LGBTQ Issues in Higher Education

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LGBTQ Issues in Higher Education

• Erin M. Doolin
• Stephanie R. Graham
• Amney J. Harper
• Reaching At-Risk Students A UW System Workshop
• University of Wisconsin-Marathon County
• June 5, 2009

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Why are we here today?

• When LGB students feel safe and affirmed, they
  have the energy and freedom to grow personally
  and professionally. On the other hand, many LGB
  students are consumed with survival due to a
  lack of safety and support (Lark Croteau, 1998,
  p. 773).

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Need for Services for the LGBTQ Student

• Lack of social support
• Family of origin
• Peer groups
• Inadequate student resources/programs
• Maintaining secret lives and false identities
• Living in a hostile environment

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Factors to Consider Homo/Bi/Transphobia

• Defined (a) Fear of or contempt for L,G,B, or T,
  (b) Behavior based on such a feeling.
• Can be expressed through a variety of prejudicial
  attitudes and discriminatory actions, including
• Indicating discomfort around or disgust towards
  individuals who are perceived to be LGBT
• Denying equal treatment to individuals who are
  perceived to be LGBT
• Harassing or engaging in violence against
  individuals who are perceived to be LGBT

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Common Examples of Homo/Bi/Transphobia

• Making assumptions about a person being LGBTQ
  based on dress, behavior, or personality
• Assuming that everyone you meet is either
  heterosexual or lesbian/gay
• Feeling repulsed by displays of affection between
  same-gender couples but accepting affectionate
  displays between different-gender couples
• Being afraid of social or physical interactions
  with people who are LGBTQ
• Avoiding social activities or situations where
  you might be perceived as LGBTQ
• Thinking that people who identify as bisexual are
  really lesbian or gay but are in denial

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More Factors to Consider Heterosexism and
Privilege

• Heterosexism defined Negative attitudes, bias,
  and discrimination in favor of opposite-sex
  sexuality and relationships
• Examples
• Privilege The process of accruing benefits and
  power from institutional inequalities (Kirk
  Okazawa-Rey, 2004)

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Why Are We Responsible?

• It is not the responsibility of the LGBTQ student
  to challenge heterosexism rather it is the
  responsibility of the educator. Due to the power
  inherent in the position, it is the
  responsibility of the educator to challenge
  heterosexism.
• Advocacy involves helping challenge institutional
  and social barriers that impede academic, career,
  or personal-social development.

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Suggestions/Tools

• Create an environment where all are engaged in
  discussions of their multiple identities
• Examine privilege as well as oppression
• Seek out speakers that represent different groups
• Allow students/supervisees to label themselves
  with their own language
• Do not promote environments in which
  students/supervisees will need to choose one
  identity and reject others
• Reevaluate syllabi to include relevant LGBT
  literature
• Use non-heterosexist language
• Use statements of inclusion
• Bibliographies
• Confrontation of defamatory humor
• Become a resource for LGBTQ individuals
• Displays of pride
• Use of inclusive audiovisual aids
• Address personal attitudes and beliefs
• Formal and Informal Evaluations
• Mentoring
• (Poyntner Washington, 2005 Schreier Werden,
  2000)

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Definitions of Mentoring

• The process of matching persons who have
  particular experience with persons with less
  experience (McAllister, et al., 2009, p. 89)
• A personal relationship in which a more
  experienced (usually older) faculty member or
  professional acted as a guide, role model,
  teacher, and sponsor of a less experienced
  (usually younger) graduate student or junior
  professional (Johnson, 2002, p. 88)

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A Social Justice Approach to Mentoring LGBTQ
Students An Integrated Model
Professional
Personal
Social Justice
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An Integrated Model, cont.

• Personal
• Psychosocial Support
• Level of Outness
• Connection to Resources/Guide to Navigating
  Services
• Face-to-Face Contact
• Personal Identity Development of Mentor/Mentee
• Creating a Safe Space
• Empowerment
• Attention to Intersecting Identities and Identity
  Salience
• Avoiding Heterosexist/Sexist Assumptions

• Professional
• Help with Projects Related to LGBTQ Issues
• Helping Mentee Carve Out Space for LGBTQ Voice in
  Profession/Work Setting
• Collaborative Goal Development
• Clearly Defined Goals
• Professional Identity Development of
  Mentor/Mentee
• Help in Addressing Institutional Bias/Advocacy
• Networking

• Social Justice
• Mentee Involvement Based on
• Mentee Needs/Desires
• Mentee Empowerment Through
• Social Justice
• Advocacy Acting With, Acting
• on Behalf (ACA Advocacy
• Competencies, 2003)
• Personal Commitment
• Role model
• To Create Inclusive
• Environments for Mentee
• Challenges of Bias at Various
• Levels (Within relationship,
• department, college, university,
• institutions, community, state,
• national, international level)
• Understanding Heterosexism/
• Sexism Power and Privilege

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Questions?Comments?