Faculty Staff Safe Zone Seminar

Faculty Staff Safe Zone Seminar

MaryBeth WalpoleWalpole@rowan.edux4706

MaryBeth WalpoleWalpole@rowan.edux4706

Experience of LGBT Students

Experience of LGBT Students

College and university environments are a microcosm of society. The same issues that exist in the larger community also exist in classes, offices, residence halls, apartments, and student organizations on campus

The college years (18-22) are a period that individuals are defining themselves and this includes their sexual identity

About 10% of the population is LGBT - there is no accurate number because individuals have to self identify

The LGBT population is an invisible underrepresented and marginalized population

College and university environments are a microcosm of society. The same issues that exist in the larger community also exist in classes, offices, residence halls, apartments, and student organizations on campus

The college years (18-22) are a period that individuals are defining themselves and this includes their sexual identity

About 10% of the population is LGBT - there is no accurate number because individuals have to self identify

The LGBT population is an invisible underrepresented and marginalized population

Campus ExperiencesCampus Experiences 43% of all students, faculty, and staff

hide their sexual identity to avoid intimidation

13% of LGBQ participants feared for their physical safety

63% hide their gender identity to avoid intimidation

43% of transgender students, faculty, and staff feared for their physical safety

This result was more salient for LGBQ students and for LGBTQ people of color.

43% of all students, faculty, and staff hide their sexual identity to avoid intimidation

13% of LGBQ participants feared for their physical safety

63% hide their gender identity to avoid intimidation

43% of transgender students, faculty, and staff feared for their physical safety

This result was more salient for LGBQ students and for LGBTQ people of color.

Campus ExperiencesCampus Experiences 23% of LGBQ staff, faculty, and

students reported experiencing harassment

83% of these respondents identified sexual identity as the basis of the harassment.

39% of transgender students, faculty, and staff reported experiencing harassment

87% identified gender identity/expression as the basis of the harassment

23% of LGBQ staff, faculty, and students reported experiencing harassment

83% of these respondents identified sexual identity as the basis of the harassment.

39% of transgender students, faculty, and staff reported experiencing harassment

87% identified gender identity/expression as the basis of the harassment

GLB Identity DevelopmentGLB Identity Development

Cass’ Model- identity is developmental and linear; 6 stages- not all progress through all stages Confusion- gender roles don’t fit Comparison- look at others who are similar Tolerance- acknowledgement Acceptance- positive identity developed Pride- attending events, joining organizations Synthesis- integrating ID into all areas of life

Cass’ Model- identity is developmental and linear; 6 stages- not all progress through all stages Confusion- gender roles don’t fit Comparison- look at others who are similar Tolerance- acknowledgement Acceptance- positive identity developed Pride- attending events, joining organizations Synthesis- integrating ID into all areas of life

GLB Identity DevelopmentGLB Identity Development D’Augelli’s model- identity is

developmental, evolves over a lifetime, is nonlinear; 6 interactive processes Exiting heterosexual ID-acknowledgement

to self and others of GLB identity Developing personal GLB ID- positive stable

identity Developing social GLB ID- creating a

supportive network Developing a familial GLB ID-coming out to

parents, families, non-GLB friends can be traumatic

Developing intimacy- having relationships Entering GLB community-committing to

social and political action

D’Augelli’s model- identity is developmental, evolves over a lifetime, is nonlinear; 6 interactive processes Exiting heterosexual ID-acknowledgement

to self and others of GLB identity Developing personal GLB ID- positive stable

identity Developing social GLB ID- creating a

supportive network Developing a familial GLB ID-coming out to

parents, families, non-GLB friends can be traumatic

Developing intimacy- having relationships Entering GLB community-committing to

social and political action

GLB Identity DevelopmentGLB Identity Development

Troiden’s - 4 stage, non-linear model: Realization- realization of difference,

often before puberty Identity confusion- questioning sexual

orientation Identity assumption- LGB identity

becomes clear Commitment/self-acceptance- Complete

self-acceptance; pride develops

Troiden’s - 4 stage, non-linear model: Realization- realization of difference,

often before puberty Identity confusion- questioning sexual

orientation Identity assumption- LGB identity

becomes clear Commitment/self-acceptance- Complete

self-acceptance; pride develops

Transgender Identity Development

Transgender Identity Development

D’Augelli’s model is being adapted Exiting traditional gender ID-

acknowledgement to self and others of Transgender identity

Developing personal Transgender ID- positive stable identity

Developing social Transgender ID- creating a supportive network

Developing a familial trans ID-coming out to parents, families as transgender

Developing intimacy Entering Transgender community

D’Augelli’s model is being adapted Exiting traditional gender ID-

acknowledgement to self and others of Transgender identity

Developing personal Transgender ID- positive stable identity

Developing social Transgender ID- creating a supportive network

Developing a familial trans ID-coming out to parents, families as transgender

Developing intimacy Entering Transgender community

General campus concerns for LGBT students

General campus concerns for LGBT students

Coming OutAcademic issues/choicesLack of PrivacyRoommatesLack of ActivitiesDealing with Harassment

Coming OutAcademic issues/choicesLack of PrivacyRoommatesLack of ActivitiesDealing with Harassment

Causes of campus concerns for LGBT students

Causes of campus concerns for LGBT students

Generally, we assume our students are heterosexual unless they tell us otherwise

Student Language is often homophobic Students report some faculty use

homophobic and non-inclusive language, and make disparaging comments, jokes

The campus environment and residence halls are rooted in heterosexuality

Generally, we assume our students are heterosexual unless they tell us otherwise

Student Language is often homophobic Students report some faculty use

homophobic and non-inclusive language, and make disparaging comments, jokes

The campus environment and residence halls are rooted in heterosexuality

What can I do?What can I do? Be an Ally for

LGBT students Be an Ally for

LGBT students Make an effort to

educate yourself and others

Make an effort to educate yourself and others Create an inclusive

community in your classes and offices Be a role model to

those around you

Be aware of the issues around coming out

Understand the important role you play and the impact you have on students

What can I do?What can I do? Support

Be a visible ally by displaying the sticker Support students who come out to you Question or correct anti-LGBT language

Educate Include LGBT people/representations in

curriculum Teach and model respect for all

Advocate Support and promote inclusive campus

policies

Support Be a visible ally by displaying the sticker Support students who come out to you Question or correct anti-LGBT language

Educate Include LGBT people/representations in

curriculum Teach and model respect for all

Advocate Support and promote inclusive campus

policies

What is the University doing?What is the University doing?

Sexual orientation/ gender and affectual orientation included in nondiscrimination policies (NJ State Law)

Transgender Housing Policy New Construction Safe Zone Program April – Rowan PRIDE…in who you are

and who you love

Sexual orientation/ gender and affectual orientation included in nondiscrimination policies (NJ State Law)

Transgender Housing Policy New Construction Safe Zone Program April – Rowan PRIDE…in who you are

and who you love

Campus ResourcesCampus Resources

Safe Zone participants Multicultural Affairs office Dean of Students office GSA Counseling center

Safe Zone participants Multicultural Affairs office Dean of Students office GSA Counseling center

Online resourcesOnline resources National Consortium of Directors of LGBT

Resource in Higher Educationhttp://www.lgbtcampus.org

Campus Pridehttp://www.campuspride.org

Gay Lesbian Straight Education Networkhttp://www.glsen.org

Human Rights Campaignhttp://www.hrc.org

It Gets Better Campaignhttp://www.youtube.com/user/

itgetsbetterproject

National Consortium of Directors of LGBT Resource in Higher Educationhttp://www.lgbtcampus.org

Campus Pridehttp://www.campuspride.org

Gay Lesbian Straight Education Networkhttp://www.glsen.org

Human Rights Campaignhttp://www.hrc.org

It Gets Better Campaignhttp://www.youtube.com/user/

itgetsbetterproject