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GLBTQ

Program GLBTQ LC

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GLBTQ

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  1. GLBTQ Chris Leeth, Aaron Selby, Maria Miller, & Sara Aguilar

  2. Institution and Theory • Rice University: 4 year private selective • Proposed Program: GLBTQ Learning Community • Theories Utilized for Program: Chickering & Cass

  3. Program- Learning Community • ALearning Community is a group of students (GLBTQ and friends) who share common interests and/or majors. Students are enrolled 2 or 3 core curriculum classes together and actively engage in collaborative learning. • Purpose: To cultivate an environment where GLBTQ students can learn and apply the academic skills and knowledge critical to their success in college. We create opportunities where students can develop a sense of belonging and connection with the greater university community. The Freshman Seminar courses we offer provide GLBTQ students with a deeper understanding of college life while introducing strategies that will support their social and academic success.

  4. Goals For GLBTQ Students: • To feel welcomed and supported. • To foster a sense of community by assisting students in developing positive relationship with peers, instructors, staff and campus resources. • To feel that they have resources available to them to succeed. • To assist in the development of strategies and attitudes to maximize academic success. • To promote personal and intellectual development through engaging opportunities such as keynote speakers and community engagement. • To cultivate awareness, appreciation, respect and understanding of diversity.

  5. Application of Theory • 1.Chickering: Developing Competence-Goal Setting (social, physical, intellectual). Cass: Who am I? Accept, deny, reject. In the LC this stage will be accomplished through activities such as having speakers on issues, encouraging public speaking, tutoring, wellness activities, field trips, social gatherings. • 2.Chickering: Managing Emotions: Team building and leading(broadening emotions within oneself). Cass: Dealing with social alienation. In the LC this is accomplished through activities such as expression of ideas, thoughts or frustrations, stress management, conflict resolution, anger management, general wellness, depression screening, celebrations of personal success. • 3. Moving Through Autonomy through Interdependence-Disengages from parents and simultaneously recognizes the importance of others (freedom from approval). Cass: Decreasing alienation by seeking out those like me. In the LC this will be accomplished by focusing on utilization of campus resources, the power of positive thinking, building self confidence and self esteem, career planning, living as an adult.

  6. Application of Theory Continued • 4. Chickering: Developing Mature Interpersonal Relationships-Sensitivity to others, multiculturalism, and diversity (honesty, trust, and good communication). Cass: Deal with inner tension of no longer subscribing to society's norm, attempt to bring congruence between private and public view of self In the LC this will be accomplished by exposing students to diversity and multiculturalism, methods of communicating and developing trust. • *5. Chickering: Establishing Identity-Clarifying and identifying needs, establishing anchor points for who they are and are not (understanding sexuality, sexual orientation, values, beliefs and priorities).Cass: Deal with incongruent views of heterosexuals. In the LC this can be accomplished by exploring individual influences, service learning-community service, personal and life priorities.

  7. Application of Theory Continued • 6. Chickering: Developing Purpose- Who am I? Who am I going to be? Multiple career perspectives. (Persistence towards goals despite barriers). Cass: Integrate gay and lesbian identity so that instead of being the identity, it is one aspect of self. In the LC this will be accomplished by having lessons on life skill development. Resumes writing and interviewing workshops. Job search strategies, Career exploration and planning, academic planning and advising. • 7. Chickering: Developing Integrity-Civic responsibility, movement away from black and white thinking (develop and act on behaviors aligning with their own beliefs and values). In the LC this will be accomplished by continued exposure to new ideas, appreciation of differences. Examining congruence between action and values.

  8. References • Chickering, A.W. & Reisser, L. (1993) Education and identity (2nd ed.). San Francisco: Jossey-Bass. • Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (2010). Student development in college: Theory, research and practice (2nd ed.). San Francisco: Jossey-Bass. • Hays. P. (2007). Addressing cultural complexities in practice (2nd ed.). Washington, D.C.: American Psychological Association. • Palma, T.V. & Stanely, J.L. (2002). Effective counseling with lesbian, gay, and bisexual clients. Journal of College Counseling, 5, 74-89. Retrieved from http://www.collegecounseling.org/resources/journal • UTSA/Purdue/Ohio State Concept: Learning Communities • ZubernisL., Snyder, M., & Mccoy, V.A. (2011). Counseling lesbian and gay college students through the lens of Cass’s and Chickering’s developmental models. Journal of LGBT Issues in Counseling, 5, 122-150. doi: 10.1080/15538605.2011.578506

  9. Questions?

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