1. Faculty Staff Safe Zone Seminar MaryBeth Walpole Walpole@rowan.edu x4706

2. Experience of LGBT Students  College and university environments are a microcosm of society. The same issues that exist in the larger community also exist in classes, offices, residence halls, apartments, and student organizations on campus  The college years (18-22) are a period that individuals are defining themselves and this includes their sexual identity  About 10% of the population is LGBT - there is no accurate number because individuals have to self identify  The LGBT population is an invisible underrepresented and marginalized population

3. Campus Experiences  43% of all students, faculty, and staff hide their sexual identity to avoid intimidation  13% of LGBQ participants feared for their physical safety  63% hide their gender identity to avoid intimidation  43% of transgender students, faculty, and staff feared for their physical safety  This result was more salient for LGBQ students and for LGBTQ people of color.

4. Campus Experiences  23% of LGBQ staff, faculty, and students reported experiencing harassment  83% of these respondents identified sexual identity as the basis of the harassment.  39% of transgender students, faculty, and staff reported experiencing harassment  87% identified gender identity/expression as the basis of the harassment

5. GLB Identity Development  Cass’ Model- identity is developmental and linear; 6 stages- not all progress through all stages  Confusion- gender roles don’t fit  Comparison- look at others who are similar  Tolerance- acknowledgement  Acceptance- positive identity developed  Pride- attending events, joining organizations  Synthesis- integrating ID into all areas of life  Cass’ Model- identity is developmental and linear; 6 stages- not all progress through all stages  Confusion- gender roles don’t fit  Comparison- look at others who are similar  Tolerance- acknowledgement  Acceptance- positive identity developed  Pride- attending events, joining organizations  Synthesis- integrating ID into all areas of life

6. GLB Identity Development  D’Augelli’s model- identity is developmental, evolves over a lifetime, is nonlinear; 6 interactive processes  Exiting heterosexual ID-acknowledgement to self and others of GLB identity  Developing personal GLB ID- positive stable identity  Developing social GLB ID- creating a supportive network  Developing a familial GLB ID-coming out to parents, families, non-GLB friends can be traumatic  Developing intimacy- having relationships  Entering GLB community-committing to social and political action  D’Augelli’s model- identity is developmental, evolves over a lifetime, is nonlinear; 6 interactive processes  Exiting heterosexual ID-acknowledgement to self and others of GLB identity  Developing personal GLB ID- positive stable identity  Developing social GLB ID- creating a supportive network  Developing a familial GLB ID-coming out to parents, families, non-GLB friends can be traumatic  Developing intimacy- having relationships  Entering GLB community-committing to social and political action

7. GLB Identity Development  Troiden’s - 4 stage, non-linear model:  Realization- realization of difference, often before puberty  Identity confusion- questioning sexual orientation  Identity assumption- LGB identity becomes clear  Commitment/self-acceptance- Complete self-acceptance; pride develops  Troiden’s - 4 stage, non-linear model:  Realization- realization of difference, often before puberty  Identity confusion- questioning sexual orientation  Identity assumption- LGB identity becomes clear  Commitment/self-acceptance- Complete self-acceptance; pride develops

8. Transgender Identity Development  D’Augelli’s model is being adapted  Exiting traditional gender ID-acknowledgement to self and others of Transgender identity  Developing personal Transgender ID- positive stable identity  Developing social Transgender ID- creating a supportive network  Developing a familial trans ID-coming out to parents, families as transgender  Developing intimacy  Entering Transgender community  D’Augelli’s model is being adapted  Exiting traditional gender ID-acknowledgement to self and others of Transgender identity  Developing personal Transgender ID- positive stable identity  Developing social Transgender ID- creating a supportive network  Developing a familial trans ID-coming out to parents, families as transgender  Developing intimacy  Entering Transgender community

9. General campus concerns for LGBT students  Coming Out  Academic issues/choices  Lack of Privacy  Roommates  Lack of Activities  Dealing with Harassment

10. Causes of campus concerns for LGBT students  Generally, we assume our students are heterosexual unless they tell us otherwise  Student Language is often homophobic  Students report some faculty use homophobic and non-inclusive language, and make disparaging comments, jokes  The campus environment and residence halls are rooted in heterosexuality  Generally, we assume our students are heterosexual unless they tell us otherwise  Student Language is often homophobic  Students report some faculty use homophobic and non-inclusive language, and make disparaging comments, jokes  The campus environment and residence halls are rooted in heterosexuality

11. What can I do?  Be an Ally for LGBT students  Make an effort to educate yourself and others  Create an inclusive community in your classes and offices  Be a role model to those around you  Be aware of the issues around coming out  Understand the important role you play and the impact you have on students

12. What can I do?  Support  Be a visible ally by displaying the sticker  Support students who come out to you  Question or correct anti-LGBT language  Educate  Include LGBT people/representations in curriculum  Teach and model respect for all  Advocate  Support and promote inclusive campus policies

13. What is the University doing?  Sexual orientation/ gender and affectual orientation included in nondiscrimination policies (NJ State Law)  Transgender Housing Policy  New Construction  Safe Zone Program  April – Rowan PRIDE…in who you are and who you love

14. Campus Resources  Safe Zone participants  Multicultural Affairs office  Dean of Students office  GSA  Counseling center  Safe Zone participants  Multicultural Affairs office  Dean of Students office  GSA  Counseling center

15. Online resources  National Consortium of Directors of LGBT Resource in Higher Education http://www.lgbtcampus.org  Campus Pride http://www.campuspride.org  Gay Lesbian Straight Education Network http://www.glsen.org  Human Rights Campaign http://www.hrc.org  It Gets Better Campaign http://www.youtube.com/user/itgetsbetterproject  National Consortium of Directors of LGBT Resource in Higher Education http://www.lgbtcampus.org  Campus Pride http://www.campuspride.org  Gay Lesbian Straight Education Network http://www.glsen.org  Human Rights Campaign http://www.hrc.org  It Gets Better Campaign http://www.youtube.com/user/itgetsbetterproject