SAFE ZONE PROJECT Eastern Kentucky University. COMMON LANGUAGE.
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Transcript of SAFE ZONE PROJECT Eastern Kentucky University. COMMON LANGUAGE.
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SAFE ZONE PROJECT Eastern Kentucky University
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COMMON LANGUAGE
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COMMON LANGUAGE
• LGBT– Lesbian Gay Bisexual Transgender– Not a phonetic acronym– Traditionally placed with the “G” before
“L”– Feminist movement switched placement– GLBT or LGBT ok
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COMMON LANGUAGE
• Queer– Was used to demean and outcast
homosexuals and perceived homosexuals– Adopted in 80s by homosexuals as an attempt
to nullify slander and lay claim to identity– Political correctness of this term still up for
debate
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COMMON LANGUAGE
• Homosexual– Emotionally, physically, and/or sexually
attracted and/or committed to members of the Same Sex
– Not an act or behavior but a state of being
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COMMON LANGUAGE
• Sexual Orientation– The state of being homosexual, heterosexual,
bisexual
• Gender Identity– How an individual sees their own gender,
masculine, feminine, or some combination along the continuum
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COMMON LANGUAGE
• Lesbian– Used to refer to female homosexuals only
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COMMON LANGUAGE
• Gay– Can be used to refer to both male and female
homosexuals– More commonly used when refer to males only
• Use to say “Gentleman” when referring to a group of people, now say “Ladies and Gentleman”
• Use to say “Gay” when referring to group of homosexuals, now say “Lesbian and Gay”
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COMMON LANGUAGE
• Bisexual– Emotionally, physically, and/or sexually
attracted and/or committed to members of the either sex
– Attraction to both sexes may not be equal– Degree of attraction may very over time– Not an act or behavior but a state of being
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COMMON LANGUAGE
• Transgender– Hardest for most people to understand
• Lack of understanding between sex and gender• People tend to think in either/or with regard to sex
and gender
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COMMON LANGUAGE
• Transgender– Sex and gender
• Sex is polarity of anatomy• Gender is polarity of appearance and behavior
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COMMON LANGUAGE
• Transgender– Either/or physical
• Physical sex characteristics and chromosomal patterns fall along a spectrum
– Size, shape, morphology, number, and combination of sex organs can vary,
– Mosaic genetics – XX and XY patterns in same person, also can have extra chromosomes
• Society makes distinction between male and female to make communication and understanding easier
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COMMON LANGUAGE
• Transgender– Either/or gender
• Society interprets gender cues and then assigns a masculine or feminine gender
– Dress, hair style, tone or inflection of voice, hold of body
• Assumption, men = masculine, women = feminine
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COMMON LANGUAGE
• Transgender– Either/or gender
• Some historical fluidity of strict gender roles– Women can show traditional masculine traits in the form
of dress, hair style, occupation– Men arguable can show some traditional traits in the
form of hair style and occupation but not in areas such as dress or body manner
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COMMON LANGUAGE
• Transgender– Either/or gender
• Gender norms are not symmetrical• Women have gained a wider range of expression• Men have not so much
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COMMON LANGUAGE
• Transgender– Societies non-acceptance of free expression
along gender range and adherence to strict either/or sex classification creates the definition for transgender
• Someone who’s sex classification or gender expression does not fit societal norms
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COMMON LANGUAGE
• Transgender– Label of transgender is a personal label
• Individuals accept or reject the label on a personal level
– Transgenderism can take many forms and does not necessarily regard physical sex and perceived gender variations for each individual
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COMMON LANGUAGE
• Transgender– Some forms
• Transsexual – internal sense of being male or female differs from physical sex
– Male-to-female (MTF) – Female-to-male (FTM)– Most do not surgically modify their bodies
- cost, lack of medical coverage, pain, dissatisfaction with results and methods
– Refer to these individual as the sex they identify as or use the pronoun “ze” in place of he or she
– Most are not homosexual
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COMMON LANGUAGE
• Transgender– Some forms
• Androgynist– person appearing and identifying as neither man nor woman, male nor female
– presenting a gender either mixed or neutral – Do not use pronouns he or she when referring to these
individuals use “ze” or use no pronoun.
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COMMON LANGUAGE
• Transgender– Some forms
• Crossdresser / Transvestite – person who enjoys wearing clothes identified with the gender opposite of their physical sex and identified gender
– Refer to selves as male or female according to physical sex
– Rarely are they homosexual
• Does not include Drag Queens or Drag Kings– Performance artists who bend gender norms for money– Most are homosexual
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COMMON LANGUAGE
• Ally– “a person who is a member of the dominant or
majority group who works to end oppression in his or her personal and professional life through support of, and as an advocate with and for, the oppressed population"
(Washington and Evans 1991)
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COMMON LANGUAGE
• Homophobia– Irrational fear of homosexuals/ homosexuality,
or any behavior, belief, or attitude that doesn’t conform to sex-role stereotypes
– Homophobia is not strictly a heterosexual problem
• Heterosexism– Assumption that everyone is heterosexual or
should be
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COMMON LANGUAGE
• Internalized Oppression– Process by which a member of an oppressed
group comes to accept and live out the inaccurate myths/ stereotypes applied to the oppressed group
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COMMON LANGUAGE
• In the Closet– To hide one’s sexual orientation or
gender identity– To keep a job, housing, friends, etc., to survive in a
homophobic situation– Many LGBT individuals are “Out” in some
situations and “Closeted” in others
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COMMON LANGUAGE
• Coming Out– To publicly declare one’s sexual
orientation or gender identity– Can be spoken or a physical act– Is not a single event but a life-long process– Each new situation means deciding whether to
coming out again or not
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What is Safe Zone
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What is Safe Zone
• A way to identify LGBT allies within a campus community and provide those allies, and the people who seek them out, with support and information– No one universal Safe Zone program
• Each institution creates their own program and tailors it to their specific needs, experience, expertise, and resources
• Goes by many names, Safe Space, Safe Harbor, Safe on Campus, Ally Support
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What is Safe Zone
• Allies who chose to participate in the program identify themselves through the use of a sticker or placard– LGBT individual who need help seek out
these markers – Can feel safe to communicate with the person
displaying it about LGBT issues personal or otherwise.
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PURPOSE
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PURPOSE
• To easily identify LGBT allies in the campus community– LGBT individuals are not easily identifiable– LGBT supporters are not easily identifiable
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PURPOSE
• Placing a Safe Zone sticker– Sends a message of a strong personal
commitment to the purpose of, and individuals involved in, the Safe Zone program in a prominent, non-verbal way
– Sends a message of willingness to provide help, advice, support, understanding, and trust, in a non-judgmental environment
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PURPOSE
• There is a plethora of misinformation about LGBT individuals
• There is hostility toward LGBT individuals– The Safe Zone program makes it possible for
individuals seeking help or advice to find it without having to
• Fear for their emotional well being• Fear for their physical well being• Need to explain themselves• Need to educate or re-educate instead of receiving
services
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PURPOSE
• To provide support and information to allies who can then provide support and information to the LGBT individual– No one is expected to, nor is it possible for
anyone to know everything– Safe Zone provides an educational and
support network
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PURPOSE
• EVERYONE has a right to their own opinion– Safe Zone is NOT meant to change people or
their beliefs• This means not trying to change people who
disagree with homosexuality as well as not trying to change homosexuals themselves
• It does not mean ignoring misinformation, myths, or stereotypes
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PURPOSE
• Voluntary– Safe Zone is completely voluntary– Members are going beyond EKU’s minimum
requirements of nondiscrimination– It needs to be voluntary to protect all participates
involved and to ensure the true purpose of the program is fulfilled
• NO NEGATIVE connotation or feedback is permitted for those who choose not to participate
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WHY SAFE ZONE
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WHY SAFE ZONE
• 2001 The National Gay and Lesbian Task Force conducted a nation wide study of faculty, staff, students, administrators at US universities
• Those universities who agreed to participate were some of the nations most gay friendly
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WHY SAFE ZONE
– 19% feared for safety because of Sexual Orientation or Gender Identity
– 29% had their ability to work or learn interfered with because of SO or GI
– 51% felt need to conceal SO or GI–60% of those were students
– 79% of those who carried out the harassment were students
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WHY SAFE ZONE
• Forms of harassment– 89% derogatory remarks– 48% verbal threats– 39% anti-LGBT graffiti– 38% pressure to remain silent about SO or GI– 33% written harassment– 11% threats of physical violence– 10% threats of exposure of SO or GI– 10% actual physical assault
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WHY SAFE ZONE
• Of Faculty, Staff, Administrators– 57% public campus
settings– 46% walking on campus– 29% campus workplace– 29% residence halls– 23% classrooms
• Where harassment occurred
• Of Students– 63% public campus
settings– 40% residence halls– 30% class rooms
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MORE THAN
TOLERANCE
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MORE THAN TOLERANCE
• There are 8 basic stages in dealing with homosexuality– They are individual place holdings not steps
up or down a ladder but they do build on each other
– No one is confined to one spot– What a person identifies within these stages
is not a statement of maturity/development rather a statement of beliefs
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MORE THAN TOLERANCE
However,
• If an individual can not currently identify with stage 4-8 they may find it difficult to be a Safe Zone identified ally– People will seek advice and guidance, – Safe Zone allies must be comfortable with
themselves and the issues in order to help
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MORE THAN TOLERANCE
1. Active Participation– Directly supporting LGBT oppression– Laughing at or telling jokes that put down LGBT
people or people who don’t fit traditional male/female stereotypes
– Avoiding/encouraging others to avoid behavior that is not sex-stereotyped
– Verbal/physical harassment of LGBT people or heterosexuals who do not conform to sex-stereotypes
– Working for anti-gay legislation
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MORE THAN TOLERANCE
2. Denying/ Ignoring- Inaction that supports LGBT oppression- Unwillingness/inability to understand the
effects of homophobic/heterosexist actions - passively accept LGBT oppression- “Business as Usual” attitude
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MORE THAN TOLERANCE
3. Recognizing, but No Action–Recognition of homophobic/ heterosexist
actions and their harmful effects –But no action to interrupt the situation
– Example: hearing a friend tell a “Queer Joke,” recognizing it as homophobic, not laughing, also not saying anything to friend
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MORE THAN TOLERANCE
4. Recognizing and Interrupting–Recognizing homophobic/heterosexist
actions–Taking action to stop them–Telling the friend, jokes making fun of
gays/lesbians aren’t funny–Realizing been avoiding an activity
because it might appear gay, deciding to participate
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MORE THAN TOLERANCE
5. Educating Self–Take actions to learn about LGBT people,
heterosexism/homophobia–Can include
– Reading books or LGBT publications, attending workshops, talking to others, joining organizations
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MORE THAN TOLERANCE
6. Questioning and Dialoguing–Attempt to begin to educate others about
homophobia/heterosexism–Go beyond recognizing homophobic/
heterosexist actions to engaging individuals in a dialogue about the actions
–Attempt to help others increase their awareness/knowledge of homophobia/ heterosexism
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MORE THAN TOLERANCE
7. Supporting and Encouraging–Support and encourage the anti-
homophobic/ anti-heterosexist actions of others
–Helping others interrupt oppression even if they are offended
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MORE THAN TOLERANCE
8. Initiating and Preventing–Anticipating/ identifying homophobic
institutional practices or individual actions then working to change them
– Example: teacher changing a heterosexist “Family Life” lesson
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GUIDELINES FOR MEMBERS
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GUIDELINES FOR MEMBERS
YOU ARE NOT YOU ARE NOT ALONEALONE
Safe Zone allies are here to support each other as well as the individuals who come to them for help
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GUIDELINES FOR MEMBERS
• Respect privacy/ confidentiality– Except in cases of physical assault or hate crimes– Follow EKU’s written policy
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GUIDELINES FOR MEMBERS
• Refer individuals to counseling when necessary– Having trouble coping, functioning, concentrating– Overly distressed, severe lack of sleep, severe weight
changes, loss of interest in previously enjoyable activities
– Express thoughts of suicide– You feel overwhelmed or worried– Use your best judgment
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GUIDELINES FOR MEMBERS• Remember there are levels to sexual identity
development– Example: not identifying one self as gay or lesbian but
engaging in same sex relationships• Stages of sexual identity development can be found in the Safe
Zone manual
– Don’t assume, use appropriate language
• If You Need Help Ask– Dr. Sue Strong: 2-3515– Each other
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GUIDELINES FOR MEMBERS
• Be an advocate, advisor, teacher, mentor• Do lunch, have coffee• Help find other social supports for the
individual to engage in
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GUIDELINES FOR MEMBERS
• Have clear, professional yet friendly boundaries– No romantic or sexual relationships with those
who seek you out through the Safe Zone program
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GUIDELINES FOR MEMBERS
• Tape the Safe Zone sticker to your door or in a visible place in your workstation– If someone tears it down or defaces it, we will
replace it.– If you leave EKU, change offices, want to
withdraw from the program please remove your sticker and let us know
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GUIDELINES FOR MEMBERS
• Use your resources wisely– The Safe Zone Manual
– A resource for all Safe Zone members– Read it, familiarize yourself with its contents– It can help you understand and help others– Copy sections for those who come to you– It does not represent all the info you will need
–www.education.eku.edu/faculty_staff/strong/safezone.htm
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GUIDELINES FOR MEMBERS
• Places to find additional information– Human Rights Campaign– Kentucky Fairness Alliance– PFlag – Parents Family and Friends of Lesbians and
Gays– GLAAD – Gays and Lesbians Alliance Against
Defamation– GLSEN – Gay Lesbian Straight Education Network– National Gay and Lesbian Task Force– The National Consortium of Directors of LGBT
Resources in Higher Education – Any of the references for this presentation
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GUIDELINES FOR MEMBERS
• Websites for other Safe Zone programs– Western Michigan University
• http://www.salp.wmich.edu/lbg/GLB/default.html – Texas A&M
• http://allies.tamu.edu – Iowa State University
• (http://www.public.iastate.edu/~lgbtss/safezones/) – Virginia Commonwealth University
• http://www.students.vcu.edu/counsel/safezone/– University of Wyoming
• http://uwacadweb.uwyo.edu/SAFEZONE/– For a complete list of Colleges and Universities that offer Safe
Zone type programs go to The National Consortium of Directors of LGBT Resources in Higher Education website
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GUIDELINES FOR MEMBERS
• Safe Zone is a living program– Help it breathe and grow
– E-mail info you find and think should be added to the manual to [email protected]
– Share information you find with other members
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GUIDELINES FOR MEMBERS
• Be aware of the issues facing LGBT individuals
• Educate yourself and others
• Be ready to stand up and help when needed
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Take pride in your self Take pride in your self identification as a identification as a
LGBT ally and in your LGBT ally and in your role as a Safe Zone role as a Safe Zone
Member Member
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REFRENCE• Blackless, Melanie, Anthony Charuvastra, Amanda Derryck, Anne
Fausto-Sterling, Karl Lauzanne, and Ellen Lee. 2000. “How sexually dimorphic are we?” American Journal of Human Biology 12:151-166.
• Intersex Society of North America. 2005. “What is Intersex.” Intersex Society of North America. <http://www.isna.org/faq/what_is_intersex> (November 2005)
• Kingston, Matthew J. 1999. “Safe Zone.” Indian University. <http://www.indiana.edu/~out/safezone/index.shtml> (November 2005)
• Nangeroni, Nancy. 2004. “Transgressing Gender Norms.” Gender Talk. <http://www.gendertalk.com/tgism/tgism.shtml> (November 2005)
• Poynter, Kerry. 2005. “Frequently Asked Questions.” National Consortium of Directors of LGBT Resources in Higher Education. <http://www.lgbtcampus.org/faq/safe_zone.html> (November 2005)
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REFRENCE• Rankin, Susan R. 2003. “Campus Climate for Gay, Lesbian, Bisexual, and
Transgender People: A National Perspective.” New York: The National Gay and Lesbian Task Force Policy Institute. p. 24-33.
• Spruill, Martha Ann. 2000. “Safe Zone Statement of Purpose.” Virginia Commonwealth University Safe Zone. <http://www.students.vcu.edu/counsel/safezone/purpose.html> (November 2005)
• Texas A&M University, Allies Committee. 2005. “Bisexuality Basics” Aggie Ally <http://allies.tamu.edu/resources/bibasics.htm> (November 2005)
• Tubbs, Nancy Jean. 2004. “Safe Zone/Allies Programs.” National Consortium of Directors of LGBT Resources in Higher Education. <http://www.lgbtcampus.org/faq/safe_zone_roster.html> (November 2005)
• University of Wyoming. 2004. “What is Safe Zone.” University of Wyoming. <http://uwacadweb.uwyo.edu/SAFEZONE/describesz.asp> (November 2005
• Washington, J., Evans, N. J. 1991. “Becoming an Ally.” Beyond tolerance: Gays, lesbians and bisexuals on campus. Alexandria, VA: American College Personnel Association. p.195.