“IF YOU BUILD IT”:Developing an LGBTQ Ally Program (with

limited resources and/or funds) at the Community College

David ChaseAssistant Professor, English

Raritan Valley Community CollegeBranchburg, NJ

At the Community College, our conversations about diversity and our innovative solutions to educational access and success tend to focus on race, ethnicity, and socioeconomic status.

Unfortunately, since they are an “invisible minority”: we often leave our LGBT students out of these discussions and efforts AND/OR we fail to consider the ways in which issues related to sexual orientation may affect their college experiences

Community Colleges have responded more slowly to sexual minority students than have four-year institutions

Yet LGBTQ Community College students face additional challenges compared to their four-year counterparts:

commuter students may have not left home behind, which may make LGBT identity formation more difficult

the non-residential setting of the CC presents barriers to the development of formal connections between LGBT students, faculty, and staff

(Ivory, 2005)

Safety Issues

(including, but not limited to, anti-gay bullying and harassment)

are also a major concern

(Q Research Institute for Higher Education)

25% of lesbian, gay, and bisexual students and employees had experienced harassment 33% of transgender/"gender nonconforming" respondents had experienced harassment

By contrast, only 12% of heterosexuals had experienced harassment

A 2009 national survey of 5150 individuals found:

A clear need for a higher level of institutional support:

“If there are no visible gay, lesbian, or bisexual professionals on campus, students may perceive…that they are not valued; they may go underground,

leave the institution, or, worse yet, not accept who they are.” (Cullen & Smart, 1991)

Sadly, few of us (if any) pass by such a site on our daily walks across our Community College campuses

Yet ongoing, visible, and substantive institutional support for our LGBTQ students is still achievable (and surprisingly affordable!)

Although it is still very much a work-in-progress, what follows is the story of how Raritan Valley Community College developed an LGBTQ Ally/Safe Zone Program to support its students

For us, it all started with a sticker…

…which most certainly made our hallways more colorful,

but which raised all kinds of questions about what we were actually “saying”

through our displays of support:

Merely expressing our “gay-friendliness”?

Designating “safe zones”?Opening ourselves up to a higher level of accountability and involvement in the lives of our LGBTQ students?

Were we:

If we were interested in making a real and substantial difference in the lives of our LGBTQ students, how could we actually make this happen?

How can we determine the needs of our

students?

What kind of training will we need to

equip ourselves as

LGBTQ Allies? Who will provide/pay

for this training?

What level of accountability will we expect from

participants in our program?

As a first step toward answering these and other questions, I assembled a task force of interested individuals (FT faculty, adjuncts, administrators, & staff)

to discuss their experiences as students

I next met with our GSA and their club advisor:

to determine our campus climateto gauge the type(s) of support needed from an Ally/Safe Zone program

Next, I went straight to the top: --obtaining support from key administrators is essential for

the development of a successful Ally program.

The President identified two key people within the institution who could help me accomplish the program’s development:

--Dean of Student Services--Dean of Multicultural Affairs

In-house Facilitator(s) vs. Invited Presenter? Some Considerations:

Budget

Campus Climate

Availability of “Experts”

Familiarity with Target Audience

Customization of Curriculum

Scheduling/Timing Concerns

Either way, workshop(s) should be:InteractiveInformative“Safe” spaces for real conversationsOpen to any college employee wishing to participateOpportunities for commitment

2 ½ hours for each session

Suggestions for a Two-Part Workshop Program to Train

LGBTQ Allies:

1st Workshop focuses on issues facing LGBTQ students, both on campus and off

2nd Workshop focuses on interactive scenarios based on encounters with students that are likely to occur via participation in the Ally program

Suggested Topics for Workshop #1:

What an Ally Is/Is Not

Assessing One’s Personal Beliefs

Determining the Campus Climate for LGBTQ Students

LGBTQ Terminology/Vocabulary

Responding to Anti-LGBT Behavior and/or Speech

Overview of On-Campus/Outside Resources

Signing the Ally Contract

Distribution of Ally Signs/Stickers/Buttons

Suggested Topics for Workshop #2Role-Playing Scenarios Related to Likely Conversations between Students and Allies

Coming Out to Family and Friends

Classroom and/or Work Discrimination

Safer Sex (Practices & Resources)

Relationship Issues

Career Goals

Religious Conflicts

Self-Image and Depression

Bullying and/or Harassment

Ideas for Successful Workshops

Choose time/date that allows for high level of participation across the college community

Secure a meeting space that is comfortable and supports/encourages collaborative learning

Decorate room and serve light refreshments (if possible)

Send “Save the Date” email, meeting request (with RSVP required), and/or last-minute reminder

Require training for all individuals who wish to participate in Ally Program (regardless of role, experience, and/or sexual orientation)

Making Your Ally Program Visible and Viable

Develop signs, stickers, and/or buttons

Contact local press (if possible)

Develop an online presence (college website or Facebook)

Publish names and roles/locations of program participants

Plan for regular rotation of training workshops (yearly or every 2 years)

Sponsor campus programming and/or guest speakers (budget permitting)

Gather ongoing feedback from participants and/or students

Questions and/or Feedback?

David Chasedchase@raritanval.edu