Presentation on theme: "LGBT Resource Center & Financial Aid Partnership University of Wisconsin-Milwaukee."— Presentation transcript:
LGBT Resource Center & Financial Aid Partnership University of Wisconsin-Milwaukee
Jennifer Murray Pronouns in use: they, their, them & she, her, hers Director, LGBT Resource Center University of Wisconsin-Milwaukee firstname.lastname@example.org Casey Calhoun Pronouns in use: she, her, hers Graduate Assistant Advisor, Financial Aid Department University of Wisconsin-Milwaukee email@example.com
◦ LGBT+ basics Terminology Activity ◦ Intersection of Financial Aid regulations and LGBT+ identities ◦ Ally Development ◦ Scenarios & Discussion/Q&A ◦ Wrap-Up with Final thoughts and resources
ProjectQ Presentation ◦ Youth development program that provides support, programming and resources to and with LGBTQ youth and their straight allies, ages 13-24. Sparked a desire and need for increased training & awareness in our own staff
We want to share! Ultimately, increased awareness can lead to: ◦ More informed advisors ◦ More comfortable students ◦ Better services provided
Behavior Identity Orientation Borrowed from: Dr. David Seal, Dr. Gary Hollander, Warren Scherer MCW MSM population study
Pronoun Identity Expression Developed by: Warren Scherer & Jay Botsford
Based on Sexual BIO and Gender PIE Phone etiquette Triggers Self-Disclosure ◦ Small Changes in the Classroom ◦ https://www.insidehighered.com/advice/2014/09/19/simple- classroom-change-make-trans-students-feel-home-essay https://www.insidehighered.com/advice/2014/09/19/simple- classroom-change-make-trans-students-feel-home-essay Forms
Change software to enable students to indicate the pronouns/preferred names they use for themselves that would appear on course and grade rosters and advisor lists. Ideally, institutions should only ask about gender identity. But recognizing, for example, that many women’s colleges currently limit enrollment to women whose documents identify them as such, it may still be necessary to ask “sex” on admissions forms. In such cases, both “sex” (“female” and “male”) and “gender identity” should be asked. ◦ Critically examine if asking gender on a document is really needed. For example, is gender identity relevant to a student’s participation in a career center event? Enable students to self-identify their gender on forms. Suggested wording: Gender Identity: ____________________________ ◦ or, when such an open-ended question is not possible: Gender Identity (choose all that apply) __ woman __ man __ trans* or transgender (please specify): ______________ __ another identity (please specify): _________________ Suggested Best Practices for Supporting Trans* Students Consortium of Higher Education LGBT Resource Professionals, June 2014 www.lgbtcampus.org
Defense of Marriage Act ◦ Prohibited recognition outside this definition: "the word 'marriage' means only a legal union between one man and one woman as husband and wife, and the word 'spouse' refers only to a person of the opposite sex who is a husband or a wife." In United States v. Windsor (2013), the Supreme Court held that Section 3 of DOMA is unconstitutional because it violates the principles of due process and equal protection.
“Place of Celebration” Rule ◦ For both a student and to the parents of a dependent student. Even for an institution located in a state that does not recognize same-sex marriage Relevant to all questions concerning marriage and marital status on the FAFSA.
Parents might: Use money/FAFSA information as a manipulator Disown children & refuse to provide information Kick student out of home ◦ In 2009, 23% of homeless youth surveyed in Milwaukee identified as LGBT ◦ Nationally, 20-40% of all homeless youth identify as LGBT LGBT Homeless Youth: Results of a 2009 Pilot Study of Seven Milwaukee Agencies (2009). Center for Urban Initiatives and Research University of Wisconsin- Milwaukee.
Homelessness and Dependency Overrides ◦ We ask for circumstances and letters of support Grades drop due to stress ◦ Now in for a SAP appeal and we are asking for documentation What does this mean for the student? ◦ Forced self disclosure to advisor ◦ May have struggled through situation alone, now left without any documentation ◦ Explaining situation once can be difficult, writing it out and gathering documentation can be even more difficult
Name Change ◦ FAFSA ◦ Student Information System ◦ Phone call etiquette Cost of New Documentation ◦ Driver’s License ◦ Birth Certificate ◦ Social Security Card Other items to consider: ◦ Selective Service Registration ◦ Athletes & Scholarships ◦ The Cost of Transitioning & Paying for School
Increase Awareness & Knowledge Have Compassion Review your office created documents for non-inclusive language or presumptions Empathize rather than sympathize Bottom Line: Remember a student is a whole person
Ally Development Ally development is a ongoing process There are times when people fail to provide active support and times when people succeed in providing active support Serve as a bridge to resources
Prevent Allyhood ◦ Silence ◦ Not confronting homophobia/transphobia (jokes, comments) ◦ Fear of negative response ◦ Own phobias ◦ Uncomfortable with LGBT+ identities yourself ◦ Fear of being labeled LGBT+ ◦ Lack of general knowledge Duke University Study on Failed/Active Support and Allyhood
Promote Allyhood ◦ Provide an inclusive environment ◦ Speak out; be politically active ◦ Coming out publicly in support of LGBT+ people ◦ Social/religious/other organizations ◦ Speaking out in other areas of membership ◦ Intervention ◦ Confront homophobia, demeaning remarks, language ◦ Personal education ◦ Supporting LGBT people ◦ When coming out, dealing w/ family or relationship issues ◦ Attend activities/events Duke University Study on Failed/Active Support and Allyhood
1. Maria calls into the Financial Aid office. Maria is a returning sophomore student, and is calling because they need help filling out FAFSA in order to receive additional financial aid to return to school. Maria stays on their own and stated they do not have any relationship with their parents and they are unable to receive information. 2. Tracy is a current undergraduate student athlete who began college with a full ride scholarship. Tracy is currently transitioning FTM and using hormonal replacement therapy. Tracy is required to take one year off from playing sports during his transition and he plans to return to play on the men’s team. He will still be attending the university as a student during his year off from athletics. He wants to know how this will affect his scholarship funding since he was initially funded because he played sports.
3. Sam comes into the Financial Aid saying zie needs to speak with someone about maximizing zir financial aid. You state you can assist zir with this and you investigate zir situation further. Sam has funded zir education through grants and paying out of pocket. Sam is transitioning and planning to pay for surgical procedures. Sam is looking to maximize zir funding for school so zie can afford both. Sam is now in your office asking about additional aid and scholarship resources. 4. Major is a student who recently moved from out of state to attend UWM. Major is 22 and married. However Major’s marriage is not recognized in the state of Wisconsin. How will this impact Major’s FAFSA filing?
5. An 18 year old student who has been disowned by parents and has no means of getting their parents’ financial information. Does this change if the student is homeless? What if their parents just refuse to provide the information? 6. A student calls the Financial Aid office asking about scholarships for individuals for LGBT+ identified individuals. What information can you tell them? If you don’t know of any, how can you find out?
Human Rights Campaign Scholarship Database ◦ http://www.hrc.org/scholarship-database/ http://www.hrc.org/scholarship-database/ FinAid LGBT+ Scholarships ◦ http://www.finaid.org/otheraid/lgbt.phtml http://www.finaid.org/otheraid/lgbt.phtml Point Foundation ◦ http://www.pointfoundation.org/ http://www.pointfoundation.org/
7. What may be some barriers for students who identify within the LGBT+ in receiving services from financial aid? 8. What do you believe are the experiences of LGBT+ persons when interacting with financial aid office? 9. How many students do you serve identify as LGBT+ or how many do these situations like homelessness, being disowned, income loss, loss of insurance by parents apply?
10. All male students must be registered for selective service to receive federal aid. What if a student is biologically male but identifies as female? 11. When we call students in for appointments, what name do you use? What happens when the student doesn't go by that name anymore?