Creating a Supportive Learning Environment Abroad: GLBT Identity Negotiation

1. Providing a Supportive Learning Environment Abroad: Identity Negotiation and the GLBT Student

2. Introductions • Kevin Morrison Associate Director of International Programs Meredith College • Stephen Kazar Vice President for Enrollment Management Institute for Study Abroad, Butler University • My Yarabinac Associate Director, Office of International Programs San Francisco State University

3. Identity • Identity • Erickson (1959) • A sense of self that persists over time • Affinity with others who share the same quality • Ting-Toomey (1999) • Reflective self-concept derived from our socialization process (cultural, ethnic, gender, etc.) • Primary Identity Domains • Secondary Identity Domains • Identity Development in College

4. GLBT Identity Devlopment • GLBT Identity Development Models • Cass (1979), Coleman (1982), Minton & McDonald (1984), Troiden (1989), Fassinger (1998) • All assume movement from lack of awareness to integration of behavior and identity • General Stages • First Awareness • Self-labeling • Community Involvement & Disclosure • Identity Integration

5. Identity Negotiation • Ting-Toomey (1999) • Identity Security-Identity Vulnerability Motif • individuals bring their sense of identity to any type of communicative interaction • individuals acquire their identities through interaction with others • individuals experience security when communicating with those with whom they feel similarity and they experience vulnerability with those they view as unfamiliar

6. Identity Negotiation • Ting-Toomey (1999) cont’d • In intercultural interactions/transitions it is important to: • Develop association with like others • Decrease perceived threats to identity • Positively validate an individual’s Identity • Use of Mindful Intercultural Communication Skills • Mindfullness vs. Mindlessness • Skills should be: • Appropriate • Effective • Satisfactory

7. Critical Incidents • Read the incident and discuss the following in your group: • What should be done to resolve the situation? • What steps can be taken to address these issues proactively in the future?

8. What Are Programs Doing? • Survey of Study Abroad Programs in Latin America • 10 question survey (see handout) • Resident Directors from three SA organizations • CIEE • IFSA-Butler • SIT – World Learning

9. Survey Results • Response rate = 48.7% • Responses from the following: • Argentina • Brazil • Chile • Dominican Republic • Ecuador • Nicaragua • Peru

10. Methods Used to Support GLBT Students – Top Responses • Oral presentation to all students – 84.2% • One-on-one discussion with students – 79% • One-on-one referral to local resources – 79% • One-on-one referral to a gay or lesbian individual in the local community – 57.9% • Gay and Lesbian-friendly housing where families know – 52.6% • Gay and Lesbian-friendly housing where families do not know – 47.4%

11. Suggestions for Best Practice • Provide effective pre-departure information • Orientation Sessions and written material • From campus and providers • Address local attitudes and resources • Encourage self-disclosure • On-site Orientation • Provide concrete resources • Invite local community to participate whenever possible • Establish approachability and openness of program staff

12. Suggestions for Best Practice (cont’d) • Train on-site staff to deal with GLBT issues • How to create a safe space • How to handle issues compassionately • Familiarize selves with local resources • Provide GLBT-friendly housing • Ideally all families are welcoming of GLBT students • Ask questions explicitly in interview • Discuss in host-family orientations