Be an LGBTQ ALLY Practical Applications for Supportive Academic Advisors Wendy Schindler, Gateway Community & Technical College Welcome and Introduction. Disclaimers: -I only speak for myself -This is not meant to be political or religious -This is just the tip of the iceberg

First of all . . . My biggest thanks to Craig M. Mcgill, current chair of the NACADA Commission for LGBTQA Advising and Advocacy for presenting this at #NACADA17 while I was dealing with a family emergency. I made the right choice to be with my family, but I was still devastated to miss annual. Thank you, Craig, for all of the support you gave both personally and professionally and for being a great friend!

outcomes Participants will . . . Gain a basic understanding of Maslow’s Hierarchy of Needs as it relates LGBTQ campus inclusivity. Discuss ways to evaluate the culture of inclusivity on their campus. Explore the practical application of inclusive policies, procedures, activities, facilities, etc. Go over outcomes.

Maslow’s Hierarchy of Needs Self Actualization Esteem Love/Belonging Safety Physiological Criticisms: Hierarchy The Greater Good Sex (more than physiological) For Our Purposes: Simple Reference Point Brief explanation of Hierarchy (I think most people are probably familiar) -Physiological – Basic needs for human survival: air, water, food, shelter, clothing, sex (from a reproductive standpoint) -Safety – Covers a wide range of potential issues from physical safety (war, violence at home, natural disaster) to economic safety (job security, insurance), etc. -Love/Belonging – Interpersonal needs: family, friendship, intimacy, feelings of belongingness -Esteem – Need for respect, both from others (lower order of need) and from oneself (higher order of need) -Self Actualization – Realizing one’s full potential Touch on criticisms -Hierarchy is too rigid. -Self-Actualization may be too limited and does not account for “The Greater Good” -Sex is listed as physiological, which de-emphasizes the relational and emotional aspects of sex. For our purposes . . . (why we’re using it in spite of criticisms) -It’s simple and easy to understand -It gives us a reference point to try and meet many needs of LGBTQ students. (You don’t necessarily need to agree with the hierarchy to understand that students who are homeless – and thus not satisfying all physiological needs – will have a harder time finding success).

“What does my campus do (or not do) that would keep an LGBTQ student from fulfilling their needs?” Throughout the presentation (and beyond), ask yourself this question.

Physical LGBT youth make up about 7% of the population, but 40% of homeless youths identify as LGBT (Durso & Gates, 2012). Housing Options? Financial Assistance? On-Campus Dining Options? What outside resources are available to students? Source Durso, L.E., & Gates, G.J. (2012). Serving Our Youth: Findings from a National Survey of Service Providers Working with Lesbian, Gay, Bisexual, and Transgender Youth who are Homeless or At Risk of Becoming Homeless. Los Angeles: The Williams Institute with True Colors Fund and The Palette Fund.

SAFETY LGBTQ students more often “fear for their physical safety due to sexual identity and avoid disclosure of sexual identity due to intimidation and fear…” (Rankin et al., 2010). Safe Zone program? On-campus health-care? Harassment policies/Title IX All-gender restrooms? All-gender Campus Housing? Source Rankin, S., Weber, G., Blumenfield, W., & Frazer, S. (2010). 2010 State of Higher Education for Lesbian, Gay, Bisexual, & Transgender People. Retrieved from Campus Pride website: https://www.campuspride.org/wp-content/uploads/campuspride2010lgbtreportssummary.pdf

LOVE/BELONGING Harassment, ridicule, and REJECTION “increase risk for depression, anxiety, substance abuse, and even suicide” in LGBTQ students (Zubernis & Snyder, 2007). LGBTQ student organization? Staff-person or office dedicated to LGBTQ affairs? Student housing policies? Gender-segregated student group policies? LGBTQ alumni group? Source Zubernis, L., & Snyder, M. (2007). Considerations of Additional Stressors and Developmental Issues for Gay, Lesbian, Bisexual, and Transgender College Students. Journal Of College Student Psychotherapy, 22(1), 75.

ESTEEM LGBTQ students often “disagree with their institution's response to LGBTQ issues through its policies, programs, and curriculum.” (Rankin et al., 2010). Student’s preferred name on official documents? Multiple options for gender and sex on school forms? Queer Thanksgiving or other holidays “Lavender Graduation” or similar to recognize the accomplishments of LGBTQ students? Source Rankin, S., Weber, G., Blumenfield, W., & Frazer, S. (2010). 2010 State of Higher Education for Lesbian, Gay, Bisexual, & Transgender People. Retrieved from Campus Pride website: https://www.campuspride.org/wp-content/uploads/campuspride2010lgbtreportssummary.pdf

Self-Actualization! This is the goal. Meet students’ needs so that they can reach self-actualization.

What do you think? What’s happening on your campus? Do you have questions or a concern you’d like to share? Resource: NACADA Commission for LGBTQA Advising & Advocacy

Gateway Community & Technical College Thank You! Wendy Schindler Gateway Community & Technical College wendy.schindler@kctcs.edu