Marshall Quick Links
In the event of an Emergency Contact:
First Floor Prichard Hall
(304) 696-3111
Online Safe Space Hand Book
SAFE SPACE
RESOURCE GUIDE
Letter From Doug and Rebecca
LGBTO Mission & Program Goals and Objectives
University Policies
Things you should know as an Ally
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Four Basic Levels of Becoming an Ally
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Five Concepts to Keep in Mind
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Homophobic Levels of Attitude
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Positive Levels of Attitude
Dear Safe Space Participant,
The Marshall University Lesbian-Gay-Bisexual-Transgender Outreach would like to welcome you to our training program and thank you for making the choice to become a member of the Marshall University Safe Space Network.
College is the Number one place LGBT individuals “Come Out” and for that reason it’s important to have an effective support system in place that provides safe spaces where LGBT students can go for information, resources, or just a place to talk. As safe space participants you are instrumental in helping enrich, empower, educate, and advocate for the campus LGBT community.
It is our hope that this training session will provide you with the tools and
information needed to make a difference in the lives of LGBT students during
their time here at
Again, we thank you for your choice to become a safe space member and hope that you find the program as rewarding as those students who you will be helping.
Douglas Evans & Rebecca Wass
Co-Directors
Lesbian-Gay-Bisexual-Transgender Outreach
“Inclusiveness: The provision of equal opportunity to achieve and
succeed, fostering social and professional networking and shared success, while
building a greater sense of community and citizenship.”
-
Strategic vision plan
LGBT Outreach
The Marshall University Lesbian-Gay-Bisexual-Transgender Outreach works to create, sustain, and strengthen an open, safe, equal, and inclusive campus community for students, faculty, and staff of all sexual orientations and gender identities. This is accomplished by providing counseling referrals, LGBT resources, programming, and safe spaces intended to enrich, empower, educate, and advocate for Marshall’s LGBT community; while also recognizing the importance of creating opportunities for allied community members to learn about issues facing the LGBT population in order help foster an open, equal, and inclusive academic climate.
Safe Space Program Goals and Objectives
·
Identify and mobilize a network of Faculty,
Staff, and students who are empathetic and knowledgeable about LGBT issues and
concerns
·
Create and encourage a campus culture that is
safe, secure, diverse, and accepting to all
· Promote awareness of safe locations indicated by the safe space logo;
· Provide resources for LGBT members of the campus community;
· Identify heterosexual allies that support LGBT individuals; and providing safe space training that will emphasize knowledge about campus resources as well as counseling/helping skills.
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION
POLICY STATEMENT
It is the policy of
and current members of the student body, faculty, and staff on the basis of
individual
qualifications and merit without regard to race, color, sex, religion, age,
disability, national origin or sexual orientation.
This nondiscrimination policy also applies to all programs and activities
covered under
Title IX, which prohibits sex discrimination in higher education.
The university ensures equality of opportunity and treatment in all areas
related to
student admissions, instructions, employment, placement, accommodations,
financial
assistance programs and other services. Marshall University also neither
affiliates with nor grants recognition to any individual, group or organization
having policies that discriminate on the basis of race, color, sex, religion,
age, disability, national origin or sexual orientation.
Further, the university is committed to
the ideals of inclusion for students, faculty and
staff and whenever appropriate, will take affirmative steps to enhance
diversity.
Standards, Proscribed
Conduct, and Sanctions
(2005-2007 Student Handbook)
The following
standards and sanctions express the University’s expectations for student
conduct, and are essential to the University’s educational mission.
Participation by students in activities that violate the standards, including
the proscribed behaviors listed under each standard, may result in referral to
the Office of Judicial Affairs or to another University office responsible for
examining and upholding standards of conduct, in accordance with the due process
guarantees and procedures defined in this Code and in Board of Trustees’ Policy
Bulletin 57. The maximum sanction applicable to each proscribed behavior is
noted in parentheses following the description of the behavior: P = Probation;
PS = Probationary Suspension; SP = Suspension; EX = Expulsion.
STANDARD 3: MARSHALL UNIVERSITY STUDENTS AND STUDENT GROUPS
RESPECT AND HONOR THE HUMAN RIGHTS AND DIGNITY OF OTHER PERSONS, GROUPS, AND
ORGANIZATIONS.
2.
Knowledge/Education: Begin to
understand policies, laws, and practices and how they affect gay, lesbian,
bisexual and transgender people. Educate yourself on the many communities and
cultures of LGBT people.
3.
Skills: This is an area, which is
difficult for many people. You must learn to communicate your awareness and
knowledge to others. You can acquire these skills by attending workshops, role
playing with friends or peers, and developing support connections.
4.
Action: This is the most important
and frightening step. Despite the fears, action is the only way to affect the
society as a whole.
2. Be aware of the coming out process and realize it is not a one-time event. The coming out process is unique to gay, lesbian, bisexual and transgender people and brings challenges that are not often understood.
3. Understand that gay, lesbian, bisexual and transgender people receive the same messages about homosexuality and bisexuality as everyone else. Thus, gay, lesbian, bisexual and transgender people suffer from internalized homophobia and heterosexism. It is important to recognize the risks of coming out and to challenge the internal oppression.
4. Remember that gay, lesbian, bisexual and transgender people are a diverse group. Each community within the larger gay, lesbian, bisexual and transgender community has unique needs and goals.
5. Know at least basic information about AIDS/HIV in order to address myths andmisinformation and to be supportive of those effected by this disease, whether in themselves or in partners and friends. While AIDS/HIV is a health issue for all, thosewho in the most fear and have lost the most members of their community are gay, lesbian, bisexual and transgender persons.
Repulsion
Homosexuality is seen as a “crime against nature.” Homosexuals are sick, crazy,
immoral, sinful, wicked, etc., and anything is justified to change them (e.g.
prison, hospitalization, behavior therapy including shock treatments).
Pity
Heterosexual chauvinism. Heterosexuality is more mature and certainly to be
preferred. Any possibility of becoming straight should be reinforced and those
who seem to be born “that way” should be pitied “the poor dears.”
Homosexuality is just a phase of adolescent development that many people go
through and most people “grow out of.” Thus, gays, lesbians, bisexuals and
transgenders are less mature than straight and should be treated with the
protectiveness and indulgence one used with a child. Gays, lesbians, bisexuals
and transgenders should not be given positions of authority because they are
still working through adolescent behaviors.
Still implies that this is something to accept, characterized by such statements
as, “You’re not a gay to me, you’re a person.” Denies social and legal
realities. Ignores the pain of invisibility and the stress of closet behavior.
Support
Work to safeguard the rights of lesbians, gays, and bisexuals. Such people may
be uncomfortable themselves, but they are aware of the social climate and the
irrational unfairness
Admiration
Acknowledges that being gay, lesbian, bisexual or transgender in our society
takes strength. Such people are willing to truly look at themselves and work on
their own homophobic attitudes.
Appreciation
Value the diversity of people and see gays, lesbians, bisexuals and transgenders
as a valid part of that diversity. These people are willing to combat homophobia
in themselves and in others.
Nurturance
Assume that gays, lesbians, bisexuals and transgenders are indispensable in our
society. They view all homosexuals with genuine affection and delight and are
willing to be open advocates.
Source: Obear, Kathy. (1985). Opening Doors to Understanding
and Acceptance: A Facilitator’sGuide to Presenting Workshops on Lesbian and Gay
Issues.
Eastern
COMING OUT:
A BASIC UNDERSTANDING OF THE ISSUES
The development of a positive queer identity and the lifelong process
of coming out can be a long and difficult struggle for many of us in the LGBT
community, as we must confront many homophobic attitudes and discriminatory
practices.
What Might We Be Afraid Of?
•
Rejection
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Harassment/abuse
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Being thrown out of the family/home
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Being forced to undergo psychotherapy
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Physical violence
Why Might We Want To Come Out?
•
Live honestly; end the hiding game
•
Feel closer to family and friends
•
Be able to feel “whole” around others
•
Stop wasting energy and time by constantly hiding
•
Feel a sense of integrity
•
Make a statement that “I am OK”
How Might We Feel About Coming Out?
•
Scared and vulnerable
•
Relieved
•
Proud
•
Uncertain
How Might Someone Feel After Someone Comes Out To Them?
•
Scared/uncomfortable
•
Shocked or disbelieving
•
Not sure what to say or do
•
Angry
•
Disgusted
•
Supportive
•
Flattered or honored
What Do We Want From The People We Come Out To?
•
Acceptance
•
Support
•
Understanding, acknowledgement of our feelings
•
Comfort
•
Closer relationships
•
That them knowing won’t negatively affect our friendship
WORKING WITH QUESTIONING STUDENTS
Common
Struggles That Questioning Students Face:
•
Feeling alone
•
Feeling confused
•
Feeling afraid
•
Questioning their values, life perspectives
•
Looking for support from family and friends
Common
questions that come up:
•
Are my feelings for the same or opposite sex clear?
•
What would it mean for me to identify with a label? Do I need to identify with a
label?
•
Do I need to come out?
•
Will I be accepted by my family and friends if I do decide to come out?
•
Will I turn into a different person if I do come out?
•
How do I know if I’m gay, lesbian, bisexual, transgendered, or queer?
•
How do I know who is safe to come out to?
•
If I have a crush on someone of the same sex, but am mostly attracted to
people of the opposite sex; what does that mean?
Ways to
support questioning students:
•
Communicate clearly that they are not alone; many people question their
sexuality
•
Every person will come to their own conclusions about their sexuality,
regardless if those are “clear” conclusions (i.e.
fluid sexuality)
•
Deciding whether or not to come out is always a personal decision; the
student will be supported regardless of their
being out
•
They don’t have to everything figured out at this moment!
•
There is a lot of support for them on-campus, especially PS’s
•
If they do decide to come out, not everyone may be accepting; BUT there are
resources and people who will be explicitly supportive of them coming out
•
Let them know about campus resources, support groups, student organizations
•
While sexuality is an important part of one’s identity, it’s only one aspect of
who they are; questioning one’s sexuality may not
change all of who they are.
Obstacles to Overcome in Developing a Positive LGBT Identity
Silence:
Few openly out role models; little sense of LGBT history/culture; invisibility
of LGBT contributions to society.
Lies:
distorted images and stereotypes/myths by news media, church, TV/films; lack of
accurate/responsible research; etc.
Isolation:
Without the freedom to gather or be open, LGBT individuals cannot easily share
ideas and strategize ways to combat heterosexism and homophobic oppression.
Intimidation:
As LGBT individuals and communities become more visible society becomes more
overt: ridicule; jokes; legal threats of attack, prison, blackmail, custody
battles, job loss, eviction, anti-LGBT political legislation, etc.
Physical violence, assaults:
rape, murder, electroshock therapy.
Denial of basic civil rights, such as:
employment; housing; child custody; freedom of association/assembly; freedom of
speech; visitation; inheritance; etc.
Problem Solving
Most students who seek out Safe Space members are trying to find a ally that they can talk too. In most cases, when a student approaches a safe space member about a problem or issue it is usually minor and does not necessarily warrant a counseling or psych clinic referral. They may simply want to make you aware of something such as an offensive comment by a fellow student or they might simply want to talk through their feelings on a academic matter.
However you may find yourself in a situation where you are completely in the dark or don’t feel that you can adequately help. THAT’S OK! The following information will deal with how to deal with situation specific problems, where to direct a student to find an answer, and how to make a counseling referral.
If you are faced with a situation where you are unsure what do to please contact the LGBT Outreach for assistance.
A student comes to you
and expressed the need for more information regarding coming out, sexuality and
religion, or asks a question for which you do not have an answer.
- If you have information immediately available such as a coming out guide or question/issue related material provide them with a copy.
- If you do not feel you can adequately answer the question, ask if they are comfortable going into the LGBT Outreach.
· If they are comfortable going to the LGBT Outreach instruct them to contact the office to obtain some resources on the topic
· If they are uncomfortable be straight forward with them and say something like, “You know, I am not really familiar with this problem. I will contact the LGBT Outreach for you and have them bring me over some information. Lets set up a time to meet later and I will share the information they have provided with you.” Emphasis that it is not a problem to get the information. Once you have set up a meeting, contact the LGBT Outreach (304) 696-6623 or fill out a request via the LGBTO website www.marshall.edu/lgbo
- The LGBTO will provide you with the resources needed to answer or at least direct them toward and answer to their inquiry
A student addressed a
need for psychological help such as depression, trouble coming out, or any other
psychological issue.
1. Try to get a better understanding of the issue and to establish a level of rapport.
2. Let the student understand that you would really like to help but that this issues is beyond your current understanding and that you would like to get them the best help.
3. Introduce the idea of the counseling center or the psych clinic and assure them that both are very confidential and that they are located in academic buildings and that no one will know that they are there for counseling or psychotherapy. Make sure they understand that counseling center or the psych clinic will not contact their parents or families.
4. Ask them if they would like you to call and make and appointment for them.
· If they say Yes, call (304) 696-3111 and let them know that you are a professor who is setting up and appointment for a student. Request Linda Stockwell and be sure to write down the appointment date and time or offer to walk over to the counseling center with them.
· If they say No, try to assure them that the counselors are very capable or dealing with their specific problem or issue. Provide them with the Counseling centers contact information and let them know that you are there to help them.
5.
IF IT IS AN
EMERGENCY AND YOU FEEL THAT THE STUDENT MIGHT HARM THEMSELVES OR OTHERS CONTACT
THE
6.
If possible try and follow up with them so that they
understand that you care.
Student is being
harassed by another student.
1. Instruct them to address the person and let them know that they do not appreciate being harassed or that what they are doing is offensive. Ask them to keep a record of offenses and to hold only defaced property, inappropriate notes, etc.
2. If the student continues to be harassed. Recommend that they pursue judicial actions.
3. Provide them with copy of the “General Complaint” for found in the forms section of this resource guide. It is also available on the Judicial Affairs website.
4. Make sure that they understand that they have 21 days to file their complaint.
5. If they have questions regarding the Judicial Affairs process they should contact Prudy Barker in the judicial affairs office located on the second floor of the student center.
Dormitory Problem
(roommate/floor/etc)
1. If a student is having a problem in a dormitory we recommend that you inquire about what the problem is.
· If the problem regards a roommate you should suggest that they talk with their RA as they will be able to help the decide how best to deal with this issue.
· If the problem regards a incident where property has been destroyed or defaced we suggest you recommend the student contact the RA on their floor and depending on the nature of the incident possibly MUPD or Judicial Affairs.
· If the problem regards the student’s personal safety in the dorms recommend that they contact their RA as soon as possible as well as their RD or go directly to the Department of Residence Services in Holderby hall. Again depending on the nature of the incident possibly MUPD and/or Judicial Affairs.
2. If the student returns to you about the incident and feels that the situation has not changed suggest that they proceed through the proper channels till action is taken. Persistence is key when dealing with the Department of Residence Services.
Resident Advisor -> Residence Hall Director -> Campus Life Director -> Assistant Director of Residence Services -> Director of Residence Services
Crimes of Hate
If a student approaches you and informs you that they have been the victim of a violent crime because of their sexual orientation advise them to contact MUPD immediately, then Judicial Affairs, and the counseling center.
People with
homosexual or bisexual orientations have long been stigmatized. With the rise of
the gay political movement in the late 1960s, however, homosexuality's
condemnation as immoral, criminal, and sick came under increasing scrutiny. When
the American Psychiatric Association dropped homosexuality as a psychiatric
diagnosis in 1973, the question of why some heterosexuals harbor strongly
negative attitudes toward homosexuals began to receive serious scientific
consideration.
psychologist George Weinberg coined in the late 1960s. Weinberg used homophobia
to label heterosexuals' dread of being in close quarters with homosexuals as
well as homosexuals' self-loathing. The word first appeared in print in 1969
and was subsequently discussed at length in Weinberg's 1972 book, Society and
the Healthy Homosexual. The American Heritage Dictionary (1992 edition) defines
homophobia as "aversion to gay or homosexual people or their lifestyle or
culture" and "behavior or an act based on this aversion." Other definitions
identify homophobia as an irrational fear of homosexuality.
Examples
of heterosexism in the
• the continuing
ban against lesbian and gay military personnel;
• widespread
lack of legal protection from antigay discrimination in employment, housing, and
services;
• hostility to
lesbian and gay committed relationships, recently dramatized by passage of
federal and state laws against same-gender marriage;
• and the
existence of sodomy laws in more than one-third of the states.
Although usage of
the two words has not been uniform, homophobia has typically been employed to
describe individual antigay attitudes and behaviors whereas heterosexism has
referred to societal-level ideologies and patterns of institutionalized
oppression of non-heterosexual people.
Critics have observed that
homophobia is problematic for at least two reasons.
First, empirical
research does not indicate that heterosexuals' antigay attitudes can reasonably
be considered a phobia in the clinical sense. Indeed, the limited data available
suggest that many heterosexuals who express hostility toward gay men and
lesbians do not manifest the physiological reactions to homosexuality that are
associated with other phobias (see Shields & Harriman, 1984).
Second, using
homophobia implies that antigay prejudice is an individual, clinical entity
rather than a social phenomenon rooted in cultural ideologies and inter-group
relations. Moreover, a phobia is usually experienced as dysfunctional and
unpleasant. Antigay prejudice, however, is often highly functional for the
heterosexuals who manifest it.
As antigay attitudes have become increasingly central to conservative
political and religious ideologies since the 1980s, these limitations have
become more problematic. However, heterosexism, with its historic macro-level
focus on cultural ideologies rather than individual attitudes, is not a
satisfactory replacement for homophobia.
Scientific
analysis of the psychology of antigay attitudes will be facilitated by a new
term. Sexual prejudice serves this purpose nicely. Broadly conceived,
sexual prejudice refers to all negative attitudes based on sexual
orientation, whether the target is homosexual, bisexual, or heterosexual.
Given the current social organization of sexuality, however, such prejudice is
almost always directed at people who engage in homosexual behavior or label
themselves gay, lesbian, or bisexual (Herek, 2000).
Like other types of prejudice, sexual prejudice
has three principal features:
o It is an
attitude (i.e., an evaluation or judgment).
o It is directed
at a social group and its members.
o It is
negative, involving hostility or dislike.
Conceptualizing
heterosexuals' negative attitudes toward homosexuality and bisexuality as sexual
prejudice – rather than homophobia – has several advantages.
o Sexual
prejudice is a descriptive term. Unlike homophobia, it conveys no a priori
assumptions about the origins, dynamics, and underlying motivations of antigay
attitudes.
o The term
explicitly links the study of antigay hostility with the rich tradition of
social psychological research on prejudice.
o Using the
construct of sexual prejudice does not require value judgments that antigay
attitudes are inherently irrational or evil.
Downloaded from:
http://psychology.ucdavis.edu/rainbow/html/prej_defn.html
Common Questions and Responses
Q: What is sexual orientation?
Sexual orientation is one of the four components of sexuality and is
distinguished by an enduring emotional, romantic, sexual or affectional
attraction to individuals of a particular gender. The three other components of
sexuality are biological sex, gender identity (the psychological sense of being
male or female) and social sex role (adherence to cultural norms for feminine
and masculine behavior). Three sexual orientations are commonly recognized:
"homosexual", attraction to individuals of one's own gender; "heterosexual",
attraction to individuals of the other gender; or "bisexual", attractions to
members of either gender. Persons with a homosexual orientation are sometimes
referred to as "gay" (both men and women) or "lesbian" (women only).
Sexual orientation is different from sexual behavior because it refers to
feelings and self-concept. Persons may or may not express their sexual
orientation in their behaviors.
Homosexual orientation is not limited to a particular type of person. Gay men
and lesbians are of all ages, cultural backgrounds, races, religions and
nationalities. They work in all occupations and live in all parts of the
country.
Q: What causes a person to have a particular sexual orientation?
How a particular sexual orientation develops in any individual is not well
understood by scientists. Various theories have proposed differing sources for
sexual orientation, including genetic or inborn hormonal factors and life
experiences during early childhood. However, many scientists share the view that
sexual orientation is shaped for most people at an early age through complex
interactions of biological, psychological and social factors.
Q: Is sexual orientation a choice?
No. Sexual orientation emerges for most people in early adolescence without any
prior sexual experience. And some people report trying very hard over many years
to change their sexual orientation from homosexual to heterosexual with no
success. For these reasons, psychologists do not consider sexual orientation to
be a conscious choice that can be voluntarily changed.
Q: Is homosexuality a mental illness or emotional problem?
No. Psychologists, psychiatrists and other mental health professionals agree
that homosexuality is not an illness, mental disorder or emotional problem. Much
objective scientific research over the past 35 years shows us that homosexual
orientation, in and of itself, is not associated with emotional or social
problems.
Homosexuality was thought to be a mental illness in the past because mental
health professionals and society had biased information about homosexuality
since most studies only involved lesbians and gay men in therapy. When
researchers examined data about gay people who were not in therapy, the idea
that homosexuality was a mental illness was found to be untrue.
In 1973 the American Psychiatric Association confirmed the importance of the new
research by removing the term "homosexuality" from the official manual that
lists all mental and emotional disorders. In 1975 the American Psychological
Association passed a resolution supporting this action. Both associations urge
all mental health professionals to help dispel the stigma of mental illness that
some people still associate with homosexual orientation. Since the original
declassification of homosexuality as a mental disorder, this decision has
subsequently been reaffirmed by additional research findings and both
associations.
Q: Can gay,
lesbian, and bisexual people be good parents?
Yes. Studies comparing groups of children raised by homosexual and by
heterosexual parents find no developmental differences between the two groups of
children in their intelligence, psycho-logical adjustment, social adjustment,
popularity with friends, development of social sex role identity or development
of sexual orientation.
Another stereotype about homosexuality is the mistaken belief that gay men have
more of a tendency than heterosexual men to sexually molest children. There is
no evidence indicating that homosexuals are more likely than heterosexuals to
molest children.
Q: Why do some gay, lesbian, and bisexual people tell others about their sexual
orientation?
Because sharing that aspect of themselves with others is important to their
mental health. In fact, the process of identity development for lesbians and gay
men, usually called "coming out", has been found to be strongly related to
psychological adjustment -- the more positive the gay male or lesbian identity,
the better one's mental health and the higher one's self esteem.
Q:
Why is the "coming out" process difficult for some gay, lesbian, and bisexual
people?
Because of false stereotypes and unwarranted prejudice towards them, the process
of "coming out" for lesbians and gay men can be a very challenging process,
which may cause emotional pain. Lesbian and gay people often feel "different"
and "alone" when they first become aware of same-sex attractions. They may also
fear being rejected by family, friends, co-workers and religious institutions if
they do "come out".
In addition, homosexuals are frequently the targets of discrimination and
violence. This threat of violence and discrimination is an obstacle to lesbian
and gay people's development. In a 1989 national survey, 5% of the gay men and
10% of the lesbians reported physical abuse or assault related to being lesbian
or gay in the last year; 47% reported some form of discrimination over their
lifetime. Other research has shown similarly high rates of discrimination and
violence.
Q: What can be done to help gay, lesbian, and bisexual people overcome prejudice
and discrimination against them?
The people who have the most positive attitudes toward gay men and lesbians are
those who say they know one or more gay person well. For this reason,
psychologists believe negative attitudes toward gays as a group are prejudices
that are not grounded in actual experience with lesbians or gay men but on
stereotypes and prejudice.
Furthermore, protection against violence and discrimination are very important,
just as they are for other minority groups. Some states include violence against
an individual on the basis of her or his sexual orientation as a "hate crime"
and eight
Q:
Can therapy change sexual orientation?
No. Even though homosexual orientation is not a mental illness and there is no
scientific reason to attempt conversion of lesbians or gays to heterosexual
orientation, some individuals may seek to change their own sexual orientation or
that of another individual (for example, parents seeking therapy for their
child). Some therapists who undertake this kind of therapy report that they have
changed their clients' sexual orientation (from homosexual to heterosexual) in
treatment. Close scrutiny of their reports indicates several factors that cast
doubt: many of the claims come from organizations with an ideological
perspective on sexual orientation, rather than from mental health researchers;
the treatments and their outcomes are poorly documented; and the length of time
that clients are followed up after the treatment is too short.In 1990 the
American Psychological Association stated that scientific evidence does not show
that conversion therapy works and that it can do more harm than good. Changing
one's sexual orientation is not simply a matter of changing one's sexual
behavior. It would require altering one's emotional, romantic and sexual
feelings and restructuring one's self-concept and social identity. Although some
mental health providers do attempt sexual orientation conversion, others
question the ethics of trying to alter through therapy a trait that is not a
disorder and that is extremely important to an individual's identity.
Not all gays and lesbians who seek therapy want to change their sexual
orientation. Gays and lesbians may seek counseling for any of the same reasons
as anyone else. In addition, they may seek psychological help to "come out" or
to deal with prejudice, discrimination and violence.
Q: Why is it
important for society to be better educated about homosexuality?
Educating all
people about sexual orientation and homosexuality is likely to diminish anti-gay
prejudice. Accurate information about homosexuality is especially important to
young people struggling with their own sexual identity. Fears that access to
such information will affect one's sexual orientation and are not valid.
From PFLAG: Parents and Friends of Lesbians and Gays
Affectional Orientation: The desire for intimate emotional and sexual
relationships with people of the same gender (lesbian, gay), the other gender
(Heterosexual), or either gender (Bisexual). The term is preferred by some over
“sexual orientation” because it indicates that the feelings and emotions
involved are not solely (or even primarily for some people) sexual. The term
stresses the affective emotional component of attraction and relationships,
including heterosexual as well as LGBT orientation.
Androgyny: Displaying the characteristics of both or
neither male or female.
Ally: Heterosexual people who confront heterosexism,
homophobia, and heterosexual privilege in themselves and others out of
self-interest, a concern for the well-being of lesbian, gay, bisexual and
transgender people and a belief that heterosexism is a social justice issue.
Biological Sex: The physiological and anatomical
characteristics of maleness or femaleness with which a person is born.
Biphobia: The fear, hatred, or intolerance of bisexual
women or men.
Bisexual: Term used to describe a man or woman who
feels sexual desire and/or emotional attraction for individuals of either sex.
Butch: A lesbian who prefers who prefers traditionally
masculine style, expression or identity.
Camp: In LGBT circles, people (especially gay men) may
be described as “camp” or “campy” if they behave in a manner that exaggerates
gay mannerisms or stereotypes. Such exaggeration is often powerful in its
ability to reveal the absurdity of gender expectations.
Closeted/In the Closet: The confining state of being
secretive about one’s sexual identity.
Come Out: To acknowledge one’s true sexual identity,
either to one’s self or others.
Cross-dresser: A person who enjoys dressing in clothes
typically associated with the other gender. Cross-dressers are often called
“transvestites”. Most cross-dressers are heterosexual married men.
Cross Living: Living full time in the preferred gender
image, (other) than one's assigned sex at birth, (sometimes) in preparation for
a sex-change operation (sometimes not).
Drag: Wearing the clothing of another gender, often
exaggerating stereotypical characteristics of another gender.
Drag Queen: Typically a gay man who dresses in clothes,
most often flamboyant and glamorous styles, associated with female movie stars
or singers, all with theatrical intent and sometimes with the intention of
poking fun at gender roles.
Dyke: Once known as a derogatory term for lesbian, the
word “dyke” was reclaimed by lesbians in the seventies as slang, and many
lesbians now refer to themselves as “dykes”.
Faggot: A derogatory term for gay man. Historically,
gay men were tied together and thrown onto the kindling when witches were burned
at the stake. Hence, a faggot is also a “bundle of sticks”.
Femme: A lesbian who prefers traditionally feminine
style, expression or identity. Preferred over “lipstick lesbian”.
Fluid: This is
becoming a increasingly used by some people to describe a variety of affectional
orientations.
Former Transsexual: Some say that (1) once a
transsexual has completed surgery, they are no longer transsexuals. (Contrast
this with definition 2 of transsexual see below.) A compromise view might be
that a former transsexual is (2) one who has completed surgery, and no longer
wants anything to do with the transsexual community.
FTM (Female To Male): One of the gender vectors.
Male-identified people who were characterized as female at birth. Opposite of
MTF.
Gay: Term used to describe a man who feels sexual
desire and/or emotional attraction and affection exclusively or predominately
for other men. The term may also be used to encompass lesbians as well.
Gender: Characteristics of masculinity or femininity
that are learned or chosen, and are based on societal “norms” or stereotypes
(psychosocial construct). A person’s assigned sex does not always match their
gender, and most people display traits of more than one gender. Gender is
different from sexuality.
Gender Bender: Anyone crossing the gender line who does
not care about appearing "convincing." Example: a man wearing a dress, who looks
like a man wearing a dress, and doesn't care if he does look like a man wearing
a dress. Drag queens are the major group within this category.
Gender Dysphoria: A psychological condition commonly
associated with transgender and transsexual individuals manifested by symptoms
such as extreme unhappiness, anger and frustration with their bodies assigned at
birth.
Gender Expression: The ways in which a person
communicates their gender identity to others.
Gender Identity: One's psychological counterpart of
one's biological sex. Most people develop a gender identity aligning with their
biological sex. For some, however, their gender identity is different from their
biological sex.
Gender Recognition: Recognizes only two genders and
regulates behavior. The idea is that all males should be male-identified and
masculine, and that all females should be female-identified and feminine.
Gender Roles: The socially constructed and culturally
specific behavior and appearance expectations imposed on women (femininity) and
men (masculinity).
Gender Transition: The transition of a transsexual man
or woman to live full time in the gender that corresponds with their gender
identity.
Gender Variant: Those who cannot or choose not to
conform to societal gender norms associated with their physical sex.
Gender Vector: The way transgender people are often
characterized, such as Male-to-Female or Female-to-Male.
Heterosexism: The societal/cultural, institutional, and
individual beliefs and practices that assume that heterosexuality is the only
natural, normal, acceptable sexual orientation. Also the presumption that
heterosexuality is superior to homosexuality or the prejudice, bias or
discrimination based on those assumptions.
Heterosexual: Term used to describe a man or woman who
feels sexual desire and/or emotional attraction for individuals of the opposite
sex.
Heterosexual Privilege: The benefits and advantages
heterosexuals receive in a heterosexist culture. Also, the benefits lesbians,
gay men, and bisexual people receive as a result of claiming heterosexual
identity or denying homosexual or bisexual identity.
Homophobia: The fear, hatred, or intolerance of
lesbians and gay men, or of any behavior that is outside the boundaries of
traditional gender roles. Homophobia can be manifested as fear of association
with lesbian or gay people or being perceived as lesbian or gay. Homophobic
behavior can range from telling jokes about lesbian and gay people to physical
violence against people thought to be lesbian or gay.
Homosexual: Term used to describe a woman or a man who
feels sexual desire and/or emotional attraction exclusively or predominately for
others of their same gender.
Inclusive Language: Language that does not assume
universal heterosexuality.
Intersex (or Intersexual): Persons born with the full
or partial sex organs of [male and female], or with underdeveloped or ambiguous
sex organs. About 4% of all births are intersex to some degree. (This word
replaces the politically incorrect hermaphrodite.)
Lesbian: Term used to describe a woman who feels sexual
desire and/or emotional attraction exclusively or predominately for other women.
MTF (Male To Female): One of the gender vectors.
Female-identified people who were characterized as male at birth. Opposite of
FTM.
Metrosexual: A recent term referring to a heterosexual
male who assumes characteristics traditionally associated with gay male
stereotypes.
Non-surgical Transsexual: Transsexuals who seek sex
reassignment through hormones and who cross-live, but stop just short of
surgery. Some (I) have concerns about major surgery, which is not always
successful. Others (2) have been unable to obtain the money necessary and have
essentially given up on this final step (are "in limbo"). Yet others (3) feel
they are complete without surgery and are the same as definition 1 of
transgender (see below). Others still (4) cannot have surgery due to special
health problems.
Outing: Publicly revealing the sexual orientation of an
individual who has chosen to keep that orientation as secret or who
misrepresents their sexual orientation.
Passing: With regards to sex, gender, and sexuality,
passing means being read as a sex, gender or sexuality other than the one you
were assigned or with which you identify.
Pride: A healthy self-respect, which in the context of
the LGBT community, promotes empowerment, education, safe-living, and that
“being LGBT is okay”.
Queer: Originally a derogatory label used to refer to
lesbian and gay people or to intimidate and offend homosexuals. More recently
this term has been reclaimed by some lesbians, gay men, bisexual people, and
transgender people as an inclusive and positive way to identify all people
targeted by heterosexism and homophobia. Some lesbians and gay men have
similarly reclaimed previously negative words such as "dyke" and "faggot" for
positive self-reference.
Self-Identify: A term used to indicate that labels or
categories imposed on individuals do not always match the identities of those
individuals.
Sex: The biological traits of being either male or
female. The meaning our society imposes on sex is called gender.
Sexism: The societal/cultural, institutional and
individual beliefs and practices that privilege men, subordinate women, and
denigrate women-identified values.
Sexuality: Who you like and what you do. Sexuality is
distinct from gender identity and sex. It refers to the labels we assign to
sexual desires and practices.
Sexual Identity: How you identify your sexual feelings
and desires, not necessarily your practices.
Sexual Orientation: The desire for intimate emotional
and sexual relationships with people of the same gender (lesbian, gay), the
other gender (Heterosexual), or either gender (Bisexual). Also called “affectional
orientation”.
Sexual Prejudice: A negative attitude, judgment or
evaluation of directed at a social group because of their sexual orientation.
Involves hostility or dislike.
Stonewall: A tavern in
Straight: Another term for heterosexual.
Transgender Person: A person whose self-identification
challenges traditional notions of gender and sexuality. Transgender people
include transsexuals and others who do not conform to traditional understandings
of labels like male and female
Transphobia/Transphobic: The
fear and hatred of cross-dressers, transsexuals, and gender benders and what
they do [or are feared to do], and everything that results from this, from
disrespect, to denial of rights and needs, to violence. Though some have defined
this as an irrational fear and hatred, in actuality, from the time most of us
are young, people and institutions (parents/guardians, peers, teachers, clergy,
the media, etc.) have taught us to conform to societal notions of "proper gender
behavior", and to hold contempt for those who challenge or transgress these
standards. Transphobia is indeed a form of oppression.
Transsexual: A person whose biological sex does not
match their gender identity and who, through gender reassignment surgery and
hormone treatments, seeks to change their physical body to match their gender
identity. Transsexuals' sexual orientation can be heterosexual, homosexual or
bisexual.
Two-Spirit: Native American
concept present in some indigenous cultures of North, Central and South America,
that is a term of reverence, traditionally referring to people who display both
masculine and feminine sex or gender characteristics. Named “berdache” by
European colonists, those who are two-spirited are and were traditionally
respected and may be healers or leaders thought to possess a high spiritual
development.
Resources for LGBT students
University Resources
Lesbian-Gay-Bisexual-Transgender Outreach
The LGBT Outreach provides students with resource materials, information, programming, and is normally able to put students in contact with the two student organizations on campus. They can also provide referrals to the counseling center and the psych clinic. The office also serves as a LGBT student union of sorts in that the office is open for students to study, talk, or just hang out.
Location: The Lower Level of the Student center near the ID office.
Phone: (304) 696-6623
Contact Person: Douglas Evans or Rebecca Wass
Website: www.marshall.edu/lgbo
The
Location: The First Floor of Prichard Hall
Phone: (304) 696-3111
Contact Person: Linda Stockwell
Website: http://www.marshall.edu/counseling/
EMERGENCY COUNSELING
CONTACT MUPD (304) 696-HELP (4357)
Marshall University
Psychology Clinic
A variety
of services are offered by the Clinic. These include individual
psychotherapy, psychological assessment, group psychotherapy, as well as
educational workshops and other events. Students receive free therapy although
the Clinic is not a for-profit venture, some nominal fees are charged for
services. Appointments may be made by calling (304)696-3756 or by going to an
Administrative Assistant in the Psychology Dept. Room 335-A, Harris Hall, during
hours of operation. If you are not able to contact someone directly, you
can leave a confidential voice mail message and someone will return your call as
soon as possible.
Location: Office
to make Appointments- Third Floor of Harris Hall
Clinic- Fourth floor of Harris Hall
Phone: (304)
696-3756
Contact Person:
Clinic Director- Keith Beard
Appointments- Okey Napier
Website: http://www.marshall.edu/psych/clinic.htm
Student Organizations
Marshall University
Gay, Straight, Bisexual
The GSBA is a anonymous discussion group where student meet each week in a academic building not normally used for student organization meetings and the discuss different issues surrounding LGBT life. Because of the anonymity we often suggest student try to attend GSBA before venturing into the campus activist group the Lambda Society.
Location: Currently meeting Mondays at 9:15 PM on the fourth floor of Smith Hall
President: Jake Wendelken
E-mail: wendelken3@marshall.edu or ganymede0586@yahoo.com
Advisor: Kathy Seelinger Phone: (304) 696-2863
The Lambda Society
The Lambda Society is Marshall’s historic campus activist group they sponsor campus Pride each spring and do a number of activities aimed at providing Lesbian, Gay, Bisexual, and Transgender students a chance to socialize and bring about campus social change. This group is more for the students who are already out and looking to connect with the camps LGBT Community.
Location: Lambda Currently meets Thursdays at 9:30 in the
President:
E-mail: tudor2@marshall.edu
Advisor: Jeremy Barris Phone: (304) 696-2704
Quick Reference Call Sheet
|
Office |
Contact Person |
Phone |
E-mail |
|
LGBT Outreach |
Doug Evans Rebecca Wass |
(304) 696-6623 |
wass3@marshall.edu |
|
|
Linda Stockwell |
(304) 696-3111 |
|
|
EMERGENCY (MUPD) |
Counselor on Call |
(304) 696-HELP |
|
|
Psychology Clinic |
Okey Napier |
(304) 696-3756 |
napier14@marshall.edu |
|
MUPD |
Dispatch |
(304) 696-HELP |
|
|
Judicial Affairs |
Prudy Barker |
(304) 696-2495 |
barkerp@marshall.edu |
|
Department of Residence Services |
STAFF |
(304) 696-6765 |
|
|
Gay, Straight, Bisexual |
Jake Wendelken |
|
|
|
Lambda Society |
|
(304) 553-9661 |
|