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As an Ally, I want to make sure that I never cause harm.

-Using pronouns/Pronouns also displayed on email signature, Zoom/Teams, business cards, etc.

-Safe Space stickers displayed so students know

-Participation in Sierra’s Spectrum Committee

-Facilitation and participation in LGBTQ+ activities. Helping to create spaces for LGBTQ+ Students and employees, then getting out of the way, while remaining as a support always.

-Supporting LGBTQ+ Students where/when THEY ask to be supported, follow their lead

- LGBTQ+ trainings, readings, summits, education, research questions. I really learn from thoughts, ideas, fears, observations, etc. that students share with me is very important, guiding me to what I still need to know or learn more about.

-Progressive Flag up in my office, all year long, not just for Pride celebrations, etc.

-Awareness of laws/policies that harm LGBTQ+

-Speaking up against intolerance and use for teachable moments, not Performative Activism

-Privilege – understanding how to use this for good

-I will always speak up

-Participation in Community events, outside of Sierra College

-Knowing when I have caused harm, learning from this and making every effort to never repeat harmful actions and hopefully repair damage I may have caused to someone.

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I will continue to educate myself where I can in order to provide a neutral, safe person that others of the LGBTQI community can trust and feel comfortable being around. As well as taking accountability to myself and others if I am ever to fall short.

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Consider what you have learned about allyship. Please take a moment to reflect and share how you can be and/or are being supportive of LGBTQ+ students in your work environment, classroom, office, etc.

I will stand up against discrimination, I will speak up for underrepresented people, put my pronouns in my emails, create a safe environment by setting strict policies respecting everyone in the learning environment. I will use inclusive language such as everyone instead of male, female. Being a person who LGPTQ+ people can trust.

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I let student express their own story if they want (or not if they don't) and provide support, encouragement, acceptance and validate their feelings in my counseling appts. I participate in LGBTQ+ training each semester and will do the third portion of this training so students can feel safe in my office knowing I've done the training and support them.

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As an ally, I use my pronouns, ask the students for the names that they would like to be called, have a statement of inclusion in my syllabus, display the pride flag, and have inclusive imaging in my all my materials.

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Being a good listener. Continuing to do work on myself. Recognizing my privilege. Using examples in class that normalize LBTQI perspectives and experiences. As a teacher, providing opportunities for students with lived experiences as members of this community to respond or offer respectful corrections in discussions that deal with LGBTQI topics. In analyzing literature, this comes up a lot, so stepping out of the way when possible to make opportunities for LGBTQI students to offer perspectives can be helpful. However, this is tricky because it can fall into that trap where we expect LGBTQI people to teach us - it can out students who may not want to be identified to a large group as LGTBQI - and it can bring uncomfortable attention to students who might prefer not to be expected to weigh in on these issues themselves. Also - the stakes are higher now for visible displays of allyship or support. So this is one of those check my privilege moments. When there's a lack of clarity about whether I can now be targeted, disciplined, doxxed for putting that Safe Space sticker or that Pride flag up, I'm aware that my reaction will say a lot about my own allyship.

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As an instructor, making sure that the classroom environment itself isn't hostile is important. This means using student's pronouns + the names they choose, and being attentive to student-student interactions. LGBTQ+ course content doesn't come up often in the subject I teach, so it's more about general classroom atmosphere. Asking for preferred name as part of a pre-course assignment on canvas is good, since it doesn't put students on the spot. I think going to LGBTQ+ events on campus is another supportive choice: I get to enjoy a fun / interesting event, and just having professor-coded folks present can let students know that we care about queer people & aren't afraid to show that directly in public.

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Allyship isn’t about earning a badge or showcasing one’s own contributions or identity—it’s about showing up, supporting others, and creating space for voices that have historically been marginalized. In my classroom, one of the most important things I strive to do is listen. I let my students lead the conversation when they choose to share, and I do my best to meet them where they are.

Whether that means providing resources, updating course content to reflect inclusive perspectives, or simply referring to students by their correct names and pronouns, I try to offer support in the ways that matter most to them. Allyship, for me, is ongoing work—rooted in respect, responsiveness, and a willingness to grow.

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I post my pronouns in my email signature and let them know in my welcome letter that they can add their pronouns to their Canvas profile as well as ask them for their preferred name. I keep track in my notes column in Canvas. In my dual enrollment courses I can also see if they are listed as nonbinary and make sure that I always use they/them in emails. I also continue to check in with legislation and other current news through HRC.

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On the first day of school, I give students a survey and ask them about themselves including their preferred pronouns. This is to signal that I am supportive of queer students and gives me a record of their pronouns to learn.