Expanding the Circle

Description

Many educational professionals agree that the time has come to expand their circle of inclusion and broaden their definition of diversity by increasing LGBTQ studies, but the question of how to do so is still debated. Although some colleges and universities have been incorporating LGBTQ studies for decades, courses and programs continue to be pockets of innovation rather than models of inclusion for all of higher education. Colleges and universities need to encourage faculty members to teach and research a wide range of LGBTQ topics, as well as support student life professionals in building inclusive campus communities. This book includes testimonies that alert educators to possible pitfalls and successes of their policies through an analysis of changing student attitudes. Based on these case studies, the contributors offer practical suggestions for the classroom and the provost's office, demonstrating not only the gains that have been made by LGBTQ students and the institutions that serve them, but also the tensions that remain.
List of Illustrations
Acknowledgments

Introduction: Building on a Changing Paradigm
John C. Hawley

Part I. Changing Institutional Structures

1. A Website Evaluation of the Top Twenty-Five Public Universities in the United States to Assess Their Support of Lesbian, Gay, Bisexual, and Transgender People
Bharat Mehra, Donna Braquet, and Calle M. Fielden

2. Conducted in a Whisper: Some Observations About the Current State of LGBT Studies, and Ten Ways We Can Shout Down the Silence
Joshua G. Adair

3. Queering the Academy: A Case Approach to LGBTQ Studies
Molly Merryman and K. G. Valente

4. Transgendering the Academy: Transforming the Relationship Between Theory and Praxis
Pauline Park

Part II. Case Studies

5. Creating Systemic Change Around Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues: A Case Analysis and Recommendations
Frank D. Golom

6. Network VA: A Case Study of a Statewide Effort to Build LGBTQ Coalitions for Change on College Campuses
Charles H. Ford and Elizabeth P. Cramer

7. The One-Year Campus-Climate Turnaround: The University of Rhode Island Strives to Become a Leader in LGBTQ Advocacy
Karen de Bruin

8. Queering Harvard Yard: Four Decades of Progress for BGLTQ Equality
Susan B. Marine, Paul J. McLoughlin II, and Timothy Patrick McCarthy

Part III. Changing Student Perceptions

9. Student Development: Theory to Practice in LGBT Campus Work
Milton E. Ford, Colette Seguin Beighley, and Ronni Sanlo

10. Queering Service Learning: Promoting Antioppressive Action and Reflection by Undoing Dichotomous Thinking
David M. Donahue and Myles Luber

11. Five Proposals on Homophobia
David William Foster

12. LGBT Bullying in Schools: Can School Policies Affect Climate?
Erik Green

13. Exploring the Boundaries of Self: Using Queer Autobiography to Teach Courses on Identity and Solidarity Across Borders
Juan Velasco

Part IV. Expanding the Circle

14. Show Me Your ID
Jewelle Gomez

15. At the Crossroads: Navigating the Intersection of Spiritual and Sexual Identity Within Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) College Students
Beth Bradley and Brian J. Patchcoski

16. New Perspectives on Religion and Spirituality for LGBTQ Students
Scotty McLennan

17. Intersections: A Guide to Working with LGBTQI University Students of Minority Religions or Cultures
Mychal Copeland and D'vorah Rose

18. Culturally Appropriate Information Supposrt Services for Lesbian, Gay, Bisexual, and Transgender (LGBT) South Asians: Representing Multiple Shades of Identity Based on Sexual Orientation and Ethnicity
Bharat Mehra, Eric Haley, and Dylan Lane

Contributors
Index

Sujets

• Tertiary education
• Gay Studies

Informations

• Publié par: State University of New York Press
• Date de parution: 08 janvier 2015
• Nombre de lectures: 0
• EAN13: 9781438454634
• Langue: English

Extrait

expanding the
circle
SUNY series in Queer Politics and Cultures

Cynthia Burack and Jyl J. Josephson, editors
expanding the
circle
Creating an Inclusive Environment in Higher Education for LGBTQ Students and Studies
Edited by
John C. Hawley
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Eileen Nizer
Marketing, Fran Keneston
Library of Congress Cataloging-in-Publication Data
Expanding the circle : creating an inclusive environment in higher education for LGBTQ students and studies / edited by John C. Hawley.
pages cm. — (SUNY series in queer politics and cultures)
Includes bibliographical references and index.
ISBN 978-1-4384-5461-0 (hardcover : alk. paper)
ISBN 978-1-4384-5463-4 (ebook)
1. Sexual minority college students—United States. 2. Homosexuality and education—United States. 3. Education, Higher—Social aspects—United States. 4. Gays in higher education—United States. 5. Gay college students—United States. 6. Lesbian college students—United States. 7. Bisexual college students—United States. 8. Transgender people—Education (Higher). I. Hawley, John C. (John Charles), 1947– LC2574.6.E96 2014 378.0086’64—dc23 2014007251
10 9 8 7 6 5 4 3 2 1
This book is dedicated to the
American Civil Liberties Union (ACLU),
to the Association of Gay and Lesbian Psychiatrists (AGLP),
to the Gay, Lesbian, and Straight Education Network (GLSEN),
to the Human Rights Campaign (HRC), to the Parents, Families,
and Friends of Lesbians and Gays (PFLAG), and to the
many other organizations and individuals who have worked
over the years to change the environment for LGBTQ individuals
in their homes, on their campuses, and in American society.
Contents
List of Illustrations
Acknowledgments
Introduction: Building on a Changing Paradigm
John C. Hawley
Part I. Changing Institutional Structures
Chapter 1. A Website Evaluation of the Top Twenty-Five Public Universities in the United States to Assess Their Support of Lesbian, Gay, Bisexual, and Transgender People
Bharat Mehra, Donna Braquet, and Calle M. Fielden
Chapter 2. Conducted in a Whisper: Some Observations About the Current State of LGBT Studies, and Ten Ways We Can Shout Down the Silence
Joshua G. Adair
Chapter 3. Queering the Academy: A Case Approach to LGBTQ Studies
Molly Merryman and K. G. Valente
Chapter 4. Transgendering the Academy: Transforming the Relationship Between Theory and Praxis
Pauline Park
Part II. Case Studies
Chapter 5. Creating Systemic Change Around Lesbian, Gay, Bisexual and Transgender (LGBT) Issues: A Case Analysis and Recommendations
Frank D. Golom
Chapter 6. Network VA: A Case Study of a Statewide Effort to Build LGBTQ Coalitions for Change on College Campuses
Charles H. Ford and Elizabeth P. Cramer
Chapter 7. The One-Year Campus-Climate Turnaround: The University of Rhode Island Strives to Become a Leader in LGBTQ Advocacy
Karen de Bruin
Chapter 8. Queering Harvard Yard: Four Decades of Progress for BGLTQ Equality
Susan B. Marine, Paul J. McLoughlin II, and Timothy Patrick McCarthy
Part III. Changing Student Perceptions
Chapter 9. Student Development: Theory to Practice in LGBT Campus Work
Milton E. Ford, Colette Seguin Beighley, and Ronni Sanlo
Chapter 10. Queering Service Learning: Promoting Antioppressive Action and Reflection by Undoing Dichotomous Thinking
David M. Donahue and Myles Luber
Chapter 11. Five Proposals on Homophobia
David William Foster
Chapter 12. LGBT Bullying in Schools: Can School Policies Affect Climate?
Erik Green
Chapter 13. Exploring the Boundaries of Self: Using Queer Autobiography to Teach Courses on Identity and Solidarity Across Borders
Juan Velasco
Part IV. Expanding the Circle
Chapter 14. Show Me Your ID
Jewelle Gomez
Chapter 15. At the Crossroads: Navigating the Intersection of Spiritual and Sexual Identity Within Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) College Students
Beth Bradley and Brian J. Patchcoski
Chapter 16. New Perspectives on Religion and Spirituality for LGBTQ Students
Scotty McLennan
Chapter 17. Intersections: A Guide to Working with LGBTQI University Students of Minority Religions or Cultures
Mychal Copeland and D’vorah Rose
Chapter 18. Culturally Appropriate Information Support Services for Lesbian, Gay, Bisexual, and Transgender (LGBT) South Asians: Representing Multiple Shades of Identity Based on Sexual Orientation and Ethnicity
Bharat Mehra, Eric Haley, and Dylan Lane
Contributors
Index
List of Illustrations
Tables Table 1.1 List of Top Twenty-Five Public Universities Identified by U.S. News World Report Table 1.2 Website Evaluation Criteria Used in this Research Table 1.3 Comparison of the Top-Ranked Universities Along the Select Evaluation Criteria to Assess Their Support of LGBT People Table 5.1 Recommendations for Effecting Institutional Change Around LGBT Issues Table 18.1 Need-Expectations of LGBT South Asians Related to Their Sexual Orientation, Ethnicity, or Both Table 18.2 Topics of Concern Related to Sexual Orientation and, Ethnicity, or both for LGBT South Asians
Figures Figure 1.1 Distribution of the top twenty-five public universities in descending order, based on a comparison of the select evaluation criteria to assess their support of LGBT people. Figure 1.2 Evaluation criteria with the top five occurrence on the websites of the top twenty-five public universities. Figure 1.3 Evaluation criteria with the five least occurrence on the websites of the top twenty-five public universities. Figure 4.1 The NYAGRA Circles Diagram Figure 5.1 Transformational factors include external environment, mission and strategy, leadership, and organizational culture. Transformational organizational factors include structure, management practices, systems, work-unit climate, task requirements and individual skills/abilities, motivation, and individual needs and values. Source: W. W. Burke and G. H. Litwin, “A Causal Model of Organizational Performance and Change,” Journal of Management 18.3 (1992):523–545. Figure 18.1 Types of online information resources shared on the khush electronic mailing list during the six-month period from January to June 2009.
Acknowledgments
I would like to thank Joseph Subbiondo, president of the California Institute of Integral Studies, for his unstinting support of this book, and the National Advisory Committee of the Expanding the Circle project ( http://expandingthecircle.com/purpose/ ), of which I am a member, organized over several years by Dustin N. Smith and Karim Baer: Genny Beemyn, director, the Stonewall Center, University of Massachusetts, Amherst; Billy Curtis, executive director of Multicultural, Sexuality and Gender Centers, University of California, Berkeley; Gilbert Herdt, founder and professor, Sexuality Studies Department, San Francisco State University; Luke Jensen, director, Office of LGBT Equity, University of Maryland, College Park; Sharon Marcus, Orlando Harriman Professor of English and Comparative Literature, Columbia University; Pauline Park, chair, New York Association for Gender Rights Advocacy (NYAGRA); Susan Rankin, research associate, Center for the Study of Higher Education, and associate professor of education, College Student Affairs Program, the Pennsylvania State University; Shiva Subbaraman, director of LGBTQ Resource Center, Georgetown University; Steven Tierney, Member of San Francisco Health Commission; chair, Counseling Psychology Department and Community Mental Health Program, CIIS; Colette Seguin Beighley, director of the Grand Valley State University LGBT Resource Center; and Nancy Jean Tubbs, director of LGBT Center, University of California, Riverside.
Our chapter by Elizabeth Cramer and Charles Ford is an expanded version of a piece that was featured in Academe , a journal of the American Association of University Professors, in September‒October of 2011. We gratefully acknowledge their permission to republish the essay.
We gratefully acknowledge a generous grant from Amy Shachter, senior associate provost for Research and Faculty Affairs, at Santa Clara University, that supported the production of this book.
Introduction
Building on a Changing Paradigm
John C. Hawley
A child can learn social values by being terrorized by them.
—Brian Devor
The time is now.
—Shane L. Windmeyer
T he first quotation is from Brian Devor, a female-to-male (FTM) transsexual who offers a stark reminder that the normal process of identity formation experienced by everyone of college age can be far more traumatizing for some, depending in part on the situation in which those individuals literally find themselves. The second quotation is far more hopeful, taken from Shane L. Windmeyer’s 2006 book, The Advocate College Guide for LGBT Stud