A greater number of students are coming to terms with their same-sex orientation at an earlier age. Many educational institutions offer gay-straight alliances and gay, lesbian, bisexual, transgender, and questioning (GLBTQ) clubs, and many administrators support policies that oppose bias based on sexual orientation.

However, even though more GLBTQ students are out, discrimination, harassment, violence, and intolerance are still prevalent on campuses nationwide. According to the American Civil Liberties Union Lesbian Gay Bisexual Transgender and AIDS Project, “70% of LGBT students say they have been harassed, threatened, or physically assaulted at school.” In addition, “53% of students say they’ve heard homophobic comments made by school staff.” (ACLU LGBT and AIDS Project) Not only do GLBTQ youth face discrimination, but those who are perceived to be GLBTQ also are harassed.

How can educators and administrators ensure that we foster an environment in which our students feel safe at all times? I teach at Columbia College Chicago, the largest and most diverse private arts and media college in the nation, where I encounter openly gay and lesbian students in the classroom every semester. I recall an incident that occurred during my first semester of teaching: I asked the classroom a question, and after one student responded, another yelled, “That’s stupid. What are you, gay?” I was taken aback at first, but immediately explained that I didn’t tolerate that behavior in my classroom. In hindsight, that statement was not sufficient. Faculty need to create a learning environment in which all students, regardless of sexual orientation or gender identity, are free to express themselves and take risks without fear of being harassed.

To create a more tolerant atmosphere in the classroom, I have developed and implemented policies that I utilize each semester. I believe that sharing these ideas will positively affect our classrooms and further GLBTQ equality.

To begin, educate yourself about GLBTQ young adults. It is difficult to prevent harassment if in fact we do not understand the obstacles that GLBT and questioning students face. There are many resources on the Web and in most communities. Seek them out, advocate for equality, and become a role model. Students will not only feel more secure, but may also follow your example.

Include a policy on your syllabi that prohibits discrimination or harassment, and be sure that it incorporates sexual orientation and gender identity. Most academic institutions have already established such policies that include race, sex, and religion, but if you do not enumerate all categories, consequences are difficult to enforce. If your institution does not already have a policy in place, draft one as part of your classroom policy and discuss it with your students when you review your syllabi.

Next, establish a set of consequences for violating an antidiscrimination/harassment policy. Again, document the penalties on your syllabi. If such information is presented up front, a more tolerant classroom environment will be secured.

Further, talk openly with your class and make them aware that you support diversity, and enumerate the specific classes, such as race, religion, sex, sexual orientation, gender identity, and disabilities. If your students truly understand your convictions, discrimination and harassment will diminish.

Remind your students that you are there to support them, not only as a faculty member but also as someone who truly is interested in and cares about them as individuals. If in fact a student is grappling with his or her sexual orientation, that student may not have anyone else to turn to. GLBTQ young adults deal with inequality, intolerance, harassment, and rejection all while coming to grips with their own sexuality. Some GLBTQ students, especially those who remain “closeted,” contemplate suicide. According to Kevin Caruso of Suicide.org, “It has been estimated that as many as 30 percent of all youth suicides are completed by gays, lesbians, bisexuals, and transgendereds.”

If a student is thinking about suicide, it is critical to get him or her immediate help. If some are dealing with less serious issues, you can talk to them or refer them to on-campus counselors or GLBTQ community service organizations.

In addition, choose words wisely and be aware of your body language. Sometimes we inadvertently use terminology or nonverbal communication that is offensive.

When speaking, choose vocabulary that is inclusive; you don’t want to assume that all students are heterosexual, as that can be considered offensive. For instance, use the word “partner” instead of boyfriend, girlfriend, husband, and wife. When you use inclusive language you are illustrating your support of diversity.

When appropriate, GLBTQ issues should be integrated into the curriculum. Students who are educated about GLBTQ people, issues, and struggles are generally more tolerant and less likely to harass.

If you have the opportunity to include service learning in your classroom, partner with a GLBTQ community service organization. Such a partnership will provide experiences that cannot be duplicated in a classroom setting and will familiarize students with GLBTQ individuals in a more personal manner.

Encourage your campus to host GLBTQ-sensitivity workshops to help alleviate bias and help students, faculty, staff, and administrators become more sensitive to issues important to the GLBTQ community. Campuses that have instituted such programs typically experience a more tolerant climate, with a decrease in slurs, name-calling, and harassment.

Overall, these modest yet proactive steps will create a safe environment in which harassment and discrimination based on sexual orientation are not tolerated. Furthermore, GLBTQ students will be free to take risks without fear of repercussion, and thus their learning experience will be more positive.

References
“Get a Safe Schools Policy.” 2006. American Civil Liberties Union Lesbian Gay Bisexual Transgender and AIDS Project. 9 July 2009. www.aclu.org/getequal/scho/index.html.

Caruso, Kevin. “Gay, Lesbian, Bisexual Suicide.” Suicide.org. 10 July 2007. www.suicide.org/gay-and-lesbian-suicide.html

Originally published in Academic Leader, January 2008

This article first appeared in Magna Publications' newsletter Academic Leader. If you are an academic dean, provost, academic vice-president, department chair/head or have any role in academic leadership, then Academic Leader is for you! But don't take our word for it--try it free for 3 months and make the decision for yourself!