Presentation Transcript

1. Data-Driven Programming for LGBTQ Students

   Lauren Pring, M.P.H. Jennifer Hoefle, M.A. Peggy Glider, Ph.D.
2. Context for the work Statewide Project “Prevention of Substance Abuse Disorders among Lesbian, Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ) Young Adults in Arizona”
3. Project Background 5-year grant from Arizona Department of Health Services/Division of Behavioral Health Services – began 12/30/2009 Project managed by Campus Health Service team Peggy Glider, Patricia Manning, Lauren Pring Current Partners (18 campuses total): University of Arizona Arizona State University Northern Arizona University Pima Community College Arizona Western College/NAU Yuma Cochise Community College Coconino Community College
4. Project Goals Conduct needs assessment to investigate AOD use among LGBTQ students in higher education settings and services/ resources available Key stakeholder interviews and student focus groups and/or interviews Survey data (e.g., UA Annual Health and Wellness Survey, AZIHE Network AOD Survey) Assist with strategic planning to improve campus climate and AOD programming for LGBTQ students on partner campuses Act as a resource for implementation of programs and services to improve campus climate and AOD programming for LGBTQ students on partner campuses Approach – Environmental Management
5. Statewide Initiatives Arizona LGBTQA Higher Education Network Listserv connecting partners with each other and with resources Arizona Institutions of Higher Education Network on Alcohol and Other Drug Abuse and Violence Prevention (AZIHE) – last meeting devoted to LGBTQ project October 28th Student conference in Phoenix – “Leaders Growing a Better Tomorrow: Queering Arizona” Student Facebook Group
6. Summary Making important strides in a difficult state climate UA leading the charge – both on the grant and through the work that we are doing on our campus as a model for other campuses Making great progress - still have work cut out for us!
7. LGBTQ Student Data at the University of Arizona
8. Data at the UA Data sources: Health and Wellness survey 2011 Campus Climate Survey 2011 Content Areas: Health and wellness Substance use Mental health Violence Campus climate 2011 Health and Wellness Survey Sample: Total – 2,479 LGBTQ - 134 Non-LGBTQ - 2,345
9. Substance use
10. Mental health
11. Mental health (cont’d)
12. Mental health (cont’d)
13. violence
14. Violence (cont’d)
15. Campus climate
16. Campus climate (cont’d) Data source: 2011 Campus Climate Survey, Dean of Students Office
17. Campus climate (cont’d) Data source: 2011 Campus Climate Survey, Dean of Students Office
18. Summary Key areas for improving the health, wellness, and campus experience of LGBTQ students at the UA: Violence/discrimination Mental Health Alcohol and Other Drug use Campus Climate We have used this data to frame our programming here at the UA
19. Data Driven Programming The mission for the Office of Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) Affairs is to build, sustain and strengthen a safe, inclusive, and open environment for faculty, staff, appointed professionals, students, alumni, parents, and guests of all gender identities and sexual orientations.  deanofstudents.arizona.edu/LGBTQaffairs (520) 626-1996
20. A hub for LGBTQ Work on Campus
21. LGBTQA Support Group Every Tuesday 4-5:30pm This weekly group is a safe space for students to talk in an open and supportive environment about issues impacting their lives and the LGBTQ and Allied community. Students can discuss topics ranging from coming out to making new friends, from the media to gender identity. Facilitated by LGBTQ staff to provide resources and guidance if needed, the group is free and confidential. Sponsored by LGBTQ Affairs and CAPS
22. Impact of the Support Group Walking through the door to the UA LGBTQ support group was one of the biggest steps I ever had to make. I was so terrified of what I might find in that room...what I might find out about myself. My Midwestern upbringing didn’t include many lessons about sexuality and especially didn’t address feelings outside the heterosexual expectation. We had ideas about gay people (even though no one really knew any gay people), they were simple: you did not want to be one of them. The LGBTQ support group was the first time that I reached out to other people my age regarding this topic. It took several months before I had the courage to contribute to the group topics, and then an additional year before I could come out to myself and to the group. I’m so very glad I went because it helped me become a more ‘complete me.’ I now live my life as a proud gay male and I’m so grateful to the support group for helping me through this tough phase in my life. -Russell Ronnebaum, MFA Grad Student, 2011
23. Safe Zone is a campus-wide program committed to making The University of Arizona a safer, more welcoming, and inclusive environment for members of the lesbian, gay, bisexual, transgender, and questioning (LGBTQ) community. Participants who complete the full 4 hour training will receive a SafeZONE sign, indicating that they are an identifiable source of support and nurturance for members of the LGBTQ community. Trainings throughout the year! To Register: (520) 626-1996 http://deanofstudents.arizona.edu/safezone
24. Impact of Safe Zone Program I have a Safe Zone placard on my wall, and in my position working and mentoring students I have had clear and open communication with LGBTQ students regarding their personal struggles and relationships. I think the placard was the key that let the students know they could open up to me about all of the challenges they were facing in their lives. -UA Staff, from Impact of Safe Zone Survey, spring 2011 I consider the UA Safe Zone workshops to be the best, most directly applicable workshops I have ever attended on the UA campus. LGBTQ leadership is outstanding here at the U, and a source of great pride for me and many of my classmates. -UA Student, from Impact of Safe Zone Survey, spring 2011
25. Pride Alliance Intern Team, Spring 2011
26. Impact of the Intern Program The most important thing I learned is that leadership is not about giving orders, it’s about taking a group of people who all have different strengths and guiding them to a common goal, while they learn from and work with each other. A good leader uses everyone’s strengths to make the vision come alive. There is not one thing I would change about my experience as an intern, I learned so much about myself and about the real world. -Arthur Vinuelas, Sophomore, Business Major I started the semester refusing to label myself an activist, but throughout the semester I have learned to be proud of the time I committed and all we accomplished. I am a proud ALLY. I learned I shouldn’t be quiet and ashamed about it. I am starting to understand what the work is really about. It’s about not staying in the background; it’s about doing something and reminding yourself why you fight the fight. I ended the semester feeling like I had walked into a room of strangers and was leaving knowing they were family. -Patty Putman, Sophomore, English Major
27. We offer events throughout the year!
28. Awareness Weeks
29. Rainbow Graduation