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 Sixteen: Beyond Safe Zones: Disruptive Strategies Towards LGBTQ Inclusion on Campus (Pietro A. Sasso / Laurel Puchner)
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Beyond Safe Zones
Disruptive Strategies Towards LGBTQ Inclusion on Campus
PIETRO A. SASSO AND LAUREL PUCHNER
The term LGBTQ refers to a range of gender and sexual minorities. Widespread calls for LGBTQ tolerance and inclusion on college campuses within the last biennium have led to a lot of progress in recent years in efforts to be inclusive of LGBTQ students, faculty, and staff. However, the reputation of higher education as slow to embrace change is based in reality, and while the lived experiences and narratives of LGBTQ students are often represented on today’s campuses, this representation tends to be limited in scope and manner. Institutions need to work harder to support, embrace, and give voice to students who identify within the queer spectrum.
One reason for the limited effects of efforts to meet the needs of LGBTQ students is that these efforts tend to be limited to climate surveys and Safe Zone-type programs. While LGBTQ climate surveys and Safe Zone programs have made major contributions to the creation of safe spaces in colleges and to improvements in campus climates, such efforts generally do not achieve the outcomes necessary to fully address inclusion and equity. Recent years have seen a significant increase in the number of students who come to college with knowledge of their non-normative gender identity and/or sexual orientation (Kosciw, Greytak, Diaz, & Bartkiewicz, 2010; Macgillivray, 2007), and LGBTQ...
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