Survey Tools

These scales were developed to empower survey participants to select the identities with which they identify, including multiple identities, while also addressing the challenge researchers face in how to integrate select-all-that-apply responses in statistical analyses.

Earlier versions of these scales were used in the 2013 US-based National Study of LGBTQ Student Success, led by Kris Renn and Michael Woodford. Participants were first invited to select the sexual[gender] identity that best describes them and then were invited to select other terms they use to describe their sexual [gender identity]. The scale was implemented without testing.

Within the Thriving On Campus project, we revised the scale and then consulted 2SLGBTQ+ campus-based service providers, researchers, and students.Additionally, we included it in our online pilot study survey. Participants who reported multiple identities answered our two questions, and these participants were invited to complete questions about the scale’s acceptability.

Sexual Identity

In terms of sexuality, how do you identify? Select all that apply.

• Asexual
• Bisexual
• Gay
• Demisexual
• Heterosexual
• Lesbian
• Man-loving man
• Pansexual
• Queer
• Questioning
• Two-Spirit
• Woman-loving woman
• My sexual identity is not represented on this list. My sexual identity is: ____________________________________
• Prefer not to answer

Participants who select more than one identity receive this follow-up question, with the online question listing only the identities reported in their previous response, including any write-in responses.

People may use multiple terms to describe their sexual identity. However, it may be impossible to use all unique combinations in our data analysis. Therefore, which one of the following options BEST describes your sexual identity?

Gender Identity

In terms of your gender, how do you identify? Select all that apply.

• Agender
• Demigender
• Genderqueer
• Gender non-conforming
• Genderfluid/fluid
• Man
• Non-binary
• Pangender
• Queer
• Questioning
• Trans
• Trans feminine
• Transgender
• Trans masculine
• Trans man
• Trans woman
• Two-Spirit
• Woman
• My gender is not represented on this list. My gender identity is: ____________________________________
• Prefer not to answer

Participants who select more than one identity receive this follow-up question, with the online question listing only the identities reported in their previous response, including any write-in responses.

People may use multiple terms to describe their gender identity. However, it may be impossible to use all unique combinations in our data analysis. Therefore, which one of the following options BEST describes your sexual identity?

Note: To distinguish survey participants who are part of the trans and gender diverse community and identify as “man” or “woman” from cisgender participants identifying as the same, we recommend also inquiring about sex assigned at birth in addition to gender. By including this question, researchers can conduct crosstabs to determine participants’ membership in either of these two groups.

Existing scales assessing gender expression tend to align with the gender binary, with items addressing femininity and masculinity. These scales are exclusionary to survey participants who do not align with the femininity-masculinity binary.  

For the Thriving On Campus study, we adapted the gender image scale (Geist et al., 2025) by adding two items, “agenda” and a write-in item.  

Our scale development included consultation with 2SLGBTQ+ campus-based service providers, researchers, and students. Additionally, we included the scale in our online pilot study survey. In that survey, we also included two existing gender expression scales. The three scales were randomly presented. After completing each scale, participants were asked to provide feedback on the understandability and perceived inclusiveness of each scale. Next, participants were asked to rank order the three scales in terms of preferred scale. Findings demonstrated support for the Inclusive Gender Expression Scale.

Responses are to be analyzed using latent profile analyses, which generates diverse gender profiles that draw on responses from each scale item.

In general, how do you express your gender? Please answer on all scales; move the cursor to reflect your answer. 

Notes: Definitions provided by sliding over the term. Response set: 7-point sliding scale. We recommend that the cursor not be set at a pre-determined level as our image suggests. Rather, it should appear once the participant clicks on the scale, to avoid biasing response.  

Items in this scale were drawn from the 25-item Trans Microaggressions on Campus Scale utilized by Woodford and colleagues in their 2018 study. That scale was created to align with the LGBQ Microaggressions on Campus Scale, which underwent extensive testing, including exploratory and confirmatory factor analyses resulting in two subscales: interpersonal microaggressions and environmental microaggressions. Because of the goal to have a trans microaggressions scales that reflected these two dimensions, testing for the 2018 study involved conducting separate exploratory factor analyses for items reflecting interpersonal microaggressions and environmental microaggressions. This resulted in the 18-item trans interpersonal microaggressions subscale and the 7-item trans environmental microaggressions subscale.

In Thriving On Campus, we included all 25 items in both the pilot study and provincial survey. Following best practices for scale development, we developed the Four-dimension Trans Microaggressions on Campus Scale by subjecting all items to exploratory factor analysis using data from the pilot study, followed by confirmatory factor analysis using data from the provincial survey. Other psychometric testing (e.g., internal consistency, validity testing) was performed using the provincial survey.  

This comprehensive approach resulted in the following 23-item scale comprising four subscales.

Instructions 

Over the PAST YEAR (or if you have been a university student for less than 1 year, since you have been a university student) how often have you experienced these incidents on campus. Note: We use trans to be inclusive of trans, transgender, genderfluid, non-binary, Two-spirit, and other gender diverse identities.

Response options: Never, Very rarely, Rarely, Occasionally, Frequently, Very frequently 

Note: Items are scored so that higher scores indicate experiencing microaggressions more frequently.  

Subscale: Interpersonal insults and invalidations  

• I was referred to as someone’s “trans friend,” “gender queer friend,” or something similar when I was being introduced. 
• I was told I talk about my gender identity and/or expression too much. 
• I was told that I talk about discrimination against trans or gender queer people too much. 
• I was expected to speak for all trans and/or gender queer people. 
• A cisgender person said, “trans [gender queer] people are just like cisgender people,” or something similar. 
• Strangers/acquaintances asked invasive personal questions about my sex life (e.g., “how do you have sex?”) 
• People told me they wished I weren’t trans or gender queer because they are worried about my safety. 
• I was made fun of because of my gender identity and/or expression. 

Subscale: Interpersonal and Environmental Exclusion  

• Forms or documentation asked about gender/sex and only include “male” and “female.” 
• I did not have access to bathrooms where I felt comfortable as a trans person. 
• A friend or acquaintance made transphobic comments without realizing they were offensive. 
• Someone used the incorrect pronoun(s) when referring to me. 
• People said or implied that my birth sex is my “real” sex/gender. 
• I received information about sexual health that was limited to cisgender bodies. 
• My school made efforts to support LGBQ students, but not trans students. 

Subscale: Interpersonal Avoidance  

• People avoided getting to know me better after they found out I was trans. 
• Others gave me dirty looks because they knew or assumed I am trans or gender queer. 
• I felt like others avoided working with me (e.g., on a group assignment/project) because they know or assumed I was trans or gender queer. 

Subscale: Hostile and Invalidating Climate  

• In my school it was OK to make jokes about trans and gender queer people. 
• I have heard people say that they were tired of hearing about trans inclusion. 
• I saw negative messages about trans people on social media (e.g., Facebook, Twitter) posted by contacts or organizations, or in advertisements. 
• In my school, I was made to feel that expressing my gender identity and/or expression would prevent me from succeeding in pursuing my career goals. 
• Other people said, “That’s just the way it is,” when I voiced frustration about transphobia. 

Existing scales assessing perceived climate for 2SLGBTQ+ students tend to be limited in testing and comprehensiveness, including a lack of items specific to the concerns and experiences of trans and gender diverse students. While a 6-item scale developed by Szymanski and Bissonette (2020) is promising compared to other scales, especially given its extensive testing, it comprises only two subscales, thus overlooking key aspects of the climate (e.g., perceptions of safety). Moreover, it is meant to be used with 2SLGBTQ+ students generally and does not include items specific to trans and gender diverse students.  

For Thriving On Campus, we developed and tested the 2SLGBTQ+ Perceived Inclusive Campus Scale. Scale development included consultation with 2SLGBTQ+ campus-based service providers, researchers, and students. We included the scale in our online pilot study survey, and responses were used to conduct exploratory factor analysis. The scale was included in the provincial study, with responses used for confirmatory factor analysis and other psychometric testing (e.g., internal consistency, validity testing). 

Our scale consists of a trans version and an LGBQ version, each with subscales. Students who identify as part of the trans and gender diverse community, receive the trans version. Students who identify as part of the LGBQ community, receive the LGBQ scale. Participants who identify as part of both communities first receive the trans version and then are asked if they would like to also complete the LGBQ scale.

Response set: Strongly disagree, Disagree, Somewhat disagree, Neutral, Somewhat agree, Agree, Strongly agree

Note: Items are scored so that higher scores indicate more inclusive, affirming climate.  

Trans Climate Scale  

Subscale: Trans Negative Collective Attitudes and Treatment 

The following statements inquire about your perceptions of how people (students, instructors, staff, and administrators) on your campus view and treat trans students in general. Other questions in the survey address your personal experiences. 

• People believe that trans students should not talk about/express their gender identity. 
• People believe that trans students are sick or abnormal. 
• Trans students are treated unfairly. 
• Trans students experience more barriers than other students in accessing services (e.g., counselling, health, career, accessible learning).  

Note: The above items are reverse scored.  

Subscale: Trans Positive Collective Attitudes and Treatment  

• Trans students are treated respectfully by campus security/police services. 
• The campus is welcoming for trans students. 
• Trans students are accepted by instructors, staff, and administrators. 
• Trans students are accepted by other students. 

Subscale: Trans Equity and Inclusion Policies  

The statements in the following sections address your personal opinions of various aspects of the climate or environment for trans students on your campus.  

Note: This preamble applies to this and all subsequent subscales. 

• The university prohibits the discrimination of trans individuals through anti-discrimination/harassment policies. 
• I am confident the university would ensure that its trans anti-discrimination/harassment policies are followed. 
• The university provides accessible information for students about its trans equity/inclusion policies. 
• There are gender inclusive washrooms available on campus. 
• The gender inclusive washrooms are conveniently located on campus. 
• The university fosters an environment in which trans students can access the washrooms that reflect their gender identity. 
• The university ensures that trans students can easily use their chosen name/gender marker on official academic documents and records (e.g., transcripts, proof of enrolment, diploma). 
• The university ensures that trans students can easily use their chosen name/gender marker for ID cards and other university documents (e.g., attendance lists, online accounts). 
• The university ensures that trans students have equal opportunity to participate in athletic teams (e.g., varsity, intramural).* 
• The university provides gender-inclusive locker/change room(s) for trans students that reflect their gender identity or meet their privacy needs.* 
• The university ensures that trans students can access on-campus gender inclusive housing.* 

* The response set for these items includes “Not applicable to my campus.” 

Subscale: Trans Institutional Leadership  

• The university makes efforts to prevent trans discrimination/harassment (e.g., awareness campaigns, presentations/workshops). 
• Administrators (e.g., president, deans, department chairs/directors) treat the well-being of trans students as important. 
• There are public statements from administrators (e.g., president, deans, department chairs/directors) promoting trans equity/inclusion. 
• Administrators (e.g., president, deans, department chairs/directors) openly support trans issues and concerns (e.g., displaying symbols of support, posting on social media, sending institution-wide emails). 
• Administrators (e.g., president, deans, department chairs/directors) attend trans events and activities (e.g., Transgender Day of Remembrance). 
• The university supports organizations and programs to help trans students feel like they belong. 
• My university employs openly trans staff and/or faculty. 
• The university demonstrates a commitment to trans equity/inclusion (e.g., funding trans groups, events, or scholarships).  

Subscale: Trans Safety Fears 

• I am more comfortable if I do not disclose my trans identity. 
• I feel safer hiding my trans identity when using campus common areas (e.g., food courts, student lounges, outdoor spaces, hallways). 
• I feel safer hiding my trans identity when using classrooms. 
• I feel safer hiding my trans identity when using online learning spaces (e.g., online courses, discussion boards). 
• I feel safer hiding my trans identity when using the library. 
• I feel safer hiding my trans identity when using campus health services. 
• I feel safer hiding my trans identity when using campus support services (e.g., counselling, career, accessible learning). 
• I feel safer hiding my trans identity when using washrooms. 
• I feel safer hiding my trans identity when using campus housing. 
• I feel safer hiding my trans identity when using athletic gyms/workout spaces. 
• I feel safer hiding my trans identity when using locker/change rooms. 
• I feel safer hiding my trans identity when using buses/public transportation. 
• Due to my trans identity, I worry that I will be stared at or whispered about. 
• Due to my trans identity, I worry that people will avoid talking/working with me. 
• Due to my trans identity, I worry that I will be verbally insulted or threatened. 
• Due to my trans identity, I worry that I will have my personal property damaged or destroyed. 
• Due to my trans identity, I worry that I will be physically assaulted. 
• Due to my trans identity, I worry that I will be sexually assaulted. 
• Due to my trans identity, I worry that I will be bullied in online spaces. 

Notes: The response set for these items includes “Not applicable” in case certain spaces are not available on a participants’ campus. The above items are reverse scored.  

LGBQ Climate Scale  

Subscale: LGBQ Negative Collective Attitudes and Treatment 

The following statements inquire about your perceptions of how people (students, instructors, staff, and administrators) on your campus view and treat trans students in general. Other questions in the survey address your personal experiences. 

• People believe that LGBQ students should not talk about/express their sexuality. 
• People believe that LGBQ students are sick or abnormal. 
• LGBQ students are treated unfairly. 
• LGBQ students experience more barriers than other students in accessing services (e.g., counselling, health, career, accessible learning). 

Note: The above items are reverse scored. 

Subscale: LGBQ Positive Collective Attitudes and Treatment  

The statements in the following sections address your personal opinions of various aspects of the climate or environment for trans students on your campus.  

Note: This preamble applies to this and all subsequent subscales. 

• LGBQ students are treated respectfully by campus security/police services. 
• The campus is welcoming for LGBQ students. 
• LGBQ students are accepted by instructors, staff, and administrators. 
• LGBQ students are accepted by other students. 

Subscale: LGBQ Equity and Inclusion Policies 

• The university prohibits the discrimination of LGBQ individuals through anti-discrimination/ harassment policies. 
• I am confident the university would ensure that its LGBQ anti-discrimination/harassment policies are followed. 
• The university provides accessible information for students about its LGBQ equity/inclusion policies. 
• The university ensures that LGBQ students have equal opportunity to participate in athletic teams (e.g., varsity, intramurals). 

Subscale: LGBQ Institutional Leadership 

• The university makes efforts to prevent LGBQ discrimination/harassment (e.g., awareness campaigns, presentations/workshops). 
• Administrators (e.g., president, deans, department chairs/directors) treat the well-being of LGBQ students as important. 
• There are public statements from administrators (e.g., president, deans, department chairs/directors) promoting LGBQ equity/inclusion. 
• Administrators (e.g., president, deans, department chairs/directors) openly support LGBQ issues and concerns (e.g., displaying symbols of support, posting on social media, sending institution-wide emails). 
• Administrators (e.g., president, deans, department chairs/directors) attend LGBQ events and activities (e.g., Queer Awareness Day/Week). 
• The university supports organizations and programs to help LGBQ students feel like they belong. 
• My university employs openly LGBQ staff and/or faculty. 
• The university demonstrates a commitment to LGBQ equity/inclusion (e.g., funding LGBQ groups, events, or scholarships).  

Subscale: LGBQ Feelings of Unsafety  

• I am more comfortable if I do not disclose my sexuality. 
• I feel safer hiding my LGBQ identity when using campus common areas (e.g., food courts, student, lounges, outdoor spaces, hallways) 
• I feel safer hiding my LGBQ identity when using classrooms. 
• I feel safer hiding my LGBQ identity when using online learning spaces (e.g., online courses, discussion boards). 
• I feel safer hiding my LGBQ identity when using the library. 
• I feel safer hiding my LGBQ identity when using campus health services. 
• I feel safer hiding my LGBQ identity when using campus support services (e.g., counselling, career, accessible learning). 
• I feel safer hiding my LGBQ identity when using washrooms. 
• I feel safer hiding my LGBQ identity when using campus housing. 
• I feel safer hiding my LGBQ identity when using athletic gyms/workout spaces. 
• I feel safer hiding my LGBQ identity when using locker/change rooms. 
• I feel safer hiding my LGBQ identity when using buses/public transportation. 
• Due to my LGBQ identity I worry that I will be stared at or whispered about. 
• Due to my LGBQ identity I worry that people will avoid talking/working with me. 
• Due to my LGBQ identity I worry that I will be verbally insulted or threatened. 
• Due to my LGBQ identity I worry that I will have my personal property damaged or destroyed. 
• Due to my LGBQ identity I worry that I will be physically assaulted. 
• Due to my LGBQ identity I worry that I will be sexually assaulted. 
• Due to my LGBQ identity I worry that I will be bullied in online spaces. 

Notes: The response set for these items includes “Not applicable” in case certain spaces are not available on a participants’ campus. The above items are reverse scored.  

For Thriving On Campus, we developed and tested the 2SLGBTQ+ Inclusive Pedagogical Representation Scale. Scale development included consultation with 2SLGBTQ+ campus-based service providers, researchers, and students. We included the scale in our online pilot study survey, and responses were used to conduct exploratory factor analysis. The scale was included in the provincial study, with responses used for confirmatory factor analysis and other psychometric testing (e.g., internal consistency, validity testing). 

Our scale consists of a trans version and a LGBQ version. Students who identify as part of the trans and gender diverse community receive the trans version. Students who identify as part of the LGBQ community receive the LGBQ scale. Participants who identify as part of both communities first receive the trans version and then are asked if they would like to also complete the LGBQ scale.

Only students who answer “Yes” to the question, “In my area(s) of study, I would expect 2SLGBTQ+ content to be included in my courses, (response options: Yes, No, Not sure/Don’t know) receive this scale.

Instructions 

Thinking about your experiences in your classes at your current university, please indicate your leave of agreement with each statement.

Response set: Strongly disagree, Disagree, Somewhat disagree, Neutral, Somewhat agree, Agree, Strongly agree

Note: Items are scored so that higher scores indicate greater perceived inclusion in pedagogy.  

Subscale: Trans Pedagogical Representation 

• Educators (e.g., faculty, instructors, teaching assistants) create a supportive learning environment for trans students. 
• When trans content is included in my courses, the content portrays trans community accurately. 
• Classroom/online discussions regarding trans issues are conducted with respect for trans communities. 
• Overall, my courses include sufficient articles/chapters and other materials written by trans authors. 
• Overall, my courses include sufficient discussion of trans topics. 
• Overall, my courses include sufficient readings about trans topics. 
• Overall, my courses include sufficient trans speakers. 
• Course discussions help students to understand cisgenderism (i.e., social system of oppression/ discrimination against trans people). 

Subscale: LGBQ Pedagogical Representation  

• Educators (e.g., faculty, instructors, teaching assistants) create a supportive learning environment for LGBQ students. 
• When LGBQ content is included in my courses, the content portrays LGBQ communities accurately. 
• Classroom/online discussions regarding LGBQ issues are conducted with respect for LGBQ communities. 
• Overall, my courses include sufficient articles/chapters and other materials written by LGBQ authors. 
• Overall, my courses include sufficient discussion of LGBQ topics. 
• Overall, my courses include sufficient readings about LGBQ topics. 
• Overall, my courses include sufficient LGBQ speakers. 
• Course discussions help students to understand heterosexism (i.e., social system of oppression/ discrimination against LGBQ people). 

We developed this scale as part of our perceived climate scale. It is intended for trans, gender diverse, and cisgender students. Unlike the trans and LGBQ perceived climate scales above, which centre gender identity and sexual identity, respectively, this scale is concerned with gender expression.  

Response set: Strongly disagree, Disagree, Somewhat disagree, Neutral, Somewhat agree, Agree, Strongly agree 

Note: Items are scored so that higher scores indicate greater concerns for one’s safety.  

• Due to my gender expression, I worry that I will be stared at or whispered about. 
• Due to my gender expression, I worry that people will avoid talking/working with me. 
• Due to my gender expression, I worry that I will be verbally insulted or threatened. 
• Due to my gender expression, I worry that I will have my personal property damaged or destroyed.
• Due to my gender expression, I worry that I will be physically assaulted. 
• Due to my gender expression, I worry that I will be sexually assaulted. 
• Due to my gender expression, I worry that I will be bullied in online spaces.