DOCSLIB.ORG

Identit(Ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Identit(Ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds Graduate Theses, Dissertations, and Problem Reports 2014 Identit(ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds Melissa M. Chesanko West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Chesanko, Melissa M., "Identit(ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds" (2014). Graduate Theses, Dissertations, and Problem Reports. 610. https://researchrepository.wvu.edu/etd/610 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Identit(ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds Melissa M. Chesanko Dissertation submitted to the College of Education and Human Services at West Virginia University Doctor of Education in Curriculum & Instruction Melissa Sherfinski, Ph.D., Chair Sharon Hayes, Ph.D. Samuel Leizear, MSW Charline Barnes Rowland, Ed.D. Audra Slocum, Ph.D. Department of Curriculum & Instruction Morgantown, West Virginia 2014 Keywords: Gender, sexuality, sexual orientation, gender identity, LGBTQ, identity, pansexual, bisexual, figured worlds, campus climate, queer Copyright 2014 [Melissa Chesanko] ABSTRACT Identit(ies) and Agency: College Students' Navigations of Sexuality and Gender in Complex Figured Worlds Melissa M. Chesanko In this study I conducted individual and focus group interviews in order to understand the ways in which students who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) perceive the campus climate at West Virginia University and in what ways their experiences are shaped by that climate. Campus climate is defined as “the cumulative attitudes, behaviors, and standards of employees and students concerning access for, inclusion of, and level of respect for individual and group needs, abilities, and potential” (Rankin, 2006, p. 7). The campus climate for students who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) at a university is shaped not only by individual interactions, but through inclusion in curriculum, existence of LGBTQ-specific support, domestic partner benefits, policies on non-discrimination, equal opportunity, and housing, among other factors. By taking an intersectional approach that considers the ways in which sexuality, race, gender, class, and other identity markers come together, this research uses a framework that draws especially from identity and agency in cultural worlds (Holland, 1998), from which to understand the ways in which individual student experiences are shaped, influenced, created, reflected, and/or formed in relation to the climate that they perceive. Rather than viewing identity through a singular lens, the term identit(ies) shows the ways in which multiple aspects of one’s identity comes together to form one’s complete identity, expressing simultaneously the components and the whole. There was much to be learned from this study, in the categories of curriculum findings, figured world findings, and identity findings. This study found that the collective lens of curriculum is greater than the individual lens and the role of a single person in improving curricular inclusion. It also found that students self-author in figured worlds and that the figured world of gender non-conforming students is substandard. Finally, the study found that non- monosexual students occupy position identities and that agency is dependent on intersectional access. The study carries implications that are divided into three categories, that of conceptual implications, methodological implications, and practical implications. The conceptual implications of this study include: language implications, climate influences whole person identity, exclusion from curriculum is political, and that dialogue is capable of generating critical thinking. The methodological implications include participant advertising and selection, structured post focus group feedback, researcher identity and interaction implications. The practical implications include: supporting trans* and gender non-conforming students, supporting the cultural worlds of panels, providing spaces for reflection, and supporting a whole person identity. IDENTIT(IES) & AGENCY iii Dedication To everyone who was willing to share their stories for this study. Thank you for your openness in sharing your life with me and the reader. This is also dedicated to those whose stories are not told within this research, especially to those whose stories still remain untold to anyone. “The fact that we are here and that I speak these words is an attempt to break that silence and bridge some of those differences between us, for it is not difference which immobilizes us, but silence. And there are so many silences to be broken.” – Audre Lorde IDENTIT(IES) & AGENCY iv Acknowledgements I would like to first acknowledge my advisors, who have helped me through this journey sharing their knowledge at varying points along the path. To my chair, Dr. Melissa Sherfinski, thank you for believing in my study, my abilities and my work. You trusted me and allowed me to thrive within that trust. To the rest of my committee, Dr. Charline Barnes Rowland, Dr. Sharon Hayes, Dr. Audra Slocum, and Mr. Samuel Leizear, you have provided support and feedback. I’d also like to thank the instructors I’ve had along the way and those who have worked with me on my research through my time here at West Virginia University. Specifically, I’d like to thank Dr. Donna Breault for your assistance in drafting my prospectus and Dr. Adriane Williams for getting me to this point and for giving so much of yourself while you were here at WVU and even long after. I will continue to carry the lessons you taught me. I would most certainly not be here without the support of my family. I would like to thank my grandmother, Rosalie Price, for being my inspiration to move to Morgantown and how fortunate I was to spend time with her, as well as my Uncle Teener (Norman Claudio) before they each passed away. All of my family instilled in me a love for West Virginia and an appreciation for hard work, whether it is in coal mines, grocery stores, or classrooms. I’d like to thank my Aunt Betty and Uncle Connie Mantini and Uncle Carl and Aunt Barbara for all they’ve done for me and all the support they’ve provided to our family. I’d like to thank Betty Chittum – all the training and conferences I’ve been able to attend; I couldn’t have done without your uncompromising care of Greta. And last, but certainly not least, I’d like to thank my mom, Janice Price, who has always said she was my biggest fan and has always been there to support me. She could see the end goal even when I lost track of them and believed in me even when I was uncertain. IDENTIT(IES) & AGENCY v I owe a debt of thanks to those who have helped me gain invaluable experience in higher education while I completed this work. Thank you to Mr. David Fryson and everyone at the Division of Diversity, Equity and Inclusion for all of the opportunities within that office. Thank you to everyone at the Center for Women’s and Gender Studies. That first opportunity to teach seven years ago is what inspired all of this work and the autonomy and pedagogical authority given by the department allowed me to shape my own instructor identity. Special thanks to Dr. Kasi Jackson and to Cathy Jasper for all that you gave over my time at WVU. Thank you to the School of Social Work for the opportunity to teach one of the best classes ever, Human Sexuality and Social Work Practice. I’d like to acknowledge everyone at WVU working towards justice for gender and sexuality as part of, but even more so, above and beyond the roles of their jobs. Most notably I’d like to thank Dr. Brian Jara for all your work and personal support since you have been at WVU. Brian, your arrival at WVU was the stuff of legends, like Dorothy to Oz, and I have certainly felt a greater sense of community doing this work since you’ve been here. I’d also like to thank T. Anne Hawkins for everything that you continue to do and for reminding me to breathe. Thank you to the original Vagina Warrior Ruth Kershner for unconquerable fortitude and for your solid dissertation-writing advice. Thank you Deb Beazley for all your work with Safe Zone. Additionally, I’d like to thank everyone who has worked to improve the campus climate through the following organizations: the LGBT Alumni Group, the WVU Commission for LGBTQ Equity the Gender Equality Movement, and Spectrum. To all of those who participated within the educational panels, thank you for sharing your stories and your experiences and for opening dialogue on campus. IDENTIT(IES) & AGENCY vi I have been lucky and privileged to meet and work with many others doing work to support LGBTQ students, faculty and staff across the country. I’d like to acknowledge all of the wonderful folks that I have met through Campus Pride, the Consortium for Higher Education LGBT Resource Professionals, and the Creating Change Conference. The professionals and the students I met all inspire me in ways simple and profound on a daily basis and your work encourages me to keep going as well.
Load more

Recommended publications
  • Email to Cedarville University Regarding the Supreme Court Decision on Same-Sex Marriage
    THOMAS WHITE EMAIL TO CEDARVILLE UNIVERSITY REGARDING THE SUPREME COURT DECISION ON SAME-SEX MARRIAGE JUNE 30, 2015 / 105 COMMENTS Below is the email that I sent to the Faculty and Staff at Cedarville University on Saturday, June 27, 2015. I am posting it here so that students, parents, alumni, and friends can join in praying for Cedarville University in the coming days and specifically praying that God would visit our campus in a unique way this fall. I want to see God move like He did during the Great Awakenings and for all of us to come to clearer realization of who we are, who God is and to be more like Jesus. Dear Cedarville Family, Today, I am in Seattle, WA for an alumni meeting. Tomorrow, just blocks from my hotel room rainbow banners mark the route where a gay pride parade will celebrate, as none have in the past, the recent ruling of the Supreme Court. I could not help but reflect upon the rainbow, a symbol of God’s mercy, which has been turned to mean something very different. I am burdened for our nation and for so many people hopelessly looking for fulfillment down the dead end road of a sexual revolution. They will soon discover the emptiness of their journey, and amidst their eventual despair, we must be ready to present a biblical worldview and the hope of the Gospel with more clarity, compassion, and boldness than ever before. Walking beneath the banners, I found myself thinking back to Daniel and what he must have experienced as he remained faithful in a much more secular culture.
    [Show full text]
  • Transgender Equality
    THE REPORT OF THE About the National Center for Transgender Equality The National Center for Transgender Equality (NCTE) is the nation’s leading social justice policy advocacy organization devoted to ending discrimination and violence against transgender people. NCTE was founded in 2003 by transgender activists who recognized the urgent need for policy change to advance transgender equality. NCTE now has an extensive record winning life-saving changes for transgender people. NCTE works by educating the public and by influencing local, state, and federal policymakers to change policies and laws to improve the lives of transgender people. By empowering transgender people and our allies, NCTE creates a strong and clear voice for transgender equality in our nation’s capital and around the country. © 2016 The National Center for Transgender Equality. We encourage and grant permission for the reproduction and distribution of this publication in whole or in part, provided that it is done with attribution to the National Center for Transgender Equality. Further written permission is not required. RECOMMENDED CITATION James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. (2016).The Report of the 2015 U.S. Transgender Survey. Washington, DC: National Center for Transgender Equality. The Report of the 2015 U.S. Transgender Survey by: Sandy E. James Jody L. Herman Susan Rankin Mara Keisling Lisa Mottet Ma’ayan Anafi December 2016 Table of Contents Acknowledgements ...............................................................................................................1
    [Show full text]
  • LGBTQ History at Rutgers University 1969 Sophomore Lionel Cuffie
    LGBTQ History at Rutgers University 1969 Sophomore Lionel Cuffie establishes the Rutgers Student Homophile League on the College Avenue campus in New Brunswick. It was the first openly homosexual organization in New Jersey and one of the oldest organizations on a college campus nationwide. Over time, the league evolved into the Bisexual, Gay, and Lesbian Alliance of Rutgers University (BiGLARU) and is now known as the Queer Student Alliance (QSA) 1970 The League sets up office in the Rutgers Student Center and holds weekly meetings on the College Avenue campus and discussion groups and socials on the Busch and Douglass campuses. 1974 Rutgers holds its first Blue Jeans Day to raise awareness about gay and lesbian issues among the student population. 1976 The School of Law-Newark organizes the Lesbian, Gay, Bisexual, and Transgender Caucus to represent LGBT interests and raise awareness on campus. The caucus also encourages the study of law affecting the LGBT community. 1981 Rutgers adopts policies prohibiting discrimination based on sexual orientation, amending anti-discrimination policies first adopted in 1974. 1988 President Edward J. Bloustein establishes the President’s Select Committee for Lesbian- Gay Concerns and directs the New Brunswick, Newark, and Camden provosts to identify a student affairs staff member to assume responsibility for lesbian and gay concerns. These liaisons were responsible for protecting the interests of lesbians and gay men, and later bisexual and transgender individuals, at Rutgers. 1989 David Nichols and Morris J. Kafka-Hozschlag publishes “The Rutgers University Lesbian/Gay Alliance, 1969-1989: The First Twenty Five Years,” a special issue of The Journal of the Rutgers University Libraries.
    [Show full text]
  • Report of Lgbtq Campus Climate Task Force
    REPORT OF LGBTQ CAMPUS CLIMATE TASK FORCE STATE UNIVERSITY OF NEW YORK AT NEW PALTZ July 2013; Revised November 2013 LGBTQ Campus Climate Task Force Members: Karl Bryant: Faculty / Sociology / Women’s, Gender, & Sexuality Studies Rachel Dornheim: Student / Queer Student Union Thomas Gaffney: Staff / Human Resources Morgan Gwenwald: Faculty / Sojourner Truth Library Dana Hershkowitz: Student/Student Association (Fall 2013) Benjamin Junge: Faculty / Anthropology Lisa Kozlowski: Staff / Human Resources Tanhena Pacheco Dunn: Staff / Compliance and Campus Climate Michael Patterson, Chair: Staff / Student Activities & Union Services James Schiffer: Faculty / English Shane Triano: Student / Student Association (Spring 2013) Marcia Roth Tucci: Staff / Academic Advising Brendan Wright: Student / Residence Hall Student Association i | P a g e EXECUTIVE SUMMARY OF RECOMMENDATIONS The LGBTQ Task Force has been charged with making recommendations for improvement of the campus climate for lesbian, gay, bisexual, transgender, and queer students, faculty, and staff at SUNY New Paltz. Using data collected through the Campus Climate Survey, on-campus focus groups, and a Campus Pride Index assessment, we provide recommendations divided by in-progress status and priority. The recommendations are drawn from the following categories: Policy Review, Communications and Institutional Response, Binary/Sex Gender Issues, Coordination and Networks of Support, Training and Education, Academic Issues, Employee Issues, and Implementation and Ongoing Assessment. It is important to note that SUNY New Paltz has already begun to address a number of the concerns identified in this report. These recommendations have been included in this report in order to illustrate positive movement forward in addressing the experience for LGBTQ people at SUNY New Paltz.
    [Show full text]
  • 2015 Campus Pride Annual Report
    20ANNUAL15 REPORT DEAR CAMPUS PRIDE SUPPORTER, 1 5 On behalf of the Board of Directors, staff and our volunteers, I am excited to share the Campus Pride 2015 Annual Report highlighting our work and achievements this past year. 0 As the founder and the executive director of Campus Pride, I appreciate the tireless dedication and passion of our numerous volunteers who support our programs and 2 services. This year was another year of success as the premier national organization serving LGBTQ youth across the country. In 2015, Campus Pride continued to build our capacity and organizational strength. We moved into new offices and relocated our annual Summer Leadership Academy, “Camp Pride”, to our home of Charlotte, NC. In addition, Campus Pride was a key player in advocating for the passage of the local city nondiscrimination ordinance protecting LGBTQ ANNUAL REPORT citizens. Campus Pride also served as an advocate nationally, authoring a letter to the Common App on the inclusion of optional LGBTQ identity questions on college admission forms. Our Student Leader Network witnessed another year of growth along with a vibrant social media presence. Lastly, our website clearinghouse of resources, including our scholarship database, Trans Policy Clearinghouse, Campus Pride Index and Campus Pride Sports Index witnessed a 20% increase in traffic overall compared to the prior year. CAMPUS PRIDE Campus Pride ended 2015 serving 1,400-plus colleges and universities, which included a diverse array of public, private, 2-year and 4-year campuses. Our online tools and resources assisted student leaders, faculty, staff and administrators at these campus communities in creating safer learning environments and developing LGBTQ-friendly policies, programs and practices.
    [Show full text]
  • Safe Zone Manual – Edited 9.15.2015 1
    Fall 2015 UCM SAFE ZONE GUIDE FOR ALLIES UCM – Safe Zone Manual – Edited 9.15.2015 1 Contents Safe Zone Program Introduction .............................................................................................................. 4 Terms, Definitions, and Labels ................................................................................................................. 6 Symbols and Flags................................................................................................................................... 19 Gender Identity ......................................................................................................................................... 24 What is Homophobia? ............................................................................................................................. 25 Biphobia – Myths and Realities of Bisexuality ..................................................................................... 26 Transphobia- Myths & Realities of Transgender ................................................................................. 28 Homophobia/biphobia/transphobia in Clinical Terms: The Riddle Scale ......................................... 30 How Homophobia/biphobia/transphobia Hurts Us All......................................................................... 32 National Statistics and Research Findings ........................................................................................... 33 Missouri State “Snapshot” ......................................................................................................................
    [Show full text]
  • LGBTQ Organizations Unite in Calling for Transformational Change in Policing
    LGBTQ Organizations Unite in Calling for Transformational Change in Policing Black people have been killed, Black people are dying at the hands of police, our country is in crisis, and we all need to take action. We cannot sit on the sidelines, we cannot acquiesce, and we cannot assign responsibility to others. We, as leaders in the LGBTQ movement, must rise up and call for structural change, for divestment of police resources and reinvestment in communities, and for long-term transformational change. Now is the time to take action, and this letter amplifies our strong calls for urgent and immediate action to be taken. Ongoing police brutality and systemic racism have plagued this nation for generations and have been captured on video and laid bare to the public in the United States and around the world. In 2019, more than 1,000 people were killed at the hands of the police.1 We mourn the unacceptable and untimely deaths of Michael Brown, Tamir Rice, Sandra Bland, Philando Castile, Eric Garner, Stephon Clark, Freddie Gray, George Floyd, Breonna Taylor, Mya Hall, Tony McDade, Rayshard Brooks, and many more who were gone too soon. We have seen with increased frequency the shocking video footage of police brutality. Officers have been recorded instigating violence, screaming obscenities, dragging individuals out of cars, using unnecessary force, holding individuals at gunpoint, and kneeling on peoples’ necks to the desperate plea of “I can’t breathe.” These occurrences are stark reminders of a police system that needs structural changes, deconstruction, and transformation. No one should fear for their lives when they are pulled over by the police.
    [Show full text]
  • Media Reference Guide
    media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us.
    [Show full text]
  • Im So Confused What#5C14C1C
    I'm so confused: What is the difference between sex, gender, and sexual identity? Jessica Pettitt Recently, a director of Greek affairs posted to the fraternity advisor discussion board seeking assistance around trans inclusion. This professional received a barrage of hate mail instead of supportive commentary, resources, or suggestions. There wasn’t even room for support, or “hey, me too” comments that I have come accustomed to on student affairs professional listservs. This disconnect is deeply rooted in our larger societies misunderstanding of gender, sex, and sexual identity. I will explain further what I am talking about here in hopes that you, the reader, will meet me in a conversation space. Transphobia is rooted in fear – fear of the in-between, fear of loosening the binary of gender expression, fear of perforating the boxes of sexuality and self- expression that we neatly contain ourselves and others inside of. What I mean here, is our society likes two options – yin and yang, salt and pepper, up and down, gay and straight, or even gay and lesbian. Someone who is attracted to “both” may be perceived as a lesbian, gay, or straight depending on who they are currently dating. This is confusing so we beg, demand, kick and scream for them to make a choice – to pick a team. Trans folks may identify as heterosexual, lesbian, gay, or bisexual. The confusion comes into play when we perceive another as one gender and that doesn’t match with how that person identifies. Whether deemed as complications at birth, hormonally imbalances during puberty, irregular chromosomal make up conflicting with fertility, or navigating impending menopause – gender, sex, and sexual identity are characteristics we all have and we all have to figure out about ourselves and others.
    [Show full text]
  • LGBTQ Students Tammy R
    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 (Lesbian, Gay, Bisexual, Transgender, or Queer), largely been ignored and rarely been targeted in although, in some instances, more specific de- recruitment initiatives, LGBTQ students typically scriptions are used.
    [Show full text]
  • Lgbtq Student Experiences on Historically Black College and University Campuses
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2020 Lgbtq Student Experiences On Historically Black College And University Campuses Kirstin Byrd William & Mary - School of Education, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Educational Leadership Commons Recommended Citation Byrd, Kirstin, "Lgbtq Student Experiences On Historically Black College And University Campuses" (2020). Dissertations, Theses, and Masters Projects. Paper 1593091486. http://dx.doi.org/10.25774/w4-rqhk-0y03 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. LGBTQ STUDENT EXPERIENCES ON HISTORICALLY BLACK COLLEGE AND UNIVERSITY CAMPUSES A Dissertation Presented to The Faculty of the School of Education The College of William & Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by Kirstin D. Byrd May 2020 LGBTQ STUDENT EXPERIENCES ON HISTORICALLY BLACK COLLEGE AND UNIVERSITY CAMPUSES By Kirstin D. Byrd Approved by Pamela L. Eddy, Ph.D. Chairperson of Doctoral Committee Fanchon Glover, Ed.D. Committee Member Margaret E. Constantino, Ph.D. Committee Member ii TABLE OF CONTENTS List of Tables ...................................................................................................................
    [Show full text]
  • Build It Up: a Guide for Creating Effective GSA Programming
    Build It Up A Guide for Creating Effective GSA Programming About the Color A d o G Ay- S t r A i G h t A l l i A n C e n e t w o r k The Colorado Gay-Straight Alliance (GSA) Network is a program of One Colorado, a statewide organization dedicated to securing equality for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) Coloradans. The Network was launched as part of a comprehensive plan to empower lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) and allied students to combat bullying in their schools. To support these student efforts, the Colorado GSA Network has developed tools and resources for Gay-Straight Alliances to educate their schools and communities. Colorado GSA Network was also created to build a statewide network of Gay-Straight Alliances, to connect students from across the state, and to facilitate leadership development through regional and statewide engagement. To learn more about the Colorado GSA Network, please visit our website at www.cogsanetwork.org or call 303-396-6443. t A b le o F C o n t e n t S 1 About This Guide 4 August: Welcome Back and Year-Long Planning 8 September: Sexual Orientation and Gender Identity 11 October: LGBT History Month 14 November: Transgender Awareness 17 December: Safe Schools and Bullying Prevention 20 January: Gay-Straight Alliance History and GSA Day 23 February: Know Your Student Rights 26 March: Activism and Advocacy 29 April: Intersections of Identity and Isms 32 May: End of the Year Summary 36 Appendices A b out t hi S G u i d e This guide serves as a resource for students involved in their Gay-Straight Alliance or other groups that work to end anti-LGBTQ bullying or create safer, more inclusive climates for LGBTQ students.
    [Show full text]