SAFE ZONE PROJECT Eastern Kentucky University

COMMON LANGUAGE

COMMON LANGUAGE

• LGBT– Lesbian Gay Bisexual Transgender– Not a phonetic acronym– Traditionally placed with the “G” before

“L”– Feminist movement switched placement– GLBT or LGBT ok

COMMON LANGUAGE

• Queer– Was used to demean and outcast

homosexuals and perceived homosexuals– Adopted in 80s by homosexuals as an attempt

to nullify slander and lay claim to identity– Political correctness of this term still up for

debate

COMMON LANGUAGE

• Homosexual– Emotionally, physically, and/or sexually

attracted and/or committed to members of the Same Sex

– Not an act or behavior but a state of being

COMMON LANGUAGE

• Sexual Orientation– The state of being homosexual, heterosexual,

bisexual

• Gender Identity– How an individual sees their own gender,

masculine, feminine, or some combination along the continuum

COMMON LANGUAGE

• Lesbian– Used to refer to female homosexuals only

COMMON LANGUAGE

• Gay– Can be used to refer to both male and female

homosexuals– More commonly used when refer to males only

• Use to say “Gentleman” when referring to a group of people, now say “Ladies and Gentleman”

• Use to say “Gay” when referring to group of homosexuals, now say “Lesbian and Gay”

COMMON LANGUAGE

• Bisexual– Emotionally, physically, and/or sexually

attracted and/or committed to members of the either sex

– Attraction to both sexes may not be equal– Degree of attraction may very over time– Not an act or behavior but a state of being

COMMON LANGUAGE

• Transgender– Hardest for most people to understand

• Lack of understanding between sex and gender• People tend to think in either/or with regard to sex

and gender

COMMON LANGUAGE

• Transgender– Sex and gender

• Sex is polarity of anatomy• Gender is polarity of appearance and behavior

COMMON LANGUAGE

• Transgender– Either/or physical

• Physical sex characteristics and chromosomal patterns fall along a spectrum

– Size, shape, morphology, number, and combination of sex organs can vary,

– Mosaic genetics – XX and XY patterns in same person, also can have extra chromosomes

• Society makes distinction between male and female to make communication and understanding easier

COMMON LANGUAGE

• Transgender– Either/or gender

• Society interprets gender cues and then assigns a masculine or feminine gender

– Dress, hair style, tone or inflection of voice, hold of body

• Assumption, men = masculine, women = feminine

COMMON LANGUAGE

• Transgender– Either/or gender

• Some historical fluidity of strict gender roles– Women can show traditional masculine traits in the form

of dress, hair style, occupation– Men arguable can show some traditional traits in the

form of hair style and occupation but not in areas such as dress or body manner

COMMON LANGUAGE

• Transgender– Either/or gender

• Gender norms are not symmetrical• Women have gained a wider range of expression• Men have not so much

COMMON LANGUAGE

• Transgender– Societies non-acceptance of free expression

along gender range and adherence to strict either/or sex classification creates the definition for transgender

• Someone who’s sex classification or gender expression does not fit societal norms

COMMON LANGUAGE

• Transgender– Label of transgender is a personal label

• Individuals accept or reject the label on a personal level

– Transgenderism can take many forms and does not necessarily regard physical sex and perceived gender variations for each individual

COMMON LANGUAGE

• Transgender– Some forms

• Transsexual – internal sense of being male or female differs from physical sex

– Male-to-female (MTF) – Female-to-male (FTM)– Most do not surgically modify their bodies

- cost, lack of medical coverage, pain, dissatisfaction with results and methods

– Refer to these individual as the sex they identify as or use the pronoun “ze” in place of he or she

– Most are not homosexual

COMMON LANGUAGE

• Transgender– Some forms

• Androgynist– person appearing and identifying as neither man nor woman, male nor female

– presenting a gender either mixed or neutral – Do not use pronouns he or she when referring to these

individuals use “ze” or use no pronoun.

COMMON LANGUAGE

• Transgender– Some forms

• Crossdresser / Transvestite – person who enjoys wearing clothes identified with the gender opposite of their physical sex and identified gender

– Refer to selves as male or female according to physical sex

– Rarely are they homosexual

• Does not include Drag Queens or Drag Kings– Performance artists who bend gender norms for money– Most are homosexual

COMMON LANGUAGE

• Ally– “a person who is a member of the dominant or

majority group who works to end oppression in his or her personal and professional life through support of, and as an advocate with and for, the oppressed population"

(Washington and Evans 1991)

COMMON LANGUAGE

• Homophobia– Irrational fear of homosexuals/ homosexuality,

or any behavior, belief, or attitude that doesn’t conform to sex-role stereotypes

– Homophobia is not strictly a heterosexual problem

• Heterosexism– Assumption that everyone is heterosexual or

should be

COMMON LANGUAGE

• Internalized Oppression– Process by which a member of an oppressed

group comes to accept and live out the inaccurate myths/ stereotypes applied to the oppressed group

COMMON LANGUAGE

• In the Closet– To hide one’s sexual orientation or

gender identity– To keep a job, housing, friends, etc., to survive in a

homophobic situation– Many LGBT individuals are “Out” in some

situations and “Closeted” in others

COMMON LANGUAGE

• Coming Out– To publicly declare one’s sexual

orientation or gender identity– Can be spoken or a physical act– Is not a single event but a life-long process– Each new situation means deciding whether to

coming out again or not

What is Safe Zone

What is Safe Zone

• A way to identify LGBT allies within a campus community and provide those allies, and the people who seek them out, with support and information– No one universal Safe Zone program

• Each institution creates their own program and tailors it to their specific needs, experience, expertise, and resources

• Goes by many names, Safe Space, Safe Harbor, Safe on Campus, Ally Support

What is Safe Zone

• Allies who chose to participate in the program identify themselves through the use of a sticker or placard– LGBT individual who need help seek out

these markers – Can feel safe to communicate with the person

displaying it about LGBT issues personal or otherwise.

PURPOSE

PURPOSE

• To easily identify LGBT allies in the campus community– LGBT individuals are not easily identifiable– LGBT supporters are not easily identifiable

PURPOSE

• Placing a Safe Zone sticker– Sends a message of a strong personal

commitment to the purpose of, and individuals involved in, the Safe Zone program in a prominent, non-verbal way

– Sends a message of willingness to provide help, advice, support, understanding, and trust, in a non-judgmental environment

PURPOSE

• There is a plethora of misinformation about LGBT individuals

• There is hostility toward LGBT individuals– The Safe Zone program makes it possible for

individuals seeking help or advice to find it without having to

• Fear for their emotional well being• Fear for their physical well being• Need to explain themselves• Need to educate or re-educate instead of receiving

services

PURPOSE

• To provide support and information to allies who can then provide support and information to the LGBT individual– No one is expected to, nor is it possible for

anyone to know everything– Safe Zone provides an educational and

support network

PURPOSE

• EVERYONE has a right to their own opinion– Safe Zone is NOT meant to change people or

their beliefs• This means not trying to change people who

disagree with homosexuality as well as not trying to change homosexuals themselves

• It does not mean ignoring misinformation, myths, or stereotypes

PURPOSE

• Voluntary– Safe Zone is completely voluntary– Members are going beyond EKU’s minimum

requirements of nondiscrimination– It needs to be voluntary to protect all participates

involved and to ensure the true purpose of the program is fulfilled

• NO NEGATIVE connotation or feedback is permitted for those who choose not to participate

WHY SAFE ZONE

WHY SAFE ZONE

• 2001 The National Gay and Lesbian Task Force conducted a nation wide study of faculty, staff, students, administrators at US universities

• Those universities who agreed to participate were some of the nations most gay friendly

WHY SAFE ZONE

– 19% feared for safety because of Sexual Orientation or Gender Identity

– 29% had their ability to work or learn interfered with because of SO or GI

– 51% felt need to conceal SO or GI–60% of those were students

– 79% of those who carried out the harassment were students

WHY SAFE ZONE

• Forms of harassment– 89% derogatory remarks– 48% verbal threats– 39% anti-LGBT graffiti– 38% pressure to remain silent about SO or GI– 33% written harassment– 11% threats of physical violence– 10% threats of exposure of SO or GI– 10% actual physical assault

WHY SAFE ZONE

• Of Faculty, Staff, Administrators– 57% public campus

settings– 46% walking on campus– 29% campus workplace– 29% residence halls– 23% classrooms

• Where harassment occurred

• Of Students– 63% public campus

settings– 40% residence halls– 30% class rooms

MORE THAN

TOLERANCE

MORE THAN TOLERANCE

• There are 8 basic stages in dealing with homosexuality– They are individual place holdings not steps

up or down a ladder but they do build on each other

– No one is confined to one spot– What a person identifies within these stages

is not a statement of maturity/development rather a statement of beliefs

MORE THAN TOLERANCE

However,

• If an individual can not currently identify with stage 4-8 they may find it difficult to be a Safe Zone identified ally– People will seek advice and guidance, – Safe Zone allies must be comfortable with

themselves and the issues in order to help

MORE THAN TOLERANCE

1. Active Participation– Directly supporting LGBT oppression– Laughing at or telling jokes that put down LGBT

people or people who don’t fit traditional male/female stereotypes

– Avoiding/encouraging others to avoid behavior that is not sex-stereotyped

– Verbal/physical harassment of LGBT people or heterosexuals who do not conform to sex-stereotypes

– Working for anti-gay legislation

MORE THAN TOLERANCE

2. Denying/ Ignoring- Inaction that supports LGBT oppression- Unwillingness/inability to understand the

effects of homophobic/heterosexist actions - passively accept LGBT oppression- “Business as Usual” attitude

MORE THAN TOLERANCE

3. Recognizing, but No Action–Recognition of homophobic/ heterosexist

actions and their harmful effects –But no action to interrupt the situation

– Example: hearing a friend tell a “Queer Joke,” recognizing it as homophobic, not laughing, also not saying anything to friend

MORE THAN TOLERANCE

4. Recognizing and Interrupting–Recognizing homophobic/heterosexist

actions–Taking action to stop them–Telling the friend, jokes making fun of

gays/lesbians aren’t funny–Realizing been avoiding an activity

because it might appear gay, deciding to participate

MORE THAN TOLERANCE

5. Educating Self–Take actions to learn about LGBT people,

heterosexism/homophobia–Can include

– Reading books or LGBT publications, attending workshops, talking to others, joining organizations

MORE THAN TOLERANCE

6. Questioning and Dialoguing–Attempt to begin to educate others about

homophobia/heterosexism–Go beyond recognizing homophobic/

heterosexist actions to engaging individuals in a dialogue about the actions

–Attempt to help others increase their awareness/knowledge of homophobia/ heterosexism

MORE THAN TOLERANCE

7. Supporting and Encouraging–Support and encourage the anti-

homophobic/ anti-heterosexist actions of others

–Helping others interrupt oppression even if they are offended

MORE THAN TOLERANCE

8. Initiating and Preventing–Anticipating/ identifying homophobic

institutional practices or individual actions then working to change them

– Example: teacher changing a heterosexist “Family Life” lesson

GUIDELINES FOR MEMBERS

GUIDELINES FOR MEMBERS

YOU ARE NOT YOU ARE NOT ALONEALONE

Safe Zone allies are here to support each other as well as the individuals who come to them for help

GUIDELINES FOR MEMBERS

• Respect privacy/ confidentiality– Except in cases of physical assault or hate crimes– Follow EKU’s written policy

GUIDELINES FOR MEMBERS

• Refer individuals to counseling when necessary– Having trouble coping, functioning, concentrating– Overly distressed, severe lack of sleep, severe weight

changes, loss of interest in previously enjoyable activities

– Express thoughts of suicide– You feel overwhelmed or worried– Use your best judgment

GUIDELINES FOR MEMBERS• Remember there are levels to sexual identity

development– Example: not identifying one self as gay or lesbian but

engaging in same sex relationships• Stages of sexual identity development can be found in the Safe

Zone manual

– Don’t assume, use appropriate language

• If You Need Help Ask– Dr. Sue Strong: 2-3515– Each other

GUIDELINES FOR MEMBERS

• Be an advocate, advisor, teacher, mentor• Do lunch, have coffee• Help find other social supports for the

individual to engage in

GUIDELINES FOR MEMBERS

• Have clear, professional yet friendly boundaries– No romantic or sexual relationships with those

who seek you out through the Safe Zone program

GUIDELINES FOR MEMBERS

• Tape the Safe Zone sticker to your door or in a visible place in your workstation– If someone tears it down or defaces it, we will

replace it.– If you leave EKU, change offices, want to

withdraw from the program please remove your sticker and let us know

GUIDELINES FOR MEMBERS

• Use your resources wisely– The Safe Zone Manual

– A resource for all Safe Zone members– Read it, familiarize yourself with its contents– It can help you understand and help others– Copy sections for those who come to you– It does not represent all the info you will need

–www.education.eku.edu/faculty_staff/strong/safezone.htm

GUIDELINES FOR MEMBERS

• Places to find additional information– Human Rights Campaign– Kentucky Fairness Alliance– PFlag – Parents Family and Friends of Lesbians and

Gays– GLAAD – Gays and Lesbians Alliance Against

Defamation– GLSEN – Gay Lesbian Straight Education Network– National Gay and Lesbian Task Force– The National Consortium of Directors of LGBT

Resources in Higher Education – Any of the references for this presentation

GUIDELINES FOR MEMBERS

• Websites for other Safe Zone programs– Western Michigan University

• http://www.salp.wmich.edu/lbg/GLB/default.html – Texas A&M

• http://allies.tamu.edu – Iowa State University

• (http://www.public.iastate.edu/~lgbtss/safezones/) – Virginia Commonwealth University

• http://www.students.vcu.edu/counsel/safezone/– University of Wyoming

• http://uwacadweb.uwyo.edu/SAFEZONE/– For a complete list of Colleges and Universities that offer Safe

Zone type programs go to The National Consortium of Directors of LGBT Resources in Higher Education website

GUIDELINES FOR MEMBERS

• Safe Zone is a living program– Help it breathe and grow

– E-mail info you find and think should be added to the manual to sue.strong@eku.edu

– Share information you find with other members

GUIDELINES FOR MEMBERS

• Be aware of the issues facing LGBT individuals

• Educate yourself and others

• Be ready to stand up and help when needed

Take pride in your self Take pride in your self identification as a identification as a

LGBT ally and in your LGBT ally and in your role as a Safe Zone role as a Safe Zone

Member Member

REFRENCE• Blackless, Melanie, Anthony Charuvastra, Amanda Derryck, Anne

Fausto-Sterling, Karl Lauzanne, and Ellen Lee. 2000. “How sexually dimorphic are we?” American Journal of Human Biology 12:151-166.

• Intersex Society of North America. 2005. “What is Intersex.” Intersex Society of North America. <http://www.isna.org/faq/what_is_intersex> (November 2005)

• Kingston, Matthew J. 1999. “Safe Zone.” Indian University. <http://www.indiana.edu/~out/safezone/index.shtml> (November 2005)

• Nangeroni, Nancy. 2004. “Transgressing Gender Norms.” Gender Talk. <http://www.gendertalk.com/tgism/tgism.shtml> (November 2005)

• Poynter, Kerry. 2005. “Frequently Asked Questions.” National Consortium of Directors of LGBT Resources in Higher Education. <http://www.lgbtcampus.org/faq/safe_zone.html> (November 2005)

REFRENCE• Rankin, Susan R. 2003. “Campus Climate for Gay, Lesbian, Bisexual, and

Transgender People: A National Perspective.” New York: The National Gay and Lesbian Task Force Policy Institute. p. 24-33.

• Spruill, Martha Ann. 2000. “Safe Zone Statement of Purpose.” Virginia Commonwealth University Safe Zone. <http://www.students.vcu.edu/counsel/safezone/purpose.html> (November 2005)

• Texas A&M University, Allies Committee. 2005. “Bisexuality Basics” Aggie Ally <http://allies.tamu.edu/resources/bibasics.htm> (November 2005)

• Tubbs, Nancy Jean. 2004. “Safe Zone/Allies Programs.” National Consortium of Directors of LGBT Resources in Higher Education. <http://www.lgbtcampus.org/faq/safe_zone_roster.html> (November 2005)

• University of Wyoming. 2004. “What is Safe Zone.” University of Wyoming. <http://uwacadweb.uwyo.edu/SAFEZONE/describesz.asp> (November 2005

• Washington, J., Evans, N. J. 1991. “Becoming an Ally.” Beyond tolerance: Gays, lesbians and bisexuals on campus. Alexandria, VA: American College Personnel Association. p.195.