Tag: Pride

  • Angelo State Allows Pride Flags, Keeps Anti-Trans Policies

    Angelo State Allows Pride Flags, Keeps Anti-Trans Policies

    Michael Barera/Wikimedia Commons

    Directives related to a slate of convoluted and sometimes contradictory new policies prohibiting discussion of transgender topics and identity have left employees at Angelo State University frightened and confused.

    As of Monday, conversations and content about transgender identities are still prohibited, but employees are allowed to use students’ preferred names, display rainbow flags in their offices and on their cars, and talk about lesbian, gay, bisexual and queer identities, according to emails from department heads to faculty obtained by Inside Higher Ed.

    The changes were clarified to employees after a meeting between the deans, provost and ASU legal counsel. Employees are still seeking other clarifications. For example, students who are already working on papers related to transgender identity are allowed to continue doing so, but it’s unclear whether they could give a final class presentation on the topic. 

    Only some faculty members at some the university’s colleges have been told about these changes. Others are still responding to the initial policies handed down to employees Friday following a meeting with Angelo State leadership. The policies are stringent and exhaustive: no pride flags, no calling students by the singular “they” or using their preferred names (unless it aligns with their sex assigned at birth), no pronouns in email signatures and no mention of the fact that there are more genders than the two assigned at birth.

    None of the policies are formalized in writing, and that is purposeful, said Brian Evans, president of the Texas Conference of the American Association of University Professors. The guidance only changed after faculty brought up questions about the policies, which deans took back to the provost and university counsel. Final details about what is and is not allowed and how the rules will be enforced are still under discussion.

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  • Angelo State Reportedly Banning Pride Flags, Pronouns

    Angelo State Reportedly Banning Pride Flags, Pronouns

    Photo illustration by Justin Morrison/Inside Higher Ed | rustamank/iStock/Getty Images

    Employees at Angelo State University in Texas could be fired for displaying a pride flag or discussing any topic that suggests there are more gender identities than male and female.

    Spokespeople for Angelo State have not confirmed or denied details of the policies reportedly discussed at meetings Monday between faculty, staff and institutional leaders. But, local news magazine the Concho Observer reported that the policies would ban discussion of transgender topics or any topics that suggest there are more than two genders.

    The policies would also require instructors to remove information about transgender topics on syllabi and refer to students by their given names only, not any alternative names. Safe space stickers and LGBTQ+ flags would be banned and employees wouldn’t be allowed to include their pronouns in their email signatures.

    News of the policies comes just as Gov. Greg Abbott signed a bill on Monday that prohibits people from using the bathroom that differs from their sex assigned at birth in state buildings, including public universities, NBC reported. Institutions that violate this law face fines of up to $125,000.

    The Angelo State policies are the latest in a string of attacks on academic freedom at Texas public universities in recent weeks. Texas A&M University officials terminated a professor, demoted two other faculty members and, as of Thursday, accepted the president’s resignation in response to a viral video that showed a student challenging a professor in class for teaching about gender identity.

    Texas State University fired a newly tenured history professor over comments he made at a socialism conference about a hypothetical overthrow of the government by activists (he has already sued the university in response). And as of this month, faculty senates at some public universities are abolished.

    “What is happening at ASU is part of a larger assault on higher education and marginalized communities across Texas and the nation,” Brian Evans, president of the Texas Conference of the American Association of University Professors, said in a statement. “Moreover, it is an overt attempt to erase individuals of diverse backgrounds and experiences by limiting not only what can be taught but also what ideas students can explore. These policies and this extremist push to censor open inquiry, debate, and discovery is an affront to the U.S. and Texas Constitutions and an assault on the very foundations of our colleges and universities.”

    It is unclear exactly whom the new policies at Angelo State will apply to, and whether there are exceptions, particularly for displays and conversations held in private offices or for conversations outside of the classroom.

    Angelo State spokespeople did not answer any of the questions Inside Higher Ed asked about the new policies, and instead provided the following statement: “Angelo State University is a public institute of higher education and is therefore subject to both state and federal law, executive orders and directives from the President of the United States, and executive orders and directives from the Governor of Texas,” spokesperson Brittney Miller wrote. “As such, Angelo State fully complies with the letter of the law.”

    Miller also sent a link to a Jan. 30 letter from Abbott that said, “All Texas agencies must ensure that agency rules, internal policies, employment practices, and other actions comply with the law and the biological reality that there are only two sexes—male and female,” as well as President Donald Trump’s Jan. 20 executive order stating that the United States only recognizes two genders, male and female.

    What type of legal case faculty could bring in response—and whether they may have a case at all—will depend largely on the policy details, said Eugene Volokh, a professor of law emeritus at the University of California, Los Angeles, School of Law.

    There are no Texas state laws that explicitly prohibit faculty members from discussing LGBTQ+ topics in classrooms. Even Brian Harrison, the Texas state representative who is largely responsible for making the Texas A&M video go viral, said as much during an interview Sept. 13 on a conservative radio show.

    “The governor and lieutenant governor and speaker have been telling everybody for two years now that we passed bans on DEI and transgender indoctrination in public universities,” Harrison said. “The only little problem with that? It’s a complete lie. The bill that was passed to ban DEI explicitly authorizes DEI in the classroom—same thing with transgender indoctrination.” Harrison has introduced several bills to ban these topics, but so far none have been passed.

    The legislation Harrison referred to is Texas Senate Bill 17, which bans diversity, equity and inclusion efforts by public institutions. It was signed into law in 2023 and includes carve-outs for academic instruction, scholarly research and campus guest speakers. Meanwhile, House Bill 229 took effect on Sept. 1 and specifies that the state recognizes two genders. It applies to data collection by government entities only and does not restrict academic instruction or speech.

    Public employers, because they only speak through their employees, can generally tell people what to say as part of their job, Volokh said. “A police department may order police officers to talk in certain ways to their citizens and to not talk in other ways to citizens, right? In fact, we expect the police department to do that,” he said. “The question is whether there’s a specific, special rule that protects the rights of college or university professors.”

    The courts are largely undecided on that, he added. “It’s being litigated right now in other federal courts. It’s been raised in past cases, and there isn’t really a clear answer,” he said.

    “It’s certainly possible that [professors] may have First Amendment rights to choose to teach what they want to teach, but it’s also possible that boards will also say, ‘No, when you’re on the job and talking to a captive audience of students that the university provided for you … we, the university, get to tell you what to teach.’”

    Other state university systems have implemented similar policies with the opposite effect. For example, the University of California system requires university-issued documents to offer three gender identity options—male, female and nonbinary—and for all university documents and IT systems to include an individual’s “lived name” instead of their legal name. If an individual’s lived name is different from their legal name, their legal name must be kept confidential.

    This article has been updated to correct the Texas Senate bill number.

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  • Recipe for Science Superpower? “Pay Your Taxes With Pride”

    Recipe for Science Superpower? “Pay Your Taxes With Pride”

    Denmark’s world-leading success in commercializing research should not be written off as a one-off confined to the country’s booming weight loss drug industry, a Nobel-winning scientist has argued.

    Since Novo Nordisk’s diabetes treatment Ozempic was sold as weight-loss drug Wegovy, the Danish biotech company has quickly grown into one of the world’s biggest companies and Denmark’s largest single corporate taxpayer, contributing almost $4 billion in corporate taxes in the year ending March 2025—about half of the country’s total corporate take.

    A further $3.8 billion in income taxes—which can reach up to 56 percent for higher earners—was also collected from Novo Nordisk staff in 2024.

    That success has led to major interest in how Denmark’s model of combined strong fundamental and applied research paid off so spectacularly and whether it can be replicated, although some pundits have wondered whether the serendipitous discovery of Ozempic—whose roots lie in research on snake venom—represents a one-shot for its industrial science sector.

    Speaking to Times Higher Education, however, the Nobel laureate Morten Meldal, who is professor of chemistry at the University of Copenhagen, said Novo Nordisk’s story should not be seen as an outlier in Danish research but one of many prosperous science-based companies based in the country of just six million people.

    “Novo Nordisk is the result of Denmark’s system—its success is directly attributable to how our society operates: We have high taxes, but those taxes result in huge tax-exempt industrial foundations funding science and creating opportunities for both academic and industrial success. That is why Novo Nordisk happened in Denmark,” said Meldal, who won the Nobel Prize for chemistry in 2022.

    While Novo Nordisk—whose $570 billion valuation last year was famously larger than Denmark’s entire GDP—has captured the interest of research policymakers, it should be understood in a wider context of sustained investment in research from industry, he added.

    “Look at Novozymes, Maersk, Carlsberg—if you consider how much our companies invest in research, it is far more than the government. Novo Nordisk has the blockbuster product now, but it arrived within the context of our system—there are lots of companies doing well by commercializing research.”

    Noting the advances made by U.S.-based Eli Lilly, which has two medications—Mounjaro and Zepbound—approved for use by American regulators, Meldal predicted that Novo Nordisk’s undisputed advantage in this area will eventually be eroded. But Denmark’s system will produce other big science success stories, said the biochemist, who leads the synthesis group in the chemistry department at the Carlsberg Laboratory.

    “We have won so much with Novo Nordisk, but its scientific success is the rule, not the exception,” he said, underlining the importance of basic research to create the opportunities of tomorrow.

    Denmark’s success in research has an even simpler root, continued Meldal, who was speaking at the annual Lindau Nobel Laureate Meeting held in southern Germany last month.

    “The best investment that any country can make is education; the payback on this is huge, and that allows for other investments, such as science. To do this you need our high-tax system and a government dedicated to long-term success of the entire society,” he said.

    “My advice to any country who wants Denmark’s system of science is simple: Pay your taxes with joy and ask for return on investment for the community.”

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  • U of Utah Urges Compliance After State Restricts Pride Flags

    U of Utah Urges Compliance After State Restricts Pride Flags

    A University of Utah lawyer last week urged faculty to comply with the state’s new prohibition on the “prominent“ display of pride flags and other flags on campus, The Salt Lake Tribune reported.

    Deputy general counsel Robert Payne urged faculty in a meeting not to “be a lightning rod to the Legislature” and said state lawmakers “have a lot of power over us,” the newspaper reported. Payne also suggested that if employees tried to get around the law by hanging pride posters instead of flags, legislators might “come back with something worse,” the Tribune reported.

    Utah’s Republican-controlled Legislature passed House Bill 77 last month, and Gov. Spencer J. Cox, a Republican, let it become law without signing or vetoing it. When it takes effect May 7, it will ban government entities, including public colleges and universities, from displaying flags on government property “in a prominent location.” Some flags are exempted, such as the U.S. flag and the prisoner of war/missing in action flags.

    Trevor Lee, a Republican Utah House member and HB 77’s chief sponsor, told Inside Higher Ed he didn’t file the legislation specifically to ban pride flags. But “that’s just been the biggest, biggest issue of any political flag,” he said. “I mean, it’s not even close.”

    Lee said the flags go beyond representing inclusivity. He said, “It’s a sex flag. It tells everyone what sexual ideology you believe in.”

    The University of Utah has released guidance online saying the law generally bans pride flags, Juneteenth flags and others from prominent locations. The guidance notes exemptions, including that students and employees can “wear or carry a flag as a personal expression of free speech,” and that employees can decorate their offices with flags “so long as they are not easily visible outside of their personal space (e.g., posted in an office window).”

    Payne said the university hasn’t yet decided how it will enforce the flag ban, according to the Tribune. The university’s guidance says, “Flags may also be used as decorations in connection with a brief cultural celebration hosted by the university within a university building,” but can’t be up for more than a week. It’s unclear whether pride will be considered a cultural celebration.

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  • Yeshiva U Accepts LGBTQ+ Student Group but Not “Pride” Clubs

    Yeshiva U Accepts LGBTQ+ Student Group but Not “Pride” Clubs

    Less than a week after Yeshiva University agreed to recognize an LGBTQ+ student club as part of a legal settlement, university president Ari Berman apologized for the way the university conveyed the announcement and stressed that “pride” clubs still run counter to the values of the Modern Orthodox Jewish university, Jewish Telegraphic Agency reported. He emphasized that the newly approved club would function “in accordance with halacha,” or Jewish law.

    “I deeply apologize to the members of our community—our students and parents, alumni and friends, faculty and Rabbis—for the way the news was rolled out,” Berman, a rabbi, wrote in an email to students Tuesday. “Instead of clarity, it sowed confusion. Even more egregiously, misleading ‘news’ articles said that Yeshiva had reversed its position, which is absolutely untrue.”

    The university has been mired in a legal battle with its LGBTQ+ student group, the YU Pride Alliance, since 2021, when the group sued for official university recognition. Yeshiva said it wasn’t legally required to recognize the club because of Orthodoxy’s stance against same-sex relations. The two parties announced a settlement last week in which students will run an LGBTQ+ club called Hareni that will “operate in accordance with the approved guidelines of Yeshiva University’s senior rabbis,” according to a joint statement issued last Thursday.

    LGBTQ+ students celebrated the settlement as a new milestone. But Berman framed the settlement as doubling down on an old proposal from 2022, when the university sought to create its own LGBTQ+ student club called Kol Yisrael Areivim. Plaintiffs rejected the plan at the time, on the grounds that the club wouldn’t be student-run. But Berman said Hareni was similarly created “to support students who are striving to live authentic, uncompromising” lives within the bounds of Jewish law, “as previously described.”

    “The Yeshiva has always conveyed that what a Pride club represents is antithetical to the undergraduate program in which the traditional view of marriage and genders being determined at birth are transmitted,” Berman wrote in his message to students. “The Yeshiva never could and never would sanction such an undergraduate club and it is due to this that we entered litigation.”

    As he sees it, “last week, the plaintiffs in the lawsuit against YU accepted to run Hareni, instead of what they were originally suing us for, moved to end the case, and the case has been dismissed.”

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  • Encouraging Families to Promote Racial Identity and Pride in Black and Other Minoritized Children

    Encouraging Families to Promote Racial Identity and Pride in Black and Other Minoritized Children

    Dr. Donna Y. FordNow more than ever, race has become salient in politics, higher education, P-12, and the workforce, especially in this anti-DEI era. It is not uncommon for Black and other minoritized individuals to have feelings of anxiety about discussions around race, particularly for families (e.g., parents, caregivers, guardians, etc.). Having “the talk” about racism and bias has been a rite of passage for many Black children and youth in which their parents/caregivers have to discuss the intersection of race and U.S. societal issues such as how to interact with law enforcement because navigating these circumstances can easily lead to imprisonment or a life-or-death situation. Trauma is undeniable. 

    Keeping “the talk” at the forefront of this op-ed, it is imperative that families have the resources to properly discuss, show, and engage their children in active conversation about race relations so Black and other minoritized youth and families can respond appropriately, particularly in proactive ways. Moreover, families must continue to instill confidence and pride in racial identity. To set the tone, we are eager to share this Sesame Street video “Elijah Explains Race to His Son, Wes, and Elmo.”

    Children are Ready, Caregivers (and Educators) Must Be Too

    Here is an overview from Traci BaxleyResearch shows that children form race-related ideas long before they can verbalize about race and racism. It may surprise readers to know that racial awareness begins in infancy. Regardless of their age, all children get clues from their experiences (inside and outside of home) to make sense of the world. Therefore, early, intentional/proactive, honest, and age-appropriate conversations are important for promoting racial identity and pride. Here is a developmental look at children’s understanding.

    Infants show a preference for the faces of people from their own racial group as early as six months. Babies gaze longer and show happy expressions more frequently with people who look like them. Start early by introducing children to people who don’t look like them, and let children see pictures of people with a variety of skin tones and facial features.

    Toddlers use social cues such as body language and facial expressions to make sense of their world. They watch the way adults respond to differences in people and mimic our attitudes and racial biases without us even realizing it. As young as three, toddlers associate some racial groups with negative traits and use these associations to develop their own understanding about the world/environment around them. As caregivers, we need to be aware of our own biases and reactions to people whose skin color is different. Using books, videos, and music that highlight and celebrate differences.

    Preschoolers become even more aware of differences such as skin color and hair texture. They are increasingly observant of how others are similar and different from them. Toddlers compare and group/categorize people by race. Note that some children also begin to show a “pro-white” bias. Thus, they may begin to include or exclude playmates on the basis of race. Furthermore, minoritized children may associate White with wealth, power, and/or beauty.

    Dr. Erik M. HinesDr. Erik M. HinesKindergartners and first graders are beginning to notice that race is often a taboo topic – the proverbial elephant in the room. They may continue to include and exclude peers based on race. They are more aware of disturbing news, and they often ask questions about it. This is a timely opportunity to have meaningful conversations about race and racism.

    In summary, as soon as children can ask race-based questions and make comments, support their natural curiosity by answering them, even the most difficult ones.  Let them know that it’s fine/not wrong to notice skin color and to talk about race. We concur with Baxley that “the idea is to make differences normal and good!”  We are uncomfortable and not prepared, our children will notice, and experience discomfort. It will be difficult to promote racial understanding and pride, which is so needed for minoritized children in these turbulent times.

    A Final Word

    We are staunch advocates of appreciating Black culture and its legacy of innovation, education, and significant contributions to the history of the United States. Broaching race with children is imperative to ensure that they have the confidence and belief in themselves with no limitations to their talents, creativity, brilliance and genius. These conversations around race not only prepares our youth to thrive but it also normalizes how conversations on race can be proactive as opposed to reactive.

     Dr. Donna Y. Ford is Distinguished Professor of Education and Human Ecology at The Ohio State University.

    Dr. Erik M. Hines is Professor of Counseling in the College of Education and Human Development at George Mason University.

    Dr. Tanya J. Middleton is a Clinical Assistant Professor in the Department of Educational Studies at The Ohio State University. 

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  • Celebrating Pride Month: Spotlight on Transgender and Nonbinary Employees – CUPA-HR

    Celebrating Pride Month: Spotlight on Transgender and Nonbinary Employees – CUPA-HR

    by Julie Burrell | June 4, 2024

    June is Pride Month, dedicated to celebrating the richness and history of the LGBTQIA+ community. In addition to ensuring regulatory compliance, higher ed HR has an important role to play in creating a truly inclusive campus. A fundamental part of celebrating Pride is actively learning from and listening to this community, especially as the population of LGBTQIA+ employees continues to grow.

    This Pride, CUPA-HR is spotlighting the voices of transgender and nonbinary employees by offering resources to empower HR in improving culture, policies and procedures for this group. Even if significant institutional change is not something you’re in a position to initiate, individual actions can add up. In addition to learning from the below resources, you can network with your colleagues at other institutions to provide support, personally recognize national days of awareness or remembrance, and encourage allyship.

    Inclusion of Transgender and Nonbinary Employees in the Workplace: A Critical Conversation (Watch Now)

    In this webinar, recorded in May, Jon Humiston of Central Michigan University and Aaric Guerriero of the Froedtert Health System explore ways to celebrate and embrace transgender and nonbinary employees.

    They address frequently asked questions about transgender and nonbinary issues, including what terms are commonly used within the LGBTQIA+ community and what happens if you accidentally misgender someone. They also recommend best practices for inclusion, including:

    • Using gender-neutral language. For example, instead of “ladies and gentleman,” Jon suggests “amazing humans,” “everyone,” or “y’all.”
    • Changing paperwork and job descriptions if they mention just two gender pronouns — for example, he or she — to inclusive language like “they.”
    • Sharing your pronouns in your email signature and Zoom profile, so others feel comfortable doing the same.

    Gender-Inclusive HR Strategies: Are You on the Right Track? (Read Now)

    This blog post proposes a framework for higher ed HR practitioners to address their gender inclusion strategies. A checklist of questions will help you audit your efforts on campus, covering: policies and procedures (for example, do you have a name-in-use policy or chosen-name policy that is easy to access and navigate?); programmatic support (e.g., do you have LGBTQIA+ safe-zone training available for all employees?); and visibility (e.g., does your institution have a presence at local LGBTQIA+ pride events?). Reviewing these questions will help you identify gaps in your inclusion efforts.

    Gender Identity and Sexual Orientation in the Workplace (Explore the Toolkit)

    This Knowledge Center toolkit, while not specifically about trans and nonbinary employees, covers legal obligations under Title VII and Title IX and supplies applicable guidelines from the Equal Opportunity and Employment Commission and Office for Civil Rights. Best practices and example policies are also included — for example, on name changes in official forms.



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