Paul Le, University of Colorado Denver Matthew Rathbun Metropolitan State University of Denver Queering Higher Education 101 A Look at History, Issues, & Best Practices on College Campuses
Welcome and Intros With a partner/small groups: Name Gender Pronouns Icebreaker: If you could have one superpower, what would it be?
Some General Rules This room is a Safe Space All perceptions are valued We are all here to learn What is said in this room, stays in this room No blame, no shame, no guilt Any other guidelines?
Our Workshop Goals (1) Understand difficulties around transforming college culture to be LGBTQ+ inclusive Looking at history, institutional structure, and identity (2) Learn about easy pedagogical tools to create inclusive environments and outside organizations that are excellent resources Thinking about Monday/One day resources
Reflections and Thinking What do I know about queering education (or diversity in education)? What do I not know about queering education (or diversity in education)? What do I want to know about queering education (or diversity in education)?
LOOKING AT HISTORY
LGBTQ College History Documentation of experiences: starts mid 20 th century Lack of concept of an LGBTQ+ identity prior
LGBTQ College History Early 1960s 1967: Columbia University 1969: Stonewall Rebellion 1996: 2000+ LGBTQ student organizations in colleges
SETTING THE STAGE FOR THE WORKSHOP
The Current Landscape 3000+ number of LGBTQ organizations across US campuses http://gsaday.org/info/sample post/ Policies protecting LGBTQ students, faculty, and staff
Most individuals equate higher education institutions with being more progressive and liberal. In small groups, discuss reasons why you think we are having issues creating an inclusive campus for LGBTQ individuals (and other minority groups, for that matter). write it on the easel paper.
A Quick Survey We will ask attendees three different questions, and you will raise your hands to different levels depending on how strongly you feel about the question Be honest to yourselves when you answer the question; we are all here to learn and have different perceptions
For reflection Image from: http://www.rawstory.com/rs/wp content/uploads/2012/12/Suffragette Library of Congress.jpg
Civil Rights Movement For reflection Image from: http://www tc.pbs.org/wgbh/pages/frontline/tehranbureau/images/civil+rights+hoses.jpg
Leelah Alcorn (2014) and Corporal Ryan Langenegger (2013) Available from : http://i.dailymail.co.uk/i/pix/2015/01/04/245A7CCE00000578 2895959 image m 120_1420349491522.jpg Available from : http://www.queerty.com/straight marine attacked for defending his gay friends 20131031
Thinking About Our Responses Think Pair Share How do you think your identity of self influenced how you answered the questions? How does privilege play a role in how we think of inclusion and diversity?
Institutional Structure How do institutions approach multicultural training? 1 minute to think and then share out Typical Characteristics Short duration Superficial
work? Discuss in pairs 1 minute and share out Some potential reasons: Many trainings focus on where to place blame Disjointed in making values reflect actions Does not touch on institutional structure and potential reform
THINKING ABOUT IDENTITY How does our identity influence how we see different things in our daily lives?
I see/ I think/ I wonder Thinking about your own thinking, based off of who you are Challenge: For those that identify as students, do this activity from a viewpoint of a teacher (and vice versa for teachers) Two images: 1 minute per person
Students on Campus: I see/I think/I wonder For use with our partnering activity Image from: http://agbeat.com/housing news/hud confirms that lgbt couples face housing discrimination/
For use with our partnering activity Image from: http://act.mtv.com/posts/new act to protect lgbt students needs your voice/
Going through some scenarios Now that we have touched on subjects on history, identity, and institutional structure, we encourage everyone to think about what you have just learned and apply it to some scenarios we have given 4 5 minutes to self reflect and answer, and then share in small groups Each group will write a response that they think is appropriate for each scenario on a sheet of easel paper.
RESOURCES AND IDEAS FOR THOUGHT
The Monday Resources and simple ideas that are easily utilized. can return to your schools Monday and start using these ideas and tools
The Monday Resources Watching your language during in class Keeping up with current events and readings Available from: http://www.ncwd youth.info/blog/wp content/uploads/2011/06/safe zone sign.gif
Monday Resources: One Colorado http://www.one colorado.org/
GLSEN http://www.glsen. org
Trevor Project http://www.thetre vorproject.org
The Center http://www.glbtco lorado.org
ACLU http://www.aclu .org
The One Day Resources for different ideas and tools that will take a longer time to implement. The efforts are not immediate and may depend on support of members from your department or college
The One Day Resources Learning Communities Mentoring Programs Queer Education Programs Leadership Opportunities for LGBTQ Students Compiling LGBTQ resources into a document/book for students
One Day In order to change campuses to be more inclusive, we must engage in difficult dialogues with others promoted human dignity, equality, and community that serves to move institutions to
Difficult Dialogues What are key components needed for a productive dialogue with others? Mutual purpose (Patterson et. al 2002) Creating a shared end goal and a CLEAR mission What is the mission of the school and what is the direction we need to take? Acknowledging that there will be uncertainty
Being an advocate for inclusive campuses What are key components needed for a productive dialogue with others? Mutual respect (Patterson et. al 2002) Shifting our diversity lens to focus on social oppression as the problem and getting away from Different community members will have different angles in which they will approach a conversation Environment of learning ethos guided by assumptions that each person comes to the table with good will and a willingness to learn
Being an advocate for inclusive campuses Recognizing I am part of the problem and responsible for contributing to the solution This I includes everyone, regardless of social identity We all live in this environment and we all must work to reshape it
Works Cited Holland, L., Matthews, T.L. & Schoot M.R. "That's so gay!" Exploring college students' attitudes toward the LGBT population. Journal of Homosexuality 60 575 595 (2013). Arminio J., Torres, V. & Pope, R.L. What Aren't We There Yet? Taking personal responsibility for creating an inclusive campus. (ACPA, Washington, DC; 2012). Renn K.A. LGBT and queer research in higher education: The state and status of the field. Educational Researcher 39 132 141 (2010). Patterson, K., Grenny J., McMillan, R., & Switzler A. Crucial conversations: Tools for talking when stakes are high. (McGraw Hill, New York, NY; 2002) Payne, E.C. & Smith, M.J. Safety, celebration, and risk: educator resposnes to LGBTQ professional development. Teaching Education 23 265 285 (2012). Payne, E.C. & Smith, M.J. LGBTQ kids, school safety, and missing the big picture: how the dominant bullying discourse prevents school professionals from thinking about systemic marginalization or... why we need to rethink LGBTQ bullying. QED: A Journal in GLBTQ Worldmaking 1 36 (2013).