User:Jowilson510/sandbox

Sources for POLS Project
Sanlo, R. L. (2000). The LGBT campus resource center director: The new profession in student affairs. NASPA Journal, 37(3), 199-209. doi:10.2202/1949-6605.1113

Peters, Andrew J. (2003). Isolation or inclusion: Creating safe spaces for lesbian and gay youth. Families in Society-the Journal of Contemporary Human Services, 84(3), 331-337. doi:10.1606/1044-3894.122

Consortium of Higher Education LGBT Resource Professionals. (2017). [Interactive Map of LGBTQ Campus Resource Centers May 8, 2017]. Find an LGBTQ Resource Center.

Retrieved from http://www.lgbtcampus.org/find-a-lgbt-center.

Bullard, M. (2004). Working with heterosexual allies on campus: A qualitative exploration of experiences among Igbt campus resource center directors. Unpublished Doctoral Dissertation, Western Michigan University, Kalamazoo

Martin, M. (2012, June 14). Bowie State boasts first black LGBT student center. Tell Me More. Transcript retrieved from https://search.proquest.com/docview/1020394942?accountid=26417.

"LGBT Student Center" Notes
Fine: Matthew Shepard murder sparked increase in centers that led to publication of existing centers in Sanlo's article (two years later)

Centers have been criticized for often being established, given full-time staff, or otherwise expanded in reactive (i.e., responding to an event or events on or off-campus) (Farrell). Additionally, many students may feel that even after the creation of a campus LGBT+ center, there may be an existing culture of hostility and homophobia/transphobia within the student body and university staff, faculty, and administration (Farrell).

https://www.lgbtcampus.org/find-an-lgbtqa-campus-center

McCabe, P. C., & Rubinson, F. (2008). Committing to social justice: The behavioral intention of school psychology and education trainees to advocate for lesbian, gay, bisexual, and

transgendered youth. School Psychology Review, 37(4), 469-486.

Yost: When students at institutions without LGBT student centers are asked to provide resources that may help LGBTQ+ students like themseves or others, they respond supporting the establishment of a center Critique: Centers are sometimes criticized for providing too specialized of treatment and resources for LGBTQ+ students, rather than equity among all students.

For many institutions with both a LGBT student centers and a campus women's center, there are often overlapping policies, programming, and resources.

Poynter and Tubbs: Safe zone trainings that centers and their staff may facilitate have been shown to overall improve the campus climate for LGBTQ+ students as well as the perceived safety from LGBTQ+ students.

Patton: Rather than critiquing resource centers for being 'unnecessary,' maybe we should be critiquing them on what else they can do to disrupt university inequity and provide space for queer students. Believes that looking at centers as separatist is like looking at the need for the centers strictly from the perspective of those who have privilege in university administrations, rather than listening to the voices of students who would benefit from the centers. Additionally, believing that centers further harm university students emphasizes the shift of responsibility placed by privileged and dominant groups and identity-holders on college campuses making marginalized students educators rather than making privileged students listeners or seekers of knowledge.

A part of the problem that Patton suggests is that privileged students may not be willing to access the centers or begin these cross-cultural conversations due to disinterest, discomfort, or a feeling that centers are only for LGBTQ+ students. This reduces the potential interactions, programming, and other connections with these centers, but also justifies the lower funding and staff.

Should centers make themselves more inclusive on campuses that have been historically exclusive or inhospitable to minority students since their inceptions?

How do we create a campus or student unions that provide multicultural and sexual/gender-diverse atmospheres that reduce the need for identity-based centers?

Identity centers as "mini student affairs" divisions...does this model transfer to every university though? e.g., BGSU, but can't really say that bc bias

"American higher education, student affairs in particular, organizes itself in ways that require identity centers to oversee all these responsibilities.

"When identity centers and similar services exist on college campuses, other departments exempt themselves from sharing any substantice repsonsibility for ensuring the implementation of diversity initiatives." -- see Stage and Hamrick (1994) diversity issues (title)

"The expectation persists that identity centers, despite inequities, do the work of entire student affairs divisions with only a fraction of the budget, staff, and resources."

Getting privileged students to respect identity centers starts with the higher administration in student affairs staff and administration that oversees the university at-large

A need to reposition mission statements of centers to appear more inclusive to non-LGBTQ+ centers?

Focusing on identity differences is not bad nor negative. Neither is focusing on identities, but millennial generations going through institutions of higher education may be stressing a further focus on intersectionality that may be needed. One way that has been addressed is intersectional programming (not from Patton)

Criticism of who and what staff and faculty choose to work and partner with identity centers

Kristen Renn's argument against identity centers, despite "providing leverage" for universities to justify getting rid of these centers, is null in the face of university diversity and inclusion statements that are frequently challenged because they show donors, current and prospective students, and other outside community members that there is "physical proof" of their commitment to diversity and inclusion. However, they are often established to compete with the university, not to assist the university to have a better climate to not need the center in the first place. Centers should be part of the larger university system that holds the university at-large accountable for its actions on its represented and similar communities and to work to fight against systemic inequities perpetuated by the history and contemporary aspects of the institution.