Marshall University Marshall Digital Scholar

Admissions Faculty Research Admissions

2018 LGBTQ Students Tammy R. Johnson Marshall University, [email protected]

Daniel Weber

Follow this and additional works at: http://mds.marshall.edu/admissions_faculty Part of the Other Educational Administration and Supervision Commons, and the University Extension Commons

Recommended Citation Tammy Johnson and Daniel Weber. “LGBTQ Students,” in Recruiting and Retaining a Diverse Student Body, 99-108. AACRAO, 2018.

This Article is brought to you for free and open access by the Admissions at Marshall Digital Scholar. It has been accepted for inclusion in Admissions Faculty Research by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. • Chapter Seven •

Tammy Johnson Dean of Admissions and

Executive Director of Enrollment Services Marshall University

Daniel Weber University Registrar Northeastern Illinois University 7LGBTQ Students RECRUITING and RETAINING A DIVERSE STUDENT BODY • • • Chapter Seven LGBTQ Students

his chapter addresses both the re- affects their academic success and overall college cruitment and retention of LGBTQ experience” (Daniels and Geiger 2010, 2). college students. General strategies Yet for most LGBTQ students considering as well as best practices and case which college to attend, very little information Tstudies, where applicable, are described. In most is available relative to the climate for LGBTQ stu- instances, this population is referred to as LGBTQ dents on campus. Because as a group they have (, , Bisexual, , or ), largely been ignored and rarely been targeted in although, in some instances, more specific de- recruitment initiatives, LGBTQ students typically scriptions are used. Allies are included with this must conduct their own research in order to group, as appropriate, with the sub-population assess individual colleges (Einhaus, Viento and titled LGBTQA in those cases. Croteau 2004). Many times, it is a guessing game As with any sub-population of college stu- on the part of prospective students, and often dents, there is a great deal of variance among they end up relying on word of mouth or in- individual LGBTQ students in terms of their ex- complete information as they attempt to make pectations and desires when it comes to choos- one of the most important decisions of their ing or persisting at a particular college. Perhaps lives. In this chapter, the authors make the case the one unifying objective among members of that these students deserve to be presented with this group is a goal common to almost every accurate information—and in a user-friendly student at every level of study: to find an edu- format—relative to LGBTQ student needs. cational environment in which the student will LGBTQ students must receive relevant infor- feel valued and supported while pursuing his or mation—positive and negative—about campus her educational goals. To this end, LGBTQ stu- climate and related services and organizations in dents have unique needs that historically have order to facilitate their decision making about gone unaddressed. “LGBTQ students routinely which campuses will be the best fit for them. face barriers to their success in higher education, Likewise, once these students have selected an including both direct and indirect discrimina- institution at which to enroll, it is imperative tion and which oftentimes negatively that their unique needs be considered at every

RECRUITING and RETAINING A DIVERSE STUDENT BODY • 99 • Chapter Seven: LGBTQ Students opportunity. For a college or university that is lengths to customize recruitment publications serious about access by and the success of all stu- and communications according to a broad ar- dents, nothing less than full support of LGBTQ ray of student characteristics. Prospective stu- students will do. dents are routinely targeted by desired academic For institutional officials who want to address major, interest in clubs and organizations, and the needs of LGBTQ students, faculty, and staff, other known attributes. Why, then, is it still the one of the first places to start is also one of the exception rather than the rule for interested pro- most important: Institutions must examine their spective students to receive information related nondiscrimination policy to determine whether to LGBTQ organizations and services? The de- , , and gender fault argument, for most schools, is that there is expression are included. If these are not formally no way to identify these students. That defense protected by the institution’s non- does not hold up to scrutiny, however, for any statement, it is imperative that the institution ad- school that allows prospective students to express dress this issue as soon as possible. Without legal interest in certain student clubs or organizations. protection, many students (as well as faculty and It is as easy to list the institution’s LGBTQ orga- staff) will remain “invisible,” either by not par- nization(s) on an interest inventory for prospec- ticipating fully in campus life, for fear of reper- tive students as it is to list Greek organizations cussions, or by formally withdrawing in order to or the marching band. Students who have no study at a more inclusive institution. interest in LGBTQ organizations will simply skip In addition to a formal institutional non-dis- that option, but for an LGBTQ prospective stu- crimination policy, it is also important that the dent who is searching for information about LGBTQ community be conspicuously included campus climate, the inclusion of LGBTQ organi- in discussions related to diversity. It is one thing zations signals that the institution takes the needs for a prospective or current student to hear a uni- of this group seriously and offers services once versity president talk about how he or she values its members are enrolled. Of course, an inquiry diversity in the general sense; it is quite another is only as valuable as the follow-up action that to hear the president mention the LGBTQ com- occurs once it is received, and schools should munity specifically as a group that is valued for immediately contact any student who expresses bringing a unique perspective to campus. interest in LGBTQ organizations or services and While most schools proclaim their intent to provide the requested information however the recruit ‘all students,’ many fail to recognize that student prefers—e.g., print, electronically, etc. not all students can be successfully recruited in (this type of personalized follow up is appropri- the same way. One would be hard pressed to find ate regardless of the area of interest a prospective a contemporary leader in the field of enrollment student indicates). management who does not recognize the value When a prospective student requests infor- of customized recruitment initiatives relative to mation related to LGBTQ organizations and ser- certain student attributes. Many institutions (and vices, the institution should have a specific and the third-party firms that help them reach their targeted publication ready to share immediately. recruitment and enrollment goals) go to great Many institutions cite cost as a reason for not

• 100 • RECRUITING and RETAINING A DIVERSE STUDENT BODY Chapter Seven: LGBTQ Students providing LGBTQ-specific recruitment material, consider dedicating a portion of their campaign but the cost associated with specialized publica- resources to targeting users of LGBTQ-related tions can be minimized by utilizing an electronic educational sites and social media platforms. or print-on-demand model. LGBTQ-specific When designing and implementing on-cam- information should be included in every publi- pus recruitment events, savvy enrollment manag- cation that references student organizations and ers recognize the benefit of employing a diverse services. Some LGBTQ prospective students may group of student, faculty, and staff representatives. not feel comfortable requesting LGBTQ publica- LGBTQ students should be utilized, whenever tions or information. Simply including LGBTQ possible, alongside other current students who are information in general recruitment pieces signals speaking about their college experience or serv- a welcoming campus climate and may make the ing as tour guides or hosts for prospective students. difference in many students’ decisions to enroll. When attempting to enroll a diverse class, it is im- The premise of full LGBTQ inclusion also portant to represent all types of students at every applies to an institution’s general and recruit- opportunity. Prospective students want to feel safe, ment-specific websites. Although LGBTQ stu- valued, and supported on campus, and one of the dents are often used to conducting lengthy best ways for them to evaluate campus climate is searches for information specific to their needs, to speak with other LGBTQ individuals who were including prominent links to the websites of recently in their place. As for any prospective stu- LGBTQ organizations and services will quickly dent, when an LGBTQ prospective student visits lead students to the information they seek—and campus, it’s unclear what to expect. Connecting it will also send the message that the needs of with currently enrolled LGBTQ students who can LGBTQ students are taken as seriously as those openly discuss the social aspects of being LGBTQ of all other prospective students. Web pages that on campus and in the surrounding community provide information for enrolled students about is invaluable in the college decision-making pro- LGBTQ offices, clubs, and organizations should cess. For schools in less progressive areas, it is even be designed with the needs of prospective stu- more important for prospective students to see dents also in mind. For example, they should that LGBTQ students are an accepted, integrated provide contact information, a method for re- part of the campus community. questing follow-up, information regarding the Many campus visit events include an oppor- services or activities in which the organization tunity for prospective students to speak with engages, and pictures of events and/or partici- student representatives of campus clubs and or- pants that feature the physical space the organiza- ganizations. These ‘meet and greet’ events are tion occupies. LGBTQ students want to be able a wonderful opportunity for LGBTQA organi- to see themselves as part of the campus commu- zations to be featured alongside other student nity; the more information schools provide, the clubs. It is important to continue to feature easier it is for prospective students to visualize LGBTQA organizations even if there appears to themselves as members of the campus commu- be little overt interest or traffic from prospec- nity. Institutions that utilize digital campaigns in tive students. Because most prospective students support of their recruitment efforts might also attend on-campus recruitment and enrollment

RECRUITING and RETAINING A DIVERSE STUDENT BODY • 101 • Chapter Seven: LGBTQ Students events with their families, not all students will for advice as they applied to different colleges, feel comfortable connecting with campus repre- and several of them ultimately enrolled at the sentatives. For such students, the mere presence institution that employed the author.) and visibility of LGBTQA clubs and organizations In addition to high school clubs and other may be enough to influence their college choice. community LGBTQ groups, community events Enrollment managers who are interested in focused on the LGBTQ population may pro- successfully recruiting LGBTQ students as part of vide opportunities for outreach to prospective a diverse entering class may find it effective to students. Many events offer free or utilize targeted recruitment practices. As noted inexpensive space for nonprofit organizations, in other AACRAO recruitment publications, and most would welcome a college or univer- there are many opportunities to recruit LGBTQ sity seeking to provide outreach to LGBTQ stu- students in person (Einhaus, Viento and Croteau dents. At these events, which have many adult 2008). LGBTQ-focused college fairs are one attendees, schools should consider expanding such opportunity, though only a limited number their recruitment and outreach efforts to include of such fairs exist (see Campus Pride section); non-traditional-aged students and feature grad- those that do tend to be in metropolitan areas uate programs, as appropriate. outside the primary or secondary markets of In recent years, there has been much discus- many schools. For schools outside of these areas sion and debate about admission applications’ and for those with limited budgets, local, per- inclusion of questions related to sexual orien- sonalized recruitment efforts can provide a great tation, gender identity, and . return on investment. The value of this information is undeniable in Currently, more than 4,000 high schools terms of institutions’ ability to identify and track sponsor Gay Straight Alliances (GSAs), which are students for purposes of support and retention. affiliated withGLSEN , an organization focused Indeed, the difficulty of identifying members of on ending bullying and harassment of LGBTQ this group is one of the reasons that research re- students in K–12 education. Admission pro- lated to access and success by LGBTQ students is fessionals who develop relationships with a lo- almost non-existent. In addition to offering the cal GSA chapter may find opportunities both to ability to identify and interact with these stu- reach out to local LGBTQA students about the dents, identification at the admission stage pro- admission process and to help students who de- vides a way to document the number of LGBTQ cide to enroll after becoming aware of the in- students on campus, which is an important data stitution’s commitment to its LGBTQ students. point when advocating for funding or policy (One local high school GSA invited the author changes on behalf of this population. And while to speak at its yearly youth summit. This oppor- the value of these data for retention and suc- tunity led some of those students—who, because cess initiatives is clear, school officials should not of their lack of exposure to the college planning make the mistake of relying solely on the ad- process, had not been considering higher educa- mission application to obtain this information. tion—to begin thinking about their post–high Instead of including a question only on the ad- school plans. The students contacted the author mission application, schools

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should spend some time deciding exactly what for the inclusion of sexual orientation and gender they wish to determine and how the information identity questions on college admission applica- will be used. An institution that wishes to iden- tions. Relative to lobbying efforts to have those tify LGBT students for recruitment purposes, for questions included on the Common Application, example, will likely decide that asking a question a Campus Pride (2015a) representative stated: at the application stage is too late for most recruit- Campus Pride, alongside its national partners, ment outreach efforts. In this scenario, it might be believes it is paramount for the Common Applica- better (and less intimidating) to ask a question (or tion to add gender identity and sexual orientation to ask an additional question) about interest in questions as an option on the standard form. By LGBT campus groups as part of the questionnaire better knowing the students who use the Common given when a student first shows interest in the Application, it allows the colleges and universi- college (Johnson 2013). ties to take responsibility for all students’ academic success, their recruitment and retention. It also For institutions with an interest in identifying places a higher value on safe, inclusive campus cli- applicants who would be eligible for scholarships mates, diversity, and a respect of the various iden- related to LGBTQ status, for example, a more fo- tities that intersect, making each student unique cused question might be appropriate, such as and more representative of how they experience one relating to the extent to which the applicant the classroom and the whole campus climate. has been involved in the LGBTQ community or LGBTQ-related causes (Johnson 2013). And for The organization also offers the following ad- any institution that wishes to accurately track the vice to any school considering the inclusion of number of students who identify as LGBTQ at a sexual orientation or gender identity/expression given time, collecting such information at the questions on its admission application or other time of enrollment is only a starting point. Many enrollment forms: students begin to identify as LGBTQ only after ❉❉Any such question(s) should be optional. they are enrolled in college; others who iden- ❉❉Any such question(s) should be included in tify as LGBTQ in high school may be afraid to the section of the form where other demo- self-identify during the admission process out of graphic questions are asked. concern about that information being disclosed ❉❉Responses to such questions should be able to parents or others. The tendency of some stu- to be utilized to track the academic success dents to identify as LGBTQ only after enrolling and retention of LGBTQ students. at college makes continued efforts to accurately ❉❉Responses to such questions should be identify this population throughout their enroll- used for specific defined purposes as set ment critical to the gathering of accurate data. forth by the campus. Campus Pride, which describes itself as “the ❉❉Any such questions should be asked only if leading national nonprofit 501(c)(3) organization the campus has an inclusive LGBTQ non- for student leaders and campus groups working to discrimination policy. create a safer college environment for LGBTQ stu- ❉❉Responses to such questions should be dents” (Campus Pride 2017), has long advocated deemed private information to be shared

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only with specified offices for defined pur- ensure their retention. Not only can the follow- poses as set forth by the institution. ing help with recruitment, but they can also en- ❉❉Any such question(s) should be as inclusive sure that the campus climate is welcoming for as possible, taking into consideration the LGBTQ students: purpose and intent of the form. ❉❉Understand that not all LGBTQ students will be accounted for and that some LGBTQ Greek Life students may not be “out” or may come Fraternities and sororities have long been a part out later. Consider which forms/methods of the student experience at many colleges and to gather private data for updates beyond universities. Lesbian, gay, and bisexual students admissions and post enrollment time peri- have always participated in fraternity and soror- ods (Campus Pride 2015b). ity life, though they often have not been “out” (particularly because fraternities and sororities Institutions do not need to spend a lot of have not always welcomed students who openly money or engage in time-consuming tactics identify as LGBTQ). In fact, LGBTQ fraternities to have a major impact on the LGBTQ popula- and sororities were created in order to provide tion. In less progressive areas in particular, many LGBTQ students the opportunity to participate LGBTQ prospective students are coming to col- in fraternity and sorority life where they could lege from high schools that offered little support be open regarding their sexual orientation and for or recognition of their unique needs. The gender identity and expression. simple existence of LGBTQ student services and In the mid-1980s, Delta Lambda Phi became support on a campus is often a big part of these the first gay fraternity; in the late 1990s, Alpha students’ decision to enroll at an institution they Lambda Tau became the second. Today, there perceive as more welcoming than the environ- are many LGBTQ fraternities and sororities, and ment where they have been. In terms of LGBTQ many of the national fraternities and sororities support in less progressive areas, anything that have adopted non-discrimination policies to- can be done on campus to recruit and retain this ward gay, lesbian, and bisexual students, mak- historically underserved population will net a ing membership in non-LGBTQ fraternities and positive return on investment. sororities even more of a possibility for LGBTQ students. It is important for prospective and current Retaining LGBTQ Students students to know about LGBTQ and LGBTQ- A college or university demonstrates to a pro- friendly fraternities and sororities, including spective student in many ways that it is welcom- their membership requirements and nondiscrim- ing of LGBTQ students. Many of the same things ination policies, so they can seek out a fraternal that may have attracted LGBTQ students to the experience where they will feel welcomed. This college or university also play a role relative to is important for all student organizations and ac- their retention. It is important for students to tivities, but it is especially important for fraterni- create social connections as these ultimately help ties and sororities.

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Gender-Neutral Bathrooms safely go to them for assistance, assured that they and Housing Options need not worry about divulging their sexual ori- entation or gender identity/expression. Often, Having gender-neutral bathrooms is import- upon successful completion of the training, fac- ant for transgender students and other students ulty and staff are given a sticker (often the in- as well (e.g., students with children). The need verted pink triangle) to place in their office or on for gender-neutral bathrooms is even greater for their office door or window to symbolize their transgender students who commute to campus. availability as a resource for LGBTQ students. A transgender student may leave their residence Some schools maintain lists on their websites of dressed as one gender and change into clothing individuals who have completed the training; that expresses their true gender identity only af- such lists can also help with recruitment and re- ter arriving on campus. tention efforts as students see that there are fac- It is important that institutions present infor- ulty and staff who identify asLGBTQ or as an ally. mation about gender-neutral bathrooms on their websites and in other places where prospective and current students can access it. When only certain Campus Pride bathrooms in a building are gender neutral, this Campus Pride is a nonprofit organization that information should be specified on the campus produces the Campus Pride Index, a listing of map so it is readily available to students and cam- LGBTQ-friendly colleges and universities; the pus visitors. As appropriate, signage should clearly Top 25 List of LGBTQ-friendly Colleges and indicate that a bathroom is gender neutral. Universities; and the Campus Pride Sports In- Information about gender-neutral residence dex, a listing of schools that are LGBTQ-inclu- halls or a gender-neutral floor in a residence hall sive in athletics. The organization’s website should also be available to prospective students, includes information regarding LGBTQ college as appropriate. Details clarifying what it means and job/career fairs, Greek life, athletics, health to live in gender-neutral housing should also be and wellness, scholarship opportunities, a speak- readily accessible on the school’s website. Be- er’s bureau, and training materials. (Colleges cause students who identify as transgender may and universities seeking to make their campuses seek out this type of housing option, colleges and more welcoming to and inclusive of LGBTQ stu- universities are encouraged to provide answers to dents should see Campus Pride’s website for a questions that transgender students might have, wide range of additional information.) especially if first-year or other student popula- tions are required to live on campus. Faculty/Staff Mentoring Opportunities SafeZone Training Faculty and staff often participate in mentoring Many colleges and universities have developed programs for at-risk students. Such efforts help training to help familiarize faculty and staff with students adjust to college by ensuring that they the needs of LGBTQ students so that students can have people who will serve as personal resources

RECRUITING and RETAINING A DIVERSE STUDENT BODY • 105 • Chapter Seven: LGBTQ Students for them. Yet at many colleges and universities, write in their responses. This information may mentoring programs do not exist that specifically also be displayed on class rosters. connect LGBTQ students with LGBTQ or ally fac- Not only do preferred/chosen name and pre- ulty and staff. Many LGBTQ youth are victims of ferred pronoun policies help create a welcoming bullying while they are in high school, so it can be and inclusive environment, but they also help especially important to ensure that they connect create a safe environment by not inadvertently with faculty and staff who can help them transi- providing private information about students to tion to college and succeed academically and so- people who may not treat the information with cially. Mentoring can help increase the retention respect. Such policies should be published on a of students who often are marginalized and who school’s website so that prospective and current may not be included in typical retention efforts. students are aware of their existence. In addition, colleges and universities that collect informa- tion about sexual orientation, gender identity/ Preferred/Chosen Name and expression, and preferred names and pronouns Preferred Pronoun Policies either on their admission applications or at other Because transgender students’ gender identities points during enrollment should create policies do not match their birth sex, the majority of stipulating where this information will be stored transgender students begin to use names that in the student information system, who will have better align with their identities. Many institu- access to student data, and how that information tions have implemented preferred/chosen name can be used. These are sensitive data points, and policies to enable students to be known by names there will be requests for the information; it is that differ from their legal names. The student’s therefore ideal to have guidelines or policy in preferred or chosen name can be displayed on place before any data are collected. class rosters and in other areas of the student in- formation system so the student does not have to explain repeatedly why their name does not LGBTQ/Queer and Feminist match what appears on the class roster or other Studies Courses/Majors/Minors reports. Institutions should be transparent as to Although LGBTQ students are not the only stu- where in the student information system (and dents likely to have an interest in LGBTQ/queer elsewhere on campus) students’ preferred/cho- and feminist courses, they are more likely to have sen names rather than their legal names will ap- an interest in learning about LGBTQ history, cul- pear. Information about students’ legal names ture, and theory, as well as feminism. Colleges must be carefully guarded and protected. and universities that offer courses, majors, and/ Along with allowing students to record a or minors in these areas should promote them preferred/chosen name, increasing numbers of on their website and in their recruitment ma- colleges and universities are allowing students terials; doing so will demonstrate to prospective to also provide preferred pronouns by which to and current students that the institution offers be referred. Some schools have lists from which LGBTQA curricular opportunities, which typi- students may choose; others allow students to cally means that it also employs LGBTQ faculty.

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Some colleges and universities are develop- gain the friends and support I needed” and “find ing First-Year Experience (FYE) courses that are people with similar interests to me.” Another stu- LGBTQA focused. The courses provide regu- dent remarked that “the opportunity to take this lar course content, but students enrolled in an class made me feel accepted and appreciated at LGBTQA-focused FYE section receive additional Marshall University. It provided me with an op- information related to campus and community portunity to make friends in the LGBT commu- services as well as LGBTQA-focused organiza- nity and [with] information that mattered to me tions. Social and academic networking oppor- specifically as an LGBT student at Marshall Uni- tunities are provided during the first semester versity.” Similarly, one of the peer mentors for the of enrollment, enhancing students’ college ex- course described the experience in the following perience and encouraging their retention. Per- way: “I never could have imagined the magni- haps the greatest retention-related benefit of an tude and impact a group of students would have LGBTQA-focused FYE section is the opportunity on my life. Working with an entirely LGBTQ+ for students to quickly connect with one an- class allowed me to better educate myself on my other—and with a peer mentor if one is assigned own community and, more importantly, reaffirm to the course. Because the student peer mentor my decision to continue working with LGBTQ+ has had similar experiences and “can relate” to students post-graduation. To see these students’ the new student, a peer mentor can greatly en- development [of] a sense of pride and confidence hance students’ transition to college life. With within themselves and for their campus was the this model, LGBTQA students participating in an most rewarding part of the experience.” LGBTBQA-focused FYE course have the oppor- tunity to form a peer support network as soon as their very first day on campus. Campus Events and Speakers Students who participated during the fall 2017 Campus events and guest lecturers/speakers are semester in the first LGBTQA-focused FYE course often well-publicized and help demonstrate di- to be offered at Marshall University submitted ex- versity on a college campus. For the LGBTQ com- tremely positive preliminary feedback regarding munity, events such as National Day, the course. They appreciated the opportunity to the National Day of Silence, and other events that attend class with peers and instructors to whom promote awareness of the LGBTQ community are they could relate as well as the chance to meet some that should be highlighted in the same way LGBTQA professionals on campus and in the com- as other events related to diversity and inclusion. munity as part of the course’s companion speaker These opportunities bring together LGBTQ stu- series. Students indicated that they would choose dents, faculty, staff, and allies for meaningful di- to enroll in the course again, and many spoke of alogue with the rest of the campus community. the increased confidence and empowerment they felt as a direct result of enrolling in the course. One student enrolled in this initial LGBTQA Conclusion first-year experience course said, “TheLGBTQ + When it comes to recruiting and retaining class changed my life for the better. I was able to LGBTQ students, a strong commitment by the

RECRUITING and RETAINING A DIVERSE STUDENT BODY • 107 •

Chapter Seven: LGBTQ Students college or university needs to exist to ensure that services, health services, etc.—needs to review all areas of the institution are ready both to wel- its operations to ensure that they are inclusive come LGBTQ students to campus and to retain of LGBTQ students. By recruiting and retaining them. Several approaches and key offices have LGBTQ students, colleges and universities can been highlighted throughout this chapter, but help diversify higher education; even more im- every office and department—including athlet- portant, they can make a difference in the lives ics and intramurals, counseling services, religious of LGBTQ students. • 108 • RECRUITING and RETAINING A DIVERSE STUDENT BODY 8