A Case Study Presentation:

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A Case Study Presentation Addressing the Needs
of the University of Toledos LGBT
Community Presented by Josh Drahos Katherine
Ott Tyree Pollard Rachel Schipull
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Methodology
Faculty and Staff Interviewed Michelle Martinez
Dean of Students Jo Campbell Director of
Residence Life Anthony Kapp Director of LGBT
Initiative Sabina Elizondo-Serratos Director of
Latino Initiative Jeffery Witt Director of UT
Student Recreation Center School
Comparison Consortium of Higher Education LGBT
Resource Professionals Eastern Michigan
University Colgate University Cleveland State
University Theoretical Application Anthony
DAugelli - Model of Lesbian, Gay, and Bisexual
Identity Development Casss Model of Homosexual
Identity Development Sullivans Synthesis
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WHAT is currently being done

• Anthony Kapp is the Director of the LGBT
  Initiative
• The LGBT Initiative was instituted at start of
  2009
• The LGBT Initiative falls under Dean of Students
  Office and is located in Multicultural Affairs
  Suite

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What is currently being done

• The current budget for the Initiative is 3,000
• Current programs include Film Series, Speakers,
  History Month in October, UT Pride week
• A recent Open House was held to collect resources
  
• The Initiative works in conjunction with Spectrum

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UT LGBT InitiativeMission Statement
The Office of LGBT Initiatives develops,
delivers, and coordinates programs and services
to provide outreach, support, advocacy, and
community building for lesbian, gay, bisexual,
transgendered, questioning (LGBTQ), and other
undergraduate and graduate students who
self-identify as non-heterosexual, and their
allies.  In alignment with the universitys core
values, the office collaborates with offices and
programs campus-wide to serve LGBTQ students and
assess and respond to student and community
needs.  
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What We Know to be True

• Three main problems faced by gay students in
  higher education include (a) bigotry,
  (b)ignorance, and (c) silence

• A sense of connection is integral to persistence
  and student satisfaction
• 54 of gay male college students participate in
  an institutions LGBT organization

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What Are Other Institutions Doing?
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Website http//www.lgbtcampus.org/ Members The
Directory consists over 150 schools across the
United States.
Mission The combined vision and mission of the
Consortium is to achieve higher education
environments in which lesbian, gay, bisexual, and
transgender students, faculty, staff,
administrators, and alumni have equity in every
respect. Our goals are to support colleagues and
develop curriculum to professionally enhance this
work to seek climate improvement on campuses
and to advocate for policy change, program
development, and establishment of LGBT
Office/Centers.
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• For inclusion into the Directory, the program
  must have a head of the program whose position
  meets the following criteria
• The position must be at least 50 time (20 hours
  per week).
• The position must be filled by a professional
  staff person OR a graduate assistant.
• The position's job description must include
  primary responsibility for providing LGBT
  services.
• Graduate assistants' job descriptions must be
  solely dedicated to LGBT services.

Undergraduate student-run and volunteer-run
offices are not listed in the Directory.
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Ideas from other schools
GLBT Host Program for Prospective Students
Out _at_ BGSU
Hosts Training and Awareness Programs
Out Write Newsletter
Big Gay Weekend
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PEER INSTITUTION COMPARISON
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A comparison of UT EMU
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The LGBTR at EMUhttp//www.emich.edu/lgbtrc/

• Named one of the top schools in the nation for
  support of LGBT community
• Maintains a blog
• Offers employment to students

• Signature events including .
• Coming Out/Being Out Support Group
• Lavender Spring Celebration

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THEORIES RELATED TO LGBT IDENTITY DEVELOPMENT
Anthony DAugellis Model of Lesbian, Gay, and
Bisexual Identity Development
Vivienne Casss Model of Homosexual Identity
Development
Patricia Sullivans synthesis of Cass and
Hardiman Jacksons Racial Identity Development
Model
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Anthony DAugellis Model of Lesbian, Gay, and
Bisexual Identity Development
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The 6 Identified Interactive Processes
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Phase 1 Exiting Heterosexual Identity

• Ones awareness that spiritually, emotionally,
  and physically attraction to the same sex.
• Recognition that there feelings are different
  from the rest of society

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Phase 2 Developing a personal LGB Identity Status

• Creating a sense of personal stability
• Challenge myths internally about LGB sexual
  orientation

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Phase 3 Developing a LGB Social Identity

• Create a social network
• Associate with people with similar orientations

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Phase 4 Becoming a LGB Offspring

• Disclosing identity
• Parents
• Family
• Others with that support

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Phase 5 Developing a LGB Intimacy Status

• Establishing intimate relationship
• According to DAugelli most challenging to
  individuals
• Lack of role models/scripts
• Cultural discrimination

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Phase 6 Entering a LGB Community

• Making commitments to social change and political
  action.
• Some individuals don't pursue this community
  because it comes with high personal risk such as
• Mental and Physical threats
• Losing job
• Losing housing

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Casss Model of Homosexual Identity Development
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Casss 6 Stages

• Prior to first stage individuals identify as
  heterosexual
• Progression influenced by social factors and
  historical setting

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Stage 1 Identity Confusion

• First awareness of homosexual feelings, thoughts
  or attractions
• Positive reactions pursue more information,
  move to next stage
• Negative reactions Foreclosure

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Stage 2 Identity Comparison

• Accept possibility of homosexual identity
• Seek out other LGBT individuals and other
  resources
• Negative reaction maintain heterosexual front,
  explain away homosexual attractions, attempt to
  change (internalized homophobia)

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Stage 3 Identity Tolerance

• Acknowledge LGBT identity
• Seek out other LGBT students/staff
• Success of these contacts can influence the way
  they feel about their orientation

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Stage 4 Identity Acceptance

• Place positive connotation on LGBT identity
• Social atmosphere dictates to what extent
  students can express their LGBT identity
• Some only out to friends, some pass at
  heterosexual, others are more public

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Stage 5 Identity Pride

• Focus primarily on LGBT issues
• LGBT identity has foremost importance
• Minimize contact with heterosexual individuals
• Publicly and vocally out

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Stage 6 Identity Synthesis

• Move away from hetero/homosexual dichotomy
• Judge others based on personality and not just
  sexual orientation
• Public and private identities become congruent
• Sexual identity seen as just one part of self

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Defining the Sexual Minority

• Patricia Sullivan combines Cass with Hardiman and
  Jacksons Racial Identity Development model
• Provides framework for students from both
  dominant and target group to see LGBT students as
  a protection minority
• Sullivan provides tips for intervention as well

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Stage 1 Naïveté

• Little or no awareness of sexual orientation
• Socialized into heternormativity but not yet
  afraid of deviant behavior

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Stage 2 Acceptance of dominant ideology

• Heterosexuals take identity for granted
  aggression or violence towards LGBT individuals
  possible
• LGBT individuals Cass Stage 1 2 See straight
  orientation as right and normal actively reject
  gay things and act straight
• Intervention confront stereotypes make campus
  environment safe include LGBT issues in
  curriculum, staff trainings, programming,
  non-discrimination policies, judicial response to
  prejudice, and counseling support

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Stage 3 Resistance

• Heterosexuals recognize and challenge
  heterosexism and homophobia adopt appreciation
  of LGBT culture
• LGBT individuals Cass stages 3,4 5 need LGBT
  community conflict between LGBT identity and
  dominant culture felt strongly
• Intervention Ally programs safe zone encourage
  students to use energy and anger to challenge and
  change campus climate counseling for dominant
  and target groups student groups and LGBT
  resources

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Stage 4 Redefinition

• All students seek self-definition of orientation,
  rather than submitting to norms
• Heterosexuals need to reclaim their orientation
  positively, separate from heterosexism
• LGBT individuals self-segregate may stay at
  this stage if interaction with the dominant group
  is negative
• Intervention Continue education plans,
  programming on gender, sexuality in general, and
  healthy heterosexuality helpful here for dominant
  group

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Stage 5 Internalization

• Integration of newly defined values, beliefs,
  and behaviors into all aspects of life.
• Heterosexuals Healthy identity accepted
  recognize what can be gained by continuing to
  dismantle heterosexism
• LGBT individuals Casss stage 6 able to
  integrate w/LGBT and allies determine (over a
  life time) how much their orientation plays into
  their total identity

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Weaknesses of the theories

• Two separate developmental paths
• Critical difference from other minorities LGBT
  identity is not VISIBLE to self or others
• Identity development is a mixture of
  self-categorizations related to both personal and
  social identities

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How to Make the Center More Welcoming

• Make An Identification-Free Space
• Don't Forget About Students of Color

• Avoid Overly Public Spaces
• Avoid Physical Spaces Not Equally Welcoming To
  All Students

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Recommendations

• Survey of student bodyconfidential needs
  assessment
• Survey faculty and staff
• Increase budget (if supported by student body
  survey)
• Community mixers
• Bridge transition from high school to college
• Be clear about Residence Life accommodations for
  transgendered students

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Recommendations

• Offer an anonymous support group through
  Counseling Services
• Provide internet-based support and groups
  (Facebook, Blogs, AIM)
• Make students aware of the open-door policy at
  the LGBT Center
• Make website more visible/accessible
• Offer LGBT studies as a diversity class option

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Recommendations

• Collaborative programming
• First-Year Experience/Orientation inclusive of
  LGBT issues

• LGBT Resource Professionals
• Apply for membership in the Consortium of Higher
  Education

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Recommendations

• Have a clear procedure for reporting LGBT bias,
  harassment, and hate crimes
• Consider offering LGBT student scholarships
• Consider attending LGBT National Conferences

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Questions?
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Resources

• Evans, N.J., Forney, D.S., Guido-DiBrito, F.
  (1998). Student development in college Theory,
  research, and practice. San Francisco
  Jossey-Bass.
• DAugelli, A. R. (1994). Identity development
  and sexual orientation Toward a model of
  lesbian, gay, and bisexual development. In E. J.
  Trickett, R. J. Watts, D. Birman (Eds.), Human
  diversity Perspectives on people in context
  (pp. 312-333). San Francisco Jossey-Bass.
• DEmillo, J. (1992). Making trouble Essays on
  gay history, politics, and the
• university. New York Routledge.
• Sanlo, R. Ed. (1998). Working with lesbian, gay,
  bisexual and transgender college students A
  handbook for faculty and administrators.
  Westport, Connecticut Greenwood Press.
• Tierney, W. G. (1992, March/April). Building
  academic communities of
• difference Gays, lesbians, and bisexuals on
  campus. Change, 41-46.
• Wall, V. A. Evans, N. J. Eds. (2000). Toward
  acceptance Sexual orientation issues on campus.
  Lanham, Maryland University Press of America,
  Inc.

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Judith Herb College of Education, The University
of Toledo Spring 2009 Collaborative
Initiative between The Higher Education
Program and the Division of Student Affairs