3/24/2018 FACILITATORS QUEER AND GENDER VARIANT STUDENTS: - - PDF document

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3/24/2018 FACILITATORS QUEER AND GENDER VARIANT STUDENTS: - - PDF document

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3/24/2018 FACILITATORS QUEER AND GENDER VARIANT STUDENTS: EXPLORING CIVIC ENGAGEMENT FOR INCREASINGLY Allison BrckaLorenz , Center for Postsecondary Research (Indiana University) DIVERSE POPULATIONS Maren Greathouse , Tyler Clementi Center

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QUEER AND GENDER VARIANT STUDENTS: EXPLORING CIVIC ENGAGEMENT FOR INCREASINGLY DIVERSE POPULATIONS

AAC&U’s 2018 Diversity, Equity, and Inclusive Democracy: The Inconvenient Truths Conference

FACILITATORS

Allison BrckaLorenz, Center for Postsecondary Research (Indiana University) Maren Greathouse, Tyler Clementi Center (Rutgers University) Jillian Kinzie, Center for Postsecondary Research (Indiana University) Ellen Bara Stolzenberg, Higher Education Research Institute (UCLA)

HIGHER EDUCATION’S CIVIC MISSION

  • Strengthen and deepen

civic learning

  • Enhance civic engagement

experiences

  • Ensure students graduate prepared to be

the informed, engaged citizens that our communities and democracy need CIVIC ENGAGEMENT COMMITMENTS

1985

CSULA students must take 2 civic learning courses for GE 2016

2012

Massachusetts Adopts Nation’s 1st Statewide Civic Learning Policy 2014

PRE-COLLEGE CIVIC ENGAGEMENT STUDENT LEADERSHIP

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COLLEGE CIVIC ENGAGEMENT

Penn State students waiting to cast their ballots in the 2016 presidential election.

CIVIC ISSUES: QUEER & GENDER VARIANT STUDENTS

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What expressions of civic engagement are happening on your campus? What issues are prominent for queer and gender variant students?

WITHIN SOGI IDENTIFICATIONS

NSSE 2017; 636 INSTITUTIONS 169,736 FIRST-YEARS; 212,804 SENIORS

45 15 11 10 8 5 4 2 Sexual Orientation N = 28,776 Bisexual Gay Questioning Lesbian Queer Pansexual Asexual 31 17 17 14 12 9 Gender Identity N = 1571 Nonbinary Genderfluid Another GI Agender Transgender Genderqueer

2017 CIRP FRESHMAN SURVEY

  • 52nd administration
  • 213 four-year institutions
  • 156,702 incoming freshmen
  • 896 Transgender students
  • 13,045 Queer-spectrum students

12% 9% 54% 9% 16%

Queer-spectrum Students N=13,045

Gay Lesbian Bisexual Queer Other

CIVIC ENGAGEMENT: PRE-COLLEGE ACTIVITIES

88% 67% 39% 17% 28% 84% 57% 59% 43% 53% 0% 20% 40% 60% 80% 100% Performed volunteer work Voted in a student election Discussed politics (Frequently

  • nly)

Publicly communicated my

  • pinion about a cause

(Frequently only) Demonstrated for a cause (e.g., boycott, rally, protest) Transgender Not Transgender 89% 67% 37% 15% 26% 86% 64% 60% 36% 53% 0% 20% 40% 60% 80% 100% Performed volunteer work Voted in a student election Discussed politics (Frequently

  • nly)

Publicly communicated my

  • pinion about a cause

(Frequently only) Demonstrated for a cause (e.g., boycott, rally, protest) Queer-spectrum Straight

CIVIC ENGAGEMENT: LIKELIHOOD OF COLLEGE PARTICIPATION

64% 57% 36% 82% 71% 62% 31% 81% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Vote in a local, state, or national election (Very good chance ) Participate in student clubs/groups (Very good chance) Participate in student government (Some or very good chance) Participate in volunteer or community service work (Some

  • r very good chance)

Transgender Not Transgender 63% 56% 36% 81% 74% 65% 37% 85% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Vote in a local, state, or national election (Very good chance ) Participate in student clubs/groups (Very good chance) Participate in student government (Some or very good chance) Participate in volunteer or community service work (Some

  • r very good chance)

Queer-spectrum Straight

LEADERSHIP & SERVICE-LEARNING

DONE OR IN PROGRESS

30% 53% 26% 59%

0% 20% 40% 60% 80%

Formal leadership role Service-learning in courses Queer-spectrum Straight 32% 49% 26% 59%

0% 20% 40% 60% 80%

Formal leadership role Service-learning in courses Gender variant Cisgender

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CIVIC ENGAGEMENT CONSTRUCT GROUP SCORES

10% 17% 27% 41% 64% 42% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Transgender Not Transgender

High Average Low

9% 18% 28% 42% 62% 40% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Queer-spectrum Straight

High Average Low

SOCIAL & POLITICAL GOALS:

VERY IMPORTANT OR ESSENTIAL

52% 50% 50% 29% 69% 64% 71% 41% 0% 10% 20% 30% 40% 50% 60% 70% 80% Helping to promote racial understanding Influencing social values Keeping up to date with political affairs Influencing the political structure Transgender Not Transgender 50% 49% 51% 28% 71% 62% 65% 41% 0% 10% 20% 30% 40% 50% 60% 70% 80% Helping to promote racial understanding Influencing social values Keeping up to date with political affairs Influencing the political structure Queer-spectrum Straight

SOCIAL AGENCY CONSTRUCT GROUP SCORES

14% 18% 39% 43% 47% 39% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Transgender Not Transgender

High Average Low

13% 19% 36% 43% 51% 38% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Queer-spectrum Straight

High Average Low

CIVIC ENGAGEMENT: STATE, NATIONAL, OR GLOBAL ISSUES

VERY OFTEN OR OFTEN

11% 20% 27% 57% 64% 16% 35% 43% 74% 77%

0% 20% 40% 60% 80% 100% Organized others to work

  • n issues

Asked others to address issues Raised awareness of issues Discussed issues with others Informed yourself of issues

Queer-spectrum Straight

11% 22% 29% 59% 65% 22% 51% 52% 78% 83%

0% 20% 40% 60% 80% 100% Organized others to work

  • n issues

Asked others to address issues Raised awareness of issues Discussed issues with others Informed yourself of issues

Gender variant Cisgender N=2188 N=106

CONFLICT RESOLUTION

POOR TO EXCELLENT

5.1 5.0 5.3 5.2 5.2 4.8 5.3 5.4 1 2 3 4 5 6 7 Help people resolve their disagreements with each other Resolve conflicts that involve bias, discrimination, and prejudice Lead a group in which people from different backgrounds feel welcomed and included Contribute to the well-being of your community

Queer-spectrum Straight

4.9 5.0 5.2 5.1 5.2 4.9 5.3 5.3 1 2 3 4 5 6 7 Help people resolve their disagreements with each other Resolve conflicts that involve bias, discrimination, and prejudice Lead a group in which people from different backgrounds feel welcomed and included Contribute to the well-being of your community

Gender variant Cisgender

DIVERSITY SELF-RATINGS: MAJOR STRENGTHS

33% 29% 35% 56% 43% 33% 44% 63% 0% 10% 20% 30% 40% 50% 60% 70% Ability to see the world from someone else's perspective Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people Queer-spectrum Straight 35% 30% 36% 57% 40% 29% 39% 58% 0% 10% 20% 30% 40% 50% 60% 70% Ability to see the world from someone else's perspective Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people Transgender Not Transgender

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REFLECTIVE & INTEGRATIVE LEARNING

VERY OFTEN OR OFTEN

58% 53% 72% 68% 66% 78%

0% 20% 40% 60% 80% Connected your learning to societal problems or issues Included diverse perspectives in course discussions or assignments Tried to better understand someone else's views by imagining how an issue looks from their perspective

Queer-spectrum Straight 59% 54% 72% 73% 75% 78%

0% 20% 40% 60% 80% Connected your learning to societal problems or issues Included diverse perspectives in course discussions or assignments Tried to better understand someone else's views by imagining how an issue looks from their perspective

Gender variant Cisgender

PERCEIVED GAINS FROM INSTITUTION

VERY MUCH OR QUITE A BIT

73% 66% 65% 60% 64% 60% 64% 59%

0% 20% 40% 60% 80% Working effectively with

  • thers

Developing or clarifying a personal code of values and ethics Understanding people of

  • ther backgrounds

Being an informed and active citizen

Queer-spectrum Straight 72% 65% 65% 60% 56% 54% 61% 56%

0% 20% 40% 60% 80% Working effectively with

  • thers

Developing or clarifying a personal code of values and ethics Understanding people of

  • ther backgrounds

Being an informed and active citizen

Gender variant Cisgender

HISTORICAL CONTEXT

  • Pre-Stonewall Era and the Fears of Visibility
  • Student Homophile Leagues & Campus Support (1960s)
  • Stonewall Riots (1969)
  • HIV/AIDS and Act Up (1980s)
  • National March on Washington for Gay & Lesbian Rights (1987)
  • Nationally-Covered Tragedies (1990s-Present)
  • First National Climate Study (2003)

STRATEGIES FOR INCREASING/ SUSTAINING CIVIC ENGAGEMENT

  • Campus Climate: Policies, Practices, and Behaviors
  • Inclusion of Queer-Spectrum and Trans-Spectrum Topics in Campus

Programming around Civic Issues

  • Civic Engagement Opportunities Relevant to Queer/Trans Students

(Highly Visible and Discreet)

  • Inclusion of Queer/Trans-Spectrum Topics in Service-Learning

Coursework- readings, activities, service sites.

  • Support for Student Activism- this is Service Learning!
  • Leadership Cultivation OUTSIDE of the LGBTQ Student Organization

and Related to Other Identities Held

THANKS FOR JOINING US!

  • Allison: abrckalo@indiana.edu
  • Jillian: jikinzie@indiana.edu
  • Maren: maren.greathouse@rutgers.edu
  • Ellen: stolzenberg@gseis.ucla.edu

For more information about NSSE or to download presentation slides see nsse.indiana.edu For more information about the Tyler Clementi Center see https://clementicenter.rutgers.edu/ For more information about TFS or other CIRP surveys, see heri.ucla.edu

CIVIC ENGAGEMENT: LOCAL OR CAMPUS ISSUES

VERY OFTEN OR OFTEN

12% 16% 20% 43% 42% 16% 24% 29% 55% 54%

0% 20% 40% 60% 80% Organized others to work

  • n issues

Asked others to address issues Raised awareness of issues Discussed issues with others Informed yourself of issues

Queer-spectrum Straight

12% 17% 21% 44% 43% 22% 37% 34% 59% 57%

0% 20% 40% 60% 80% Organized others to work

  • n issues

Asked others to address issues Raised awareness of issues Discussed issues with others Informed yourself of issues

Gender variant Cisgender