School Climate Impact on LGBTQ Students

Explore the challenges faced by LGBTQ students in educational settings, with insights on terminology, gender identity, and the impact of harassment on academic performance. Discover initiatives like Inside Out, providing a safe space for LGBTQ individuals to discuss their orientation and identity.

• LGBTQ students
• School climate
• Gender identity
• Harassment
• Inside Out

audreyros Follow

Uploaded on Sep 30, 2024 | 0 Views

Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

Presentation Transcript

1. Charlene J. Vetter, Ph.D. Senior Counselor SUNY Buffalo State CCNY Annual Conference 2013

2. Terminology/Basic Vocabulary Sexual Orientation emotional, romantic, sexual attraction to another person Gender Identity one s personal sense of their gender Transgender umbrella term that includes transsexuals, cross-dressers, gender non- conforming Transsexual gender and sex do not line up-often (not always!) seek medical tx to bring body/gender into alignment-avoid term unless an individual self-identifies as transsexual

3. School Climate for LGBTQ Students Research suggests educational outcomes are negatively impacted by student perceptions/experiences 2010 Campus Pride State of Higher Education For Lesbian, Gay, Bisexual & Transgender People Rankin, Weber, Blumenfeld, Frazer GLSEN National School Climate Survey (2011)

4. School Climate for LGBTQ Students Campus Pride Survey (2010) 23% of GLBQ students reported experiencing harassment compared to 12% of heterosexual-identified students(n=5,149) GLBQ students were 7x more likely to report that harassment was based on sexual identity Approximately 70% of transsexual students reported experiencing harassment

5. School Climate for LGBTQ Students GLSEN National School Climate Survey (2011) 82% of LGBT students were verbally harassed at school because of their sexual orientation;64% were harassed because of gender expression The average GPA for LGBT students who experienced frequent harassment was lower than LGBT students experiencing less frequent harassment

6. The Story of Inside Out Idea for group inspired by clients who expressed need to connect with other LGBTQ students (e.g., questioning, out to self but not others) Campus pride alliance 2-3 large events per year-not a facilitated discussion group Inside Out was implemented to create a safe place for students to discuss sexual orientation/gender identity The main goal is to assist in identifying external/internal roadblocks to self-discovery and open self-expression

7. The Story of Inside Out Started in Spring 2009 semester Weekly meetings 38 Students Open group Currently one facilitator (two in the past)

8. Important Considerations in Facilitating LGBTQ Group Examine personal beliefs/biases stereotypes PRIOR to committing to be facilitator Understand that negative messages about LGBTQ are ubiquitous in our culture (family, media, religious institutions) and these often become internalized Heterosexism-the notion that being heterosexual is expected/preferred (institutional/cultural)

9. Counselor Competencies Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling know that the normative developmental tasks of LGBT adolescents frequently may be complicated or compromised by identity confusion; anxiety and depression; suicidal ideation and behavior; academic failure; substance abuse; physical, sexual, and verbal abuse; homelessness; prostitution; and STD/HIV infection.

10. Counselor Competencies Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling consider that, due to the coming out process, LGBT individuals often may experience a lag between their chronological ages and the developmental stages delineated by current theories. recognize that identity formation and stigma management are ongoing developmental tasks that span the lives of LGBT persons.

11. Screening of Group Members Students at any stage of coming out, questioning and exploring their sexual orientation, and/or gender identity. Not appropriate for students who are seeking help to change emerging identity Not for straight allies Typically referred to group by primary counselor

12. Themes that have Emerged. How will others react if I discover that being LGBT is part of my identity? What will my life look like (The American Dream ) I know if I am ever to be in a same-sex relationship, certain family members/friends would disapprove/reject me

13. Themes that have emerged. Is there a right way to be gay? Students have described negative reactions if they dress/act outside their chosen label (e.g, butch, femme) Students reported hearing negative reactions/stereotypes related to bisexuality (e.g.. confused, can t make up their minds, more likely to cheat)

14. Themes that have emerged Coming out as a lifelong process Weigh the risks/benefits of disclosure with each new person ( will I see the person again or not? ) Different levels of outness between partners can be a source of stress in the relationship

15. Tips for facilitating an LGBTQ Group Marketing! Discussion group vs. therapy group be explicit about purpose/goals of group and that it is NOT therapy Facilitators are encouraged to be open about their own sexual orientation/gender identity If LGBTQ is not part of facilitator's identity, share experiences that influenced becoming an ally

16. Tips for facilitating an LGBTQ Group When discussing group rules at the outside emphasize importance of respecting how group members choose to describe/express themselves with regard to sexual orientation or gender identity All members must agree not to criticize or challenge any label (e.g. bisexual) or the choice not to identity with a given label Basic understanding of terminology is important but always ask what a given label means to the individual (don t assume that you know!)

17. Tips for facilitating an LGBTQ Group If facilitator does not feel comfortable with their level of knowledge/experience with any given topic, consult a colleague or outside contact (e.g. community LGBT center) Examine/consider personal beliefs/biases/stereotypes PRIOR to committing to facilitate Semi-structured approach to group-allow group members opportunity to set agenda/choose topics

18. Suggested Topics in Initial Phase Where do negative messages/stereotypes come from? What messages did students get during childhood/early adolescence about LGBT? What are the pros/cons of living/expressing openly vs. staying closeted What do you need to feel safe/comfortable working with a professional (e.g., physician, counselor) Kinsey s research and scale-continuum of human sexuality

19. Challenges Getting the word out/getting referrals Open vs. closed group Scheduling/Attendance-getting students to commit to coming weekly Confidentiality concerns-especially if group member is simultaneously involved in campus pride alliance Open to center clients vs. open to all students

20. Resources Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling-http://algbtic.org/resources/competencies Campus Pride-www.campuspride.org Gay, Lesbian & Straight Education Network-www.glsen.org Human Rights Campaign-www.hrc.org Stonewall Center University of Massachusetts- http://www.umass.edu/stonewall/ National Center for Transgender Equality-http://transequality.org