Running head: LGBT COLLEGE STUDENTS 1

Action Plan: LGBT College Students

Kelly Johnson
Azusa Pacific University

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For one reason or another, the LGBT community of college students has transformed into
the elephant in the room. I chose this population to study for my action plan because I think there
is a problem when we are constantly referring to them as the issue when, in all reality, they are
a special student group that we are called to accommodate for and serve. I have not had much
interaction or research with LGBT college students, which somewhat spurred on this project.
Through this project, I have a few main goals in mind. My first goal is simply to learn
about my beliefs and where they come from. I also hope to grow in the areas of empathy, respect,
and advocacy. My goal is to come out of this project a lot less close-minded about a population
that is so easily written off and put in the corner.
Since the completion of this project, I have seen areas of growth in my professional life
already. I have definitely gained empathy for this student population. Hearing about the
challenges and discrimination they have faced has pushed me to be sure that I am an advocate for
respect and believing that every student deserve their own dignity, regardless of orientation. I
have also become increasingly interested in varying subsets of this population, such as Christian
LGBT students. Because of this new interest, I have found myself doing outside research and
even having the desire to interview students and try to find some bridge to build between the
Christian community and the LGBT community.
My first objective is to develop awareness of the LGBT community. Specifically, my goal
was to learn what challenges face the LGBT students on college campuses. My hope was that my
eyes would be opened and that my views towards the LGBT community would not be
uneducated or close-minded. Through objective one, I wanted to grow in my confidence in

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interacting with LGBT students and grow in my awareness regarding their experiences and
unique needs and challenges.
I sought to accomplish these learning goals through three activities. My first activity was
to type up a personal reflection. This personal reflection would be an assessment and in-depth
reflection on my own biases and cultural assumptions as they relate to the LGBT community. My
exposure to the LGBT community has dramatically increased only in the last few years and my
views and beliefs towards that population have also changed and been solidified through various
experiences. My hope was that, through this activity, I would be able to trace my beliefs and
views back to specific experiences and figure out why I believed what I did. I also figured that
this activity would be helpful to do first so that I knew my views, beliefs, and biases before going
into any other activities within the community.
My second activity was to attend a lecture that focused on the LGBT community. I chose
a lecture that focused on a more specific subset of the LGBT population, the Transgender
population. I chose this lecture because it not only educated me about a population I know little
about, but it was also focused on the Transgender students on our campus. My goal with this
lecture was to learn about the specific struggles that these students face and how I, as a student
affairs professional, can help address their needs.
My final activity was to watch a movie that depicted the LGBT community and what
their experiences have been. I feel as though we can learn so much about the population through
lectures and readings, but the real learning comes when we listen to the stories of those who have
been hurt and kicked to the outside of society because of their orientation or beliefs about the
LGBT community. By watching a movie, I also hoped that it would give me some level of
empathy for what this population has faced and the history of discrimination towards them.

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Three or four years ago, if someone would have told me that I would be studying the
LGBT community, I probably (definitely) would have very uneasy about it. Because of my
upbringing, I have not had much experience or dialogue with the LGBT community, with the
exception of the last two years. Growing up in a semi-conservative Christian environment my
entire life, I was not exposed to the LGBT community until entering college. I did not even know
what the acronym LGBT stood for until my sophomore year of college. My first entre to the
LGBT community came during my freshman year when our college president passed a bill
stating that professors were not allowed to bring up homosexuality in class. If a student brought
up the topic, then it was open for discussion. But, a professor could not initiate the conversation
about it. I remember there being uproar on campus in light of that bill, but I also remember not
really knowing what to feel about it and also wondering why it was such a big deal. So what if
the professors couldnt bring it up? Did it really affect that many people anyways? Turns out it
did.
My biggest struggle with responding to the LGBT community comes with the fact that I
identify as a Christian. I have found that there are, basically, two groups of Christians and their
beliefs towards homosexuality. In one camp we have the Christians who are all about the love;
they believe that Jesus calls us to love others, no matter what. They are accepting of all
orientations and behaviors because Jesus also hung out with the outcasts and sinners alike. In
the other camp of Christians we have those who strictly believe that the Bible speaks against any
homosexuality and seem to cut themselves off from those who identify with the LGBT
community.
I had found myself in the middle of these two camps, which made things quite difficult
when it came to interacting with the LGBT community. I believed that homosexuality was a sin,

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but I also believe that Jesus has called me to be his hands and his feet, and that means loving
those that normally would not be accepted in society. The question I asked, and continue to ask
myself, is, Is it possible or how can I not support part of somebodys identity, but still love
them as a person? I dont the answer to this question.
Reflecting on my own biases and feelings towards the LGBT community was beneficial
and quite helpful. My attitudes and beliefs towards the LGBT community have evolved and
become more precise just in the last 3 years. Because of my personal experiences, exposure, and
interest in the community, the LGBT community has become less the elephant in the room and
more of the burning interest that still causes questions.
This reflection exercise helped me realize a few things. The first thing is that this exercise
helped me realize is that I have had specific experiences and interactions that have lead me to
believe what I believe. Writing this exercise helped me trace my beliefs back to the core and
assess why I may be more firm in some areas and more liberal in other areas.
This exercise was also helpful because it helped me get a hold on where I stood before
going into the rest of the activities that I had planned for my action plan. Knowing where I stand
is not only beneficial to know because people will ask me what I believe throughout this process,
but its also good to know so that I can assess my thoughts and beliefs post-activity to assess
where I stand in the end.
For my second activity, I attended a lecture about the Transgender population, put on by
Bill Fiala to the Student Life department. The lecture was right in line with my goal of learning
how to interact and understand the needs and challenges that this group faced. The beginning of
the lecture was focused on transgender language and terminology, which was extremely helpful.
In light of the events of last semester on APUs campus, there was a buzz around the Transgender

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population and also a lack of education related to what certain aspects of Transgender mean.
Before any of the lecture continued, though, Bill made a point to talk about creating a brave
space versus a safe space. I very much appreciated this because I saw the positive impact this had
on our diversity class and knew the potential it would create for the conversations during and
after this lecture.
Something that Bill also addressed was intention and impact, which is something I have
struggled with, especially when it comes to the LGBT community. Because my exposure to the
community has not been a lot, I often find myself at a loss for the correct words in a given
situation and end up saying the wrong thing. I would typically justify this by saying something
like, well, I had good intentions. But, what I have been learning through this action plan is that,
at the end of the day, it is the impact that matters, not necessarily the intentions. I may have the
best intentions, but if something I say is hurtful towards someone, they are probably not going to
care that I had good intentions.
The biggest thing I took away from this lecture was that each student, no matter their
orientation, deserves their dignity, identity, and therefore, respect. The numbers of reported
harassment and discrimination cases that students have reported while at school or in a public
place are staggering and it is my goal, as a student affairs professional, to maintain an office that
runs on convicted civility and developing relationships with the students that I serve. In our
Adams book, Heather Hackman talked about sexism in a way that can relate to this presentation.
Something else I learned from this presentation is that we may never know if we are talking to a
transgender student. Because of this, we need to be careful of our words, because what we say
actually does matter. In Hackmans introduction to sexism (2013), she states, Even the most
overt examples of sexism go unquestioned because these students have been completely

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immersed in the incessant narrative of sexism and know nothing elseits normal (p. 317).
We live in a culture that has not placed a lot of emphasis on sexism and this presentation brought
that out and encouraged me to keep my ears and eyes open for opportunities to speak up.
My final activity for objective one was to watch a movie with the intention of learning
about the experiences of those in the LGBT community and also gaining empathy and a sense of
advocacy for their population. I watched the documentary The Laramie Project and highly
enjoyed the movie. Going into watching this movie, I was hoping to have my eyes opened to the
difficult experiences of those in the LGBT community. While the environment that I have grown
up in is pretty conservative and the LGBT community is still very much under debate and the
spotlight, I knew there had to be more stories and more experiences of those in the community. I
chose this movie, specifically, because it was about a man, Matthew Shepard, a college student at
the University of Wyoming. My hope was that this movie would give me some insight into the
experience of an LGBT community member who was also a college student.
This movie was incredibly heart breaking but also gave me glimpses of hope at various
points. The documentary crew sought out friends and those in the community of Laramie, WY to
discuss the events of Matthew Shepards death and the impact it had on the community. Matthew
was beat and left to die by two guys his same age one night after supposedly making a pass at
one of them at a bar. One of the biggest responses from the community was that they could not
believe that the boys who beat Matthew were actually from Laramie. Over and over, the
community said things like we dont raise kids like that or Laramie is not that kind of town.
What I was surprised by, though, was the shockingly extreme views of many of those in Laramie
who are very much against homosexuality. One of the saddest parts of the documentary was

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seeing a protestor outside the city hall where the trial was happening who was shouting that
homosexuality was a sin and that Matthew was surely burning in hell.
One of the biggest ideas this movie instilled into my thinking was the notion that our
students, regardless of beliefs, need to be taught about respect or even tolerate others ways of
thinking and beliefs. Each person deserves to be valued and appreciated, regardless of
orientation. I think if the boys that beat Matthew had respect instilled in them, this case would
have turned out vastly different, or would not exist at all.
The second objective of my action plan is to gain increased knowledge about the LGBT
community. During this objective, my specific goal was to hear from leaders in the LGBT
community to hear about not only what they are doing, but also what they believe are the biggest
needs and concerns of the LGBT community. I also wanted to hear from students during this
objective. Because I am going to be a student affairs professional, at the end of the day, my focus
is on the students and how I can serve them to help make the most of their college experience. I
know that members of the LGBT community have not had it easy, to say the least, and I
wanted to hear stories about the hardships that students have faced and how their college
experience has been affected by their orientation.
The first action to help increase my knowledge about the LGBT community was to read
an article that communicates the needs, resources, and experiences of the LGBT community. One
of my goals for this action was to get into some of the research about the LGBT student
experience on a college campus and what has been done to research any solutions for
discrimination. The article that I chose did a tremendous job at exploring the literature related to
LGBT college students experiences. It went one step further to address the attitudes of
heterosexual students and how to reconcile the interactions between the groups.

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The second action to lead toward increased knowledge about the LGBT community was
to arrange and meet with LGBT community leaders to learn about their perceptions of the needs
and concerns of this population. Further, I wanted to hear, specifically, what they are doing in the
community to make a positive impact and empower those in the community who dont feel
capable of getting ahead. Talking with the director of the LGBT resource center at University of
California Riverside (UCR) and her assistant was extremely eye opening to the positive impact
that leaders like Nancy and Sy are having on the LGBT community on their campus.
The final activity for the knowledge portion of my action plan was to talk with LGBT
students to identify the way their college experience has been affected by their orientation. My
goal for this action was simply to listen. I wanted to hear the students stories. I wanted to hear
about when they had been hurt or neglected or put to the side. I wanted to hear about the negative
things that have been said to them. I wanted to hear about the potentially positive experiences
they may have had and how that impacted them. I find value in listening in that it validates the
students experience as well as offers room for growth and brainstorming for how to not let the
negative experience to repeat itself.
The article that I read for my first activity was incredibly enlightening and encouraged
me to think outside the box about how to address the discrimination towards LGBT students.
Further, it brought great insight into how to potentially bridge the gap between LGBT students
and heterosexual students. The article I read, titled, The Impact of White Heterosexual Students
Interactions on Attitudes Toward Lesbian, Gay and Bisexual People: A Longitudinal Study used
the contact hypothesis as their framework for research. Christopher Liang researched the effect
of heterosexual students spending time with LGBT students on the heterosexual students
attitudes towards the LGBT community. Liang noted that The psychological toll of

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homonegative, if not hostile, environments also has been theorized to negatively affect the
development of a positive gay, lesbian, or bisexual identity (2005, p. 238).
The conclusion of this research was eye opening, extremely encouraging, and also helped
make sense of my experiences through this action plan. In this study, a wide population of
heterosexual students was surveyed about their attitudes towards LGBT students. These same
students were then surveyed after completing college. In general, the response was a positive
relationship. If students interacted with LGBT students during their time on campus (more than
they had done previous to college), their attitudes towards the LGBT community were more
positive. Specifically, Liang found that individuals who had more contact with LGB people
while in college tended to have more positive views after two years (2005, p. 246). If Im
honest, I never would have thought of using the contact theory as a way to bridge the gap and
assess the dissonance between the heterosexual community and the LGBT community. It seems
so simple, and yet, so incredibly effective.
Reading this article has also helped me make sense of the journey that I have had through
this action plan. While researching the LGBT community, I have come in contact with various
members of it and have had only positive experiences. Further, I feel as though I am called to be
an advocate and ally for this group. I dont think I would have had that same experience had I
simply just read literature and watched documentaries about the LGBT community.
The next action I completed was meeting with LGBT community leaders. I traveled to
the LGBT resource center at UCR and met with the director, Nancy Tubbs, and one of the
assistants, Sy Simms. Before we sat down and discussed what Nancy and Sy do, Nancy gave us a
tour of the resource center, which was far more extensive than I had expected. The amount of
space and resources this office has available is incredible. To begin the discussion, Nancy started

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out by giving a brief overview of what she does and the programs she is responsible for putting
on. I was absolutely blown away by not only the amount of programming that this office does,
but also the specific groups of students that it caters to. Their LGBT resource center caters to
LGBT students, but they have varying groups even with that community that they program for.
They have programs, for example, for Queer People of Color (QPOC), Queers of Faith, and
groups for various ethnicities as well.
Last school year, alone, this specific LGBT resource center put on 365 programs for
students. This office was also responsible for the initiative to have gender inclusive housing on
UCRs campus, which has now been around since 2005. Meeting with Nancy and Si was
incredibly encouraging. I did not really know what to expect going into our meeting, but I came
out inspired and filled with hope for the LGBT community because of the programs that people
like Nancy and Sy are putting on.
Something that I also found valuable from my meeting with Nancy and Sy was the
amount of peer support and education that they advocate for. One of the events they put on every
Monday is an online peer chat. This is a time that allows for anyone with a UCR id number to go
online and chat anonymously with a trained and qualified mentor about their gender, sexuality,
etc. While this program is extremely beneficial, the part about it I found most interesting was the
training that the peer mentors receive. Each week, the mentors go through one hour of
professional development training before doing the two hour online chat session. This gives me
hope because it shows that, first, there are people out there who care enough about this specific
community of students to go through that training every week, but also, second, that the mentors
who the students are talking to are trained in how to respond and best support these students
during a very sensitive time for them.

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After interviewing Nancy and Sy, I was reminded of the article we read for class by
Annemarie Vaccaro about campus microclimates for LGBT faculty, staff and students. This
article explored what the LGBT community did not find welcoming and encouraged student
affairs professionals to stand up and help foster a welcoming environment for all students on the
college campus. Vaccaro stated very clearly that postsecondary institutions have an obligation to
address such forms of marginalization to create welcoming and affirming campus climates for
LGBT people nownot sometime in the future (2012, p. 428). It gave me a substantial amount
of hope for the LGBT student population because of what Nancy and Sy are doing on their
campus. They have made it their goal to not only create a welcoming and non-judgmental
environment for LGBT individuals and allies, but also to seek out ways that the campus can
become more LGBT friendly in the meantime. Vaccaro concluded her research by stating that
campus climate is a complex phenomenon that requires higher education professionals to take
both a micro and macro view of climate (2012, p. 443) and I believe Nancy and Sy are doing just
that.
The final activity for the knowledge portion of my action plan was to talk with LGBT
students and simply listen to their experience. My goal was to hear how their orientation affected
their college experience: positive and/or negative. I wanted to validate their experiences and also
explore how we, as student affairs professionals, can prevent negative experiences from
happening. I was able to interview a handful of students at UCR who were hanging around in the
LGBT resource center who were very willing to talk about their college experience. To my
surprise, they were all extremely positive about their college experience at UCR. One of the most
helpful resources they unanimously talked about was the safe space plaques that various staff
and faculty could present in their office window if they had gone through ally training. All of the

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students spoke about how comforting this was to them to know they could talk to that professor
or staff member and not have to worry about looking or acting a certain way for fear of being
judged or discriminated against.
Because I did want to see both sides of the experience, I did ask the students if they had
any negative experiences. A majority of the negative experiences came from other students who
simply were not educated on various definitions and some of whom simply did not care to know
about the LGBT community. A couple of the students mentioned the stigma attached to the queer
community that they are all extremely sexually active and that is all their lives focus around. The
students in the group were quick to debunk this myth. A couple of the students mentioned that
sometimes its awkward or difficult to deal with professors who do not use the correct pronouns
or names that the students wish to go by. One student talked about having to go a few minutes
early to every class on the first day just so that he could lay out for the professor what name he
wanted to go by and which correct pronoun he wanted to be addressed by. Besides interactions
such as that, the only other negative experience the students mentioned was about an older man
who would consistently stand in the lobby of one of the main buildings and held a sign that said
homosexuality is a sin. While the students definitely felt offended, they found their own ways
to deal with the man and the sign he was holding up such as two of the guys making out right in
front of the man.
As I mentioned, the interviews with these students quite surprising in how positive they
were. The students were extremely grateful for the LGBT resource center and all the
programming and support it offered through their resources and also through the staff. It also
caused me to think about what an LGBT resource center would look like on a private college

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campus. I dont know if that would even be possible, but the positive impact this resource center
was making on the campus is definitely not something to ignore.
My third objective for my action plan is to develop multicultural skills which will allow
me to work more effectively with LGBT students. My goal in this section was aimed more at my
professional development. Through this objective, my goal was to learn how I can better serve
the LGBT student community as a student affairs professional. Through the various activities,
my hope was to learn about what has been helpful for students in the past and what can be done
in the future to not only accommodate for this population but to help them fit in with the rest of
the students.
The first activity to help develop my multicultural skills was to establish a relationship
with a multicultural mentor. Through this action, my hope was that this mentor would help me
assess my skill level in working with LGBT students. Further, my goal was to grow in my
development, or, at least, have more ideas of areas I can grow in. Having a mentor would not
only give me somebody who could help assess my growth and development, but would also give
me somebody to verbally process what I have been learning through this action plan and what I
hope to do with this population in the future.
The second activity I did to help develop my multicultural skills was to hold a focus
group of LGBT students. My goal for this exercise was to talk with the students about what
might be done to make the college campus a more welcoming and affirming place. From big
picture to the specifics, my goal is to hear from the students what has been helpful in their
college experience, what hasnt been helpful, and what they think can be done to make the
college campus a more inviting atmosphere for LGBT students.

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My final activity in helping me develop my multicultural skills was to come up with a
presentation for those in my workplace about this student population. My goal in this step was to
combine the knowledge I had learned from every previous action and collaborate it into one
presentation about the LGBT student population. Beyond that, I wanted it to create space for
discussion about how our office can specifically accommodate and support this community.
My first action was to establish a relationship with a multicultural mentor. I picked Shino
Simons, the associate dean of students, who also happens to be my boss. Shino has proven to be
multiculturally aware of her surroundings as well as when it comes to serving the students. She is
wise and causes me to ask questions of myself and my ideas that I never would have thought of.
One of the things I loved about meeting with Shino is that she spurred me to dig deeper in
my definitions and goals. For example, one of my goals as a student affairs professional is to
create a safe and brave space for students to feel comfortable being honest. Shino pushed me to
think about what I meant by safe space and what that logistically looked like. I also talked about
wanting to be an advocate and ally for the LGBT students and she pushed me to question what I
actually mean by ally and what that looks like in my professional career. Shino and I had a lot of
great discussions about what it means to be a Christian student affairs professional and what that
looked like when it came to discussions about the LGBT community, especially at a Christian
university. She has racked my brain and continually has me asking questions about what I
believe and making sure that Im specific in setting my professional goals related to this research
so that I can better apply to my professional development in the future.
Talking to Shino reminded me of the article by Susan Borrego titled Class Matters:
Beyond Access to Inclusion. Because Shino is an experienced higher education professional,
she has been able to assess the organizational structure of the university but also has the

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opportunity to address any shortcomings that could let students fall through. Borrego addressed
this problem when she said, As different populations increasingly come to campus, the inherent
biases of organizational structures come to light. Efforts to provide access sometimes
inadvertently reinforce a notion of disadvantage which in turn stigmatizes the very group of
students that programs were designed to assist (2003, p. 4). I think Shino and Borrego are both
on the same page when it comes to wanting to serve a specific student population, but also being
weary of the thin line we walk as professionals between serving and programming for this
population and making them an issue.
The second activity I did to develop my multicultural skills was to hold a focus group of
LGBT students and discuss what can be done on campus to make the institution a more
welcoming and affirming place. For this action, I was able to interview another group of students
at UCR about their experiences at UCR. More specifically, I discussed and asked this group what
they thought could be done on college campuses to make them more welcoming and
accommodating. The answers I got were well thought out due to experience and also a lot more
specific than I thought they would be. A few of the students talked about using the phrase yall
when referring to a group of students because it is gender inclusive, versus saying something like
you guys.
A few students talked about their experiences with professors, most of which were
understanding and respectful. One student brought up the issue of roll call on the first day. If a
professor simply goes down the list to check attendance, it doesnt really give the student to
explain what name and pronoun they want to go by without making a scene. The student
suggested having the students go one by one to introduce themselves and how they would like to
be addressed.

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Similar to the previous students, this group talked about a lack of education in the general
student population. It was eye opening to hear some of the comment that other students would
make to those in the LGBT community, but simply because of a sheer lack of education or a tall
order of ignorance. The students said that one of their biggest issues on campus related to the
LGBT community is misgendering. How to solve this problem, the students were not entirely
sure it could be solved, but, depending on the situation, they said asking is sometimes
appropriate. These students search for value and respect and referring to them by the incorrect
gender allows for neither value nor respect.
The final action towards developing multicultural skills is to present what I have learned
through this project to my office. One of my goals through this action is simply that they would
become aware of this student population regarding their needs and challenges that they face. One
thing I have learned through this project is that a majority of the time, you simply will not know
that you are interacting with an LGBT student. Because of that, it was important for me to relay
that what we say and how we say it are very important (relating back to intention vs. impact from
Bill Fialas presentation).
The presentation went well and lead to a good time of discussion among those present.
Talking about this topic has been beneficial because it allows us to brainstorm as an office how
we can best support this student community and how to make our office inviting. Creating a safe
versus brave space is also important and is something we are continuing to discuss and work
towards.
If I were to have a stage two project, I would focus it on LGBT students on a Christian
college campus. Hearing from the students at UCR was extremely beneficial and it was cool to
hear about their extremely positive experiences on that campus. Unfortunately, UCR and APU

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have very different beliefs on homosexuality and I can only imagine what the experience has
been like for students on APUs campus as well as other Christian campuses. In fact, upon stating
that we were from APU, the students at UCR all gave a collective ooooooh and we heard many
statements like I have a gay/lesbian friend that goes there and they have not had a good
experience.
Working on a Christian campus with an LGBT community is a very thin and sensitive
place to work in and Im still not entirely sure how to reconcile the two to each other. That being
said, I would continue to do student interviews with Christians in the LGBT community to see
how they balance their beliefs and also how their orientation has affected their college
experience and, also, what student affairs professionals can do to accommodate their needs.
This project was extremely beneficial and impactful on my multicultural skills and my
awareness of students from diverse backgrounds and beliefs. Going forward from here, I think I
have more questions than answers, which is not necessarily a bad thing. The questions I have,
such as, how do I put myself out there on a Christian college campus as a safe person and also
what does it mean that I am a safe person because I also want to make the distinction that
safe does not necessarily mean agree. On a more broad level, this project fulfilled my goal to
simply gain more empathy for this student population. Before my last couple years of college, I
had little to no interaction or experience with the LGBT community except for when I heard my
parents talk about their views. Being able to form my own beliefs and views towards the LGBT
community has been a growing experience, but I am grateful for those I have come into contact
with in the community who have shown me grace and have pushed me in the right direction. If I
only had to take away one lesson from this entire project, it would be that these students matter.
LGBT students are still human beings who are deserving of dignity and respect, just like

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everyone else. Because of this project, I definitely feel called to be an advocate for this group
and push for as much gender equality as possible on a college campus.

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Works Cited
Borrego, S. E. (2003). Class matters: Beyond access to inclusion. National Association of
Student Personnel Administrators, 1-8.
Hackman, H. W. (2013). Sexism. In M. Adams, W. J. Blumenfeld, C. Castaneda, M. L. Peters, H.
W. Hackman, & X. Zuniga (Eds.), Readings for diversity and social justice (3rd ed., pp.
317-323). New York: Routledge.
Liang, C. T., & Alimo, C. (2005, May). The impact of white heterosexual students' interactions
on attitudes toward lesbian, gay and bisexual people: A longitudinal study. Journal of
College Student Development, 46(3), 237-250.
Vaccaro, A. (2012). Campus microclimates for LGBT faculty, staff, and students: An exploration
of the intersection of social identity and campus roles. Journal of Students Affairs
Research and Practice, 49(4), 429-446.