Equality and Diversity

Gender

For further information and support relating to Gender and other Equality and Diversity related matters, students can contact;

Gender equality and diversity is about trying to even the playing field and ensuring that all students have the opportunity to reach their goals at university. People can’t control if they’re male, female, transgender, gay, straight and/or bi and these factors should not limit the success of any person. To study and work at the University is to lay a foundation that enables students to excel in their studies and career. It requires a safe environment for everybody. Harassment, discrimination and bias don’t have a place on campus.

Most people aren’t biased or discriminatory on purpose. It’s easy to assume that others are just like yourself, and that people will have the same experience and opinions as you. You may not know the gender of your fellow students, or whether they identify with any of the other equality groups so its important you behave and engage in a way that respects everyone. You can personally help to make the University an equal, diverse and safe place for everybody.

The University aims to limit the effect inequality has on education and its student and staff members. It is important that no one is treated less well because of who they are. Unconscious bias (where our unconscious mind makes automatic and quick judgements) and stereotyping can unfortunately add to inequality and there are certain groups affected more by this including women, LGBTQ+ people and people of colour, disabled people. Some people belong to all of these groups, some belong to one or more, and some to none, and this is part of intersectionality, of which staff and students should be aware.

Every person should make sure to limit their judgement and bias against those who are different from themselves. If you would like to discover more about your unconscious bias then you can visit Harvard’s Project Implicit.

Setting out the University of Aberdeen’s commitment to the principles of equality and diversity, the Gender Action Plan (GAP) demonstrates the University’s pledge to fulfilling the requirements set by the Scottish Funding Council (SFC) in demonstrating the University’s ambitions in embedding gender equality and tackling gender imbalance through policy and practice. Actions are focused across the University as a whole, as well as early years education and supporting graduates. Whilst the plan is applicable to all, there is a specific subject focus on Psychology, Education, Physics and Computer Science. These four subjects were identified and selected as they are dominated by more than 75% of one gender in each subject. It is one of the aims set by the Scottish Funding Council to reduce the gender split in individual subjects, as well as overall, by 2030. The SFC have stated that their goal is that by 2030 47.5 % of all undergraduate students will be male. The University is committed to decrease the disparity by 1 % each year in the prioritised subjects and work towards achieving more of a gender balance across the whole student population.

The University also strives towards a safer and diverse campus, allowing staff and students to focus on their work and studies rather than worry about harassment or oppression, creating a safe space to flourish and grow as a person while at University. To accomplish this it requires that students and staff members show each other respect. To show respect is to show acceptance towards others in the way you talk, act and behave. It also means that one does not judge or assume things about others. Treat others the way you want to be treated. Speak up when somebody says offensive things or discriminates against others. Treat others on an equal basis, and ensure equality.

To get you off to a good start here are a few rules to help you when engaging with others during lectures, seminars and social events:

  • Listen without interruption
  • Accept differences in opinion unless racist, sexist etc
  • Don’t show prejudice towards or refuse to accept certain people because of their race gender, sexuality or disability
  • Accept that you may not be perfect, and to listen when called out
  • Stand up and speak out for people if you have privilege(s) they don’t have
  • Always ask for and receive consent
  • Don’t assume that everyone is the same as you

And when you meet new people:

  • Ask questions about them to avoid any assumptions, but be aware that some students may not wish to disclose information relating to equality groups
  • Use gender neutral pronouns until you know what a person’s pronoun is. For instance, you might assume a person is a woman, but when you ask for their pronoun it’s “they”, and you learn they’re non-binary
  • Ask questions about the things and identities people find important about themselves. It could be that they come from Norway, but have one parent from Thailand, that they’re gay, and that they love football
  • Use the pronoun and sexuality terminology someone provides you with. Be aware that it might also change over time
  • Acknowledge the differences in levels of bias and assumptions different people face
  • Assumptions and stereotypes are harmful, and are rarely true.

Learn the Lingo…

Our campus is an exciting and diverse place, and for many opens the doors to lots of new experiences. Getting to grips with some of the terminology may help you navigate your way around and help when meeting new people.

Gender:

  • Cisgender: Same gender as assigned at birth
  • Transgender: Used to describe someone who is assigned female/male at birth but identifies and lives as a man/woman
  • Trans: Umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. A person is just as much of a man or woman no matter if you’re transgender or not
  • Gender: Often expressed in terms of masculinity and femininity, gender is largely culturally determined and is assumed from the sex assigned at birth
  • Non-binary: Umbrella term for a person who does not identify as only male or only female, or who may identify as both
    • Androgynous: One is both masculine and feminine
    • Bigender/pangender: One is multiple genders, such as male and female.
    • Agender: One has no gender or is neutral about it
    • Genderfluid: One’s gender changes back and forth over time. One can be female one day/week/month, and agender another
    • Intergender: One’s gender is somewhere between male and female
  • Transphobia: The fear or dislike of someone based on the fact they are trans, including the denial/refusal to accept their gender identity.

Sexual Orientation:

  • Heterosexual: Refers to a man/ women who has an emotional, romantic and/ or sexual orientation towards women/man
  • Homosexual: An emotional, romantic and/or sexual orientation towards someone of the same gender. The term ‘gay’ is now more generally used
  • Bisexual: Umbrella term used to describe an emotional, romantic and/or sexual orientation towards more than one gender
  • Pansexual: When emotional, romantic and/or sexual attraction is not limited by sex or gender
  • Queer: A slur against gay people that have been reclaimed by the LGBTQ+ community
  • Demisexual: One needs a strong emotional bond to be sexually attracted to someone
  • Asexual: Someone who does not experience sexual attraction
  • Allosexual: One feels sexual attraction to people
  • LGBTQ+: Lesbian, Gay, Bisexual, Transgender, Queer/Questioning
  • Homo-/Bi-/Pan-/Queer-/ etc. phobia: The fear or dislike of someone who identifies as LGBTQ+ based on prejudice or negative attitudes, beliefs or views about LGBTQ+ people. LGBTQ-phobic bullying may be targeted at people who are, or who are perceived to be, LGBTQ+

Disability:

  • Person with disability: May be restricted in various regards due to a physical and/or mental condition. Examples are paralysis and depression. Many disabilities do not pose significant difficulties for individual
  • Non-disabled : A person without legally defined disabilities
  • Visible disability: The disability is visible to most people Paralysis and Down syndrome are two examples
  • Invisible/hidden disability: The disability is not visible, someone who encounters a person with this kind of disability can be completely unaware that the person has a disability. Two examples are depression and chronic illnesses.

For more information and definitions visit:

https://www.stonewall.org.uk/helpadvice/glossaryterms