OMMUNITY OLLEGE OF HILADELPHIA C C P

Assessing the Climate for CCP’s LGBTQ Students, Faculty, and Staff Results of the 2011-2012 Campus Climate Survey

J. Alison Watts Jason Popp

2013

Sponsored by:

President’s Diversity Council The Fox Rothschild Center for Law and Society The Faculty and Staff Gay-Straight Alliance

TABLE OF CONTENTS INTRODUCTION ...... 2 RATIONALE AND METHODOLOGY ...... 3 QUANTITATIVE RESULTS ...... 3 QUALITATIVE RESULTS ...... 14 RECOMMENDATIONS ...... 19 REFERENCES ...... 22 APPENDICES ...... 2

1

INTRODUCTION

The college experience is a time when students are often exposed to challenging new ideas and introduced to people with very different backgrounds. While this can be an environment that fosters positive intellectual and emotional growth, some students face unique challenges due to their sexual orientation and/or gender identity (Rankin 2003). Campus climates that are perceived to be negative and hostile toward lesbian, gay, bisexual, transgender, and questioning (LGBTQ) campus members contribute to lower success rates and higher drop-out rates among this group (GLSEN, 2009). The increased concern of retention and persistence among community college students calls for a heightened emphasis on creating an inclusive and supportive campus climate for our LGBTQ student population. The College acknowledges the importance of a diverse community in its Mission Statement, Core Values, Diversity Plan and Strategic Plan. The value of a diverse community and a commitment to increasing the success of marginalized groups that have historically been underserved by higher education are consistent themes in the goals and plans outlined by the College. The Vision Statement of the College’s Diversity Plan succinctly represents the College’s stated position on diversity:

The Community College of Philadelphia aspires to be a place where the quality of education is enhanced and enriched by a diverse campus community. We envision a campus environment that places high value and respect for all people and believes that diversity is essential. We envision a campus that acknowledges and addresses the special needs of groups and individuals who historically have faced institutional barriers. We envision a campus climate that affirms and endorses our diversity.

The College has taken efforts to support several identified groups in its dedication to diversity; mainly those facing discrimination based on race, ethnicity, culture, and ability. Unfortunately, the concerns facing members of the College community based on gender identity and sexual orientation have largely been ignored by the College and excluded in its definition of and commitment to diversity.

2 RATIONALE AND METHODOLOGY

Our assessment was informed by Smith et al. (1997) who developed the transformational tapestry model of campus climate to assist institutions in maximizing equity through the use of specific assessment and intervention strategies. The model, which takes into account five main aspects of campus culture (access and retention, research and scholarship, inter-group and intra- group relations, curriculum and pedagogy, and college service), is designed to reduce hostility and discrimination toward LGBTQ campus members and foster an inclusive atmosphere. The first phase of the transformational tapestry model calls for an institution to conduct an internal assessment of the campus culture for the LGBTQ population. This model informs our campus- wide gender and sexuality survey assessment as the first step in maximizing campus equity and inclusion. We constructed a survey instrument adapted from Rankin’s (2003) “Assessment of Campus Climate for LGBT Persons” that was distributed to the College community in both paper form and online (see Appendix A for a copy of the survey instrument). The paper survey was distributed at campus events and to students in the classroom. The link to the online survey was circulated to all employees via email through the college’s campus announcement system. Data collection took place during the fall and spring semesters in the 2011-2012 academic year.

QUANTITATIVE RESULTS

The survey was administered to 1,061 students, faculty, and staff. Most of the respondents (72%) were CCP students. Of these students, 23% identified their sexual orientation as lesbian, gay, bisexual, transgender, or questioning (see Figure 1). Most of the students were black or white females under the age of 33 (see Figures 2, 3, and 4). For more information about the demographics of all respondents, please see the Appendix B. In this assessment, we compared the responses of LGBTQ students and LGBTQ employees at CCP, who comprised 20% of all employee responses, with the overall response or non-LGBTQ respondents (see Figure 5). In general, the respondents did not feel the need to conceal their sexual identities to protect themselves from harassment, discrimination, prejudice, or any danger that would threaten their physical safety (see Table 1). Furthermore, there was a low rate of concealment and fear for physical safety within the last year (see Table 2). However,

3 LGBTQ respondents’ rates of concealment were still much higher than the overall response rates. LGBTQ students were four times more likely to conceal their sexual identities than all respondents were. They felt significantly less safe than their employee counterparts (66% versus 86%), who more often concealed their identities to avoid harassment. Despite higher rates of concealment, most of the LGBTQ respondents (89%) reported varying degrees of comfort in disclosing their sexual orientation. A plurality of LGBTQ respondents (41%) reported being totally “out” to others about their sexual orientation, while another 5% indicated that they do not disclose their sexual orientation to anyone (see Figure 6). In the classroom, two-thirds of LGBTQ faculty do not avoid disclosing their sexual orientation and/or gender identity to their students (see Table 4). In the same vein, most LGBTQ employees (79%) do not avoid disclosing their sexual orientation and/or identity to their colleagues or superior for fear of reprisal and none (0%) reported denial of employment or promotion due to their sexual orientation or gender identity. Harassment and discrimination based on sexual orientation or gender identity are prohibited at CCP under its affirmative action/equal opportunity employment policy. Overall, respondents were largely unaware of any harassment of LGBTQ persons at CCP (see Table 3). However, LGBTQ students and employees reported consistently higher rates of harassment than their heterosexual peers. The harassment rate of gay males was more than one and half times higher among LGBTQ respondents than the rate reported by heterosexuals. A significant number of LGBTQ employees (40%) also felt that transgender persons at the College were more likely to be the target of harassment. In contrast, LGBTQ students were mostly unaware of any harassment of members of the transgender community. Of those respondents who experienced harassment within the last year (n = 27), the most common form of harassment was derogatory remarks (96%), followed by verbal threats (56%), which occurred more frequently in a public space or while walking on campus. A student or unknown person was the most likely source of harassment (see Tables 4A and 4B). LGBTQ employees and students held significantly different views of the College’s response to harassment and discrimination. LGBTQ employees were more likely to find the College lacking the resources and leadership needed to address issues related to sexual orientation and gender identity (see Figures 7 and 8). They also tended to believe that the

4 curriculum does not adequately represent the contributions of the LGBT community (see Figure 9). Similar to all respondents, LGBTQ students were uncertain if any leadership, resources, or curricula existed on campus that were dedicated to the development of the LGBT community. Both LGBTQ students and employees found their classrooms and worksites to be accepting places for LGBT (see Figure 10). However, most respondents, regardless of their sexual orientation or gender identity, did not know if CCP had a rapid response system to report incidents of LGBT discrimination or harassment (see Figures 11 and 12).

Figure 1 Figure 2 Sexual Orientation of Gender of LGBTQ Students Students (n = 169) (n = 738) Female Male LGBTQ Non-LGBTQ Transgender Other 36% 23% 3% 3%

77% 59% Figure 3 Age of LGBTQ Students (n = 168)

22 and under 23-32 33-42 43-52 53 and over 34%

34% 19% 2% 11%

5 Figure 4 Race of LGBTQ Students (n = 169) 100% 90% 80% 70% 60% 50% 41%

Percent 40% 32% 30% 20% 9% 7% 5% 10% 4% 1% 1% 0% Black White Multiracial Hispanic Asian Middle Native Unknown Eastern American Race

Figure 5 Sexual Orientation of Employees (n = 290)

LGBTQ Non-LGBTQ

20%

80%

6 Table 1 Concealment of Sexual Orientation/Gender Identity LGBTQ Students Concealment of Sexual Orientation/Gender Agree Uncertain Disagree Identity due to: Count % Count % Count % N Fear for Physical Safety* 30 19% 25 16% 105 66% 160 Harassment 42 27% 16 10% 100 63% 158 Discrimination 53 34% 13 8% 92 58% 158 Prejudice/Being Labeled 19 12% 19 12% 121 76% 159 LGBTQ Employees Concealment of Sexual Orientation/Gender Agree Uncertain Disagree Identity due to: Count % Count % Count % N Fear for Physical Safety* 5 9% 3 5% 47 85% 55 Harassment 15 26% 3 5% 39 68% 57 Discrimination 14 25% 5 9% 38 67% 57 Prejudice/Being Labeled 3 5% 3 5% 50 89% 56 All Respondents Concealment of Sexual Orientation/Gender Agree Uncertain Disagree Identity due to: Count % Count % Count % N Fear for Physical Safety 46 5% 79 8% 850 87% 975 Harassment 71 7% 70 7% 832 86% 973 Discrimination 82 8% 70 7% 822 84% 974 Prejudice/Being Labeled 67 7% 92 9% 818 84% 977

*Differences are statistically significant

7 Table 2 Experiences within the last year

Yes No Not Applicable Total Count % Count % Count % N Feared for my physical safety 43 5% 667 76% 173 20% 878 because of my sexual orientation/gender identity Concealed my sexual 55 6% 649 74% 176 20% 876 orientation/gender identity to avoid intimidation Avoided disclosing my sexual 11 31% 24 67% 1 3% 36 orientation/gender identity to my students due to a fear that they will withdraw from my course.* Avoided disclosing my sexual 12 21% 44 79% 0 0% 56 orientation/gender identity to a colleague or supervisor due to a fear of negative consequences, harassment, or discrimination. ** Believe I have been denied 0 0% 51 91% 5 9% 56 College employment or promotion due to my sexual orientation/gender identity.**

* LGBTQ Faculty Only **LGBTQ Employees Only Figure 6 LGBTQ Students' and Employees' Comfort with Own Sexual Orientation (n = 222) Out to Not everyone, Applicable, 6% personally and Totally professionally, Closeted, 5% 41% Out to a few close friends, 12% Out to a few friends and Out to family family and friends, members, 25% 11%

8 Table 3 Campus Harassment LGBTQ Students Harassment on campus of: Agree Uncertain Disagree Count % Count % Count % N Gay Males 34 21% 93 58% 32 20% 159 Lesbians 21 13% 91 57% 48 30% 160 Bisexuals 14 9% 103 64% 43 27% 160 Transgender* 35 22% 99 63% 24 15% 158 LGBTQ Employees Harassment on campus of: Agree Uncertain Disagree Count % Count % Count % N Gay Males 14 25% 25 44% 18 32% 57 Lesbians 9 16% 30 53% 18 32% 57 Bisexuals 5 9% 33 58% 19 33% 57 Transgender* 23 40% 25 44% 9 16% 57 Heterosexual Students and Employees Harassment on campus of: Agree Uncertain Disagree Count % Count % Count % N Gay Males 105 14% 393 52% 255 34% 753 Lesbians 70 9% 390 52% 288 39% 748 Bisexuals 55 7% 419 56% 277 37% 751 Transgender 123 16% 413 55% 214 29% 750 *Differences are statistically significant. Note: Strongly Agree included in "Agree" and Strongly Disagree included in "Disagree"

9 Table 4A Within the past year, have you been the victim of harassment due to your sexual orientation/gender identity. Yes No Total Count % Count % N 27 13% 188 87% 215

Table 4B Forms of Harassment % N Derogatory remarks 96% 27 Direct or indirect verbal harassment or threats 54% 15 Threats of physical violence 25% 7 Pressure to be silent about your sexual orientation/gender identity 14% 4 Threats to expose your sexual orientation/gender identity 11% 3 Denial of services 11% 3 Written comments (e.g. anti-LGBT fliers, publications, etc.) 7% 2 Actual physical assault or injury 4% 1 Other 4% 1 Location of Harassment % N In a public space on campus (e.g. cafeteria) 60% 12 While walking on campus 55% 11 In class 30% 6 In a campus office 10% 2 At a campus event 10% 2 While working at a College job 0% 0 Source of Harassment % N Student 63% 17 Staff member 11% 3 Campus police 3% 1 Administrator 0% 0 Faculty 0% 0 Don’t know 44% 12

10 Figure 7 100% 90% The College provides visible resources on LGBT issues and 80% concerns* 70% 60% 51% 53% 50% 46% 40% 31% 32% 33% 30% 23% 17% 20% 14% 10% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All Respondents All Respondents All

N= 47 N = 8 N = 288 N = 70 N = 19 N = 455 N = 35 N = 30 N = 155 Agree Uncertain Disagree

Figure 8 The College has visible leadership from the administration regarding sexual orientation/gender identity issues on campus* 100% 90% 80% 70% 63% 60% 48% 50% 50% 40% 29% 30% 23% 26% 24% 19% 18% 20% 10% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All Respondents All Respondents All

N = 35 N = 11 N = 231 N = 74 N = 10 N = 453 N = 44 N = 36 N = 221 Agree Uncertain Disagree

*Differences are statistically significant, p<.05.

11 Figure 9 The curriculum adequately represents the contributions of LGBT persons* 100% 90% 80% 70% 59% 58% 60% 46% 50% 40% 35% 34% 30% 20% 20% 21% 20% 7% 10% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All All Respondents All All Respondents All N = 30 N = 4 N = 181 N = 71 N = 20 N = 528 N = 52 N = 33 N = 190 Agree Uncertain Disagree

Figure 10 The climate of the classes I have taken or the job site where I work are accepting of LGBT persons 100% 90% 80% 70% 60% 54% 51% 47% 50% 37% 40% 40% 32% 30% 20% 16% 14% 8% 10% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All All Respondents All All Respondents All N = 71 N = 31 N = 462 N = 56 N = 18 N = 361 N = 24 N = 8 N = 76 Agree Uncertain Disagree

*Differences are statistically significant, p<.05.

12 Figure 11 The College has a rapid response system for incidents of LGBT discrimination 100% 90% 81% 78% 80% 70% 70% 60% 50% 40% 30% 25% 20% 13% 13% 7% 10% 10% 5% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All All Respondents All Respondents All N = 10 N = 3 N = 112 N = 122 N = 40 N = 692 N = 19 N = 14 N = 85 Agree Uncertain Disagree

Figure 12 The College has a rapid response system for incidents of LGBT harassment* 100% 90% 80% 77% 80% 70% 63% 60% 50% 40% 27% 30% 20% 13% 13% 7% 11% 10% 10% 0% LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ LGBTQ Students Students Students Employees Employees Employees All Respondents All All Respondents All All Respondents All N = 11 N = 6 N = 117 N = 121 N = 35 N = 687 N = 20 N = 15 N = 91 Agree Uncertain Disagree

*Differences are statistically significant, p<.05.

13 QUALITATIVE RESULTS

The following are qualitative responses to the final question of the survey which states, “If you would like to offer your own suggestions on how the College may move forward to improve the campus climate for LGBT persons, please use the space below. Thank you.” The qualitative comments are organized around calls for academic life initiatives, student life initiatives, policy and practice initiatives, and campus safety initiatives supporting the College’s LGBTQ and Ally community.

Academic Life

The following qualitative comments are representative of the calls for increased inclusion of LGBTQ studies and course offerings in the curriculum.

“Discussing human sexuality across the curriculum can help.”

“…Maybe LGBT speakers or celebrities can be invited to the school to speak or maybe some queer studies courses can be offered.”

“…I think it would be helpful if there were ways that LGBT history, issues, and particular needs (particularly in healthcare related classes) were addressed with in class curriculums.”

“Develop courses in Queer Studies or courses focused on LGBT history and literature.”

“The departmental course documents for certain courses ought to be modified to include explicitly lesbian/gay material if it is applicable to the subject…”

“…We could have courses in English (including sections of 098, 101, 102) which are GLBT welcoming in terms of assigned readings, essays, papers, etc. There could also be more advanced GLBT friendly courses in English (literature), History, Psychology and Sociology. Of course, the classes would be welcoming to everyone, but GLBT students find them especially helpful.”

Many respondents called for increased faculty/staff training on issues of sexual orientation and gender identity. The following responses are representative of these calls.

“Encourage more faculty to include materials by or about LGBT populations, individuals. Offer workshops to share materials and experiences related to choosing and using such materials. Past models of auditorium presentations such as AIDS teach-ins and conflict resolution workshops/role plays might be adapted for current purposes…”

14

“Education of staff, faculty and students especially around gender identity. I often heard ignorant things from coworkers. While they may not be overtly homophobic or transphobic, lack of knowledge makes them come off as insensitive and hurtful at times.”

“Currently, sexual orientation and gender identity are only addressed in 'optional' workshops where already accepting individuals will attend. Sexual orientation and Gender Identity need to have a mandatory component at Professional Development, addressing 'expected' classroom climate to foster acceptance of our students, and awareness of the challenges they face. As it stands, I notice that more and more I have LGBT students attending my classes because they are known to be 'safe.' ALL classrooms should be 'safe.' There is a problem when students are having to find networks of 'accepting' professors.”

Student Life

The following comments represent the four areas emerging from the data where respondents called for increased LGBTQ student support services: (1) an LGBTQ and Ally student organization, (2) an LGBTQ resource center/office, (3) an LGBTQ and Ally Safe Space program, and (4) regularly planned educational events on issues of gender identity and sexual orientation.

(1) LGBTQ and Ally Student Organization

“The college needs a more active LGBT Club on campus who can reach out to others in need.”

“There needs to be a Gay/Straight Alliance, if there is one, they need to make it more marketable and visible for students.”

“I think the college should create a Gay-Straight Alliance group to handle certain issues with the growing LGBTQ students that attend CCP.”

“I think they should start a gay-straight alliance club, in which straight and lgbtq persons can join and do activities in a club.”

(2) LGBTQ resource center/office

“A space for queer students to assemble (LGBT Center) would be an awesome first step!”

“Have a LGBT Center, like the Womens' Center…”

15 “I believe the College needs to have more visible support for the LGBT community and LGBT issues from administration. The LGBT community needs to see institutional support. We desperately need an LGBT or Gender and Sexuality resource center…”

“House an LGBT center on campus…”

“We need to have an official office on campus similar to the Women's Center and Center for Male Engagement.”

“I have not been able to find any resources on campus for commuting or night students. This has been very upsetting after transferring from Temple.”

“Why don’t we have an LGBT Center on campus?”

“In many colleges a support center specifically for LBGT students exists. Why not create one here?”

“I think that it would be great if there was a more visible presence of LGBT staff and clubs/spaces were LGBT students could meet each other and find support.”

(3) LGBTQ and Ally Safe Space program

“Promote LGBTQ Safe Zone Areas…”

“Offer Safe Spaces/Zones…”

(4) regularly planned educational events on issues of gender identity and sexual orientation

“I think continuing to offer correspondence and events related to LGBT makes the campus better for everyone…”

“…work toward changes in the minority views of LGBT, Trans, Non Conforming People, Sensitivity Training, and workshops.”

“…Address issues during orientation. Designate and celebrate October and "Nat'l Coming Out" month. Run an LGBTQA film series…”

“I think that CCP should consider a Pride Week or Day to show support to the LGBT community. It may prompt those hiding, who are about to come out and or those who are homophobic or in different to LGBT issues to change their views.”

“The Campus should have programs that support and make students aware that having LGBT people around is great and that nothing is wrong with that.”

16 Policies and Practice

Respondents called for various changes to institutional procedures, policies and practices concerning the LGBTQ community. The following comments represent the calls for a College non-discrimination/diversity statement inclusive of sexual orientation and gender identity expression.

“The College needs to move beyond old EEOC-based notions of diversity to truly embrace the variety of individuals who make up the College community. LGBT individuals are probably the most significant minority at CCP that is not visible and not generally considered in thinking about diversity at the College. Inclusion of LGBT perspectives should be visible at all levels, from the books in the Library and Bookstore, to the films chosen for film series, to syllabi across the curriculum, to professional development sessions, to correcting administrators frequent (mis)use of the word "minority" to mean African-Americans or persons of color (who are a majority at CCP). It would also help if "the College" stepped out from behind these online surveys and actually spoke to some LGBT faculty, staff and students about areas for improvement.”

“The only way to have a safe climate is if every student on the campus knows that LGBT students are welcome and that the College has a zero-tolerance policy for discrimination/harassment. This has certainly NOT been made clear in my time at CCP.”

“We have all types of statements that must go into our syllabi, and I feel that we should add sexual orientation, etc., as a group who are specifically welcome in class. In my classes, a number of students have come out to me; I would assume this is because I try to make everyone welcome. That being said, I think we should have a campus wide statement in the syllabi. This is in fact more important than a statement that the disabled are welcome; Federal law mandates a friendly environment for the disabled, and I think most people know this. City law protects sexual orientation, but I doubt that many students know this. A clear statement on the syllabi would ensure that everyone knows they are welcome.”

“Sexual orientation needs to be integrated into all College definitions of "diversity" and "minority" and "multicultural" and "inclusion." It is too common, from administrators especially, to hear the word "minority" used to mean "African-American" (ironically, African-Americans are a majority at CCP). Similarly, "diversity" only seems to apply to race and sometimes gender, typically referring only to "persons of color" and "women." In general, the rhetoric of diversity and inclusion on campus needs to include white men, white women and Asians. Inclusion of LGBT perspectives should be pervasive in all diversity efforts, including film festivals, workshops for students, and mass market books at the Bookstore, as well as in course curricula (where relevant). LGBT students are easily the most significant minority on campus; LGBT students of color are at particular risk for harassment from students (and even faculty/staff) within their communities. Their

17 perspective needs attention from the College administration down, and not just in a legalistic equal-opportunity-employment sort of way.”

“LGBT students are a significant minority at CCP; it is absurd that an urban campus should be behind the curve on LGBT issues. I've taught at smalltown universities that were more inclusive of LGBT perspectives than CCP. The College can begin by acknowledging that it needs to move beyond a basic EEOC approach to non- discrimination and inclusions. It needs to include sexual diversity in its diversity trainings and multicultural events, and without depending on the initiative of LGBT people within the faculty/staff. From there, the College needs to cultivate among administration, faculty and staff a deeper understanding of HOW to be inclusive of LGBT students and employees – at every level from the classroom to extracurricular activities to the language used in official documents to the way the Administration thinks about the student body in general.”

Respondents also called for equitable health insurance coverage to employees’ same sex partners.

“The college has to begin in leading by example: - For example, GLBT employees who are married/domestically partnered, must pay taxes on their health care benefits...but their straight counterparts do not. If we want to espouse an ethic of equality, we must start from the top down. Maybe subsidizing the taxation as a show of support and equality?...”

Gender neutral restrooms and a simple procedure for students to change their name and gender identity on college records and documents were identified by respondents as significant issues facing the transgender and gender non-conforming community on campus.

”It would be great if the school had gender neutral restrooms. For gender nonconformists, we often have to choose the restroom of our "biological" sex and we don't want to. It also makes things difficult for transgendered individuals. Where can they comfortably use a restroom on campus.”

“…Initiating gender neutral bathrooms. Having an option for College IDs to differ from legal name even as an your first initial for gender neutrality. HR has no idea how their policy can be alienating for trans people. Also education could help with this.”

Campus Safety

Overall, the survey results indicate that the College community is largely unaware of the procedures for reporting LGBTQ related incidents of bias and hate crimes. Respondents called

18 for more information and clarity regarding these grievance procedures and also increased training of security staff.

“… We also need to spread more information on how to proceed if one has a grievance related to LGBT harassment/discrimination…”

“… [I am] not aware of any policy directly dealing with diversity. I have never heard of the campus offering this for new students. I don't know if the college as an action plan for discrimination against GLBT students.”

“The security should be more involved with these harassment issues. Make sure that the staff can talk to the victims without judging them.”

“The college should be more open minded to individuals and make the college environment safe for everyone including when security guards see things happen.”

“…It also would be helpful if students knew where to go if they faced discrimination by a professor or if they felt uncomfortable with homophobic or transphobic comments made by a professor. I was in a class where the professor routinely made transphobic (as well as racist) comments and I was unsure of where to go to report this behavior and felt uncomfortable confronting his transphobia and racism on my own.”

“I have brought harassment issues up with the guidance counselor’s office and received no help at all… Ever since that, I would never feel comfortable bringing up any issues like this again. I hope you (CCP) take this issue seriously. I feel as though you are not and this survey is just another way of making it look like you actually care. I hope that is not the case. I have seen firsthand transgender people being ridiculed and harassed in the classroom and on campus. I have heard remarks like "fag" or "queer" used without any repercussions. This is totally unacceptable. And then when it is brought to the attention of the guidance office, they act like I am bothering them? As you can tell I am furious about this issue. TAKE THIS SERIOUSLY. Please talk to the people in that office. Please talk to teachers in the classroom. Please stop the abuse or you will lose a straight A student after this semester!!”

RECOMMENDATIONS

The Community College of Philadelphia’s mission states as one of its goals to foster “a college environment that values and supports a culturally diverse and intellectually dynamic community and [to] prepare students for global citizenship.” With regard to LGBTQ students, this goal is not being met. Based on the data presented, we make the following recommendations:

19

Academic Life

ƒ Development of LGBTQ specific course offerings and/or an LGBTQ studies program

ƒ Inclusion of LGBTQ history and issues in class curriculums

ƒ Development of faculty/staff training opportunities on sexual orientation and gender identity issues

Student Life

ƒ Creation and support (including budgeting) of a permanent, staffed Resource Center for LGBTQ faculty, staff and students.

ƒ Endorsement of and institutional support for the current Safe Space Program initiative at the College.

ƒ Increased educational programs for all CCP students related to sensitivity to issues of safety and acceptance of LGBTQ students.

Policies and Practices

ƒ Greater responsiveness by the College to LGBTQ issues, recognizing that sexual orientation and gender identity are the main commonalities across all marginalized as well as mainstream groups. This could be accomplished by initiating a college-wide advisory committee to the Office of Diversity and Equity for LGBTQ affairs.

ƒ Full implementation, publication, and enforcement of the College’s discrimination harassment prevention policy to safeguard against hate speech, anti-gay behavior and violence and uphold the rights of LGBTQ students (as well as faculty, staff and administrators). Anti-gay discrimination, anti-gay harassment, anti-gay violence and hate speech must be more clearly defined in this policy.

ƒ Equitable health insurance coverage to employees’ same sex partners including College subsidies for taxes on same sex partner health benefits.

ƒ Development of an accessible and simple process for students to change their name and gender identity on College records and documents.

ƒ Gender neutral/single occupancy restroom facilities made available on campus.

20

Campus Safety

ƒ Increased educational programs and training related to issues of safety and acceptance of LGBTQ students for CCP’s Campus Security. Anti-gay violence, hate crimes, and prejudices must be more clearly understood.

ƒ Clearly stated and broadly circulated grievance procedures for reporting LGBTQ harassment and discrimination, anti-gay violence, and hate crimes.

Recruitment and Retention Efforts

ƒ Development of an LGBTQ mentoring program to welcome and assist LGBTQ students in transitioning to academic and college life.

ƒ Development of LGBTQ and Ally student scholarships.

ƒ Initiation of an active LGBTQ alumni group.

ƒ Recognition of a special Lavender or Rainbow Graduation ceremony for LGBTQ students and Allies.

21 REFERENCES

Rankin, S. (2003). Campus Climate for Gay, Lesbian, Bisexual, and Transgender People: A National Perspective. New York: National Gay and Lesbian Task Force Policy Institute.

Rankin, S. (2009). 2010 State of Higher Education for Lesbian, Gay, Bisexual and Transgender People. Charlotte, NC: Campus Pride

Smith, D.G., Gerbick, G., Figueroa, M., Watkins, G., Levitan, T., Moore, L., Merhcant, P., Beliak, H., & Figueroa, B. (1997). Diversity Works: The Emerging Picture of How Students Benefit. Washington, DC: Association of American Colleges and Universities.

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26 Appendix B

Figure 1A Demographics of All Respondents Position (n = 1,061)

Student Faculty Administrator Staff 6% 4% 18%

72%

Employment Status Gender (n = 1,009) (n = 1,061)

Full-time Part-time Female Male Transgender Other 1% 1%

37% 34%

63% 64%

Age Race (n = 1,054) (n = 1,065)

22 and under 23-32 33-42 43-52 53 and over Black White Hispanic Multiracial Asian Other 4%5% 16% 6% 32% 8% 39% 12%

13% 38% 27%

27