1. Developing an LGBTQ Ally Program (with limited resources and/or funds) at the Community College David Chase Assistant Professor, English Raritan Valley Community College Branchburg, NJ

3. Unfortunately, since they are an “invisible minority”:  we often leave our LGBT students out of these discussions and efforts AND/OR  we fail to consider the ways in which issues related to sexual orientation may affect their college experiences

4. Community Colleges have responded more slowly to sexual minority students than have four-year institutions Yet LGBTQ Community College students face additional challenges compared to their four- year counterparts:  commuter students may have not left home behind, which may make LGBT identity formation more difficult  the non-residential setting of the CC presents barriers to the development of formal connections between LGBT students, faculty, and staff (Ivory, 2005)

5. Safety Issues (including, but not limited to, anti-gay bullying and harassment) are also a major concern

6.  (Q Research Institute for Higher Education)  25% of lesbian, gay, and bisexual students and employees had experienced harassment  33% of transgender/"gender nonconforming" respondents had experienced harassment  By contrast, only 12% of heterosexuals had experienced harassment A 2009 national survey of 5150 individuals found:

8.  Yet ongoing, visible, and substantive institutional support for our LGBTQ students is still achievable (and surprisingly affordable!)

10. For us, it all started with a sticker…

13.  Merely expressing our “gay- friendliness”?  Designating “safe zones”?  Opening ourselves up to a higher level of accountability and involvement in the lives of our LGBTQ students?

14. How can we determine the needs of our students? What kind of training will we need to equip ourselves as LGBTQ Allies? Who will provide/pay for this training? What level of accountability will we expect from participants in our program?

16. I next met with our GSA and their club advisor:  to determine our campus climate  to gauge the type(s) of support needed from an Ally/Safe Zone program

19. In-house Facilitator(s) vs. Invited Presenter? Some Considerations:  Budget  Campus Climate  Availability of “Experts”  Familiarity with Target Audience  Customization of Curriculum  Scheduling/Timing Concerns

20.  Interactive  Informative  “Safe” spaces for real conversations  Open to any college employee wishing to participate  Opportunities for commitment

21. Suggestions for a Two-Part Workshop Program to Train LGBTQ Allies:  1st Workshop focuses on issues facing LGBTQ students, both on campus and off  2 nd Workshop focuses on interactive scenarios based on encounters with students that are likely to occur via participation in the Ally program

22.  What an Ally Is/Is Not  Assessing One’s Personal Beliefs  Determining the Campus Climate for LGBTQ Students  LGBTQ Terminology/Vocabulary  Responding to Anti-LGBT Behavior and/or Speech  Overview of On-Campus/Outside Resources  Signing the Ally Contract  Distribution of Ally Signs/Stickers/Buttons

23.  Role-Playing Scenarios Related to Likely Conversations between Students and Allies Coming Out to Family and Friends Classroom and/or Work Discrimination Safer Sex (Practices & Resources) Relationship Issues Career Goals Religious Conflicts Self-Image and Depression Bullying and/or Harassment

24.  Choose time/date that allows for high level of participation across the college community  Secure a meeting space that is comfortable and supports/encourages collaborative learning  Decorate room and serve light refreshments (if possible)  Send “Save the Date” email, meeting request (with RSVP required), and/or last-minute reminder  Require training for all individuals who wish to participate in Ally Program (regardless of role, experience, and/or sexual orientation)

25.  Develop signs, stickers, and/or buttons  Contact local press (if possible)  Develop an online presence (college website or Facebook)  Publish names and roles/locations of program participants  Plan for regular rotation of training workshops (yearly or every 2 years)  Sponsor campus programming and/or guest speakers (budget permitting)  Gather ongoing feedback from participants and/or students

26. David Chase dchase@raritanval.edu