First off, this blog and the NACOB Workshop presentation would not have been possible without Sarah Breen, Evan Dooley, and Stacie Ringleb and this blog is culmination of all our efforts contributing to this presentation.
Your LGBTQIA+ colleagues are not always identifiable, and that is exactly why it is important for implement LGBTQIA+ inclusive policies in your workplace immediately. This may create a better workplace for some of your current students and colleagues and you may not even know it, but also better prepare you for when LGBTQIA+ students and colleagues come into your workplace in the future. While many identities are some we can see on the outside, an LGBTQIA+ identity is not one that is always outwardly identifiable, and is very much intersectional.
In the LGBTQIA+ world there are a lot of definitions that not everyone may be familiar with, here is a good guide to some definitions of different LGBTQIA+ terms that will be in this blog - https://www.hrc.org/resources/glossary-of-terms. We also want to specifically draw your attention to a wonderful book that provides not only history and resources but challenges you to embrace an intersectional queer lens to approaching STEM in higher education, and the importance of the advancement of STEM in doing so - https://www.taylorfrancis.com/books/edit/10.4324/9781003169253/queering-stem-culture-us-higher-education-kelly-cross-stephanie-farrell-bryce-hughes
Creating an inclusive LGBTQIA+ workplace provides benefits not just for your LGBTQIA+ employees or students, but for all. It has been well studied that when individuals are able to bring their WHOLE selves to work, they do their best work. Providing an inclusive environment not only decreases anxiety and improves workplace culture, but also increases workplace productivity and innovation. As most of us sit on the edge of innovative research, fostering that creativity and innovation is key, and you can do so by providing an LGBTQIA+ inclusive workplace, and allowing individuals to present as their whole selves while at work.
When we planned this talk, we broke it up into 4 different sections attempting to span across academia, corporate workplaces, and levels of power that are hopefully relevant for biomechanists across the spectrum (pun intended).
In the classroom
In the Lab/ In the workplace
In the department/ In the boardroom
In research
Before we dive into these 4 different aspects of creating an inclusive level world of biomechanics we wanted to discuss a few things that apply to all levels equally. The first being a typically common “hot topic” but also arguably one of the most impactful. How to use the correct pronouns. Pronouns are important because they are identifiers that each one of us have (and they are not preferred, but more on this later). We align individuals’ pronouns with a person’s gender identity, and some people use multiple pronouns (that is representative of multiple gender identities and that is okay!).
If you are unfamiliar with pronouns here is a great video to help you learn more about why the pronouns, you use for a student/colleague/ employee/ patient/ research participant/ etc. and can be key to creating a trusting and inclusive relationship with that person.
And for some helpful information on what non-binary identities are, and how they use different pronouns (commonly seen in the US as they/them/theirs) pronouns
When you are meeting someone for the first time it is always good practice to ask someone their pronouns. Your assumption of someone’s gender based on how they present from a style or feature aspect might be wrong. Best practice is to not assume an individuals gender identity and to ask! This not only provides a foundation of respect for the individual, but also prevents you from possibly embarrassing yourself by using the wrong pronouns. In the next level of inclusivity, using and sharing your pronouns makes it less awkward for transgender, non-binary, and/or genderqueer people to share their pronouns (and helps LGBTQIA+ recognize when they are in more of a safe space)!
Another thing that is general across all aspects of the world, is “Being Out”. Being “Out” is when a person who identifies with the LGBTQIA+ community shares with the people around them that identify in some way. This may be sharing at work that you are a lesbian, a student sharing that they are non-binary and use they/them/theirs pronouns, a patient sharing that he is a transman. In any situation in which a people around that person publicly knows that they identify with the LGBTQIA+ community. It is important to understand that people may chose not to be out in certain/or their current situation (regardless of if you know or not). DO NOT ever make the decision for that person, or out them yourself. Just because this person is out to you, does not mean this person wants to be out in all situations. If you know an individual personally, but at work they are not out or if you know your student is out, they may not choose to be out at a scientific conference amongst many people they do not know, or maybe you know this person at work and they are not out, but you run into them in public and that outs them (You don’t out them at work) etc.
If you are going into a new situation with this person (as a colleague, or a student etc) before you enter that situation it is okay to pull them aside and ask how they would like you to handle certain situations.
Another important aspect to realize on the idea of being “out” is that “Coming Out” does not happen just once but essentially happens:
Every new situation you are in
Every new class (every semester)
Every new job you get
Every new person you meet
Therefore it is important in situations to avoid gendered references. For example, instead of asking someone “What does your husband do for work?” try “What does your partner/spouse do for work?” There are gender neutral indications for every conversation, try thinking about them to not force someone to out themselves in an unfamiliar situation.
In the Classroom
The ultimate goal in the classroom is to create a safe, welcoming and accepting environment for all your students. This uses a universal design in the classroom and is intended to provide a classroom that can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. Additionally, because of the direct connection between increased anxiety and reduced performance, efforts to improve the campus climate for LGBTQIA+ students should have a direct impact on their ability to concentrate on their course work and become or remain academically successfully.
Equitable use
Actively incorporate examples, theories, and materials that will speak to the particular perspective of LGBTQIA+ students
While one can present any personal opinion without fear of it affecting a grade (e.g., debating the accuracy of the science of evolution), the student will be assessed on how well they articulate where that opinion came from, encouraging students to differentiate among the sources of knowledge.
Flexibility in use
Awareness and flexibility with use of correct names pronouns
Avoidance of heteronormative examples and binary cisgendered groupings
Tolerance for error
Awareness of heightened anxiety & time disadvantage for LGBTQIA+ students
Instructional climate and creating a community of learners
Assignments that measure the students’ abilities to meet a course goal, rather than instructor’s preferred opinion
In the classroom there are also countless ways that gender is insinuated or unconsciously mandated by instructors. Work to provide a gender inclusive classroom. This includes things like using a student’s given name, e.g., “Alexandra” if biologically female instead of seeing what gendered or more androgynous name a student prefers ,e.g., “Alex” (if you see that a student presents in a more androgynous fashion always ask). Allow your students to provide the name they go by, avoid saying preferred name, or name they wish to be called. As for trans students, these names are not “preferred” or a “wish” but are so just their name. When a student tells you the name they go by, be sure to practice and remember it. Sometimes these names are very different, sometimes they are small variations of their given name, regardless, it is important to understand how deadnaming a student can cause strife and an uncomfortable environment for the student. Ensure classmates treat each other with respect (e.g., do students have respect for one another and their opinions regarding the potentially controversial topics of sexual orientation and gender expression). Also, think about facilities and students access to them (e.g., the availability, or lack thereof, or unisex or gender-neutral bathrooms), and campus/community culture (e.g., presence of physical space or student organizations for LGBTQ students, “out” individuals, climate of acceptance).
Ensure you are providing your students with resources that are beneficial to them. Just as you discuss resources for mental health, disability assistance, there are several organizations that provide a community for LGBTQIA+ scientists, including ones on your own campus, ensure to provide these. It is especially important to make note of the national organizations for students if you are in a state or at a school that doesn’t always have inclusive laws and environments (I am especially looking at you Florida and Texas…but there are many others too).
In the Lab/ In the Workplace
Creating inclusive environments in the lab or in the workplace comes typically at two different levels. The first in a position of power, if you are a PI or Manager there are several things you can do that relate to hiring practices and mentor strategies. The second, as a person who may work in a lab or workplace, and the interactions may come more in the form of everyday encounters and interactions.
Hiring Practices
Know ID Requirements (legal name vs chosen name)
Use the name people give you when they meet you – if you realize people put a different name on legal paperwork ensure that information stays private
Awareness of municipality and state laws and indices for protections of LGBTQIA+ individuals
Bathroom accessibility
Know where single stall/ family/ gender-neutral bathrooms exist and ensure they are accessible for all
Provide a statement of inclusiveness for your lab or workplace and share with all members/employees
Make sure this statement is also able to be viewed publically (share on your website)
Everyday Encounters
Avoid gendered indications
Stop and think in conversations & self-educate
It is probably not a question you should ask, but look up the information yourself
If it is not a question you would ask a straight person you should not ask an LGBTQIA+ person
Don’t Out individuals in conversation
In the Department / In the Boardroom
This is the place of power, if you sit in these places, it is of utmost importance that you are advocating for LGBTQIA+ individuals to ensure that you are making genuine inclusive change from the top down. Being in a place of power allows you to make policies that allow for overall inclusiveness in the workplace. This is also where it is important to speak out about these changes that allows for others in power to learn from you and hopefully carry these actions into their other spaces, meetings, labs, teams, etc.
Advocate for gender inclusive bathrooms
Do they exist on your campus? In your workplace?
Pronouns in syllabi and email signatures
Take advocacy steps
Does your mission/inclusion statement have language that includes a safe and supportive campus for LGBTQIA+ students/faculty/staff?
Does your campus have any center that includes gender equity?
Does your institution/college have policies that respect all gender identities?
Is your workplace/institution following labor policies?
Know resources that you can refer LGBTQIA+ students/colleagues
In Research
Creating an inclusive space in research for some seems a little more complicated, because many times people think that LGBTQIA+ issues present in biomechanics research settings because we do not measure sexual orientation, when in reality they are quite present in terms of gender and sex. Whether in your general conversation with research participants or in your recording of demographic information, there are important steps you can take to make your research more inclusive.
Use inclusive language
In your conversations
On forms → collecting demographics
Make space outside of the binary
Are you directly looking at natal sex differences?
If you are collecting data on natal sex and gender, are you doing so in a safe way?
This requires research participants to Out themselves – how do you approach this so they are comfortable
Don’t verbally ask the question - allow people to answer themselves on a form
Make sure the form is inclusive
There are more than 2 genders and more than 2 options for sex
Always allow research subjects the option to “Unknown/Choose Not to Report”
Allow research subjects to check multiple boxes
Has anyone ever studied your area of research allowing for more than 2 genders?
From The National Academies and the NIH (also linked below to provide the guidelines)
Another common question comes up not just how to ask appropriate inclusive demographics, but also how to report this in your manuscripts, grants, and research projects. While this is a fairly hot topic and there is no general consensus in biomechanics (don’t worry we are working on it!), there are guidelines that help push the envelope of creating inclusive reporting statistics. While it may not be the easy answer it is the inclusive answer and may be different than “what we have always done,” but the time to change the norm is now.
Being an Ally
The last thing to discuss is the act of being an ally. Sometimes there is a misconception that the A in LGBTQIA+ stands for ally but that's not correct (it stands for asexual) but being an Ally is incredibly important work, and we need it now more than ever (remember all those anti LGBTQIA+ laws that governments are trying to pass). Some of the actions we provide here are steps towards being a great ally. But most important of all is to remember that being an ally requires action, including when those it benefits are not present.
Do the research and self-educate
Listen to what the LGBTQIA+ community is sharing
Call people out when necessary
This can also just be politely correcting someone
When you make a mistake yourself – quickly correct it and move on in the conversation
THINK before you ask
Is this something you would ask a straight person?
Speak up and speak out when you see/hear/experience injustice. Educate yourself on the proper ways to speak up so you are prepared for when it does happen. Ensure the things you are doing are not just performative but are truly providing meaningful change for inclusiveness and the LGBTQIA+ community. Ultimately, an LGBTQIA+ identity is intersectional and true action will also inherently benefit and provide a more inclusive environment for many others as well.
Take Home Points
Act on your Ally-ship
Don’t make assumptions
Use inclusive language
Know your resources ahead of time
Do your research on how to be an ally
Be conscious – these things are intersectional
You do your best work when you are able to be your whole self
Most importantly remember that it doesn’t matter who we love, how we identify, or how we present at the end of the day, we are all human.
Dr. Sarah Breen (they/them) is an Assistant Professor and Chair of Diversity Equity and Inclusion in Biomedical Engineering at the University of Oklahoma. Their research interests include the Scholarship of Technology Enhanced Instruction and Rehabilitation Biomechanics.
Evan (he/they) is a PhD candidate in the University of Virginia Motion Analysis and Motor Performance Lab. He studies how we move, why we move, and how we can help people move better. Specifically, Evan works at the interface of humans and the devices that we use everyday; with his current focus being modeling how assistive forces from devices affect walking efficiency. Ultimately, these models will inform the development of a powered posterior walker for people with cerebral palsy that can increase the walking efficiency of the user, while maintaining the stability benefits of the device.
Dr. Stacie Ringleb (she/her) is a professor in Mechanical and Aerospace Engineering, assistant dean of diversity, equity, inclusion, and access in the Batten College of Engineering and Technology at Old Dominion University, and a fellow of the American Society of Biomechanics. Her current research primarily focuses on foot and ankle and spine biomechanics as well as the effects of collaborative multi-disciplinary service-learning impacts engineering knowledge and teamwork skills in engineering and education students.
Dr. Alexa Johnson (she/her) is a research scientist at the University of Michigan in the Orthopedic Rehabilitation and Biomechanics Lab and is also the Community Outreach Chair for IWB. Her research focuses on improving rehabilitation for ACL injuries and reconstruction via biomechanics and neuromuscular function.
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