Too Afraid To Learn: Barriers to Post-Secondary Eduation for Lesbian, Gay, Bisexual and Transgender Students

8/8/2019 Too Afraid To Learn: Barriers to Post-Secondary Eduation for Lesbian, Gay, Bisexual and Transgender Students

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Too Afraid to Learn

Too Afraid to LearnBarriers to Post-Secondary Education for

Lesbian, Gay, Bisexual and Transgender Students

A Report by the Oregon Student Equal Rights Alliance and Basic Rights Education Fund


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Executive Summary 1

Background 4

Supportive Findings 7

Areas of Concern 8

Student Profile: Matthew Rose 11

Student Profile: Scott Schmitz 12

Transgender Sub Support 14

Student Profile: Tash Shatz 15

Recommendations 17

Appendix 19

Table of Contents


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Introduction

After hearing from lesbian, gay, bisexual and transgender (LGBT) high school and college youth

about the discrimination and harassment they faced on school campuses, it became apparent

that LGBT youth have to contend with sustained harassment as early as middle school, all the

way through college. The Oregon Student Equal Rights Alliance (OSERA), a post-secondary LGBTstudent coalition, surveyed their member campuses to assess the discrimination and barriers to

higher education faced by Oregons LGBT students.

Below is a snapshot of the results from the survey.

Methodology

The survey was student-run and student-led. It was not a random sample survey, but rather an

assessment of campuses by self-selecting students, of which the majority, over 75%, identified

as heterosexual. Over 3500 surveys were collected through a variety of methods. Students

canvassed in many areas of their campus to ensure the responses were diverse and representative

of the student body.

Campus Environment

Positive Results

79% of students sampled believe that their college or University should play a

significant role in providing support, safety and resources for LGBT students.

Over 90% of students sampled feel comfortable taking courses taught by an openly

LGBT instructor, receiving services from openly LGBT staff, taking courses with LGBT

peers and living in residence halls with openly LGBT students.

Areas of Concern

1 in 4 respondents would not feel comfortable sharing a living space, such as a dorm

room, with an LGBT student. The numbers worsen among schools where larger numbers

of the students live in campus housing, such as Oregon State University, where nearly

40% of students did not feel comfortable.

More than half of LGBT students surveyed concealed their sexual orientation or

gender identity for fear of personal safety, discrimination or rejection.

More than 60% of all students surveyed reported that they had witnessed instances of

homophobia such as anti-gay remarks and hate crimes against LGBT students, facultyor staff. These instances were often repeated and uninterrupted.

Executive Summary


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Barriers to Post-Secondary Education

A hostile climate around sexual orientation and gender identity created barriers to high school

graduation and educational performance for LGBT respondents.

Nearly 30% of LGBT students indicated that the hostile climate around sexual orientation andgender identity in their high school created barriers to graduating and going on to attend

college.

LGBT respondents also indicated that the hostile climate at their college or university had a

significant impact on their educational performance. Nearly one in five students cite frequent class

absence and needing to take an extended break from school. One in ten cites not graduating in

time (5 or more years).

Impacts

The survey confirmed that LGBT students face harassment throughout high school and college. This

pervasive discriminatory treatment is a barrier to accessing post-secondary education, since it

results in higher drop-out rates amongst LGBT students, as well as higher incidences of depression,

homelessness and attempted and completed suicides.

Transgender and Gender Variant Sub Report

Respondents used various methods to indicate their gender identity. In order to ensure accurate

reporting, the responses provided by 23 transgender and gender variant respondents were

reviewed carefully. These students reported more than 10% higher instances of harassment and

discrimination than gay, lesbian and bisexual respondents. Nearly 80% of transgender and

gender variant students concealed their identitiesa substantially higher rate than gay students.

Overall, there was a alarming lack of awareness, by all respondents, regarding transgender and

gender variant issues on their campuses.

Trends Across Campuses

Urban universities and colleges consistently reported a higher rate of acceptance and comfort

with housing, taking courses from and with openly LGBT staff and students. They were also

supportive of LGBT services.

Community college students hid their identities less frequently. This may be due to a higher rate

of intervention during instances of harassment from persons in authority, which was also reported.

Executive Summary


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Recommendations

1. Provide inclusive and informed services for LGBT students.

2. Provide safe and inclusive housing for LGBT students.

3. Create policies and legislation that protect LGBT persons from discrimination and

harassment on campus.

4. Institutionalize data collection on LGBT students.

5. Actively work to recruit and retain LGBT staff and faculty.

6. Establish gender neutral facilities such as bathrooms and locker rooms.

7. Ensure that all service providers on campus receive education on LGBT issues.

Executive Summary


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Understanding the Issue

On January 1st, 2008, lesbian, gay, bisexual, and transgender students (LGBT) all across Oregon

gained protections under the Oregon Equality Act, which the Oregon Student Equal Rights Alliance

(OSERA) and Basic Rights Education Fund (BREF) worked to pass through the state legislature in

2007. The new anti-discrimination law transcends city and county limits to offer protections againstdiscrimination in employment, housing, public accommodations, education and public services

all across Oregon. However, the bill did not address harassment or bullying in schools - only

discrimination against students enrolled in public K-12 and post-secondary institutions.

The campaign for the Oregon Equality Act raised many questions about Oregons LGBT youth

and their access to post-secondary education. After hearing from youth regarding the harassment

they face on high school campuses, it became apparent that bullying and harassment against

LGBT students has real ramifications, and that there is a real connection between access to post-

secondary education and a students actual or perceived sexual orientation or gender identity.

In the summer of 2007, OSERA and BREF examined national statistics regarding the connection

between students sexual orientations or gender identities and their access to post-secondary

education, resulting in two important findings. First, there is clear evidence that sexual minority

students face considerable hurdles to accessing education. Second, while national data was strong,

OSERA and BREF found very little data describing the educational climate for LGBT students in

Oregon. While statistics relating to collect recruitment, attendance and retention among different

racial groups are readily available, this information is non-existent regarding sexual orientation

and gender identity in Oregon.

When OSERA and BREF began to examine access to higher education, it was through a larger

framework that thought about LGBT justice more broadly. In highlighting the disparities withinhigher education for LGBT students, both organizations hoped, in part, to address some of the

larger socio-economic issues faced by LGBT youth as well.

Perhaps the two most dramatic results of such adversity are the prevalence of homelessness and

suicide among LGBT youth. The United States Department of Education reports that 20-40%

of the 575,0001.6 million youth that run away each year identify as lesbian, gay, bisexual or

transgender. In Portland, Oregon, advocates believe that nearly half of all homeless youth are

LGBT. Many of these youth come from abusive homes. Indeed, 50% of youth report a negative

reaction from their parents after coming out. Of these youth, 26% were kicked out of their

homes, and one third experienced a violent physical assault after coming out (Remafedi. G.,

Pediatrics, 79, 326-330, 1987).

According to the US Department of Health and Human Services in 1989, sexual minority youth

were 2-3 times more likely to attempt suicide, and LGBT youth make up 30% of completed

suicides. Others have found that more than half of transgender-identified youth have attempted

Background


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suicide (Davis, 1997; Israel & Tarver; 1997). All of this leads to an even

starker truth: suicide is the leading cause of death among LGBT youth. The

same factors that leave these youth more prone to suicide also make them

more vulnerable to mental health issues and chemical dependency than

their heterosexual peers.

The school climate for LGBT youth seriously affects their access to

education. According to one study, 28% of gay and lesbian students drop

out of schoola rate three times higher than the national average for

heterosexual studentsdue to harassment and discrimination (Remafedi,

G., Pediatrics, 326-330. 1987). This may be explained, in part, by a

lack of support within educational institutions. In one study, 4 out 5 LGBT

youth reported that they didnt know any supportive faculty or staff at

their school (Sessions Stepp, Laura. A Lesson in Cruelty: Anti-Gay Slurs

Common at School; Some Say Insults Increase as Gays Visibility Rises. The

Washington Post 19 June 2001).

While few studies exist on the educational disparities of LGBT youth in

Oregon, a recent report analyzed applicable data from the Oregon

Healthy Teens Survey. The Oregon Healthy Teens Survey is Oregons effort

to monitor the health and well-being of adolescents. It is an anonymous and

voluntary research-based survey, conducted among 8th and 11th graders

statewide, although sexual orientation is only asked of the 11th graders.

Statistics from the 2007 Oregon Healthy Teen Survey indicates that

almost 12% of Oregon 11th graders identify as lesbian, gay, bisexual,

questioning (unsure of their sexual orientation) or say that they have had

same-sex sexual contact. Compared to heterosexual students, gay and

questioning students are:

Two times more likely than heterosexual students to have been

victims of harassment in the past 30 days

Twice as likely to smoke

More than twice as likely to have been physically forced to have

sex

Three times more likely to be assaulted by an intimate partner in

the past 12 months

Nearly five times more likely to have attempted suicide in the past12 months (this is higher than the national statistic provided by the

US Department of Health and Human Services in 1989)

Given all of this, the high dropout rate among LGBT youth is not at all

I didnt go to college be-

cause I was afraid. High

school was hard enough.

I was the only gay teen

I knew and most of the

jocks wanted to beat me

up. I never went anywherealone. I had one of the

best grade point aver-

ages in my high school

but after graduation I

just wanted to forget all

about school.

Gay teen testifying

before the Oregon State

Legislature

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surprising: unchecked harassment and a lack of support significantly impairs LGBT youths ability

to learn.

Despite the clear need to support LGBT students who do make it to college, only 100 of the 5500

US Colleges and Universities had LGBT student centers in 2003 (NGLTF Policy Institute 2003).While educational institutions eagerly collect and publish data regarding racial and gender

diversity on college campuses, they rarely present information regarding sexual and gender

variant diversity or the intersections between indentities. LGBT discrimination is a major barrier to

access to a post-secondary education, which is an important component of full participation and

success in todays society. Although the Oregon Equality Act was an important step for the LGBT

community, the OSERA/BREF Campus Climate Report demonstrates just how much further we need

to go.

Background


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A Few Steps Forward

The findings of the OSERA/BREF Campus Climate report show that Oregon colleges and

universities have already taken several steps toward making their campuses safe for LGBT

students. The findings also show that Oregons institutions of post secondary education are not

overtly homophobic and hostile. The majority of studentsgay, transgender, and straightacceptLGBT students, faculty and staff, and believe that their campuses should be safe communities for

people of all orientations. Although Oregons campuses are becoming more inclusive, the results of

this survey demonstrate the need for more action on part of administrators and legislators before

all students have equal access to the education Oregons post-secondary institutions have to offer.

Statewide Student Acceptance of LGBT People and Topics

79% of respondents believe that their college or university should play a

significant role in providing support, safety, and resources for LGBT students.

93% of respondents would feel comfortable taking a course taught by an openlyLGBT instructor.

96% of respondents would feel comfortable taking a class with an openly LGBT

peer.

93% of respondents would feel comfortable receiving student services from staff

who are openly LGBT.

90% of respondents would feel comfortable living in a residence hall with an

openly LGBT student.

Supportive Findings


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Barriers to Post-Secondary Education

The high school climate around sexual orientation and gender identity

creates barriers to high school graduation and education performance by

LGBT respondents.

Almost 30% of LGBT students indicated that the hostile climate around

sexual orientation and gender identity in their high school created barriers

to graduating and going on to attend college.

LGBT respondents indicated that the hostile climate at their college or

university had a significant impact on their academic performance. Nearly

one in five cited frequent class absence and needing to take an extended

break from school, while one in ten cited not graduating in time (taking 5

or more years).

Moreover, LGBT students who do overcome harassment in middle and

high school go on to select colleges based upon how safe they will be on

campus. Studying at an unwelcoming campus is a traumatic experience in

which many students feel unsafe even to attend class.

Nearly 75% of all LGBT respondents indicate that they considered the

campus climate around sexual orientation and gender identity to be a key

factor when selecting a college or university.

It is critical for college and university administrators to take this percentage

into account. In order to successfully recruit and retain LGBT students, the

campus must develop and maintain a positive, affirming and welcoming

climate. Moreover, this information must be conveyed to applicants in orderto ensure that LGBT high school students understand that they can find a

supportive environment on Oregons college campuses.

Growing up in rural

Oregon I saw many LGBTstudents discouraged

from participating in, forexample, extracurricular

activities that wouldhave looked good on a

college application.-Senior, PSU

Areas of Concern


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Concealing identities

Heterosexual respondents reported significant acceptance of LGBT people. However, LGBT

respondents indicated that homophobia and transphobia (prejudice and discrimination towards

transgender people) are still pervasive throughout the state. One of the most startling examples

is the fact that more than half of LGBT students surveyed concealed their sexual orientation orgender identity for fear of personal safety, discrimination or rejection. Among transgender

students, this number rose to over 70%, clearly demonstrating that Oregon campuses are not

providing a welcoming or safe environment for students to openly express variant gender

identities.

Areas of Concern

No

Yes

Heterosexual StudentsLGBT Students

Have you ever concealed your sexual orientation or

gender identity (on campus) for fear of personal safety,

discrimination or rejection?

51.96%97.4%


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Housing

Nearly one in four respondents reported that they would not feel

comfortable sharing a living space with an LGBT student. The numbers

increase to up to 40% among schools where campus housing is the norm,

such as Oregon State University. This finding highlights the need for safehousing for students, as well as training for residence hall advisors and

campus housing staff to address issues faced by LGBT students in housing.

In class I have heardextreme homophobic

comments includingadvocating killing

homosexuals. I informedthe teacher. No action was

taken.

Sophomore, Mt. HoodCommunity College

Areas of Concern

Homophobia and Transphobia on campus

Overall, more than 60% of all students surveyed reported that they had

witnessed instances of homophobia ranging from anti-gay remarks to hate

crimes against LGBT students, faculty or staff. Respondents said that nearly

half of These numbers indicate that instances of anti-LGBT language and

hate crimes are prevalent on Oregon campuses, that they are repeated

and that they are only sometimes interrupted.

My current roommate ishomophobic. It would be

nice if in the future I wasnot randomly placed in suchan uncomfortable situation.Maybe more care could be

put into the selection anddetermination of living

arrangements. Junior, Portland State

University

No

Yes

Heterosexual StudentsLGBT Students

I would feel comfortable sharing a living space with

a LGBT student.

27%

73%95%


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Matthew RoseSenior, University of Oregon

Four and a half years ago, when I first attended the University of Oregon, I was a closeted

person of color. Going to college was going to be an opportunity to explore my identity ina place that I thought would embrace my development and growth. Despite the relativelyliberal nature of my surroundings, words and phrases such as faggot and thats so gaywere commonplace, and even when said in front of authority figures, there were little to noresponses. The homophobic environment made me think twice about coming out. I fight thedaily battle to challenge racism and negative stereotypes of Black Americans. I was notready to be in another fight, especially, when no one else was leading the charge. Finding thesupport to deal with my identity in a healthy manner was difficult. The University of Oregondoes have resources for the LGBT community; however as a person of color these spaces donot really resonate with me. I strongly identified with my racial identity and had only newlycome into my sexual identity; I felt there wasnt a space where I could be fine with both.

The University of Oregon has the reputation for being an inclusive space for LGBT students;however the reality is quite different. There exist some amazing resources through the Lesbian,Gay, Bisexual and Transgender Education Support Service Program as well as through theLGBTQA student group. Both these spaces suffer from lack of proper institutional supportwhen it comes to outreach and the quality of services that they can provide. A student hasto proactively seek these spaces out as a safe haven for them, but this can be risky if youare closeted. In general, there was a lack of anonymity in seeking out these resources, whichis important when you are closeted. This meant that the only people who benefitted fromthese services were out LGBT students. These are people hurting, lost and confused withoutthe access to resources to deal with their identities. Authority figures including professors,administrators and teaching assistants silently condone the language of discrimination,

allowing bigotry to foster and develop on an invisible scale. The University should explorefurther avenues that will be inclusive, open, comfortable, anonymous and protective to allLGBT students and allies.

I know a number of queer students of color who feel uncomfortable in queer spaces oncampus, whether it is because the space is not welcoming or the space excludes theirparticipation. Resources are mainly focused on out, privileged, white students, effectivelyexcluding those outside of those categories. Queers of color end up hiding out in ethnicstudent unions and if we are lucky we can find support through individuals there. Attemptshave been made to make established queer spaces friendlier, but more often than not, theyare token gestures without the sincerity and commitment needed to real change.

While the University provides space for LGBT people to claim that identity, support formarginalized communities whose identities intersect with the LGBT community remains a lowpriority. It is vital that we continue our struggle to be more inclusive and, more importantly,take a stronger stance against the prevalence of homophobia on campus while taking intoaccount the intersections amongst identities.

Student Profile


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Scott SchmitzJunior, Oregon State University

One of the reasons I decided to come out as gay to my family, when I was nineteen rather

than thirteen, was because I was afraid of becoming homeless. When I did come out myfamily pushed me away and made it explicit that if I didnt change they wouldnt talk to meagain. After telling them that my sexuality was not a phase, I was cut off from them. I didnot expect that they were going to stop supporting my education. I was not allowed homefor Christmas or Thanksgiving and the communication we had was limited.

I found support in three academic advisors who suggested I seek counseling. I met with theclinical director of Counseling and Psychological Services and was immediately set up with acounselor who I see regularly.

My parents would not cooperate with my education even though I tried to apply for financialaid for myself. They refused to share their tax information with me, which is essential when

you are under 23 years of age and applying for financial aid. I was scared of not receivingfinancial aid for the next year. I had to file for financial independence and during the processwas declined and told that it seemed I could still communicate with my family. The processput me through so many hoops and I had to supply additional documents proving howdysfunctional the situation really was. The time it took to get my application processed andapproved was three months.

My parents were uncooperative even after having multiple conversations with the FinancialAid office about me not being able to fully complete my FAFSA without their tax information.They avoided me constantly and my application was eventually declined. It was suggestedI talk to the LGBT Outreach Services at OSU. LGBT Outreach and Services provides safespace trainings for faculty, support to the Pride Center, supports students and connects the

LGBT community with OSU. The Coordinator, Steven Leider, told me there was a way ofpassing the FAFSA form by an appeal to change dependency status. After discussions with amultitude of people I found that this was the only way I could get funding for school becausemy entire financial aid award was through federal funding.

The appeal process consisted of submitting a form with three options: loss of a custodialparent, dysfunctional family and other/unusual circumstances. Although a familythat refuses to interact with their child because they want to control him or her seemsdysfunctional, I choose other or unusual circumstances because it related to my sexuality.I think that an understanding of Financial Aid issues surrounding LGBT students would bebeneficial. The form could include the same checkboxes and explain the option that wouldpertain to students who have been disowned or create a new checkbox altogether.

Along with the form there were three additional required documents. One was a letter fromme and the other two were letters from outside parties, explaining my situation. I had startedthe process in early February and I had all of my documents submitted by February 22nd. Bythis time, I had scrambled to get my own taxes done and I was hoping to make the March 1st

Student Profile


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deadline to receive work-study.

I did not hear back from the Financial Aid office until March 21st, 2008. My request wasdenied because of a lack of information. The rejection letter briefly explained that I could

appeal their decision, however, it did not explain the appeal process and I gave up looking. Ifinally made phone contact with the Financial Aid director and discussed how I could provideadditional documents for them to reconsider their decision.

Supplying more information was a challenge. I had originally submitted an additionaldocument after spring break in early April from my best friends mother. I grew up with mybest friend, who is also gay; his mother was supportive of him and of my choice to comeout. Her letter described how my parents intolerance made it difficult for me to live withthem. After the review of this, I was sent a letter saying my request for my appeal for anindependent override had been approved.

I had to supply a copy of my tax return and supply additional documents to the office. They

kept losing my documents and I had to resubmit copies to their office four times. One thingthat I would like to have changed is more inclusiveness for students and way of doing thisprocess electronically. I did not receive my financial award letter for the 2008-2009 schoolyear until one week before the fall term started.

Going through this during my sophomore year set me back in regards to my grades. WhenI received the call telling me my aid was approved, I was conflicted because on one hand Ifinally had money for school and on the other, this decision did not give me any time or helpme with my grades, let alone the frustration it had caused.

Student Profile


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Results From Transgender Respondents

Fully 100% of transgender and gender variant respondents reported

that they would feel comfortable receiving student services from staff

who are openly LGBT, taking courses from an openly LGBT instructor,living in a residence hall with an LGBT student, sharing a living space

with an LGBT student and taking classes with an LGBT student. 95.6% of

respondents agreed or strongly agreed that the college/university should

play a significant role in providing support, safety and resources for LGBT

students. Overwhelming, all respondents regardless of sexual orientation

or gender identity, strongly supported single-occupancy, gender neutral

bathrooms.

However, transgender and gender variant responses diverged significantly

from gay, lesbian and bisexual students when it came to concealing identity

and witnessing and experiencing harassment. While 50% of gay, lesbianand bisexual respondents concealed their sexual orientation for fear of

personal safety, discrimination or rejection, nearly 74% of transgender and

gender variant respondents did so. And while 59% of lesbian, gay and

bisexual students reported that they or someone they knew had witnessed

instances of homophobia, such as anti-gray remarks and hate crimes

against LGBT people, 78% of transgender and gender variant respondents

reported affirmatively. These respondents also reported a higher rate of

discrimination or hate crimes based upon gender than lesbian, gay and

bisexual students (78% and 67%, respectively).

Overall, transgender and gender variant students experience higherrates of discrimination and harassment and receive fewer resources.

These students are living in fear on their campuses with a lack of social,

cultural or institutional support. The data collected by OSERA and BREF

demonstrates that campuses must become more inclusive. Oregon colleges

and universities must offer more resources and make accommodations

to ensure the safety and well-being of transgender and gender-variant

students. These students unique experiences are often marginalized or

ignored entirely. More comprehensive surveys should be conducted to

further assess the urgent issues faced by transgender and gender-variant

students at Oregons colleges and universities.

The results of the OSERA/BREF Campus Climate Survey indicate a strong

need for Oregon universities, colleges and statewide educational institutions

to actively promote a more inclusive environment.

Transgender and Gender-Variant Sub-Report

Gender neutral restroomsare an absolute necessity. I

would use them. Senior, University of

Oregon

I would use gender-neutral single-occupancy

bathrooms. I dont see howthis would be a problem.

Western Oregon University


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Tash Shatz

Junior, Portland State University

As a senior at a high school in Colorado, I spent a long time deciding what university I wouldattend. It was very important to me, as a transgender student, that the college I attend offera safe environment, institutional support, services and programs appropriate for studentslike me. After much consideration, I chose to attend Portland State University because of itsexceptional reputation as a university which supports transgender people; I was specificallydrawn to PSUs Queer Resource Center, Womens and Gender Studies programs, openly LGBT(lesbian, gay, bisexual and transgender) faculty and staff and positive references from othertransgender students. However, as a freshman I experienced discrimination and harassment.Even at a university like PSU, which stands out in creating a safe environment for LGBTstudents, there is still much work to be done.

As a freshman I was placed in a dorm and found myself in an unsafe environment. Otherstudents on my floor would harass me by tearing posters off of my door or calling me afaggot. I concealed my identity because I was afraid for my safety; it was difficult to makefriends who I could trust, my work in class began to suffer and I began to abuse alcohol torelieve stress and anxiety. Fortunately, the universitys housing program relocated me, but itwould have been a better situation if policies and procedures were in place to prevent theharassment. Housing intake forms should take into account where LGBT students are beingplaced and Resident Assistants should receive training on LGBT issues. My Resident Assistanttried her best to help me, but she was not trained on these specific issues of harassment anddiscrimination. In the following years, Resident Assistants have been trained on these issuesand the situation in student housing is improving.

In my role as Equal Rights Advocate with PSUs student government from 2007-2008, I wasprivileged to be part of the process as PSUs Student Health and Counseling Services beganto deliver comprehensive health care for transgender students and to train their staff on issuesrelevant to LGBT communities. This has been very effective and LGBT students are accessingthese student services more frequently with more positive feedback. I believe it is absolutelypossible and necessary to implement LGBT inclusive services and trainings for health andcounseling service providers on campuses across the state.

One important issue in need of much work at PSU is gender neutral facilities. Each day,transgender people experience stress and discomfort due to the lack of gender neutralbathrooms on campus. Students whose gender presentation does not fit into typically female

or male categories are routinely harassed in bathrooms. Personally I have been told toleave the restroom or that I am in the wrong bathroom. In one instance, I was using themale restroom and another student confronted me about my gender, I told him that I wasin the correct restroom and the situation luckily dissipated. But I continued to feel physicallyintimidated and emotionally traumatized; as a female-bodied person, I was terrified of

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Student Profile

violence. A seemingly unordinary event for most people, using the restroom can be animmensely dangerous experience for transgender and gender variant people. My fear is veryreal and rooted in the violence people who do not appear definitively female or male

experience. These experiences make using the restroom an emotional and physical event.Many transgender people I know have also experienced verbal and physical harassmentin restrooms and there are not appropriate avenues to hold the people harassing themaccountable. Additionally, most LGBT students I know will not utilize the university recreationfacilities such as the gym, weight room, and pool because of the lack of gender neutralbathrooms and showers. Every student has the right to use a safe bathroom and these single-occupancy spaces also serve the needs of student parents, differently-abled students andstudents with considerations relating to their faith.

In order to serve all students on a very basic level, PSU and other universities should offersingle-occupancy gender neutral restrooms, shower and locker room spaces. When students

do not have safe access to necessary facilities such as bathrooms, our educational experienceis detrimentally affected.


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Ways To Make Our Schools Safer

1. Provide inclusive and informed services for LGBT students.

The survey found that 79% of students sampled believe that their college or university

should play a significant role in providing support, safety, and resources for LGBTstudents. Therefore, this report recommends that Oregon colleges and universities

actively support and fund LGBT student unions and groups on campus. In particular,

campuses should establish and promote queer resource centers and ensure that these

facilities are accessible for commuter students.

2. Provide safe and inclusive housing for LGBT students.

Colleges and universities that provide housing should modify housing intake forms to

allow students to indicate whether they would feel comfortable living with an LGBT

student. Alarmingly, at least one out of four heterosexual identified students do not

want to share a living space with an LGBT student. By modifying housing intake forms

to include questions related to LGBT acceptance, these students will be affirmed intheir identities and their safety in housing will be actively protected. Alternatively,

Oregon colleges and universities could offer gender neutral or LGBT-specific housing

for students. This would allow LGBT and allied students to find accepting housing.

3. Create policies and legislation that protect LGBT students from bullying and

harassment in primary, secondary and post-secondary education.

On a statewide level, it is necessary to create an anti-bullying law which includes

sexual orientation and gender identity and that clear outlines the definitions of

discrimination and harassment, as well as the actions to be taken when that occurs.

Additionally, each campus should review current harassment policies to make sure they

are LGBT inclusive and ensure that these policies and procedures are accessible to allstudents and faculty.

4. Institutionalize collection of LGBT-specific data.

This survey was created and distributed by students. While it presents an important

picture of Oregon campuses, it will be necessary to conduct a scientifically constructed,

professionally written and distributed survey which is funded and supported by

educational institutions. Our hope is that the current survey will provide an effective

starting point for an institutionally-driven survey and ongoing data collection.

5. Actively recruit and retain LGBT students, staff and faculty.

Through this survey, respondents demonstrated their willingness to receive services fromLGBT staff and faculty and to take courses taught by LGBT professors. However, many

colleges and universities in Oregon lack openly LGBT staff and faculty. Recruiting

and retaining LGBT individuals into these positions will vastly improve the environment

for LGBT students. Institutions should also offer LGBT Studies classes or programs. By

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Too Afraid to Learn

committing to safety, equality and representation through such recruitment, Oregon

institutions may also expect increased enrollment and attendance from students who

may have otherwise felt marginalized on campus.

6. Establish gender neutral facilities, such as bathrooms and locker rooms.The vast majority of students support gender neutral facilities on campuses. These

facilities are a matter of personal safety for transgender students, and are also

important for students with children, differently-abled students and more. Additional,

colleges and universities that cite diversity as a priority will demonstrate commitment

to these issues by accommodating the diverse range of students who require gender

neutral facilities.

7. Ensure that all service providers on campus are educated on LGBT issues.

All service providers and staff interacting with students, particularly those dealing

with healthcare and housing, should be aware of how LGBT issues impact their work.

Ideally, Oregon institutions should be able to provide comprehensive health carefor LGBT students, and to address the specific needs of these communities. Housing

advisors and staff should be aware of LGBT issues in order to productively address

any housing conflicts around these issues.

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Methods

The 2008 Campus Climate Survey was distributed by the Oregon Student Equal Rights Alliance

(OSERA) in conjunction with Basic Rights Education Fund (BREF), between January and June 2008.

The student organizers of the survey were primarily OSERA board members and members of

student government. These organizers sought to collect data from all different types of students,representing diverse sexual orientations and gender identities.

In order to survey a large and representative sample, surveys were distributed through

convenient outlets, such as email lists and social networking sites, as well as through direct

solicitation such as presentations and door-to-door canvassing. Students set goals and created

work plans to distribute and collect surveys on each participating campus.

Participating Institutions

9 post-secondary institutions participated in this study, including three state-funded community

colleges and six state-funded universities.. The total numbers collected per campus are outlined

below:

Appendix

0 200 400 600 800 1000 1200

Southern Oregon University

Eastern Oregon University

Chemeketa Community College

University of Oregon

Western Oregon University

Mount Hood Community College

Lane Community College

Oregon State University

Portland State University

Survey Instrument

The OSERA/BREF Campus Climate Survey was created by the OSERA Board of 2007-2008. Lead

by twelve student organizers, the Survey ultimately included 50 questions, 22 of which asked

for demographic or contact information. In addition to distributing a paper copy of the surveyinstrument, the survey was also distributed online over list servers and social networking sites. By

the end of the collection period, a total of over 3,500 completed surveys were gathered.


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Appendix

Sampling Procedure

In order to better assess LGBT students experiences in colleges as compared to heterosexual

students, student organizers varies their collection tactics. Students were the primary survey

administrators on every campus.

On campus canvassing: Tabling:

The survey depended heavily on the capacity to table. In order to obtain a more random and

representative sample, tabling occurred at high traffic areas on each campus. Students were

encouraged to step outside of their comfort zones to table in places they wouldnt normally reach,

such as their schools math department and bus stops.

Student Group/Unions Presentations:

In order to make meaningful comparisons between the experience of discrimination and

harassment among different communities, more selective sampling was required to reach people

of all sexual orientations, gender identities and ethnic backgrounds. In order to reach these

different communities, student organizers distributed surveys to identity-specific student groupsand unions.

In Class Presentations: Class raps

Student organizers delivered many class raps, or brief in class presentations. Students would

give a short description of the survey, distribute the survey, and collect completed surveys from

each person in the class. When scheduling class raps, students made sure to schedule across

departments; presentations were not limited to sociology, political science, gender studies or

other disciplines that may be sympathetic to LGBT inclusivity. As with tabling and canvassing, this

sampling method hoped to gather a varied and representative sample.

Door-to-Door Dorm Canvassing: Dorm Storms

Organizers at campuses with student housing used door to door canvassing to collect surveys from

on-campus residents. Students felt it was particularly important to collect information around the

climate in campus residential communities in regards to sexual orientation and gender identity.

All campus emails/servers:

When asked how students heard about the survey, they reported:

23% email/list serve/social networking site (Facebook)

67% paper (through tabling, class raps, dorm storms and group presentations)4 % student group contacts

1% Oregon Student Association

3% Basic Rights Oregon

1% Friend


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Methodology Suggestions

It is essential to include a variety of options for respondents to identity within terms of sexual

orientation, gender identity and ethnicity. The survey also included a space for respondents towrite-in, or self-identify, within these categories and thusly provided a blank space entitled self-

ID. This space was provided for identities that may have not been included or encompassed by

the standard box options.

Initial analysis of the data received revealed that respondents who self-identified in these areas

responded in ways that were incongruent with other data. Analysts then looked at each identity

written by those who self-identified and determined how many of these identities were congruent

with our definitions of sexual orientation , gender identity or ethnicity. On average, less than 30%

of the respondents who made use of the write-in self-identify option identified within those

definitions. Out of 272 people who used the self-identity option for sexual orientation, fewer

than 55 identified as pansexual, bicurious or other options that had been separately offered(such as bisexual, queer or trans) while the other 217+ respondents either did not answer or

wrote in responses such as normal, human, or straight. Similarly, only 23 out of the 86

respondents who utilized the self-identity option for gender identity actually identified as MTF,

FTM, genderqueer or androgynous while the other 58 responses provided no answer or responses

which did not fit the option. Finally, out of the 254 respondents who utilized the self-ID space for

ethnicity, fewer than 79 identified as Native American, Indian, Hispanic, Chicano, or multiracial.

Because of these disparities, the data was affected by ways that would have inaccurately

included non-useable demographics in specified analysis of sexual orientation, gender identity,

and ethnicity.

In order to keep the integrity of the data intact, analysts found that the best solution would be

to include those respondents who self-identified in the overall results, but to omit them when

specifically looking at how LGBT people, transgender people and people of color responded to

certain questions. Future surveys should include a vastly inclusive array of identity-based options

rather than a write-in space for self-identification.

Appendix


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This report has been made possible through the generous support of the following

donors:

Liberty Hill Queer Youth Fund

Spirit Mountain Community Fund

Equity Foundation

Pride Foundation

Terry Bean

Colin Higgins Foundation

Nordstrom, Inc.

Nike, Inc.

Basic Rights Education Fund would like to thank you for your commitment to the work

of equality in our state.

Documents

Too Afraid To Learn: Barriers to Post-Secondary Eduation for Lesbian, Gay, Bisexual and Transgender Students