arguments against this
change still exist. Amongst these arguments are those ingrained in biblical convictions.
Due to a lack of awareness and education, issues concerning gender and sex often
become convoluted with those of sexuality. For those who believe any way of being
aside from heterosexual is a sin, there is often a quick jump to saying that those who are
gender non-conforming are also living in ways that harmful and wrong. For anyone in
the classifications of non-heterosexual and non-cisgendered, issues of safety,
belonging, and comfort can easily be disregarded. Thus, the assumption remains that
there are only two genders, that these genders must be separated, and that anyone who
is queer only wants to live with the opposite gender because they may be attracted to a
roommate of the same gender. One a similar note, with these misguided assumptions in

mind, the suggestion of gender-neutral housing brings some to the conclusion that these
policies would do nothing more than allow boyfriends and girlfriends to live together.
The issue, however, runs much deeper than this. For the more than 200
members of the trans* and gender-variant community who are killed each year around
the world and the 41% of trans* folks who attempt suicide at some point in their lives,
the need to address safety and inclusion is paramount. Giving students peace of mind in
terms of who they are rooming with, the privacy they receive, and the means of which to
gain access to these should be a goal that is actively sought out by all professionals in
housing. Taking measures to promote inclusive practices shows these students they are
cared for and respected. This can help build resiliency for these students who often feel
forced to leave school, face mental health concerns, and feel isolated in many areas of
their lives. Not only do these intentional housing options support students throughout
the gender spectrum, but it also sets forth an institutional standard that acceptance and
education must come before ignorance and tolerance.
In order to best move forward, professionals must move beyond the moral
exclusion that is occurring for this group of students, and persist in educating
themselves on how to be the best allies and advocates for their students. Bringing this
forth amongst their professional peers and the students they work with is necessary.
Social empathy theory is one example of how to best bring justice through education.

Empathy must exist for those to advocate for the safety and wellbeing of others, and
with this being the main prerogative of this movement, social empathy as a means
towards justice is a clear connection. Another theory that is prevalent in this issue is
transformative justice. To rely solely on reforming issues back to the way they were
(reformative justice) does not fix the current issue with traditional gendered housing. We
must move beyond what exists to totally change this for the better. We must transform
our understanding in order to bring justice to folks who are trans* and gender nonconforming.

Practice Analysis
The two change agents under study in this practice analysis are two institutions
that have brought significant change to the introduction of gender inclusive housing on
American campuses.
Rutgers University has been under close watch for the past few years in how the
university has responded to the death of one of its students in relation to a LGBTQ
harassment case. Tyler Clementi, a student of Rutgers, committed suicide shortly after
their roommate broadcasted a private sexual experience that Clementi was having with
a partner of the same sex. This tragedy led to a movement towards increasing the

safety and protection for students of the LGBTQ community, particularly in terms of
housing. Random roommate assignments lead to a series of potential problems and
risks, but for students who identify as LGBTQ, another layer of fear and worry is often
added.
Thus in response to this students death and the voices of the camps shortly
after, Rutgers did quick work to increase their intentionality to making safe housing
options for all students. Their websites design reveals the intentionality of moving
forward with messages of acceptance and proactively educates the reader on genderinclusive housing in order to leave no room for ignorance. The excerpt below is from the
informational page on gender neutral housing on campus.
What are the differences between co-ed and gender neutral housing?
The term co-ed operates on the assumption that there are two genders: male and
female. It leaves little room for the progressive theories on gender, and no room
for those who do not identify as their biological sex or those who are
transgendered. This idea is based on the notion that there are more than two
genders, in fact an infinite amount. Allowing for gender neutral housing, as
opposed to co-ed, shows more inclusiveness and room for diverse identities.
(Gender Neutral, 2015)
Taking a proactively educational stance on the issue is a best practice of

departments that are introducing gender inclusive housing. Rutgers acted with
immediacy and intention to react to the tragedy on campus and make sure no other
students experience situations like Tyler Clementi.
The second institution under study in this practice analysis is the University of
San Francisco. As the first Jesuit university to implement gender inclusive housing, USF
is setting a standard for all Jesuit schools and other religiously affiliated universities and
colleges. I bring USF under study because it is often the sister school in comparison to
Seattle University. USF is in their pilot year of introducing this new housing option, a
process that has taken five years to get started. The student-driven movement was led
largely by the Residence Hall Association, the student bodys voice for those living on
campus. If a Jesuit Catholic school can implement this inclusive practice, it opens up the
option for all institutions of faith. A standard has been set to break stereotyped
boundaries of inclusion and justice. Particularly for the Jesuits, who pledge social justice
and holistic care, not offering this option as a measure of safety and support for their
students is a gross overlook.

Social Action Plan

My social action plan has the specific focus within my role as a professional in student
housing.
Immediate Plan

Use role as advisor for Residence Hall Association to encourage and contribute
to conversations on demanding gender inclusive housing. Guide the students in
terms of housing policies and engage fellow professionals in the student-led
conversation. As a grassroots movement on campus, the voice of the students
can grow quickly and with vigor. Guidance from an advisor can assist in
maintaining direction.

Use role as Assistant Resident Director to advocate for trans* and gender variant
students in policy and procedures.

In meetings with students, demonstrate respect for pronouns and individual

experiences.

Establish role as ally and advocate for the trans* and gender non-conforming
population on campus.

Future Plan

Gain role on or begin institutional task forces on gender inclusion, particularly in

housing practices.

Serve as housing liaison for students who request gender inclusive housing.

Maintain awareness of current events and best practices related to gender

inclusive housing

Conduct research on gender inclusive housing and other practices at the

university level

Reflection
In my role as a professional, I can promote social justice by utilizing my voice in
intentional ways and maintaining visibility in spaces where those may seek and ally or
advocate. While I feel compelled to act and speak from my salient identities, I must
maintain awareness of the identities in which I hold privilege. As a white professional, I
am still trying to find the best balance between using my voice as an ally and showing
support for students of color, while also not speaking on their behalf or in a way that
would come off as validating their words. I have been working on regulating myself in
tone and frequency of speech, and surveying the dialogues I encounter for which voice
we are hearing more than others. This challenge is something I am excited to meet

discomfort in and continue to push myself so that I can best advocate for all students.
For my own underprivileged identities, I know I will face roadblocks regarding
assumptions and prejudice. As someone who presents as a woman, identifies beyond
the gender binary, and dates women, I have some obstacles stacked against me. In
spaces that are traditionally male dominated, it is crucial to come from a place of
feminist theory and strong intention. For spaces in which heteronormative and
cisnormative mindsets are prevalent, like housing, I will speak and advocate not only for
dialogues to change, but for policies to change as well.
It is my responsibility, first and foremost, to serve the students I work with. In
housing in particular, it is my duty to build communities that are safe, affirming, and
inclusive. In order to do so, I must use the capital of my position to work against forces
of systemic and personal oppression. Within my own personal capital, I possess the
skills to form meaningful relationships in one on one scenarios with students and to form
feelings of camaraderie within a group of people. My facilitation skills serve me well in
building pride and a shared experience for folks. My humor and fun-loving personality
also add to my rapport with students. These pieces lay the groundwork for being able to
serve as mentors for those I work with, which allows us to engage in conversations that
offer support, guidance, and care. This not only enables me to give them a resource in

airing their concerns and frustrations, but it also serves as capital for getting others to
join me within a cause (in this case, a cause for justice).
For my future development, I want to continue growing all of the aforementioned
skills and focus on how I can build this rapport specifically with students who hold
identities that are different than my own. In serving all students, I must be able to
converse and relate to them all with respect, dignity, and empathy. For students of color
and international students, for example, while we may not have a shared experience, I
hope to gain skills and understanding in order to best work with and for them.
My views of social justice in a professional context correlate very strongly with my
understanding of it in a personal context. Just as I want to show up for my students, I
want to enter all relationships (friends, partners, family, coworkers, etc) in a way that
demonstrates respect, support, and celebration for who they are. I recognize now that
the way that I use my voice does differ between spaces in which I show up as a
professional and in which I show up just as me, and I hope to work towards bringing
balance here. I plan on creating this change through challenging myself in being an
advocate beyond my role in housing, and pursuing education in forms of media, reading,
current events, and activism.
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References
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Burney, M. (2014). Safe Harbor. Chronicle Of Higher Education, 17-18.
Colleges and Universities that Provide Gender-Inclusive Housing | Campus Pride. (n.d.).
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Education. (2014, September 24). Retrieved November 3, 2014, from
https://www.genderspectrum.org/resources/education-2/.
Gardner, L. (October 18, 2015).Dilemmas from day 1. Chronicle of Higher Education.
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Gender-Neutral Housing. (n.d.). Retrieved from
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Rainbow Fort. (2014). Retrieved

fromhttp://www.evergreen.edu/housing/themes/rainbow-fort.htm
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