UNIVERSITY OF WISCONSINMADISON ASRR 2017 Best practices Serving
UNIVERSITY OF WISCONSIN-MADISON
ASRR 2017 Best practices: Serving LGBTQ+ students Katherine Charek Briggs, MA, MSIS LGBT Campus Center, Division of Student Life lgbt. wisc. edu UNIVERSITY OF WISCONSIN-MADISON
Materials Google Drive go. wisc. edu/a 8 tkvj • • • Handouts National data Welcoming spaces guides Pronoun guide Language guide LGBTCC site lgbt. wisc. edu • Glossaries • Bisexuality, asexuality, intersex info • Local organizations UNIVERSITY OF WISCONSIN-MADISON
Framing inclusion Working assumption: all teachers & learners Meet LGBTQ+ students’ needs ● Highly represented in returning student population ● Opportunity to build positive educational experience Consider other students ● Not alienate with language ● Set a norm/expectation of respect UNIVERSITY OF WISCONSIN-MADISON
Sex, gender, and attraction Sex assigned at birth Based on physical characteristics; limited Gender Internal sense of self Expression Presentation of gender to outside world Orientation ● each of these elements are independent of each other and no one defines another ● each of these elements exists on a continuum or spectrum ● self-determination is the priority Who we are attracted to UNIVERSITY OF WISCONSIN-MADISON
Notes on language & labels Variety of terms ● Higher percentage of POC identify as LGBTQ+ ● Trans folks coming out later in life Please use “she” and “her” to refer to me in class! Not about memorizing ● Reflecting language: learners as co-creators of knowledge Frame for audience ● Readiness to learn based on a need to know or do ● Not a chore, but a need to know for growing global workforce UNIVERSITY OF WISCONSIN-MADISON
Aligning student needs Institutional flexibility ● Transitioning, dating, building families later in life Advising supportive of life and career goals ● What are the markers of support? Who can you refer to? Specialized programs, cohort models, mentoring ● How are staff trained? ● Identity-conscious matching? UNIVERSITY OF WISCONSIN-MADISON
Online spaces Discuss with a ● How are names collected & displayed? Nicknamepartner: capacity? • How do your online Set standards at the beginning learning and/or data First things first: access ● Set nickname & behavior conventions with full classcollection systems deal with names? ● Reach out/offer additional space to disclose Secondary systems ● Conference calls- be aware of voices ● Printouts and rosters in hard copy • What have your strategies been with names in the past? UNIVERSITY OF WISCONSIN-MADISON
Building curricula Normalizing ● Look to you for modeling ● Language, relevant examples Recognition of life and work experience ● Bring own experience into classroom, all welcome- model this ● Cognizant of asking/assuming about life & families UNIVERSITY OF WISCONSIN-MADISON
UNIVERSITY OF WISCONSIN-MADISON
Bystander/model behavior Community guidelines ● Help address additional classroom anxieties ● Include convo on ’unwritten rules’ or ‘user’s guide’ ● Feeds into continual ed & peer accountability Gentle and consistent correction ● Practice your own corrections in the moment ● Climate and retention: neutral is the status quo UNIVERSITY OF WISCONSIN-MADISON
Legible inclusion Physical/ digital space Vocab Confidence Referrals & resources Syllabus Discuss with a colleague/small group: - What feels implementable? - What next steps could you take? UNIVERSITY OF WISCONSIN-MADISON
Contact us lgbt. wisc. edu lgbt@studentlife. wisc. edu katherine. charekbriggs@wisc. edu 716 Langdon St. , Red Gym 123 UNIVERSITY OF WISCONSIN-MADISON
- Slides: 14