Edited By Virginia Stead
The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.
Chapter Fourteen: Increasing Gender and Identity Competency Among Student Affairs Professionals (Angela Clark-Taylor / Kaitlin Legg / Carissa Cardenas / Rachael Rehage)
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Increasing Gender AND Identity Competency Among Student Affairs Professionals
ANGELA CLARK-TAYLOR, KAITLIN LEGG, CARISSA CARDENAS, AND RACHAEL REHAGE
The ways in which higher education student affairs (HESA) degree programs prepare students to work with diverse students is a prevalent and important area of scholarship within higher education research (Herdlein, Riefler, & Mrowka, 2013). Although the 2015 professional competencies of the National Association of Student Personnel Administrators (NASPA) and the American College Personnel Association (ACPA) include sexual orientation and gender identity, there is little research (Flowers, 2003) on how to best prepare student affairs professionals to work with students who inhabit “minoritized identities of sexuality and gender” (MIoSG) (Vaccaro, Russell, & Koob, 2015). We use the MIoSG acronym because, as new gender and sexual identities continue to come to light, the LGBTQ acronym (lesbian, gay, bisexual, transgender, and questioning) excludes and normalizes groups of people in ways that are inauthentic to all gender and sexual identities. Furthermore, and in part because of this research gap, these competencies are not formally taught in HESA programs.
With the rise of out students with MIoSG and the continued and escalating violence towards this community, it is increasingly important that HESA degree programs prepare future student affairs professionals to support students with MIoSG (Rivers, 2015). Colleges and universities are sites for transforming or transmitting cultural values and norms. We believe that an inclusive HESA graduate program understands...
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