An Exploration of WSU Staff's Understandings of Trans and Gender Diversity: Vice Chancellor's Gender Equality Fund 2020

This research explored WSU cisgender staff understandings of trans and gender diversity (TGD), school-based support for TGD students and staff, and University policy on TGD. A key aim was to identify the needs of staff in regard to working more effectively with TGD students and staff in order to develop more inclusive policies and practices and to contribute to reducing inequalities based on gender diversity. Research Methodology: This multi-method research included a staff on-line survey (multiple choice and open-ended questions) and a focus group. The online survey was completed by 346 staff members – 61% were professional staff and 39% academics. Seven participants volunteered to be involved in the focus group discussion. Key Findings: There was considerable misunderstanding and confusion around terminology (e.g. transgender, gender diversity, non-binary), with sexuality and gender identity often conflated; The majority of participants (approx. 80%) believed knowledge of TGD issues was important to their role or function at WSU; with 20% having been in a situation where gender identity was pertinent to their work (e.g. Affirmed names being different to names on staff roles and ID cards); There was a lack of awareness and knowledge of institutional procedures and guidelines relevant to TGD (e.g. gender affirmation/ use of pronouns). Participants requested resources and clear guidance in this area; A minority of participants did not believe TGD students and staff required ‘special treatment’, commenting they treated all people the same. Some considered TGD issues were concerns relevant to individuals only, rather than being reflective of structural problems; Participants overwhelmingly requested greater culturally appropriate awareness training opportunities on TGD issues. Eighty-five percent of survey participants were aware of the ALLY Network, but only 23% were members, with 90% of those having competed the training; Strong, supportive, vocal leadership at all levels and a whole institutional approach to TGD issues is also key to enhancing current practices in this area.