GLBT and Curriculum

WHAT CAN AN INDIVIDUAL FACULTY MEMBER AND AN ACADEMIC DEPARTMENT
DO TO IMPROVE THE CAMPUS CLIMATE FOR GLBT STUDENTS

  1.  
    1. Find out who famous GLBT people in your area of study are.
    2. Incorporate information about GLBT professionals and contributions into your materials.
    3. Find out what resources or associations have GLBT committees, working groups, organizations, interests.
    4. Know whether or not sexual orientation is part of the non-discrimination policy and whether or not domestic partner benefits are available.
    5. Have resource materials (people to contact, books dealing with GLBT issues & topics and/or by GLBT authors).
    6. Use research dealing with GLBT issues.
    7. Keep informed about GLBT issues and concerns in your area.
    8. Use inclusive language.

When Dealing With Harassment:

  • DO deal with the situation immediately.
  • DON'T ignore it, let it pass unchallenged, or let intangible fears block your ability to act.
  • DO confirm that the particular type of abuse is hurtful and harmful and will not be tolerated.
  • DO value the feelings of others by active, sensitive listening.
  • DO take steps to support the victim and enable her or him to develop a stronger sense of self.
  • DO take those involved aside to discuss the incident.
  • DO apply consequences to the attacker in accordance with the school rules, code of behavior, and race/ethnocultural relations policy.
  • DON'T overreact with another put-down of the offender.
  • DON'T impose consequences before finding out exactly what happened from those involved.
  • DON'T focus entirely on applying consequences to the offender while ignoring the feelings of the victim.
  • DON'T humiliate the attacker when imposing consequences. Remember that the attacker may feel like a victim too.
  • DON'T embarrass either party publicly.
  • DO explain to students why such incidents occur and undertake ongoing long-term (pro-active) strategies with the class for combating stereotyping, prejudice, and negative attitudes to differences.
  • DON'T assume that the incident is an isolated occurrence divorced from the overall context in which it occurred.

References and Resources:

  1. Boswell, John. Christianity, Social Tolerance & Homosexuality. U. of Chicago Press, 1980. Available at UNL Libraries.
  2. Cowan, Thomas. Gay Men & Women Who Enriched the World. Wm. Mulvey, Inc., CT, 1988. Available at UNL Libraries.
  3. D'Emilio, John. Sexual Politics, Sexual Communities. University of Chicago Press, Chicago, 1983. Available at UNL Libraries.
  4. Demystifying Homosexuality: A Teaching Guide About Lesbians and Gay Men. Irvington Publishers, NY, 1984.
  5. Duberman, Vincinus, Chauncey, eds. Hidden From History: Reclaiming the Gay and Lesbian Past. Penguin, NY, 1990. Available at UNL Libraries.
  6. Grahn, Judy. Another Mother Tongue. Beacon Press, Boston, 1984. Available at UNL Libraries.
  7. Harbeck, Karen. Coming Out of the Classroom Closet. Haworth Press, Binghamton 1992.
  8. Homophobia: Discrimination Based on Sexual Orientation (a high school curriculum). 1991/94; GLAAD/LA, 8455 Beverly Blvd. #305, Los Angeles, CA 90048; 213-658-6775.
  9. Katz, Jonathan. Gay American History. Avon Books, NY, 1976. Available at UNL Libraries.
  10. Russo, Vito. The Celluloid Closet. Harper & Row, 1987. Available at UNL Libraries.
  11. Rutledge, Leigh. The Gay Book of Lists. Alyson Publications, Boston, 1987.
  12. Wallace, Wallace, and Wallechnisky. The People's Almanac Presents The Book of Lists. William Morrow, NY, 1977. Available at UNL Libraries.
  13. Williams, Walter. The Spirit and the Flesh: Sexual Diversity in American Indian Culture. Beacon Press, Boston, 1986. Available at UNL Libraries.

Resource for what to do for harassment and resource and reference list:: http://www.youth.org/loco/PERSONProject/Resources/OrganizingTactics/harassment.html

Source: LGBTQA Programs & Services (was: Sexuality Education eXchange, University Health Center Community Health Education Department), ptetreault1@unl.edu

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