Bringing Voice to LGBTQ Students of Color

1. Bringing Voice to LGBTQ Students of Color Jason Jackson | Saby Labor | Tiffany Lane MnSCU Academic and Student Affairs Leadership Conference: May 29, 2014

2. Agenda • Learning Outcomes • Introductions • Terminology • Context and Background • Theoretical Foundations • Institutional Context • Student Narratives • Implications for our Work • Action Planning

3. Learning Outcomes Participants will… Examine relevant theoretical frameworks Increase their awareness of the experiences of LGBTQ students of color Acquire strategies for recruitment, retention, and support

4. Introductions Name Title and Campus What You Hope to Get from the Workshop

5. Terminology LGBTQ QPOC Same Gender Loving

6. Context and Background

7. Alignment: “Charting the Future for a Prosperous Minnesota” “We serve more students of color – nearly 62,000 – and more low-income students – nearly 103,000 – than all of the other higher education providers in Minnesota combined. The diversity of our student body is one of our greatest assets and provides all students with the real life experiences of learning side-by-side with students who mirror the global society we aim to prepare them for.” “How do we fulfill our commitment to our students and to Minnesota in light of these challenges? What new opportunities exist to strengthen our service to students and Minnesota?” Recommendations: Dramatically increase the success of all learners, especially those in diverse populations traditionally underserved by higher education. • 67% of Minnesota’s Population Growth will be Among People of Color

8. Context and Background • Trends • Presence/absence of QTPOC • Recent increase in visibility of positive trans women of color in popular culture (LaVerne Cox and Janet Mock, Cece McDonald) • Institutional structure of diversity centers • Does the institutional structure promote collaborate and/or promote intersectional work? • Minnesota’s history with LGBTQ protections

9. Theoretical Foundations Student Involvement (Astin, 1984) • Involvement: the amount of physical and psychological energy that the student devotes to the academic experience in various objects (general and specific) • Involvement occurs along a continuum • Student learning and personal development is proportional to the quality and quantity of student involvement • Effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement • Every policy and practice can affect how students spend their time and energy • Easier for students to be involved when they identify with the college environment Goal: Provide opportunities for students to exhibit high rates of involvement and corresponding physical and psychological energy about college activities

10. Theoretical Foundations Queer Theory (Watson, 2005) • Appeared in the Academy in the 90’s • Interdisciplinary and comprised of numerous theories • Auseful lens for understanding complexities of identity, oppression, and group dynamics • “...the term queer allowed for the possibility of keeping open to question and context the element of race - or class, age, or anything else - and that its often complicated, unpredictable relationship to sexuality.” (Turner, 2000, p. 133) • Focuses on historical, cultural, and discursive productions of gendered and sexual identities Critics point to the neutralizing effect of queer theory of race and class as important historical and social factors

11. Theoretical Foundations Quare Studies (Johnson, 2001) Moves beyond Queer theory Articulates identities Speaks across identities “...queer is used as a false unifying umbrella which all ‘queers’ of all races, ethnicities, and classes are shored under...” (Anzaldua, 1991, p.250) Quare studies acknowledges different “standpoints” found among LGBTQ people of color as influenced by race and class

12. Institutional Context

13. University of Minnesota, Twin Cities

14. Supporting LGBTQIA Students of Color at the University of Minnesota

15. What are QPOC colleges students saying about there experience at Historically White/Heteronormative Institutions? • A heavy sense of isolation • Balancing between their racial/cultural • groups and LGBT groups • The Imposter Syndrome • Self-Efficacy • Tokenized/Exoticized • Burnt-out • Micro-aggressions How to be an Ally to Queer People of Color (QPOC): A list by the Campus Pride 2013 QPOC Caucus 1. Understand LGBTQ Stereotypes and how they often do not include people of color. 2. Be open to different types of communication (restricting to modern/standard English is in and of itself oppressive.) 3. Learn all of the terms of the Rainbow Spectrum (downe, stud, same gender loving (SGL), dom, etc…) 4. Understand Appropriation (twerking, two-spirit, sass/invoking of black womanhood stereotypes) 5. Just Listen (Defer until you understand) 6. Don’t apologize for your privilege or guilt; don’t thank me for sharing what POC folks have known to be true for years 7. Find other white folks to process your white guilt. 8. Understand how people of color have helped to pave the way for the work you do. (Inclusive LGBTQ History, Stonewall, etc…) 9. Don’t just know who’s missing from the room; invite those folks to create the space with you. 10.  Know that our community experiences regarding race are more complex than simply just  Black/White Source: http://www.campuspride.org/qpoc-ally/

16. TONGUES UNTIED LGBT & SAME GENDER LOVING PEOPLE OF COLOR • In it's third year of existence at the U of M, Tongues Untied is a space by and for people of color who identify as GLBTQ and/or same-gender-loving. Based on the famous documentary "Tongues Untied" by Marlon Riggs & Essex Hemphill, the group serves to connect students, staff, faculty, and the Twin Cities community by holding discussion groups that focus on how race, sexuality, and gender impact our lived experiences. • Tongues Untied serves the needs of our growing community by: • Providing social and educational gatherings for U of M students • Hosting discussions and panels for local public school Gay-Straight Alliances upon request • Connecting with local community organizations or color such as Trans Youth Support Network, Twin Cities Black Pride, and the MinneBall Scene

17. In 2014, the GLBTA Programs Office produced a promotional video about Tongues Untied as another means of sharing the experiences of GLBTQ and/or same-gender-loving Native students and students of color.  Video: https://www.youtube.com/watch?v=oIzyXsP82B4

18. MSU Mankato

19. 2009-2013 Race/Ethnicity Enrollment Data

20. Being Ethnic and Queer (BEAQ) Started in the Fall 2011 Mission: The purpose of this organization shall be to support a community of empowered LGBTQQIA individuals of diverse racial, ethnic, and cultural backgrounds through a social justice framework to enhance lives and communities at MSU and beyond.

21. Other offices supporting our QPOC student’s besides the LGBT Center Opportunity Access Success Intercultural Services (OASIS) Multicultural Center Women’s Center

22. Metropolitan State University

23. Metropolitan State University Key Facts at a Glance (2012-2013)

24. Metropolitan State University Source: http://dataslice.custhelp.com/app/answers/detail/a_id/252/kw/251

25. Metropolitan State University Source: http://dataslice.custhelp.com/app/answers/detail/a_id/252/kw/251

26. Metropolitan State University • Student Organizations • LGBTQA • International Students • Numerous Cultural Organizations • Numerous Academic Organizations • Student Services • Women’s Services • LGBTQ Services • Multicultural Services • International Student Services • Admissions Liaisons • Academic Programs • Ethnic Studies • Gender Studies

27. Student Narratives How do these inform our work?

28. C.D., Minnesota State University, Mankato Challenges/Successes: “I did not meet many QPOC people till later in my first  semester and hardly saw any in the center” Campus Resources: “For academic support I would go talk to my adviser. She really knew her stuff. For things like FAFSA I went to talk to a lady named Bri, she was really helpful. I was apart of the LGBT panels and I would hang out at the LGBT center to be more involved.” Transition to Campus: “The first couple of weeks were great and exciting. It wasn't until the next months or so where the transition from high school work to college work got to me.” Campus Experience: “I would say being involved with a club or a center or something would change your whole experience with college, and I completely recommend people to get involved.”

29. C.V., Minnesota State University, Mankato Challenges/Successes: “1) Financial resources not made available to accommodate the student life on/off campus 2) Hardships in navigating through multiple marginalized identities without mentor-ship 3) Lack of long termed experienced QPoC organizers/faculties/professionals on campus to address issues of QPoC students.” Campus resources: “1) Academic support 2) Organization involvement - These were the very few resources that were made available to me and that I could easily find and access.”Transition to campus: “It took me a while to adjust and it constantly changes because new people (and different issues) are always coming in, while older folks who have made a significant presence in the space have dropped out.” Campus Experience: “It is no safe space for anyone until it is a safe space for the all of us. It is a real struggle that we as QPoC struggle everyday to navigate through campus life. “

30. Rico, Metropolitan State Challenges/Successes: “There are not many QPOC on my campus, or I have not met many.” Campus Resources: “Academic support, for help with a subject that I am not particularly good at (like Math). Another would be student organizations, since its difficult trying to make friends on a commuter campus, its a great place to meet people with similar interests. The advisors at my university are all very helpful when it comes to personal problems or when I have questions about my career (collegiate, and beyond) goals.” Transition to Campus: “First semester was almost all spent alone while on campus. I did not meet very many people that I connected with. It was not until joining a student organization, where I met some people with shared identities, before I was making connections and building relationships.” Campus Experience: “It is also a university where the average student is returning to school, and I began my college career there. My experience as a Gay, Latino, Mixed Race, Younger student made it difficult for me to find people with the same identities, but I wouldn't change a thing because the journey allowed me to realize my uniqueness.”

31. Ray, Metropolitan State Challenges/Successes: “Although Metro State is one of the most diverse colleges in the Twin Cities, I feel that as a GLBTQ Student of Color there is not as many support services geared toward students of color. This should change.” Campus Resources: “Academic Support, GLBTQ Support, and financial support. Mentoring support is also there for me as a Metro State student” Feeling at home on Campus: “Mostly, but I am of Creole descent as well as bi-sexual. All in all the support I receive is from the GLBTQ community. With support from Metro staff such as Sabrina Labor, I am very comfortable with admitting that I am bi-sexual.” Transition to Campus: “Very comfortable” Campus Experience: “I would like to see more support for students of color that are bi-racial. I sometimes feel like there are no support services for people of multi-racial backgrounds”

32. Christopher Spotlight Starbright Sparkles Specialty, Metropolitan State Challenges/Successes: “Being a queer person of color is awkward, somewhat. It's difficult to really feel empowered and understood as one of the smallest minorities on campus. Problems faced have not been very explicit so far, but isolation is a huge concern. I have made one very significant friend so far on campus, and other than that, have been distant to all but those in organizations I am a part of, and the people I work with...” Campus Resources: “Student work study and student worker positions have been valuable resources to me on campus. Working on campus is extremely convenient, and makes me feel more at comfortable at school. I'm involved in the G.E.M.S. Leadership and Mentoring Program, Computer Science/Information Technology Club, and Lavender Bridge. I want to be involved on campus because I don't want to look back on my college experience and say that I didn't take advantage of opportunities presented to me. I want to be able to say that I participated. I use the library because I'm a student.” Campus Experience: “There is a constant feeling of division of identity among being homosexual, white, and black. Finding some kind of agreement between those identities has been taking some work. The first few weeks were by far the worst, which was accentuated by a photography class that focused on "otherized" individuals in society. It's tough, because aside from having three mainstream identities (white, black, gay) that are constantly conflicting, I also have strange interests that make it difficult to find like-minded individuals.”

33. Implications for your Work?

34. Institutional and system-wide policies • Campus practices • Functional areas: • Orientation and FYE • Multicultural Programs • Student Leadership Development • Housing and Residential Life • Health Services • Service-learning and community-based learning • Academic programs and support • Athletic programs

35. Action Planning Breaking into groups Assessing where your institution is now… Naming next steps for implementation on campus...

36. References Anzaldua, G. (1991). To(o) queer the writer: Loca, escrita y chicana. Inversions: Writings by dykes and lesbians. Ed. Betsy Warland. Vancouver: Press Gang, p. 249-259. Astin, A.W. (1999). Student Involvement: A Developmental Theory for Higher Education. Journal of college student development, 40,(5), 518-529. Johnson, E. Patrick (2001) "Quare" studies, or (almost) everything I know about queer studies I learned from my grandmother. Text and Performance Quarterly, 21:1, 1-25. Watson, K. (2005). Queer Theory. Group Analysis, 38,(1), 68-71. DOI: 10.1177/0533316405049369

37. Contact Information Jason Jackson GLBTA Programs Office Assistant Director University of Minnesota, Twin Cities jacks973@umn.edu Saby Labor, Women’s and LGBTQ Student Services Coordinator and Retention Specialist Metropolitan State University sabrina.labor@metrostate.edu Tiffany Lane, MSW, LGSW, LGBT Center Assistant Director Minnesota State University Mankato tiffany.lane@mnsu.edu