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Lesbian and Gay: Campus Best Practices

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Andrew Hazelton

on 24 April 2014

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Transcript of Lesbian and Gay: Campus Best Practices

Student Experiences
Staff Development
Programming
What about the lives of Lesbian and Gay individuals who live in on-campus residence halls? What about their experiences and how we as professionals can be supportive in their college years?
Lesbian and Gay: Campus Housing Best Practices
ANDREW

My Gay Roommate:
What is Programming?
Activities in the residence halls that cultivate personal growth, social relationships, and awareness
What is it?

Why is it important for lesbian and gay issues?

How can you apply it to your work?
Usually consist of a fun activity that may have a specific meaning making opportunity.

Commonly facilitated by resident assistants, hall directors, counselors, faculty, and students
Why is Programming Important for Lesbian and Gay Issues?
LG programming has shown to positively influence the residence hall environment for lesbian and gay individuals

Visual signs of support (through program advertising) has also been identified as affirming

Can create community within the hall which increases sense of support
Why is Programming Important for LG Issues (Cont.)
Can be proactive in reducing microaggressions and promote joining of intergroups

Can be used to create a dialogue around hate crime events and other helpful debriefing

Can provide a different context and learning environment different from the classroom
How Might Programming for LG issues impact your work?
As a:
Resident Assistant
Student Affairs Professional
Mental Health Counselor
Faculty
Student
Community Member
?
Identity Star Activity!!!
Breither, C. (2012) Q-Kit: LGBTQ residence hall programming toolkit
Retrieved March 15, 2013, from Google Docs website:

https://docs.google.com/viewer?a=v&q=cache:Q3yJ4XKO_TIJ:architect.lgbtcampus.org/educational_presentations_and_workshops/q-kit---residence-life-programming/download+lgbt+residence+hall+programming+benefits&hl=en&gl=us&pid=bl&srcid=ADGEESgr-MrtMZm6mQzbZopk4ejBHdNo39Tk3Ovg6tgvX2K-f9E8rWA1xah3XKtzY96vlhloWd9ShyCfsyjvC3YRGULkQQDIqh6XrFIVM_rvVvRr22Q1MwBOt5dQFj9KbI3W7xX-ugWi&sig=AHIEtbSPQuHvTUCsRophVWZ95Wz8tyKtXg
How to be an affirmative staff member?
How to be approachable? What do you do when an LG student does approach you?

What's it like for a student? What's in their minds?
Staff Training
Many campuses will include a "diversity'' portion to their professional and student staff trainings
Does this portion include sexual identity and sexual diversities?
Safe on Campus training at WMU
perceptions of the RAs
implications for RA selection and training
expectations of RAs





importance of lesbian, gay, and bisexual RAs
RA Recruitment
Suggestions for RA training
Exposing RA trainees to LGB people
Providing information about sexual orientation
Using affective as well as cognitive training strategies
Education of RAs needs to be an ongoing endeavor
assume that a student wouldn't be an RA if he or she weren't supportive of diversity
not necessarily knowledgeable, but serve as role models for other hall residents (create an accepting climate)
be a helping, referral source
increase awareness and educate others (programming)
confront inappropriate behavior


served as confidants and helped to connect LGB students to other LGB people
create a positive impression of Residence Life
Activity
The residence hall environment is one of the most influential for LG students and whether or not they choose to come out during college.
Students also indicate that coming out to their roommates is awkward and challenging, regardless of whether their roommate is heterosexual or LGB.
What can the ResLife staff do to help?
Student Experiences
Three (3) populations to whom one must come out to be completely open (Evans & Broido, 1999)


Problems with residence halls


Five (5) main issues that LG students face in residence hall living arrangements
(Fanucce & taub, 2010)


Positive and Negative environmental factors for considering "coming out" in residence halls
(Longerbeam, Johnson, Inkelas, & Lee, 2007)

Positives:
Negatives:
Pressures to "coming out" process


Three (3) factors played a role in how students understand their residence hall experiences
(D'Augelli & Patterson, 2001)

LG students with LGBT roommates in residence halls had overwhelmingly positive experiences
References
Dugan, J.P., & Yurman, L. (2011) Commonalities and Differences Among Lesbian, Gay, and Bisexual College Students: Considerations for Research and Practice. Journal of College Student Development, 42(2), 201 - 216. Alexandria, VA: American College Personnel Association.

Evans, N., & Broido, E. (1999). Coming out in residence halls: Negotiation, meaning-making, challenges, supports. Journal of College Student Development, 40(6), 658 - 668. Alexandria, VA: American College Personnel Association.

Evans, N. J., Reason, R. D., & Broido, E. M. (2001). Lesbian, gay, and bisexual students' perceptions of resident assistants: Implications for resident assistant selection and training. College Student Affairs Journal, 21(1), 82-82+.

Longerbeam, S., Johnson, D., Inkelas, K., & Lee, Z. (2007). Lesbian, gay, and bisexual college student experiences: An exploratory study. Journal of College Student Development, 48(2), 215 - 229. Alexandria: VA: American College Personnel Association.

Fanucce, M. L., & Taub, D. J. (2010). The relationship of homonegativity to LGBT students' and non-LGBT students' perceptions of residence hall climate. The Journal of College and University Student Housing, 36(2), 25-41.

D'Augelli, A., & Patterson, C. (2001). Lesbian, gay, and bisexual identities and youth: Psychological perspectivies. Oxford University Press, May 2001.
Residence Hall Programs for Freshmen on Anti-Bias Education - ADL Website
Longerbeam, S., Johnson, D., Inkelas, K., & Lee, Z. (2007)
Why is Programming Important for LG Issues (Cont.)
LG students that take on positions of leadership around LG activities develop stronger leadership skills, activism, and personal identity
Renn & Bilodeau, (2005) as cited in Dugan, J. & Yurman, L. (2011)
Longerbeam, S., et al. (2007)
Evans, N. J., Reason, R. D., & Broido, E. M. (2001).
Nancy, J. E., Robert, D. R., & Ellen, M. B. (2001).
Case Study
Jeremy is an eighteen year old, male, student of color, in his first year at Southwestern College living in Trow Hall, the largest freshman residence hall on campus. He is from a fairly liberal small suburban town in southeast Michigan where he attended the local public high school. None of his high school friends have come with him to Southwestern. In high school he was an active member of the track team as well as taking part in several of the school's theater productions. Sexuality was never an issue until he came to college and started to develop feelings for Will, a fellow resident of Trow Hall. Since coming to college, Jeremy has attended several floor programs, but not really gotten involved in anything else. Jeremy is unsure how his family and friends back home might react to him being gay. With no current support system on campus he has come to you for help...
In your current position, how would you help Jeremy?
What resources on Campus might you refer him to?
Using the sexual identity models, what phase/stage fits him best now and how could you facilitate movement toward the next one?
If your superviser was seeing Jeremy and needed your assistance, how would you help?
What do you want to know about Jeremy that isn't listed?
Full transcript