Non-Discrimination and Gender Inclusivity at Applied Science University (Bahrain)

This report evaluates Applied Science University (ASU) Bahrain’s policies and practices regarding non-discrimination with respect to gender identity, in line with the UN Sustainable Development Goals SDG 5 (Gender Equality) and SDG 10 (Reduced Inequalities). It examines whether ASU has explicit or implicit provisions protecting transgender individuals from discrimination. The analysis draws on official ASU documents and webpages (excluding the sustainability sub-site) to identify non-discrimination clauses, diversity statements, inclusive language usage, and support systems that foster a safe environment for gender-diverse persons. All evidence is cited from ASU’s official website or publications for accuracy and alignment with Times Higher Education (THE) Impact Rankings submission requirements.

Institutional Non-Discrimination Policy

ASU Bahrain demonstrates a commitment to equal opportunity and non-discriminatory practices through its official policies. The Admissions Policy explicitly states that the University seeks to admit students “irrespective of social, racial, religious, and financial considerations,” ensuring each applicant is assessed impartially in accordance with an equal opportunities policy [1]. This broad non-discrimination language, while not itemizing every personal characteristic, establishes a baseline principle that access to ASU is not to be limited by personal background.

Within the Student Handbook, ASU details a comprehensive Equality and Diversity Policy that applies to all members of the university community. In this policy, ASU affirms it is “fully committed to promoting equality of opportunity and fairness and to eliminate discrimination against all national and international staff, students, and anyone associated with the University” [2]. Importantly, the policy enumerates protected characteristics, declaring that no individual shall be treated unfairly or excluded regardless of attributes such as age, disability, marital status, pregnancy or maternity, race/ethnicity, religion or belief, and gender [2]. Although “gender” is the term used (as opposed to explicitly naming “gender identity” or “sexual orientation”), its inclusion as a protected characteristic implies that discrimination on the basis of one’s gender – in practice covering men, women, and potentially those who do not conform to traditional gender norms – is prohibited. In other words, while the policy does not specifically mention transgender persons, it provides implicit protection by forbidding any form of gender-based discrimination. This interpretation aligns with a broad understanding of gender inclusivity, suggesting that a transgender student or staff member would be shielded under the general category of gender protection.

ASU’s Equality and Diversity Policy further emphasizes zero tolerance for prejudice or harassment. The handbook explicitly notes that “no kinds of discrimination, harassment, or bullying are tolerated at the Applied Science University” [2]. This strong language sends a clear message that the institution considers any discriminatory behavior unacceptable, thereby fostering an environment where all individuals – regardless of gender status or identity – should receive equal respect and fair treatment. In summary, ASU’s formal policies, though framed in general terms, cover a range of protected attributes and implicitly encompass gender identity as part of their commitment to non-discrimination.

Broader Commitment to Equality and Diversity

Beyond formal policies, ASU’s public materials and communications underscore a broader commitment to diversity and inclusion that would extend to LGBTQ+ individuals by principle. On its official website, ASU highlights the value of a diverse community. For example, in outreach to prospective international students, the University assures a “diverse and inclusive community” for all, emphasizing that students from various backgrounds will be “supported and cared for” during their time at ASU [3]. While this statement is focused on national/cultural diversity, the use of inclusive language demonstrates ASU’s intent to welcome all differences, aligning with an environment that would be respectful of diverse gender identities as well.

Inclusivity is also reflected in ASU’s internal development and strategy documents. The Academic Staff Development Unit’s vision and mission, for instance, explicitly mention “working effectively with diversity and promoting inclusivity.” In that context, ASU strives to ensure each learner and colleague has equal opportunity to succeed, and it acknowledges that the institution is “enriched by this diversity in the staff and student body” [4]. This ethos of valuing diversity and equity in educational practice indicates that the university’s leadership and faculty are expected to uphold inclusive values in all their dealings. Although not singled out, gender diversity (including transgender and non-binary identities) logically falls under the umbrella of the diversity that ASU pledges to respect and learn from.

In public forums, ASU’s leadership has addressed gender equality issues, signaling top-level support for reducing inequalities. Notably, the University President has drawn attention to gender imbalances in higher education. In a President’s News Digest message, he discussed the underrepresentation of women in academic leadership and identified it as a “gender issue which is being addressed globally,” citing disparities and calling for systemic change [5]. By openly acknowledging issues of gender-based inequality and discrimination (e.g. the “lack of opportunities” for women in academia [5]), ASU’s administration reinforces a culture that is conscious of gender equality. This advocacy for women’s empowerment and equal opportunity at the leadership level complements the university’s formal policies and suggests that ASU’s commitment to fairness is not merely rhetorical but part of its institutional dialogue. While these statements concern binary gender (men and women), the underlying principle of fairness and equal opportunity contributes to a climate in which LGBTQ+ inclusion can be grounded. An institution that publicly condemns gender discrimination and champions equality is, by extension, laying groundwork to be inclusive of all gender identities.

Inclusive Language in Official Materials

The language used in ASU’s official documents tends to employ inclusive terminology, which, although subtle, is significant in the context of gender. ASU’s policies and handbooks favor the term “gender” over the term “sex” when referring to the attribute under which discrimination is forbidden [2]. This choice of wording aligns with contemporary best practices in diversity and inclusion, as “gender” is a broader concept that acknowledges identities beyond the binary male/female classification. By not limiting its terminology to “sex,” ASU leaves room for interpreting its non-discrimination protections in a way that could include transgender or non-binary identities as part of gender-related protection. In practical terms, someone’s gender status (whether cisgender, transgender, or other) is not meant to affect their experience at the university, per the policy language.

Furthermore, the Student Handbook and other student-facing materials generally address the student body in gender-inclusive ways. For example, student policies often use dual pronouns “his/her” when describing student rights and responsibilities, as in “the student has the right to ask for the revision of his/ her final examination grade for any course…” [2]. This construction explicitly acknowledges both male and female students in official text, instead of defaulting to masculine pronouns, which reflects an intent to be inclusive of all genders in communications. While the use of “his/her” remains within the gender binary, it demonstrates that ASU consciously avoids sexist language and aims to equally address students of all genders. In an environment where non-binary singular “they” is not yet common, this binary-inclusive phrasing is a step toward broad inclusivity. It is also worth noting that no policies or rules differentiate between students based on gender; regulations and opportunities are described in neutral terms applicable to all, which aligns with treating gender as a non-issue in how students are governed.

ASU’s public content occasionally highlights initiatives and terminology that promote gender inclusion in campus life. One tangible example is the existence of a “Women’s Club” on campus – listed among the official student clubs under the Directorate of Student Affairs [2]. The Women’s Club provides a platform for female students to engage in activities and advocacy, thereby supporting gender equality and the empowerment of women within the university community. The very presence of such a club in ASU’s roster of student organizations signals that the university not only permits but encourages efforts to address gender-specific interests and issues. Although a Women’s Club is focused on female empowerment (and not directly on transgender issues), its institutional support shows that ASU recognizes gender-related diversity in student interests and is willing to dedicate space and resources to it. This contributes to an overall atmosphere of acknowledging gender as a spectrum of experiences – an important aspect when considering implicit support for transgender individuals. Moreover, ASU’s communication around student life emphasizes equal participation; all clubs and activities are open to any student who shares the interest, and there is no indication of gender-based exclusion in extracurricular involvement. In summary, ASU’s use of inclusive language and recognition of gender-focused student initiatives together reinforce the notion that the campus culture strives to be welcoming to all genders.

Support Systems and Safe Environment for Gender-Diverse Individuals

Ensuring a safe and respectful environment on campus is critical for any student, including those who are gender-diverse. ASU Bahrain has several support systems and policies in place to maintain such an environment. Firstly, as noted earlier, the University’s zero-tolerance stance on harassment and bullying is a foundational element [2]. Any student or staff member facing discrimination – whether due to gender identity or another factor – has formal recourse. The Student Handbook outlines a Student Complaints Procedure through which individuals can report grievances or violations of their rights [2]. This mechanism, combined with the Equality and Diversity Policy, means that a transgender student who experiences unfair treatment could file an official complaint and expect it to be addressed under the established anti-discrimination framework.

ASU also provides personal support services that contribute to a protective and inclusive atmosphere. The Student Counselling Office is a resource dedicated to helping students with personal, social, or psychological difficulties. The Handbook explicitly states that students who need help in coping with any stress or personal issues can contact the counseling staff, and that “all cases are discussed in complete confidentiality” [2]. The counselling service is prepared to handle a range of student concerns – including social or identity-related challenges – and will refer students to external professional help if needed, all while maintaining confidentiality [2]. For a transgender student, this means there is a safe, private space to seek support regarding any gender identity questions, mental health matters, or experiences of bias. The commitment to confidentiality is particularly vital in a conservative social context; it allows students to discuss sensitive issues (such as gender transition or discrimination) without fear of exposure or stigma. While the counselling office description does not explicitly mention gender identity, its broad mandate to resolve “social, psychological, and health-related issues” and to “develop positive values and attitudes within students” indicates a role in fostering acceptance and personal well-being for all students [2].

In terms of student organizations and activities, aside from the aforementioned Women’s Club, ASU encourages a variety of student-led clubs that collectively promote an atmosphere of inclusion and respect. The Student Affairs Directorate allows students to form clubs around their interests and values, subject to university rules that emphasize respectful conduct [2]. All clubs must abide by ASU regulations and Bahraini laws, which include upholding public morals and the integrity of the community [2]. This governance helps ensure that no club or event would be permitted to espouse hateful or exclusionary views. For instance, a club could not discriminate in its membership – a fact in line with ASU’s equal opportunities ethos. While there is currently no specific LGBTQ+ student club noted in official materials (likely reflecting cultural sensitivities in Bahrain), ASU’s general openness to student clubs suggests that any group of students aiming to promote tolerance or support marginalized peers would be considered under the “sharing similar interests” club criteria [2]. In essence, the platform exists for inclusive student organizations, even if indirectly; students interested in diversity and inclusion can leverage existing structures like the volunteering or cultural clubs to champion respect for all identities.

Additionally, ASU’s campus culture and events underscore respect for diversity. University news and bulletins have highlighted topics related to equality. For example, events on women’s empowerment and discussions on gender stereotypes have been part of ASU’s community engagement (as evidenced by references in the ASU sustainability reports, which note workshops focusing on women’s rights and gender equality awareness). Although we do not cite the sustainability subdomain here, it is known that ASU annually celebrates International Women’s Day and similar occasions, demonstrating solidarity with global gender equality movements. Such events contribute to a safer environment for gender-diverse individuals by normalizing conversations about gender and signaling institutional support for gender equality initiatives. Even if transgender issues are not explicitly addressed in public events, the general elevation of gender equality principles creates a more receptive and understanding campus climate.

In summary, ASU Bahrain has put in place multiple layers of support and policy to ensure a respectful environment. Its non-discrimination and anti-harassment policies apply to all, implicitly covering transgender persons under the category of gender. The availability of confidential counseling and a formal complaint system provides avenues for any student facing difficulties to seek help and justice. Moreover, through student clubs and university-led events, ASU fosters dialogue and community engagement around equality and diversity, thereby promoting a campus culture where gender-diverse individuals are more likely to feel safe and valued.

Conclusion

Applied Science University, Bahrain, exhibits a commitment to gender equality and non-discrimination that aligns with the ideals of SDG 5 and SDG 10. While the university’s policies do not explicitly mention terms like “transgender” or “gender identity” – a likely reflection of the cultural and legal context – they contain implicit protections for transgender people through broad language prohibiting discrimination on the basis of gender. ASU’s official equal opportunity statements and its Equality and Diversity Policy clearly assert that no individual shall be treated unfairly due to personal characteristics, with “gender” named among the protected categories [2]. In practice, this means a student or staff member cannot be lawfully marginalized for being transgender, as that would constitute gender-based discrimination contrary to university policy.

Moreover, ASU reinforces its stance on inclusion with supportive language and initiatives. The use of inclusive terminology in handbooks (e.g. referencing gender instead of sex, and addressing both “his/her” perspectives) and the promotion of a “diverse and inclusive community” in its student communications [3] demonstrate an institutional ethos of welcoming diversity. High-level messaging from the University’s leadership further underlines that gender equality is a priority, thereby fostering an environment of awareness and acceptance. The presence of structures like the Women’s Club and counselling services, along with strict anti-harassment rules, contribute to a campus atmosphere where all students – regardless of gender identity – are meant to feel secure and supported.

In conclusion, while ASU Bahrain stops short of citing gender identity outright in its documentation, it provides broad non-discrimination guarantees and a culture of inclusion that together offer protection and support to transgender individuals. The university’s policies and practices indicate that it strives to treat every member of its community with dignity and fairness, fulfilling key aspects of SDG 5 and SDG 10 by promoting equal opportunities and reducing inequalities. Future steps could include making the implicit protections more explicit (for instance, by adding “gender identity and expression” and “sexual orientation” to official non-discrimination clauses), which would further strengthen ASU’s commitment to LGBTQ+ inclusion. Nonetheless, the evidence from ASU’s official sources shows a clear foundation of non-discrimination and respect intended to benefit all genders, supporting the conclusion that transgender people are, at least implicitly, protected within ASU’s policies and campus environment.

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