Healthy People 2010 Companion Document for LGBT Health, Contact

Total Page:16

File Type:pdf, Size:1020Kb

Healthy People 2010 Companion Document for LGBT Health, Contact Coordinated and cowritten by the Gay and Lesbian Medical Association (GLMA) w w w. g l m a . o r g With experts from across the field and a national coalition for LGBT health www.lgbtaccess.net Technical Assistance and Editing provided by IQ Solutions, Inc. For further information, or to order additional copies of The Healthy People 2010 Companion Document for LGBT Health, contact: The Gay and Lesbian Medical Association 459 Fulton Street, Suite 107 San Francisco, CA 94102 Phone: 415-255-4547 Email: [email protected] Web: Http://www.glma.org The HP2010 Companion Document for LGBT Health is available for downloading or printing at the GLMA and National Coalition for LGBT Health Web sites. An order form for hard copies is available at the GLMA Web site. Co n t e n t s Ac k n o w l e d g m e n t s . i In t r o d u c t i o n . 1 Access to Quality Health Services. 27 Ca n c e r . 97 Educational and Community-Based Programs. 112 Health Communication. 15 1 HI V / A I D S . 17 2 Immunization and Infectious Diseases. 19 7 Mental Health and Mental Disorders . 20 5 Nutrition and Wei g h t . 24 0 Public Health Infrastructure . 25 8 Sexually Transmitted Diseases (Infections) . 29 8 Substance Ab u s e . 33 0 Tobacco Use . 35 2 Violence Prevention. 37 6 Ap p e n d i c e s Appendix A: Recommendations . 417 Appendix B: Acronyms. 435 Appendix C: LGBT Definitions . 443 Appendix D: Resources . 451 Appendix E: Contributors . 477 Ac k n o w l e d g m e n t s The Healthy People 2010 Companion Document for LGBT Health is the product of a national collaborative effort that involved nearly 200 individuals, organizations, and agencies. The full list of contributors may be found in Appendix E: Contributors. In addition, several individuals and organizations provided strategic leadership and contributed significant time and resources. IQ Solutions, Inc. drafted the document and provided editorial, design, and production services throughout the document development process. Nancy Kennedy of the Substance Abuse and Mental Health Services Administration (SAMHSA), DHHS, contributed immeasurably in editing and writing the document. The collaborative process was organized, planned, and coordinated by the Gay and Lesbian Medical Association. An outgrowth of this process was the formation of the National Coalition for LGBT Health by many of the contributing organizations. The National Coalition will continue to be a partner in the dissemination and implementation of the document. Other organizations that provided staff and logistical support for the process include: Boston Public Health Commission; Columbia University Center for LGBT Health and the Lesbian Health Research Institute; Fenway Community Health; LLEGO, The National Latina/o Lesbian, Gay, Bisexual, and Transgender Organization; National Association for Lesbian and Gay Addiction Professionals; National Coalition for LGBT Health; National Gay and Lesbian Task Force; University of Pittsburgh Center for Research on Health and Sexual Orientation; and Virginia Commonwealth University Survey and Evaluation Research Laboratory. The document could not have been written without the notable contributions of the following individuals: Deborah J. Aaron, Clinton Anderson, Sandi J. Armstrong, John Auerbach, Cornelius Baker, Valerie Bassett, Rodger L. Beatty, Deborah J. Bowen, Judy Bradford, Sean Camargo, Darren Carter, Bianca Cody Murphy, Blake Cornish, Patricia Dunn, L. Michael Gipson, Henia Handler, Irene Anne Jillson, Nancy Kennedy, Stewart Landers, Anne Lawrence, Jean Flatley McGuire, Alejandro Marcel, Nina Markovic, Kenneth H. Mayer, Craig Packer, Gerard Passannante, Fred D. Rachman, Marshall Miller, Lauretta A. Safford, Scout, Randall Sell, Anthony J. Silvestre, Jessica M. Xavier, and Frank Y. Wong. i A Healthy People 2010 Companion Document for Lesbian, Gay, Bisexual, and Transgender Health In t ro d u c t i o n Healthy People 2010 is the prevention agenda for the Nation. It is designed to serve as a roadmap for improving the health of all people in the United States during the first decade of the 21st century. (More information is available online at www.health.gov/healthypeople.) Like the preceding Healthy People 2000 initiative—which was driven by an ambitious, yet achievable, 10-year strategy for improving the Nation’s health by the end of the 20th century—Healthy People 2010 is committed to a single, overarching purpose: promoting health and preventing illness, disability, and premature death. Federal program planners and health care policymakers recognize that all population groups neither share the same health status, nor have equal access to quality health care and related services. Vulnerable or underserved populations—people who, for a variety of reasons, do not have access to needed health care—face many barriers to health care. These barriers include having no health insurance, having inadequate health insurance coverage, having low income, living in isolated areas or in crowded inner cities where there may be a shortage of needed health care providers, facing discrimination, experiencing stigma, and encountering cultural barriers such as a lack of literacy and few culturally competent providers or culturally accessible health promotional or educational materials. The ability of health professionals and health plans to provide necessary and appropriate services in areas with the greatest need Healthy People 2010 is grounded in depends, to a large extent, on good information about the health science, built through needs of people served within communities as well as overall public consensus, health status. Lesbian, gay, bisexual, and transgender (LGBT) and designed to populations have been among those for whom little or no measure progress. national-level health data exist.1, 2, 3, 4, 5 Some State-level data from CDC’s Youth Risk Behavioral Surveillance System, a few household-based studies, many studies using convenience samples, and anecdotal information have indicated that LGBT populations, in addition to having the same basic health needs as the general population, have health disparities related to sexual orientation or gender identity. This Healthy People 2010 Companion Document contains most of the existing quantitative and qualitative research and information specific to LGBT health in the areas defined and Healthy People 2010: Lesbian,Gay, Bisexual,and Transgender Health 1 Introduction discusses the overall health status of LGBT people. Making the best use of available data, this document describes the barriers and recommends changes that will facilitate success in overcoming them. Healthy People 2010 Companion Documents Although Healthy People 2010 outlines the health goals for the Nation over the next 10 years and serves as a benchmark and guide for community-based program planning, such a document cannot meet the diverse needs of all people, especially of minority populations for whom adequate data are lacking. Healthy People 2010 Companion Documents, therefore, are intended to highlight or identify the objectives most relevant to selected populations or groups and to focus on practical strategic steps to improve the health of the population or to better manage chronic disease conditions. Companion Documents also are designed to make Healthy People 2010 and the information pertaining to targeted populations more useful to consumers, community health planners, health educators, people in health professions training, academics, and practicing health professionals at all levels of health care delivery. Over the next decade, a series of Healthy People 2010 Companion Documents on a broad range of health issues or focused on the health needs of selected populations are expected to be available. The History Behind the Healthy People 2010 Initiative Healthy People 2010 builds on other national health promotion and disease prevention initiatives pursued for more than two decades. Of the most recent, in 1979, Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention provided national goals for reducing premature deaths and preserving independence for older adults. In 1980, another report, Promoting Health/Preventing Disease: Objectives for the Nation, set forth 226 targeted health objectives for the Nation to achieve over the next 10 years. Healthy People 2000: National Health Promotion and Disease Prevention Objectives, released in 1990, identified health improvement goals and objectives to be reached by the year 2000. The Healthy People 2010 initiative continues in the tradition and looks ahead to improve the overall health of the Nation for the first decade of the 21st century. Healthy People 2010 represents the ideas and expertise of a diverse range of individuals, health professionals, and organizations concerned about the Nation’s health. The Healthy People Consortium—an alliance of more than 350 national organizations and 250 State public health, mental health, substance abuse, and environmental agencies—conducted three national meetings. In addition, many individuals and organizations gave testimony about health priorities at five Healthy People 2010 regional meetings held across the country in late 1998. On two occasions—in 1997 and in 1998—the American public was given the opportunity to share thoughts and ideas and to comment specifically on the draft objectives. More than 11,000 comments on the draft materials were received by mail or via the Internet from individuals in every State, the District of Columbia, and Puerto Rico. These comments were
Recommended publications
  • Experiences of Transgender Men Who Joined National Pan-Hellenic Council Sororities Pre- Transition" (2020)
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School November 2020 Experiences of Transgender Men Who Joined National Pan- Hellenic Council Sororities Pre-Transition Sydney Epps Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Educational Sociology Commons, Gender and Sexuality Commons, Organization Development Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, and the Work, Economy and Organizations Commons Recommended Citation Epps, Sydney, "Experiences of Transgender Men Who Joined National Pan-Hellenic Council Sororities Pre- Transition" (2020). LSU Doctoral Dissertations. 5425. https://digitalcommons.lsu.edu/gradschool_dissertations/5425 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. EXPERIENCES OF TRANSGENDER MEN WHO JOINED NATIONAL PAN-HELLENIC COUNCIL SORORITIES PRE- TRANSITION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The School of Education by Sydney A. Yvonne Epps B.A. Ohio University, 2012 B.S. Ohio University, 2012 M.A., Embry-Riddle
    [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]
  • Safe Zone Training
    Safe Zone Ally Training Manual 1 Safe Zone Ally Training An Introduction to MMA’s Safe Zone Ally Program The “Safe Zone” symbol is a message to lesbian, gay, bisexual, transgender, and queer people and their allies. The message is that the person displaying this symbol is understanding, supportive and trustworthy if a lesbian, gay, bisexual or transgender person needs help, advice or just someone with whom s/he can talk. The person displaying this symbol can also give accurate information about sexual orientation and/or gender identity. Our Mission The mission of the Safe Zone Ally Program is to provide a network of safe and supportive allies to the lesbian, gay, bisexual, transgender, and queer community at Maine Maritime Academy. Our Goal The Safe Zone Ally Program responds to the needs of the Maine Maritime Academy community. The goal of this program is to provide a welcoming environment for lesbian, gay, bisexual or transgender persons by establishing an identifiable network of supportive persons who can provide support, information and a safe place for LGBT persons within our campus community. Those who have committed to being Safe Zone Allies indicate that bigotry and discrimination, specifically regarding LGBT persons, are not tolerated. 2 Safe Zone Ally Training The Safe Zone Symbol The Meaning of the Symbol: The Triangle: represents the zone of safety - a pink triangle is one of the symbols of the LGBT pride movement - During the era of Hitler's rise to power, homosexual males, and to a lesser extent females, were persecuted and male homosexual acts were outlawed.
    [Show full text]
  • Safe Zone Training Program Periodically Throughout the Academic Year
    February 2010 www.ndsu.edu/safezone The ―Safe Zone‖ symbol is a message to lesbian, gay, bisexual, transgender, and queer people and their allies. The message is that the person displaying this symbol will be understanding, supportive and trustworthy if a lesbian, gay, bisexual or transgender person needs help, advice or just someone with whom s/he can talk. The person displaying this symbol can also give accurate information about sexual orientation and/or gender identity. Our Mission The mission of the Safe Zone Ally Program is to provide a network of safe and supportive allies to the lesbian, gay, bisexual, transgender, and queer community at North Dakota State University. Our Vision As a gateway to lifelong education, NDSU is an inclusive community that thrives on diversity and actively embraces the unique contributions of all people. NDSU President’s Diversity Council, http://www.ndsu.edu/diversity/diversity/diversity_council/ Our Goal The Safe Zone Ally Program responds to the needs of the North Dakota State University community. The goal of this program is to provide a welcoming environment for lesbian, gay, bisexual or transgender persons by establishing an identifiable network of supportive persons who can provide support, information and a safe place for LGBT persons within our campus community. Those who have committed to being Safe Zone Allies indicate that bigotry and discrimination, specifically regarding LGBT persons, are not tolerated. Our History The Safe Zone Ally Program at NDSU was launched in May 2001 with an inaugural ally training session for approximately 70 students, faculty, staff, and administrators. In response to incidents of hate speech that were perpetrated against the Ten Percent Society student organization in the fall of 2000, a small group of faculty, staff and administrators at NDSU developed this comprehensive training program.
    [Show full text]
  • Safe Zone: 101 Training Manual Todd K
    Dominican Scholar Office of Diversity and Equity | Scholarship University Leadership 2014 Safe Zone: 101 Training Manual Todd K. Herriott Dominican University of California, [email protected] Casey M. Halcro Dominican University of California, [email protected] Survey: Let us know how this paper benefits you. Recommended Citation Herriott, Todd K. and Halcro, Casey M., "Safe Zone: 101 Training Manual" (2014). Office of Diversity and Equity | Scholarship. 1. https://scholar.dominican.edu/diversity/1 This Book is brought to you for free and open access by the University Leadership at Dominican Scholar. It has been accepted for inclusion in Office of Diversity and Equity | Scholarship by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. SAFE ZONE ​ ​ ​ ​ ​ ​ 101 TRAINING PARTICIPANT MANUAL October 7, 2014 Presenters: Casey M. Halcro Todd K. Herriott Safe Zone is a project of the Office for Diversity and Equity A Safe Zone at Dominican University of California… …is a person who provides a safe space that is highly visible and easily identifiable to lesbian, gay, bisexual, transgender, transexual, intersex, queer, questioning, and straight individuals. It is where support and understanding are key and bigotry and discrimination are not tolerated. To Become a Safe Zone at DUOC • You need to participate in a Safe Zone 101 training session sponsored by the Office of Diversity and Equity. • Individuals are Safe Zones, not departments or office work areas. • You believe our campus is enriched and enlivened by the diversity of lesbian, gay, bisexual, transgender, transexual, intersex, queer, questioning, and straight individuals. • You are aware of the presence of lesbian, gay, bisexual, transgender, transexual, intersex, queer, questioning, and straight students and colleagues and are willing to engage in genuine dialogue and interaction with them.
    [Show full text]
  • Report of Greek Diversity and Inclusion Policies Fall 2018
    Report of Greek Diversity and Inclusion Policies Fall 2018 1 MEMORANDUM To: President Jahanian IFC/PHC/MGC Executive Board Members Gina Casalegno Chapter Presidents Josh Centor Chapter Advisors Elizabeth Vaughan National/International Offices Angela Campbell Jesse Koch Sam Waltemeyer From: Ashley Christ, Coordinator of Student Leadership, Involvement and Civic Engagement and Housefellow Subject: Report of Greek Diversity and Inclusion Policies 2018 Date: November 27, 2018 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Attached, please find the information regarding diversity and inclusion policies on twenty-three chapters that comprised the fraternity and sorority community at Carnegie Mellon University for the 2018-2019 academic year. This report is shared with University administrators, faculty and staff, the fraternities and sororities, chapter advisors, chapter presidents, and (inter)national offices. The purpose of this document is to inform the university community of (inter)national offices policies and procedures regarding inclusive membership practices. Information was collected from March 2018 until August 2018 from (inter)national organizations websites, media and through direct contact with staff. If you have any questions about the information contained in this report or would like to contribute information to be included, please contact
    [Show full text]
  • Lgbtq Inclusive Curriculum and Classroom Climate
    LGBTQ INCLUSIVE CURRICULUM AND CLASSROOM CLIMATE On October 2, 2013, the Center for Ethics Education hosted a discussion with Fordham faculty and teaching fellows on creating LGBTQ inclusive classroom experiences. Our discussion included brief presentations by Fordham faculty from different departments and honest discussion illuminating opportunities for and challenges of creating LGBTQ curricula and welcoming classroom climate. Below are recommendations and helpful teaching resources that emerged from this very fruitful interdisciplinary dialogue. LGBTQ Teaching Recommendations In the Classroom Let students know we care for all our LGBTQ students and colleagues because we are a Catholic, Jesuit Institution. Many students may come to Fordham erroneously believing that a Catholic, Jesuit institution must be an unwelcoming place for LGBTQ persons. Including LGBTQ materials and conversations into the classroom can help students understand the characteristics of our university mission that embrace principles of social justice and recognize the dignity and uniqueness of each person. Challenge heterosexist assumptions. Throughout their lives, many LGBTQ students have been given the implicit message that heterosexuality is the norm. In the classroom, the presumption of heterosexuality places an unfair burden on LGBTQ students to silently suffer feelings of exclusion or to “out” themselves. Faculty can reduce that burden by taking a personal inventory of heterosexist assumptions followed by specific actions to demonstrate that we recognize, respect
    [Show full text]
  • The Lived Experiences of Openly Gay Undergraduate Men Involved in Elected Student Government: a Phenomenological Queering
    ABSTRACT Title of Dissertation: THE LIVED EXPERIENCES OF OPENLY GAY UNDERGRADUATE MEN INVOLVED IN ELECTED STUDENT GOVERNMENT: A PHENOMENOLOGICAL QUEERING Michael Anthony Goodman Doctor of Philosophy, 2020 Dissertation directed by: Dr. Francine Hultgren, Professor and Chair, Department of Teaching and Learning, Policy and Leadership, College of Education This is a study at the intersection of sexuality and student involvement in higher education. Exploring the lived experiences of openly gay undergraduate men involved in elected student government, this study enlists a phenomenological queering that unconceals and reveals that which is otherwise hidden in elected student leadership. Eight men were selected for participation in this study, and all identified as openly gay before and after their election to undergraduate student government. These men come from varying U.S. geographies and positions, and conversations and themes were rendered through the methodological approach of hermeneutic phenomenology. Four major themes came from multiple participant conversations and journals. First, these men understood coming out and being out as deeply related to visibility and their work as leaders. They are more than just gay, and at the same time, they just so happen to be gay. Additionally, participants displayed independent ways of being within their outness. For example, some represented a palatable kind of being gay, and some navigated deep religious dissonance and other tensions within the (queer) margins. Re(-)presentation was also a major theme, as participants were advocates for their peers, and were “called” to this work of leadership. Finally, these men were leaders through their identities, and engaged in undergraduate student government as something that was bigger than them, but better because of them.
    [Show full text]
  • College Greek Life: Perceptions and Lived Experiences of Lesbian, Gay, Bisexual, Transgender, Questioning, and Queer (LGBTQ) Students
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ Butler University Journal of the Indiana Academy of the Social Sciences Volume 15 Issue 1 Article 9 2012 College Greek Life: Perceptions and Lived Experiences of Lesbian, Gay, Bisexual, Transgender, Questioning, and Queer (LGBTQ) Students Emily Welter Butler University Follow this and additional works at: https://digitalcommons.butler.edu/jiass Part of the Social and Behavioral Sciences Commons Recommended Citation Welter, Emily (2012) "College Greek Life: Perceptions and Lived Experiences of Lesbian, Gay, Bisexual, Transgender, Questioning, and Queer (LGBTQ) Students," Journal of the Indiana Academy of the Social Sciences: Vol. 15 : Iss. 1 , Article 9. Retrieved from: https://digitalcommons.butler.edu/jiass/vol15/iss1/9 This Article is brought to you for free and open access by Digital Commons @ Butler University. It has been accepted for inclusion in Journal of the Indiana Academy of the Social Sciences by an authorized editor of Digital Commons @ Butler University. For more information, please contact [email protected]. Undergraduate Paper College Greek Life: Perceptions and Lived Experiences of Lesbian, Gay, Bisexual, Transgender, Questioning, and Queer (LGBTQ) Students EMILY WELTER Butler University ABSTRACT This is a qualitative study conducted at a small, private Midwestern university to gain an understanding of the social climate of Greek sorority and fraternity houses as it relates to the acceptance of sexual diversity. In- depth interviews with 11 LGBTQ students were conducted to gain an understanding of the perceptions and experiences of gay students with the Greek system. A number of themes emerged, including general decisions to join a Greek fraternity or sorority; the impact of sexual orientation; aspects of the sorority and fraternity lifestyle; gender norms and perceptions of sexuality: males versus females; Greek-Affiliated LGBTQ students: in-house experiences; and perceived reality versus overt discrimination.
    [Show full text]
  • Fraternities and Sororities by Craig Kaczorowski
    Fraternities and Sororities by Craig Kaczorowski Encyclopedia Copyright © 2015, glbtq, Inc. Entry Copyright © 2004, glbtq, inc. Reprinted from http://www.glbtq.com Glbtq students are involved in both traditional Greek-letter societies and in gay-oriented fraternities and sororities. Although many gay and lesbian groups have gained acceptance on college campuses, one area in which openly glbtq students continue to experience discrimination is in the generally conservative Greek system of fraternities and sororities. A large proportion of gay and lesbian students who are members of traditional fraternities and sororities are closeted. Studies have shown that most gay fraternity members stay in the closet for fear of reprisals from their fellow brothers in the fraternity; however, while some exceptions exist, when lesbian and bisexual women have come out to their sorority sisters, reactions are generally more positive and supportive. Traditional Fraternities and Sororities Fraternities are male college student societies formed primarily for social purposes, into which members are initiated by invitation and occasionally by a period of trial known as hazing. However, the practice of hazing has become restricted or prohibited entirely on most college campuses today. Fraternities are usually named by two or three Greek letters; they are therefore also known as Greek-letter societies. Women's Greek-letter societies are commonly known as sororities. The typical Greek-letter society generally owns or rents a house on or near a college campus that is used as a residence hall for members and as a center for social activities. Some fraternities and sororities have only one local organization or chapter; others are nationally organized with chapters at several institutions.
    [Show full text]
  • Promising Practices for Inclusion of Gender Identity/Gender Expression in Higher Education
    Promising Practices for Inclusion of Gender Identity/Gender Expression in Higher Education Created by The Pennsylvania State University LGBTA Student Resource Center Emily A. Johnson Allison Subasic With guidance from Genny Beemyn, Ph.D. Chicora Martin Sue Rankin, Ph.D. Nancy Jean Tubbs Funded by The Calamus Foundation Supported by the Consortium of Higher Education LGBT Resource Professionals 2011 Promising Practices for Inclusion of Gender Identity/Gender Expression in Higher Education Table of Contents How Practices Are Organized ....................................................................................................................................... 1 Introduction ................................................................................................................................................................... 3 Policies & Procedures .................................................................................................................................................... 5 Nondiscrimination Statements ........................................................................................................................ 5 Campus Climate .............................................................................................................................................. 7 Hate Crimes/Bias Incidents ............................................................................................................................. 8 Campus Education & Training ...................................................................................................................................
    [Show full text]