Experiencing Misgendered Pronouns: A Classroom Activity to Encourage Empathy

Abstract

How can teachers help students understand the importance of gender pronouns for transgender and gender-nonconforming people? This article presents a gender pronoun reversal activity that simulates the experience of being verbally misgendered. Students followed up on the activity by posting reflections on an online class discussion board. The activity promoted empathy among cisgender students for transgender people and reflexivity regarding the social boundaries of gender identity. Empathy and reflexivity were common responses among students enrolled in Sociology of Diversity and Sociology of Gender at a large research university in the northeast. We present the activity, including preparation and follow-up along with an analysis of student responses.

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“…In each of these instances, the activity “Experiencing Misgendered Pronouns: A Classroom Activity to Encourage Empathy” by MacNamara, Glann, and Durlak (2017) fits nicely. The activity they designed helps cisgender students in particular feel what it is like to be misgendered.…”

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“…I designed both the class activity and the assignment considering the tenants of critical pedagogy, which mutually align with the principles of ABR (Braa and Callero 2006; Fobes and Kaufman 2008; Freire 1974; Jafar 2016; MacNamara, Glann, and Durlak 2017). In addition to practicing coding, analysis, writing skills, and collaboration, my goals also were to: (1) engage students through material that was relevant to them, (2) have students develop awareness of both self and society in context of systems of oppression, (3) encourage students to challenge the status quo, and (4) embolden them to produce content that inspires transformation in society.…”

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“…White 1997; Wilson 2011). These classroom activities are often followed by writing assignments and/or class discussions (see (Edwards 2010; Everhart et al 2016; Hubbard and De Welde 2003; Latshaw 2015; MacNamara, Glann, and Durlak 2017). Specifically, reflective writing is used as a tool to increase empathy by allowing students to process what they have learned, how they felt, their personal experience, and the feelings and experiences of others (Everhart 2016).…”