Peggy Dixon, Laura Welch, and Travis White A POPULATION IN NEED: THE CREATION OF A LGBTQ RESOURCE...
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Transcript of Peggy Dixon, Laura Welch, and Travis White A POPULATION IN NEED: THE CREATION OF A LGBTQ RESOURCE...
Peggy Dixon, Laura Welch, and Travis White
A POPULATION IN NEED: THE CREATION OF A LGBTQ RESOURCE CENTER ON
MISSOURI STATE’S CAMPUS
U.S. Census estimates there could be as many as 6 million people who identify as gay or lesbian (Schaller, 2011) Around 3% of adult population
Many members of this population can be found on college and university campuses
With more students identifying with the LGBTQ community, institutions need to adapt
THE LGBTQ POPULATION
The Advocate College Guide for LGBT Students (Lipka, 2006) 100 top campuses for
the LGBT community Institutions are chosen
based on a point system with 20 different items
Higher scores = more gay-friendly
LGBT students are a fairly large student pool from which to recruit
LITERATURE REVIEW
Ronnie Sanlo (LGBT centers today: A snapshot, 2006) Founder of the National Consortium of LGBT Campus
Resource Center Directors Institutions must provide adequate resources for LGBT
studentsGoals of the Consortium of Higher Education LGBT
Resource Professionals (About us, 2011) Colleague support Inclusion of LGBT issues in curriculum Improvement of campus climates Work toward policy changes Develop programming Establish more LGBT centers
LITERATURE REVIEW
University of Missouri – Columbia (LGBTQ Resource Center: University of Missouri, 2011) LGBTQ (Q = questioning or queer) Resource Center Resources provided include
LGBTQ resource library Campus events that spread awareness about LGBTQ topics shOUT Magazine Group meetings and discussion Safe haven for LGBTQ students and allies
LITERATURE REVIEW
Cass’s Model of Sexual Orientation Identity Formation (Evans, Forney, Guido, Patton, and Renn, 2010) Six stages and one prestage Range from first discovering identity to integration of
sexual identity into the whole self
THEORY
Stage progression brings students to varying levels or comfort and diff erent groups who they choose to be open with
The center will provide resources (student groups) for the diff erent levels of identity development and awareness
THEORY RATIONALE - CASS
Fassinger’s Model of Gay and Lesbian Identity Development (Evans et al., 2010) Four different stages in two separate processes Range from awareness to internalization Person can be in two completely different stages in each of
the processes, and development in one process can influence the other
THEORY
Individual sexual identity Through one-on-one counseling sessions and topic resources,
the LGBTQ Resource Center can aid students in their journey through the varying stages. As students enter the exploration and deepening phases, their support systems are important and critical to a healthy development.
Group membership identity As students develop their LGBTQ identity, the groups with which
they are associated are important and may change throughout the phases. The LGBTQ Resource Center will include various student groups and an overall support community with whom the student can identify and share his or her experiences.
THEORY RATIONALE - FASSINGER
D’Augelli’s Model of Lesbian, Gay, and Bisexual (LGB) Development (Evans et al., 2010) Identity is formed across the life span in different, non-
chronological stages Individual can make choices and has control over his or her
development of sexual identity Three different interacting variables
Views and actions relating to sexual identity Influences and opinions of significant others Society’s view within the time period
THEORY
D’Augelli’s theory focuses on the outside variables that impact one’s journey through the LGB identity development processes. The LGBTQ Resource Center will impact a student’s development by providing a social network for students (process 3). The center will also be a safe place for all levels of political activism students may wish to express relating to LGBTQ issues (process 6).
THEORY RATIONALE - D’AUGELLI
The LGBTQ center will provide resources, support, mentors, and an overall environment that is safe and comfortable. As students progress through the stages of LGBTQ identity development, they will need varying levels of support and resources that match where they are in the process.
OVERALL RATIONALE
Educate the university community about LGBTQ inclusive practices, language, and programs
Create an open and inclusive community environment on campus
Serve as a resource for all students who need guidance or knowledge about LGBTQ issues and development
RESOURCE CENTER GOALS
LGBTQ Resource CenterDirector
Serves on committees, sets visionTwo Program Coordinators
Advise student groups, coordinate programsAdministrative AssistantCoordinated through the offi ce of the Vice President
for Diversity and Inclusion
INTERVENTION
Orientation for fi rst year LGBTQ students and alliesMid-semester evaluation of student transition and
successEducational awareness for the general student
populationSupport groups for diff erent levels of LGBTQ identity
developmentTraining workshops for faculty, staff , and student
leaders
INTERVENTION & PROGRAMS
Safe Zone/Ally training
Educational campaign for inclusive language
Services for parentsOutreach to high
school students about resources on campus for LGBTQ students
INTERVENTION & PROGRAMS CONTINUED
Missouri State’s location in the Bible belt may play a part in the center’s success
We will rely on students to be open-minded, which will not always be the case
Some students may be in Cass’s Identity Confusion StageWe plan to off er classes that frame LGBTQ issues in a
positive religious perspectiveWe do not consider sharing resources with campus
professionals to be an issueMany have already been exposed to the importance of
healthy identity development in the LGBTQ communityProfessional development opportunities, like the
SafeZone training we intend to provide, will refl ect positively in future job searches
DEVELOPMENTAL CONTEXT
Plan to target all students, but in diff erent waysStudent Leaders will be off ered the opportunity to go
through training, such as SafeZoneResident Assistants will be required to do trainingStudents will also be targeted by having more
informed and more highly trained professors and Student Aff airs Professionals to talk to about the issues they face
We will also off er resources for parents to help facilitate student’s abilities to communicate with their parents about issues they may be facing
TARGET AUDIENCE
Survey all students and professionals that go through our training programs before, during, and after in a system of progressive analysis
Review secondary research that is conducted at other universities
Anonymous suggestion box
EVALUATION PLAN
About us. (2011). Consortium of Higher Education LGBT Resource Professionals . Retrieved from http:/ /www.lgbtcampus.org/about/
Evans, N. J . , Forney, D. S. , Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in col lege: Theory, research, and practice (2n d
ed.). San Francisco: Jossey-Bass. LGBT centers today: A snapshot. (2006). Student Aff airs Leader, 34 (6), 2-2.
Retrieved from http:/ /web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fbe28fc2-0af0-4a29-95f0-b01f25e5b1d2%40sessionmgr110&vid=2&hid=127
LGBTQ Resource Center: University of Missouri. (2011). Retrieved from http:/ / lgbtq.missouri.edu/?p=321
Lipka, S. (2006, September 29). “Advocate” guide profi les 100 best col leges for gay students. The Chronicle of Higher Education . Retrieved from http:/ /chronicle.com/article/Advocate-Guide-Profi les-100/11618/
Schaller, S. (2011). Information needs of LGBTQ col lege students. Libri : International Journal of Libraries & Information Services, 61 (2), 100-115. Retrieved from http:/ /web.ebscohost.com/ehost/detai l?
sid=b5bc20f8-fb3b-461f-a1c8- 95f3569d733a%40sessionmgr111&vid=1&hid=107&bdata=JnNpdGU9ZW hvc3QtbGl2ZQ%3d%3d#db=a9h&AN=61406991
REFERENCES