An Introduction to Lesbian, Gay, Bisexual and Transgender C oncepts

1. An Introduction to Lesbian, Gay, Bisexual and Transgender Concepts LGBT 101

2. Agenda • LGBTQ 101 – Tara • Common terms • Issues unique to LGBT people • Coming Out • Customer Service • Higher Education Specifics • Staff Ally – Amanda • Types of discrimination • Safe Zones/Ally • Handouts

3. Termsand Definitions • Terms are always changing • Self definition • LGBT

4. LGBT- An Umbrella Term • Dissecting the acronym LGBT • Sexual orientation vs. gender identity

5. Sexual Orientation Lesbian - A woman or girl whose attraction is to people of the same sex Gay– A man or boy whose attraction is to people of the same sex Bisexual – A person whose attraction is to people of either sex

6. Gender Identity • Transgender- A term used to describe someone whose gender identity falls outside of the stereotypical gender norm

7. The Transgender Umbrella Defined • Transgender • Transexual • Crossdresser • Intersex • Drag performers • Gender bender, androgyne, gender queer

8. LGBT in the United States What images do people have? What were you taught about LGBT people? Not a monolithic experience! What can shape an LGBT person’s experience?

9. Coming Out • What do you think it is like to come out? • Who would an LGBT person come out to?

10. Drop out of school Leave home/forced homelessness Self inflicted violence Increase drug and alcohol use/abuse Suicidal ideation and attempts Feelings Behaviors • Isolated • Scared • Anger • Stress • Relief • Uncertainty • Depressed

11. In Customer Service Context • Considerations for LGBT people • Higher Educational Institutions • Safe Spaces • Understanding where the student is – LGBT Identity development

12. A Snapshot of LGBT People in Higher Education • Lack of examples to follow – mentors are not available or limited • Faculty/Staff – ‘old school’ and would rather not discuss or focus on sexuality • Legal issues • Witch Hunting… • More prevalent in urban or coastal areas

13. Barriers to Adequate Service • Lack of legal protections • Sporadic inclusive policies • Invisibility • Limited worker experiences • Historic experiences • Difficult situations – not the same as the heterosexual counterpart • Lack of competent providers

14. The Silver Lining… • LGBT as a protective factor • Many LGBT people have high social capital • Visibility is increasing in medical/academic field

15. References Bradford J, Ryan C. The National Lesbian Health Care Survey. National Lesbian and Gay Health Foundation, Washington, DC, 1988:76-85. Centers for Disease Control. Cigarette smoking among adults – United States, 1997. Morbidity and Mortality Weekly Report 18(43):993-996, 1999. Cochran, S.D., and Mays, V.M. Relation between psychiatric syndromes and Behaviorally defined sexual orientation in a sample of the US population. American Journal of Epidemiology 151(5):516-523, 2001. Finlon, Charles. Health Care for All Lesbian, Gay, Bisexual and Transgender Populations. Journal of Gay & Lesbian Social Services. 2002, Vol. 14 Issue 3, 109-116. Healthy People 2010 Companion Document for Lesbian, Gay, Bisexual and Transgender (LGBT) Health published by the Gay and Lesbian Medical Association and the National Coalition for LGBT Health in 2001: Fergusson, Hoorwoodand Beautrais, 1999. Makadon, Harvey J. Improving Health Care for the Lesbian and Gay Communities. New England Journal of Medicine. 3/2/2006, Vol. 354 Issue 9, 895-897. Male-to-Female Transgender Individuals Building Social Support and Capital from Within a Gender-Focused Network. Journal of Gay& Lesbian Social Services. 2008, Vol. 20 Issue 3, 203-220. Schatz B, O’Hanlan K. Anti-Gay Discrimination in Medicine: Results of a National Survey of Lesbian, Gay and Bisexual Physicians. American Association of Physicians for Human Rights/Gay Lesbian Medical Association, San Francisco, May 1994.

16. Becoming a Safe Staff Ally

18. Interpersonal Discrimination vs. • Formal Discrimination • Interpersonal discrimination in customer service is negatively associated with future store purchases, return visits and customer referrals (King et al. 2006). • Consider students as your customers. • You are the face of the university. • It only takes one (pos. & neg.)

19. Safe Zones & LGBT Ally • Establish partnerships and grow a network of support • LGBT students have been silenced for too long • Change the future • Educate others

20. Things to Consider: (Moorehead, 2005) • Be aware of your language. • Never assume heterosexuality. • Promote understanding. • Establish rapport/Ask questions • Include students in the search for answers. • Empower students to advocate for themselves. • Support their actions/decisions. • Separate but equal [individual needs] • Get involved on campus. • Things to do: (Brandy Smith, 2006) • Read affirming books • Talk respectfully • Connect to learn • Attend presentations • Visit www.hrc.org

21. Handout2.1 Roles and Responsibilities of Safe Staff Handout 2.2 Attitude Toward Differences: Riddle Scale Handout 2.3 Qualities of a LGBT Ally Handout 3.3 Negative Impact of Harassment on LGBT Students

22. References Gordon, V. N., Habley, W. R., Grites, T. J., & National Academic Advising Association (U.S.) (2008). Academic advising: A comprehensive handbook. San Francisco, CA: Jossey-Bass. King, E. B., Hebl, M. R., George, J. M., & Matusik, S. F. (2006). Negative consequences of perceived gender discrimination in male-dominated organizations: A field study. Unpublished manuscript, Rice University. Moorhead, C. (2005). Advising lesbian, gay, bisexual, and transgenderstudents in higher education. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/LGBTA.htm. Smith, B. (2006). Working more effectively in advising: Understanding multicultural dimensions of gay, lesbian, bisexual, and transgender identities. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/GLBT-Definitions.htm.