LGBT Issues in Higher Education

1. LGBT Issues in Higher Education Sidney R. Smith Metropolitan State University GLBT and Women’s Service Coordinator

2. My Background Education Cottey College, Associate of Arts Texas Women’s University, Bachelor of Arts Minnesota State University, Mankato, Master of Science St. Cloud State University, Doctoral Candidate Employment Program Advisor, LGB Center Mankato University Services, Capella University Academic Advisor, Capella University GLBT and Women’s Services, Metropolitan State Volunteer Founding co-chair of the MN GLBTA Campus Alliance Research Areas LGBT Issues in Higher Education and Assessing the Unique Needs of Bisexual Students

3. LGBT Student Services Number of Campuses in Nation with GLBT Services: 150 campuses in 40 states/DC/Canada. 15 led by GA’s, 135 led by at least one professional staff person States with GLBT Services on their campuses: 22 centers = CA 9 centers = IL 8 centers = MA, NY, PA 7 centers = MI, MN, OH 5 centers = CO, WI 4 centers = FL, ME, MO, OR, WA 3 centers = DC, IA, NC, TX, VA 2 centers = AZ, Canada, CT, GA, IN, MD, NH, NJ, TN, UT (10 states/DC/Canada) 1 center = DE, HI, KS, KY, LA, NE, RI, SC, VT, WV Information from the 2009 Report of the Consortium of LGBT Professionals in Higher Education: http://www.lgbtcampus.org/

4. Understanding Lesbian, Gay, Bisexual, Transgender Identities

5. Chromosomes, genitals, hormones, reproductive organs, secondary sex characteristics Female, male, intersex Gender expression, gender roles, gender identity Gender conforming, transgender FTM, genderqueer, man, transsexual, woman, etc. Sexual desire, sexual behavior, sexual identity Asexual, bisexual, gay, heterosexual / straight, lesbian, pansexual, Two Spirit, etc. SEX Body / Biology Culture Attractions / Relationships GENDER SEXUAL ORIENTATION

6. Understanding Transgender Identities The Transgender Umbrella

7. MEASURES OF SEXUALITY Kinsey Scale (1948, 1953) Focus Statistically documented actual sexual behaviors of American males (1948) and females (1953) Measured the degree to which a person engages in heterosexual and homosexual sexual behaviors Goals Remove “abnormal” label to end the stigma of sexual behavior Erase sexual definitions (Homosexual/Heterosexual) Response Research lacked psychological dimensions

8. (Cass, 1979) Cass’s Model of Homosexual Identity Formation Identity Confusion Identity Comparison Identity Tolerance Identity Acceptance Identity Pride Identity Synthesis

9. Group Membership Identity Individual Sexual Identity (Fassinger & Miller, 1997; McCarn & Fassinger, 1996) Awareness Of existence of different sexual orientations in people Exploration Of one’s position (re: gay people as group) Deepening/Commitment To personal involvement with a reference group, with awareness of oppression and consequences of choices Internalization/Synthesis Of identity as a member of a minority group, across contexts Awareness Of feeling or being different Exploration Of strong/erotic feelings for same sex people or a particular same sex person Deepening/Commitment To self-knowledge, self fulfillment, and crystallization of choices about sexuality Internalization/Synthesis Of love for same sex people, sexual choices into overall identity Inclusive Model of Lesbian/Gay Identity Formation

10. INVISIBILITY The majority of GLBT people we will ever interact with in our lifetimes will not be known to us as GLBT Because of the stigma accompanying GLBT identity, most people do not “come out” in all their interactions as being GLBT It is estimated that bisexuals make up the single largest part of the GLBT community, though they are, arguably, the least visible How does this impact programs that need to be able to provide data and assessment?

11. Breaking Down the Binary Needs of students who do not fix in to static boxes are not being met Bisexual and/or Transgender students needs Lack of any research on Bisexual, Transgender identified students Lack of research on intersecting identities like students of color and students with disabilities Biphobia and ignorance leads to needs of bi identified individuals being assumed to align with the gender identity of the person they are involved with at the time

12. Understanding Diverse Identities It’s important to ask how someone identifies and not just assume it corresponds to how you perceive them to be Identities are complex, not simple “either/or” binaries Gender and Sexual Fluidity: Aspects of identities may change throughout our lives Fluidity may be an identity in and of itself

13. Attitudes Towards LGBT People: Homophobic/Transphobic/Hetrosexist/Biphobic Repulsion Homosexuality and gender variance are seen as “crimes against nature.” People who are homosexual and/or do not conform to social gender norms are typified as sick, crazy, immoral, sinful, wicked, etc., and therefore any means taken to change people who are LGBTQ is justified (e.g. prison, hospitalization, behavior therapy, etc.)   Pity Heterosexual Chauvinism. Heterosexuality and rigid gender roles are more mature and certainly to be preferred. Any possibility of becoming straight should be reinforced and those who seem to be born “that way” should be pitied because they can’t help it.   Tolerance Homosexuality and gender-bending is just a phase of adolescent development that many people go through and most people “grow out of.” Thus, people who are lesbian, gay, bisexual, transgender, and queer are less mature than people who are straight and should be treated with protectiveness and indulgence one uses with a child. People who are LGBTQ should not be given positions of authority because they are still working through adolescent behaviors.   Acceptance This level implies that there is something about individuals who are LGBTQ that individuals who are straight have the power to accept or reject. This is often characterized by statements, such as, “you’re not gay to me, you’re just a person,” or “what you do in bed is your own business,” or “that’s fine, as long as you don’t flaunt it” (“flaunt” includes anything one might say or do to make other people aware). This level denies social and political realities faced by people who are LGBTQ and ignores the pain of invisibility and the stress of closeted behaviors.   Adapted from Obear, K. (1985). Opening Doors to Understanding and Acceptance: A Facilitator’s Guide to Presenting Workshops on Lesbian and Gay Issues..” In LGBTQArchitect (2008). The Pennsylvania State University. State College, PA. 25 Jan. 2009 <http://architect.lgbtcampus.org/>.

14. Attitudes Towards LGBT People: Positive/Affirming Support The basic approach of many liberal social and political organizations. At this level, people work to safeguard the rights of people who are LGBTQ. At this level people may be uncomfortable themselves, but they are aware of the social climate and the irrational unfairness of discrimination on the basis of gender identity/expression and sexual/affectional orientation.  Admiration Acknowledging that being LGBTQ in our society takes strength and requires facing a daily struggle. At this level, people are willing to truly look at themselves and work on their own homophobic attitudes, as well as recognize where they have privileges afforded to them based solely on their heterosexuality.   Appreciation Valuing diversity of people and seeing people who are LGBTQ as a valid part of human diversity. At this level, people are willing to work continuously against homophobic/transphobic attitudes that influence themselves, as well as work toward educating others about the importance of supporting people who are LGBTQ.   Nurturance Assuming that people who are LGBTQ are indispensable in our society. At this level, people view members of LGBTQ communities with genuine affection and delight, and are willing to be open advocates. Acting from a nurturing attitude, people make it a persistent priority to learn about the realities of people who have diverse life experiences, seeking to transform social norms and institutional systems toward inclusion. Adapted from “Adapted from Obear, K. (1985). Opening Doors to Understanding and Acceptance: A Facilitator’s Guide to Presenting Workshops on Lesbian and Gay Issues..” In LGBTQArchitect (2008). The Pennsylvania State University. State C

15. Examples of Institutional Heterosexism Marriage and Passage of the federal Defense of Marriage Act (DOMA) Custodial and adoption rights Social Security benefits cannot be left to same-sex partner Must pay for legal protections that may not be upheld Hospitals Visitation LGBT people are assumed to be a threat to children in some professions: teaching, coaching, pediatric medicine Lesbian, bisexual and gay people discharged from the military for disclosing their sexual orientation regardless of their service record Lesbian, bisexual and gay people are rarely represented in TV shows and movies, ads, songs, magazines and entertainment in a wide variety of roles Lesbian, gay and bisexual people read, hear or watch daily public debates on the normality, legitimacy or morality of their sexual orientation    

16. Examples of Institutional Heterosexism: Education LGBT not in curricula Academic Freedom Campus Policies Campus events assume heterosexuality GLBT educators hide their sexual orientation State or federal law prohibiting employment discrimination excludes sexual orientation  

17. CAMPUS CLIMATE FOR GAY, LESBIAN, BISEXUAL AND TRANSGENDER PEOPLE: A NATIONAL PERSPECTIVE BY SUSAN R. RANKIN FOR THE POLICY INSTITUTE OF THE NATIONAL GAY AND LESBIAN TASK FORCE

18. Recruit and Retain GLBT Individuals Provide services to potential employees to assist their same-sex partners in securing employment. Actively recruit and retain GLBT persons. Actively recruit and retain heterosexual students and staff supportive of GLBT equality. Include sexual orientation and gender identity or expression in the institution’s nondiscrimination clause. Extend employee spousal benefits (health insurance, tuition remission, sick and bereavement leave, use of campus facilities, child care services, comparable retirement plans) to domestic partners. Provide single stall gender-neutral restroom facilities. Provide housing for same-sex partners. Develop visible scholarships targeting GLBT students. http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf

19. Demonstrate Institutional Commitment to GLBT Issues/Concerns Integrate GLBT concerns into university documents/publications (grievance procedures, housing guidelines, application materials). Create a GLBT alumni group within the existing alumni organization. Create a documentation form in police services for reporting hate crimes committed against GLBT people. Create a standing advisory committee on GLBT issues similar to other university standing committees (e.g. on race and ethnicity, disability, etc.) that advise the administration on constituent group issues and concerns. Provide a clear, safe, visible means of reporting acts of intolerance. Include openly GLBT people on university committees. Respond visibly and expeditiously to acts of intolerance directed at GLBT members of the community. Provide a victim’s advocate in the public safety office trained for the particular needs of GLBT people. Provide visible “safe” persons, within campus security, student life and other departments, for GLBT victims of harassment to alleviate fear of re-victimization. http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf

20. Integrate GLBT Issues/Concerns into Curriculum and Pedagogy Create a GLBT studies center or department. Provide release time to faculty for GLBT course development. Expand GLBT-related library holdings. Integrate GLBT issues into existing courses, where appropriate. Promote the use of inclusive language in the classroom (for example, create a pamphlet with examples of heterosexist assumptions and language with suggested alternatives). Produce or purchase audiovisual materials that can be used by all faculty to introduce GLBT materials. Provide course credit to GLBT students for peer education initiatives. http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf

21. Provide Educational Programming on GLBT Issues/Concerns Include sexual orientation and gender identity issues in student orientation programs. Include sexual orientation and gender identity issues in new faculty/staff orientations. Develop workshops/programs to address GLBT issues within residence life, especially geared toward resident assistants. Develop workshops/programs to address homophobia/heterosexism within fraternities, sororities and intercollegiate athletics. Sponsor lectures, concerts, symposia, and other activities to increase GLBT awareness on campus. Provide training for campus health care professionals to increase their sensitivity to issues of sexual orientation and gender identity and the special health needs of GLBT individuals. Provide training sessions for public safety officers on GLBT issues and concerns and anti-GLBT violence. http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf

22. Create Safe Spaces for Dialogue and Interaction Create an office for GLBT concerns. Create safe space for inter-/intra- group dialogue and discourse (book clubs, brown bags, etc.). Create GLBT groups for under-represented populations (GLBT people who are physically or mentally challenged, GLBT people of color, GLBT international people, transgender people, etc.). Create and identify a designated safe, social GLBT meeting place. http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf

23. How You Can Help LGBTA Students and Staff Use Inclusive language Listen and be supportive Know the resources available on campus Join the support network Don’t make assumptions Create an inclusive environment Keep current with LGBTA student issues on campus Include LGBTA books and videos in your office/library Be proactive in making changes, don’t wait for a problem to arise Call someone knowledgeable on campus if an incident occurs or you need information Don’t tolerate intolerance in the office or with students Know that the LGBTA community is not inclined to report incidents Understand that there might be distrust from students or staff that are LGBTA Attend student group meetings once a year to introduce yourselves and your office services If you are not comfortable with LGBTA issues, recognize that and allow someone who is to work with those students Understand the difference between sexual orientation and gender identity and expression Include LGBTA issues and concerns in trainings Know current hate/bias crime laws and procedures Adapted from PSU 2008-11-03