Providing a Supportive Learning Environment Abroad:

1
Providing a Supportive Learning Environment
Abroad

• Identity Negotiation and the GLBT Student

2
Introductions

• Kevin Morrison
• Associate Director of International Programs
• Meredith College
• Stephen Kazar
• Vice President for Enrollment Management
• Institute for Study Abroad, Butler University
• My Yarabinac
• Associate Director, Office of International
  Programs
• San Francisco State University

3
Identity

• Identity
• Erickson (1959)
• A sense of self that persists over time
• Affinity with others who share the same quality
• Ting-Toomey (1999)
• Reflective self-concept derived from our
  socialization process (cultural, ethnic, gender,
  etc.)
• Primary Identity Domains
• Secondary Identity Domains
• Identity Development in College

4
GLBT Identity Devlopment

• GLBT Identity Development Models
• Cass (1979), Coleman (1982), Minton McDonald
  (1984), Troiden (1989), Fassinger (1998)
• All assume movement from lack of awareness to
  integration of behavior and identity
• General Stages
• First Awareness
• Self-labeling
• Community Involvement Disclosure
• Identity Integration

5
Identity Negotiation

• Ting-Toomey (1999)
• Identity Security-Identity Vulnerability Motif
• individuals bring their sense of identity to any
  type of communicative interaction
• individuals acquire their identities through
  interaction with others
• individuals experience security when
  communicating with those with whom they feel
  similarity and they experience vulnerability with
  those they view as unfamiliar

6
Identity Negotiation

• Ting-Toomey (1999) contd
• In intercultural interactions/transitions it is
  important to
• Develop association with like others
• Decrease perceived threats to identity
• Positively validate an individuals Identity
• Use of Mindful Intercultural Communication Skills
• Mindfullness vs. Mindlessness
• Skills should be
• Appropriate
• Effective
• Satisfactory

7
Critical Incidents

• Read the incident and discuss the following in
  your group
• What should be done to resolve the situation?
• What steps can be taken to address these issues
  proactively in the future?

8
What Are Programs Doing?

• Survey of Study Abroad Programs in Latin America
• 10 question survey (see handout)
• Resident Directors from three SA organizations
• CIEE
• IFSA-Butler
• SIT World Learning

9
Survey Results

• Response rate 48.7
• Responses from the following
• Argentina
• Brazil
• Chile
• Dominican Republic
• Ecuador
• Nicaragua
• Peru

10
Methods Used to Support GLBT Students Top
Responses

• Oral presentation to all students 84.2
• One-on-one discussion with students 79
• One-on-one referral to local resources 79
• One-on-one referral to a gay or lesbian
  individual in the local community 57.9
• Gay and Lesbian-friendly housing where families
  know 52.6
• Gay and Lesbian-friendly housing where families
  do not know 47.4

11
Suggestions for Best Practice

• Provide effective pre-departure information
• Orientation Sessions and written material
• From campus and providers
• Address local attitudes and resources
• Encourage self-disclosure
• On-site Orientation
• Provide concrete resources
• Invite local community to participate whenever
  possible
• Establish approachability and openness of program
  staff

12
Suggestions for Best Practice (contd)

• Train on-site staff to deal with GLBT issues
• How to create a safe space
• How to handle issues compassionately
• Familiarize selves with local resources
• Provide GLBT-friendly housing
• Ideally all families are welcoming of GLBT
  students
• Ask questions explicitly in interview
• Discuss in host-family orientations