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 Nineteen: Creating an Inclusive Learning Environment for LGBT Students on College Campuses (Clayton R. Alford)
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Creating AN Inclusive Learning Environment FOR LGBT Students ON College Campuses
CLAYTON R. ALFORD
All colleges should develop academic environments that discourage discrimination against students and faculty who identify themselves as lesbian, gay, bisexual, or transgender (LGBT). Burney (2012) documents many instances of harassment and discrimination against LGBT students because of their sexual orientation. Institutions of higher education should expand their curriculums to include courses on LGBT culture and sexual diversity. They should urgently fund centers focused on making LGBTQ faculty and students safe, comfortable, and welcome throughout the campus. Such centers would welcome all students and faculty, regardless of their sexual identity. This chapter will examine strategies colleges could use to create learning environments that welcome faculty and students of all sexual identities and preferences.
Linde, Lemonik, and Mikaila (2015) discussed the United Nations adoption of the Universal Declaration of Human Rights in 1948 as a pledge to provide social justice. This chapter will explore LGBT rights as Human Rights. Only recently and reluctantly, have colleges begun to address these rights after landmark Supreme Court opinions on marriage equality. ← 241 | 242 →
Despite the Human Rights platform, Fowler’s (2015) interview with Shane Windmeyer on his “Campus Pride” organization revealed that a quarter of gay college students met forms of harassment and discrimination every day on campus. Fowler found only about 13% of colleges listed sexual orientation...
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