Table of Contents



Dear Participant,

We want to first say thank you for participating in the Oklahoma State University Safe Zone training program. OSU is proud of our culturally diverse population and supports cultural diversity in every way possible. Safe Zone is a way to say that all sexual orientations and gender presentations are part of our culture and are acknowledged and supported.

A special thanks also goes to the Office of Multicultural Affairs, Division of Student Affairs, ReBoot Center, Residential Life, and Student Counseling Center. We have been fortunate to develop a stronger training program as a result of contributions from these various departments.

Respectfully,

Tamara Richardson, Ph.D. & Joseph Dunnigan, Ph.D.

Oklahoma State University Oklahoma State University

Student Counseling Center Student Counseling Center

SAFE ZONE coordinator SAFE ZONE coordinator

Table of Contents

|Introduction |Page |

|Purpose of the Safe Zone Program |4 |

|Ground Rules |4 |

|Defining a Common Language |5 |

|Symbols of Pride |7 |

|What do you know GLBT People? |10 |

|How do you feel about GLBT People? |11 |

|Allies | |

|Qualities of an Ally |12 |

|Enhance Skills as an Ally |13 |

|Concerns for GLBT Students |14 |

|Minority Status |15 |

|Coming Out | |

|Coming Out |16 |

|Cycle of Oppression |17 |

|Suggestions for Creating Affirming Environment |18 |

|Counseling Issues | |

|Recognizing Distress |19 |

|Reporting Harassment |20 |

|Resources | |

|Local Resources |21 |

|Web Resources |22 |

|Presidential Proclamation |27 |

|Safe Zone Contract |29 |

|Evaluation |30 |

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Program

INTRODUCTION

Purpose of the Safe Zone Program:

Safe Zone is a program which identifies "affirming" faculty, staff, and students to provide support and resources for the Oklahoma State University (OSU) gay, lesbian, bisexual, and transgender community. The Safe Zone symbol is a message to gay, lesbian, bisexual, and transgender (GLBT) students and colleagues that you have knowledge of GLBT issues, are supportive, and are trustworthy. People will know they can come to you for help, advice, or just to talk with someone who is supportive of their affectional orientation and gender identity.

Ground Rules:

1. It's OK to laugh at your mistakes

2. We were all raised in -a homophobic culture (including GLBT people). So don't be too upset with yourself if you have a prejudiced thought. Learn from it and forgive yourself.

3. If you stumble over wording of a statement or a thought it's OK! Let yourself laugh at it and we will too.

4. Be open and learn as much as possible.

5. Ask questions. If you have a question do not be shy, someone else in the audience is wondering the same thing.

6. Understand that we are all at different levels in our understanding of this topic and we are here to learn and grow.

Defining a Common Language:

Affectional Orientation- who we are emotionally, physically and/or sexually attracted to. This is not always tied to gender or sex and is a preferred term to “sexual orientation” as it better captures the complexity of our intimate relationships.

Homosexual - a person who is emotionally, physically, and/or sexually attracted or committed to members of the same sex. This term is no longer a preferred term, but is still widely used.

Queer- Originally a pejorative term for gay, now being reclaimed by the GLBT community as an umbrella term for the community, its’ culture and its’ philosophy; i.e., Queer Studies, Queer Philosophy, Queer Cultural Centers.

Gay - a common and acceptable word for males who are affectional oriented towards other males, but used for both genders.

Lesbian – a common and acceptable word for females who are affectional oriented towards other females.

Bisexual - a person who is affectionally oriented toward both males and females.

Transgender- Transgender is an umbrella term used to describe people whose gender identity (sense of themselves as male or female) or gender expression differs from that usually associated with their birth sex.

Transsexual – a person who desires to change their physical sex through hormones and surgery. (Pre-operative Transsexual is a male/female who is in the process of gender reassignment.)

Transvestite – a person who dresses in the other gender’s clothing. A term that is no longer commonly used due to its historical tie to a diagnosed fetish.

Intersex- Someone who is born with full or partial reproductive system of sexual organs of both sexes or with ambiguous genitalia.

Questioning- an individual who is unsure of their sexual orientation.

Heterosexual - a person who is emotionally, physically, and/or sexually attracted or committed to members of the other sex.

Homophobia - the irrational fear of homosexuals, homosexuality, or any behavior, belief, or, attitude of self or others which doesn't conform to rigid sex-role stereotypes.

Heterosexism - the assumption that everyone is heterosexual, and if not, they should be.

Internalized Oppression - the process by which a member of an oppressed group comes to accept and live out the inaccurate myths and stereotypes applied to the group.

Ally - any person whose attitude and behavior are anti-heterosexist and who works toward combating homophobia and heterosexism, both on a personal and institutional level.

Coming Out - to "come out" or to publicly declare and affirm one's affectional orientation or gender identity. It is not a single event but instead a life-long process. In each new situation a GLBT person must decide whether or not to come out.

“In the Closet” - to be "in the closet" means to hide one's affectional orientation or gender identity in order to avoid possible discrimination.

Symbols of Pride

Listed below are some symbols that have been adopted by GLBT individuals and allies.

Double Woman's Symbol

[pic]

Also known as "the mirror of Venus." This symbol represents the planet Venus, metal, copper and femininity. The double woman's symbol represents woman loving woman.

Double Man's Symbol

[pic]

Derived from the astrological symbol of Mars. Mars was the Roman God of War and patron of warriors. The arrow is a phallic symbol. A double man's symbol represents man loving man.

The Rainbow Flag

The Rainbow Flag has been adopted by the GLB community as its own design. It depicts not the shape of the rainbow but its colors in horizontal stripes. Created in 1978 for San Francisco's Gay Freedom Celebration by local artist, Gilbert Baker, it was inspired by the "Flag of the Races," which had five stripes-one each for the colors of humankind's skin, flown at the 1960's college demonstrations. Its success is not due to any official recognition but to the widespread spontaneous adoption by members of the community it represents.

Transgender Pride

[pic]

The light blue stripes signify the traditional color for baby boys, while the soft pink stripes signify the traditional color for baby girls. The white stripe signifies those who are intersex, transitioning or who identify with a neutral or undefined gender.

Transgender symbol, first version (bottom left): This symbol combines and modifies elements of the male and female gender symbols, with a combined symbol jutting from the top left. Transgender symbol, version two (bottom right): This version of the transgender symbol includes a strikethrough in the center, to include those who don't identify as male or female.

Mercury astrological sign (bottom center): The transgender community adopted this symbol for its hermaphroditic meaning.

Bisexual Pride

[pic]

The traditional genders are represented by the colors of pink and blue. The bisexual community combined these colors to make purple as a sign of their commitment to have a relationship with either gender.

Human Rights Campaign

[pic]

America's largest civil rights organization working to achieve lesbian, gay, bisexual and transgender equality

The Pink Triangle

[pic]

Everyone knows about the Holocaust during World War II that took more than six million Jewish lives. But many do not realize that other groups also were targeted for extinction, including those with disabilities, Gypsies, and gay men and women. Nearly a quarter-million gay men and lesbians perished in Hitler's death camps. Prisoners were forced to wear identifying symbols on their sleeves. A yellow Star of David identified people of Jewish descent. Gay men were branded by a pink triangle. Lesbian women and feminists were made to wear a black triangle. When Allied troops liberated concentration camps, the men with pink triangles were not freed. Family members of gays executed in the camps were one of the only groups who did not receive reparations. It was not until the early 1990’s that any Holocaust memorial reflected the names of gays and lesbians murdered during World War II. Today, it is a symbol of liberation and pride to remind gay and lesbian people of the oppression they have suffered historically and to signal their refusal to be silent victims again.

Taken and Adapted from Vernon Wall, 1992

What Do You Know About GLBT People

For many people much of what they know about Gays, Lesbians, Bisexuals, and Transgenders is based on myths and stereotypes rather than reality. Sorting out the myths and realities can lead to greater self-awareness which motivates us to learn more and become more accepting of those whose sexual orientation may be different from our own.

Read each statement below and circle the “SA” if you strongly agree with the statement, “A” if you agree with it, “N” if you are neutral, “D” if you disagree, or “SD” if you strongly disagree.

SA = Strongly Agree, A = Agree, N = Neutral, D = Disagree, SD = Strongly Disagree

SA A N D SD 1. Gay people can ordinarily be identified by certain mannerisms or

physical characteristics.

SA A N D SD 2. In a gay, lesbian, or bisexual relationship, one partner usually plays the “husband”/ “butch” role and the other plays the “wife”/ “femme” role.

SA A N D SD 3. We do not know what causes same sex attraction/bisexuality.

SA A N D SD 4. Most Gays, Lesbians, and Bisexuals could be cured by having really good sex with a member of the opposite sex.

SA A N D SD 5. The majority of child molesters are gay.

SA A N D SD 6. Most Gays, Lesbians, Bisexuals, and Transgenders regard themselves as members of the opposite sex.

SA A N D SD 7. Same sex attraction and bisexuality are not “natural”-that is, it does not exist in nature, therefore, that proves it is dysfunctional.

SA A N D SD 8. Gays, Lesbians, Bisexuals, and Transgenders should not be teachers because they will influence the sexuality/ gender identity of children.

SA A N D SD 9. Gays, Lesbians, Bisexuals, and Transgenders have made conscious decisions to be that way.

SA A N D SD 10. There are very few Bisexuals; most people are either completely

homosexual or heterosexual.

SA A N D SD 11. There are some significant differences between the lifestyles of gay men and lesbians.

SA A N D SD 12. Same sex attraction/bisexuality is a type of mental illness and can be cured by appropriate psychotherapy.

SA A N D SD 13. One same sex experience as an adolescent will play a large part in determining future sexual orientation.

SA A N D SD 14. Most transgender people want to change their sex.

How Do You Feel About GLBT People

Clarifying our attitudes and beliefs helps us to become more conscious of what we feel. The purpose in responding to the following items is not to try to change your attitudes and values, but to bring into your awareness of what those attitudes and values are. There are no “right” or “wrong” answers. The important thing is that you understand what you personally feel, not what you think you should feel. You might want to ask yourself why you feel the way you do.

Read each statement below and circle the “SA” if you strongly agree with the statement, “A” if you agree with it, “N” if you are neutral, “D” if you disagree with it, or “SD” if you strongly disagree.

SA = Strongly Agree, A = Agree, N = Neutral, D = Disagree, SD = Strongly Disagree

SA A N D SD 1. I feel uncomfortable when I’m with people who I know are Gay,

Lesbian, Bisexual, or Transgender.

SA A N D SD 2. If I found out that a close friend was Gay, Lesbian, Bisexual, or

Transgender, I think our relationship would be different in the future.

SA A N D SD 3. I believe that Gay, Lesbian, or Bisexual orientation is as natural as heterosexuality.

SA A N D SD 4. I don’t mind being around Gay, Lesbian, Bisexual, or Transgender people as long as they don’t talk about it.

SA A N D SD 5. I feel uneasy around people who cross-dress or who do not subscribe to

traditional gender roles.

SA A N D SD 6. I believe that Gay, Lesbian, Bisexual, and Transgender people are always trying to seduce heterosexuals and win converts.

SA A N D SD 7. I feel uncomfortable around men who act feminine and women who act masculine.

SA A N D SD 8. Gays, Lesbians, Bisexuals, and Transgenders engage in immoral sexual behavior.

SA A N D SD 9. I let GLBT insults slide. I don’t want anyone to think I am gay.

SA A N D SD 10. I feel that programs like Safe Zone can be deceiving because they imply that those without a sign are not safe.

SA A N D SD 11. Having more GLBT people on TV and in the media has helped the GLBT movement.

SA A N D SD 12. I am able to accept seeing open expressions of affection between same-sex people.

SA A N D SD 13. I think that bisexuals should decide whether they are gay or straight.

SA A N D SD 14. GLBT people are just like everyone else.

ALLIES

Qualities of an Ally:

An Ally:

1. Has worked to develop an understanding of affectional orientation, gender identity and issues related to the GLBT community.

2. Chooses to align themselves with the GLBT community and its’ members. They are open and responsive to community and individual needs.

3. Believes that it is in her/his self-interest to be an ally.

4. Is committed to the personal growth, which is a necessary part of completing this program.

5. Takes pride in personal success in responding to homophobia, heterosexism and overcoming fears.

6. Should expect support from the institution and other allies.

7. Is able to acknowledge and articulate how negative biases have operated in his/her life.

8. Expects to make some mistakes but does not use it as an excuse for non-action.

9. Knows that both sides of an ally relationship have a clear responsibility for their own response to any situation, whether or not persons on the other side choose to respond.

10. Knows that in the most empowered ally relationships, the persons in the non-oppressed role initiates the change toward personal, institutional, and social justice and equality.

11. Knows that he/she is responsible for humanizing or empowering their role in society, particularly as their role relates to responding to the needs of the GLBT community they serve and visit.

12. Promotes a sense of community with the GLBT community and teaches others about the importance of outreach.

13. Is aware of possible prejudice (and ways to handle it) that may occur toward him/her as an ally.

14. Has a good sense of humor and is aware of their impact on other people.

Enhance Skills as an Ally:

Awareness:

Understand how you are similar to and different from GLBT people and become

comfortable with issues and concerns.

This can be done by:

1. Having conversations with GLBT individuals to understand their experiences.

2. Asking questions when you have them.

3. Understanding your own homophobic biases or concerns through self-exploration.

4. Reading and researching the GLTBculture

Education:

Begin to acquire knowledge and understanding about what it means to be GLBT in our society

and on your campus.

This can be done by:

1. Learning about laws and policies that effect the GLTB community

2. Educating yourself about the diversity within the GLTB community

3. Connecting with local and national GLTB organizations for more information.

Action:

Develop your skills of communicating the knowledge you have gained

This can be done by:

1. Using inclusive language

2. Not assuming everyone is heterosexual

3. Speaking out and confronting homophobic and heterosexist actions in others

Concerns for GLBT Students:

The University years are often a time of significant change for most students. Students are confronted with a variety of issues. Each issue is dealt with differently based on the student's maturity and the experiences they have had. As a result, the student who may be struggling with their affectional orientation or gender identity may have a more difficult task as these issues arise.

Many activities during the undergraduate years encourage students to develop self-esteem and a distinct identity. For the GLBT student, answering the question "Who am I?" can be very difficult. Because GLTB issues are not widely accepted, understood, or even seen as healthy by many people, GLBT student’s development of positive identity can be challenged. They may question their self worth and wonder where they fit into society and/or the university community. Also, the majority of activities during the undergraduate years are heterosexually and cisgender based. Whether in social functions or dating relationships, GLBT students can experience extreme anxiety as they decides to "play the game." Coupled with this issue is the fact that many GLBT students have difficulty finding a supportive community. As a result, GLBT students may feel even more isolated than other students.

During college years, students also begin to make decisions about what role religion will play in their lives. For GLBT students, coming to terms with their religious beliefs can be a difficult task in light of the fact they may not be accepted in some religious environments. GLBT students may also have concerns about career goals (i.e., military) and potential health related issues (i.e., HIV/AIDS).

Other issues of possible concern include:

1. Grieving the loss of membership in the dominant culture and entry into a stigmatized group.

2. The experience of being a minority, especially an invisible minority, and its impact on one's life.

3. Lack of family support or strong role models to help them deal with potential problems and/or identity issues.

4. Potential lack of peer support and isolation.

5. Financial concerns (i.e., unsupportive parents withdraw financial support)

Minority Status:

1. GLBT people are minorities by definition.

a. according to sociologist John Macionis, minority status is defined by three points:

(1) minorities experience domination or prejudice by a majority group

(2) one does not choose to be in the minority group.

(3) one is born into the minority group.

2. Being a GLBT minority can be different from other minorities.

a. Their minority status is not visible.

(1) GLBT people must choose whether to reveal their minority status.

(2) Risks of doing so: losing friends, losing family, feeling they are responsible for the pain their parents and family will go through if they come out to them.

(3) Self-degradation, hiding the truth, whether it be for career or safety reasons, increases stress, almost as if society forces them to be liars.

(4) Not being able to share life experiences.

(a) GLBT people must always assess social situations and decide if they will discuss their relationships and partners when their friends or coworkers are doing so.

(5) Self degradation, forced lying, pain, and guilt can lead GLBT people to destructive behavior like drug and alcohol abuse or suicide.

c. It's possible to have a double or even triple minority status.

(1) Example: Gay Hispanic male or Lesbian African American female.

d. They are often the only one in the family to have this minority status.

e. GLBT people were born and raised in the same homophobic culture as everyone else.

Gay, Lesbian, and Bisexual Students of Color:

When a student is both a student of color and a gay, lesbian, bisexual, or transgender person, that person may feel that only one part of their identity can be important. For many, it is difficult to strike a balance that allows them to be empowered and liberated in both their identities. Multiple oppressions may affect their lives because:

1. They may feel they do not know who they are.

2. They may struggle with identifying which part of them is more important,

3. They may not know how to deal with opposing belief systems.

4. They may not have any one to talk to about the split they feel in their identity.

5. They may feel misunderstood by each group if they consider both parts of their identity equally important

6. The experience of each racial/ethnic group is different depending on cultural values and beliefs about affectional orientation and gender identity should be examined individually for the effects of having a multiple identity.

COMING OUT

Coming out is the term used to describe the process of and the extent to which one identifies as lesbian, gay, bisexual or transgender. There are two parts to this process: coming out to oneself and coming out to others. Coming out to oneself is perhaps the first step toward a positive understanding of oneself. It includes the realization that one is GLBT, accepting that fact, and deciding what to do about it.

The decision to come out to another person involves disclosing one's affectional orientation and/or gender identity. Some are afraid of being rejected while others worry that their affectional orientation or gender identity will be the overriding focus in future interactions with the other person. However, coming out does not always result in negative consequences. It can develop a sense of relief and a sense of closeness. Other issues are the extent of the revelation (should everyone know or should disclosure be selective?), timing, and anticipated consequences.

The decision not to come out to others is called passing or being closeted. Our culture tends to assume heterosexuality and cisgender; persons who do not correct the heterosexual or cisgender assumption are considered to be passing. College students may believe that passing is preferable in an environment built on heterosexual and cisgender events. These students usually experience some conflict as they make decisions on when to pass and when to be open and some live with fear about their identity being revealed. These students may also experience some hostility from those who are open and feel that they are not being honest with themselves or others.

Cycle of Oppression:

Cultural oppression can be thought of as a cycle consisting of five components. These five components are illustrated and explained below. [pic]

1. Stereotype - a positive or negative oversimplification or generalization about an entire group of people without considering individual differences. Stereotypes form the basis of prejudices.

2. Prejudice - a conscious or unconscious negative belief regarding entire groups of people as well as the individual members of a group. Prejudice leads to discrimination when a prejudiced person is in power and can withhold memberships, opportunities, and resources.

3. Discrimination - occurs when prejudice is accompanied by power. Discrimination can take many forms including racism and sexism. Acts of discrimination often build in severity over time until the relatively less powerful social group is placed in a state of oppression by the more powerful social group.

4. Oppression - the systematic subjugation of the less powerful social group. Usually, the stronger social group benefits from oppression and is supported by some social beliefs and practices. The less powerful social group often internalizes these images, resulting in internalized oppression.

5. Internalized oppression - accepting and living by the social beliefs and practices of the stronger social group. This occurs when the less powerful social group believes the stereotypes they receive and begins to conform to the stereotypes. As a result, the less powerful social group reinforces stereotypes and perpetuates the cycle of oppression.

Create an Affirming Environment:

(Adapted by Buhrke & Douce, 1991)

1. Object to and eliminate jokes and humor that put down or portray GLBT individuals in stereotypical ways.

2. Counter statements about affectional orientation or gender identity that are not relevant to decisions or evaluations being made about faculty, staff, or students.

3. Invite "out" professionals to conduct seminars and provide guest lectures in your classes and offices. Invite them for both GLBT topics and other topics of their expertise.

4. Do not force GLBT persons “out of the closet” nor “out” them to others. The process of coming out is one of enlarging a series of concentric circles of those who know. The process should be in control of the individual until (and if) they consider it public knowledge.

5. Don't include affectional orientation or gender identity information in letters of reference or answer specific or implied questions without first clarifying how "out" the person chooses to be in the specific process in question. Because your environment may be safe does not mean that all environments are safe.

6. Recruit and hire “out” GLBT staff and faculty. View affectional orientation and gender identity as a positive form of diversity that is desired in a multicultural setting. Always question job applicants about their ability to work with GLBT faculty, staff, and students.

7. Do not refer all GLBT issues to gay or lesbian staff/faculty. Do not assume their only expertise is GLBT issues. Check with staff about their willingness to consult on GLBT issues with other staff members.

8. Be sensitive to issues of oppression and appreciate the strength and struggle it takes to establish a positive GLBT identity. Provide nurturing support to colleagues and students in phases of that process.

9. Be prepared. If you truly establish a safe and supportive environment, people that you never thought of may begin to share their personal lives and come out in varying degrees. Administrative staff, maintenance personnel, former students, and professional colleagues will respond to the new atmosphere.

10. View their creation of this environment as a departmental or agency responsibility, not the responsibility of individual persons who happen to be gay, lesbian, bisexual, or transgender. Always waiting for them a GLTB individual to speak, challenge, or act, adds an extra level of responsibility to someone who may already be dealing with oppression on many levels.

RECOGNIZING DISTRESS

Counseling Issues and reasons for referral

1. As allies, you:

a. Are not expected to be a counselor, just a support person with a network of

resources.

b. May be needed to provide information.

c. May encounter serious issues which require a professional counselor.

2. Possible warning signs:

a. Has the student stopped going to class?

b. How are their grades or ability to concentrate? Are they keeping up with assignments?

c. Are they working? How is that going?

d. Are there changes in daily functions such as:

1) sleeping more or less than usual

2) crying

3) weight gain or loss

4) stopped participating in activities they used to enjoy

5) do they talk of excessive partying or substance use

e. Watch for severe anxiety:

1) are they nervous talking to you?

2) are they out of breath or sweating?

3) are they curled into the chair or hunched over?

4) do they complain of headaches or physical ailments?

f. Refer to counseling any student who voices suicidal thoughts or feelings

3. Find out about each person's support system.

a. friends, family

b. who do they have to talk to?

c. what do they do when they are feeling down?

4. A good guideline to use is if you are feeling overwhelmed or worried about a student, referring them is the best choice.

Trust your instinct. It's usually right.

5. Referring a student should be done in a constructive, positive way.

a. It took a lot of courage for a student to come to you in the first place so acknowledge that.

b. Encourage them to speak with a counselor. Tell them you don' t have all the answers but you can help them find additional resources and support.

c. Communicate that you are not abandoning them, invite them to follow up with you.

d. Help them make appointments if necessary.

e. Be sure to convey that counseling is a tool for their use and not that there is something wrong with them.

Reporting Harassment:

A GLTB crime survivor may experience increased discrimination or stigma from others who have learned about their affectional orientation and/or gender identity as a consequence of the victimization. Such secondary victimization, which can further intensify the negative psychological consequences of victimization, is sometimes expressed directly or indirectly by representatives of the criminal justice system, including police officers and judges. It also extends outside the criminal justice system. If their affectional orientation or gender identity becomes publicly known as a result of a crime, for example, some may risk loss of employment or child custody. Even in jurisdictions where statutory protection is available, many fear that disclosure of their affectional orientation and/or gender identity as a result of victimization may result in hostility, harassment, and rejection from others. Secondary victimization may be experienced as an additional assault on one's identity and community, and thus an added source of stress. The threat of secondary victimization often acts as a barrier to reporting a crime or seeking medical, psychological, or social services. (adapted from Gregory M. Herek)

When a Student informs you they have been harassed:

Step 1: Assess their situation regarding safety.

Step 2: Inform the student that you will protect their confidentiality to the best of your ability.

Step 3: If the student is not safe call the campus police, student conduct office, and/or student counseling center. We will work together.

Step 4: Maintain confidentiality if you decide to consult with other Safe Zone members.

Helpful suggestions:

1) Do not handle the situation alone, if at all possible. You could spend hours with the student on this issue. Try to refer the student to the Counseling Center, Residential Life, or campus police.

2) When communicating with campus police do not expect or assume that they will be sensitive to the issues of GLBT students. In fact, it is possible the campus police have had little sensitivity training or exposure to GLBT students regarding reporting of harassment. Make sure that the person(s) assigned to your particular case understands that the identity of the student can not under any circumstances be revealed, without their permission, to the general public or media. Police reports need to be purged of all identifying information (name, address, phone, etc.) before it is released to the media and general public.

RESOURCES

Local and State Resources:

Equal- OSU Employee Queers & Allies League



Contact: Jennifer Holt

405.744.4441

jennifer.holt@okstate.edu

The mission of the Oklahoma State University Employee Queers & Allies League is to establish, through our presence and visibility, a safe, supportive, and equitable environment for all lesbian, gay, bisexual, transgendered and allied employees and students of Oklahoma State University.  We believe that campuses and communities are enriched by the diversity of lesbian, gay, bisexual, and transgender individuals and are willing to assist individuals in accessing support and resources on campus and in the community.  

OSQ&A- Oklahoma State University Queers and Allies (Undergraduate Group)



OSQ&A provides support for LGBTQIA individuals, develops avenues for social cohesion, and addresses important national and local issues that affect the LGBTQ community as a whole. OSQ&A is open to everyone and encourages all to participate

GSSO- Gender and Sexuality Student Outreach

GSSO is a student organization that promotes LGBTQ+ equity in academics, professionalism, and health through outreach, volunteer work, and campus wide events.

PFLAG Stillwater Chapter – Parents, Families, & Friends of Lesbians and Gays in Stillwater. Meets at First United Methodist Church in the parlor (400 W. 7th St.)

News and information for OKC’s GLBT people



The Cimmaron Alliance for Oklahoma City and Tulsa



The RAIN organization for HIV and AIDS services in Oklahoma City



The Equality Center in Tulsa, OK



Important Campus Phone Numbers

Affirmative Action Office: 744-5371

OSU Police: 744-6523 or 311

Office of Student Conduct: 744-5470

Residential Life: 744-9164

Student Counseling Center: 744-5472

Web Resources:

Human Rights Campaign



The Human Rights Campaign is the largest national lesbian and gay political organization with members throughout the country. It effectively lobbies Congress, provides campaign support and educates the public to ensure that lesbian, gay, bisexual and transgender Americans can be open, honest and safe at home, at work and in the community. Information is available at this site for educating lawmakers, electing candidates, organizing communities, and changing attitudes.

The Trevor Project



The Trevor Project is determined to end suicide among LGBTQ youth by providing life-saving and life-affirming resources including our nationwide, 24/7 crisis intervention lifeline, digital community and advocacy/educational programs that create a safe, supportive and positive environment for everyone.

National Gay and Lesbian Task Force



Founded in 1973, the National Gay and Lesbian Task Force works to eliminate prejudice, violence and injustice against gay, lesbian, bisexual and transgender people at the local, state and national level.

Gay Lesbian and Straight Education Network



GLSEN is the Gay Lesbian and Straight Education Network, the largest national network of parents, students, educators and others ending discrimination based on sexual orientation and gender identity/expression in K-12 schools. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes in creating a more vibrant and diverse community.

PFLAG (Parents, Families, and Friends of Lesbians and Gays)



Parents, Families and Friends of Lesbians and Gays promote the health and well-being of gay, lesbian, bisexual, and transgendered persons, their families and friends through:

Support --- to cope with an adverse society

Education---to inform and enlighten the public and

Advocacy---to end discrimination and to secure equal civil rights.

Gay Men’s Health Crisis



Gay Men’s Health Crisis (GMHC) founded in 1981, is a model for AIDS care, education and advocacy worldwide. Their mission is to provide compassionate care to AIDS victims, educate to keep people healthy, and advocate for fair effective public policies. Hotline number is given: 1-800-243-7692.

Pridenet



The purpose of the web site is to provide a “G-Rated”, intense resource center for Gays and Lesbians as well as a tremendous focus on Transgender and Bisexual resources. This site offers more than 600 pages of information. It also breaks down the information by states.

Gay Rights Info



This site offers the latest state and federal laws and protections for the Homosexual Communities. It has voting records of Congressional Officers and State and City officials. It also covers state marriage laws and state sodomy laws. There are also lists of companies, corporations, organizations and schools that do anti-homosexual things.

The International Lesbian and Gay Association



ILGA’s aim is to work for the equality of lesbians, gay men, bisexuals and transgendered people and their liberation from all forms of discrimination. They seek to achieve this aim through the worldwide cooperation and mutual support of their members. The focus is on public and government attention on cases of discrimination against lesbians, gay men, bisexuals and transgendered people by supporting programs and protest actions, asserting diplomatic pressure, providing information and working with international organizations and the international media.

The HIV Daily Briefing



This site has information relating to health conditions, products, and treatments and is for informational purposes only. One of the links that I found fascinating was: Newly Infected: Begin Here. HIV: The Basics.

Servicemembers Legal Defense Network



Servicemembers Legal Defense Network (SLDN) is dedicated to ending witch hunts, death threats, imprisonment, lesbian-baiting, discharges and other discriminatory actions against men and women in the military harmed by ‘Don’t Ask, Don’t tell, Don’t Pursue, Don’t Harass, ‘ and related policies, through direct legal assistance, watchdog activities, policy work, outreach and education, and litigation support.

Gay/Lesbian/Bisexual Issues Annotated Bibliography



This site is a search engine which offers a wealth of information on books and articles focusing on gay or lesbian sexuality, culture, history, language, and cross-cultural issues. There is also a vast array of fictional works that may be useful for therapists understanding of the gay and lesbian subcultures.

Gay and Lesbian Resources

– GLBTQ youth online community. Site contains coming out stories, poetry, and tips for coming out. The sight gives youth a place to “speak your mind” offers resources, and excellent tips for internet safety.

– Site contains outreach and support for gay and lesbian youth. As well as resources for transgender youth

- excellent site that contains information for young gay men (includes HIV testing, male on male sexual violence, hepatitis, etc.). Also, campus links for college students, and resources for gay youth living in rural areas (includes coming out stories by youth in rural areas as well as stories of why they can’t come out or haven’t yet). Also, provides support groups by state.

- Tips for coming out to parents. Do’s and Do not’s for family and friends. Answers to commonly asked questions, and informative booklet offering info for transgender youth. The youth support is wonderful.

- APAs argument in case of BSA v James Dale. Includes APAs position on the nature of sexual orientation, the facts regarding adult sexual orientation and how it does not adversely affect the children in their care or the care they provide, and how the exclusion of gays in scouting is discrimination.

– Intersex Society of North America. Defines hermaphrodite and intersex, provides links to news articles related to the controversy surrounding this subject, as well as medical information, links to legal case and the organizations newsletter.

– Association of Gay and Lesbian Psychiatrists. Includes mission statement and guidelines they have adopted and use when working with GLBT. Also referrals by state and links to informative sites.

youth- – A site created by GLBTQ youth for youth. A safe place for youth to exchange e-mail with others, which is divided into 3 different age-groups. Provides safe, informative links to other sites.

– Delta Lambda Phi. Provides a brief history of the fraternity, projects they have been involved in, and details about their crest and what it’s symbol represent. A good site for gay and bisexual brothers in the fraternity to stay in touch with each other.

Transgender Issues:

Laurent, B. (1997) Intersexuality – A Plea for Honesty and Emotional

Support Association for Humanistic Psychology



Wilson. K.K. (1997) Gender as Illness: Issues of Psychiatric Classification



Wilson, K.K. (1998) Disparate classification of gender and sexual

Orientation in American psychiatry.



Whittle, S. (1993). The History of a psychiatric diagnostic

Category.transexualism. Chrysalis Quarterly 1(5)

ftp.

International Journal of Transgenderism



Standards of Care:

The harry Benjamin International Gender Dysphoria Association, Inc.

(HBIGDA):

AEGIS:

The International Foundaton for Gender Education:

FTM Resource Homepage:

The American Botz:

FTM Internatonal:

SOFFAUSA:[Significant Others, family, friends and allies]

;

Press for Change:

The Gender Identity Research and Education Society (GIRES)



Intersex Society of North America:

TG Forum:

The Renaissance Transgender Associaton, Inc:



Anne Vitale:

Anne Lawrence:

Gianna E. Israel Gender Library



The White House

Office of the Press Secretary

For Immediate Release

May 31, 2011

Presidential Proclamation--Lesbian, Gay, Bisexual, and Transgender Pride Month

BY THE PRESIDENT OF THE UNITED STATES OF AMERICA

A PROCLAMATION

The story of America's Lesbian, Gay, Bisexual, and Transgender (LGBT) community is the story of our fathers and sons, our mothers and daughters, and our friends and neighbors who continue the task of making our country a more perfect Union. It is a story about the struggle to realize the great American promise that all people can live with dignity and fairness under the law. Each June, we commemorate the courageous individuals who have fought to achieve this promise for LGBT Americans, and we rededicate ourselves to the pursuit of equal rights for all, regardless of sexual orientation or gender identity.

Since taking office, my Administration has made significant progress towards achieving equality for LGBT Americans. Last December, I was proud to sign the repeal of the discriminatory "Don't Ask, Don't Tell" policy. With this repeal, gay and lesbian Americans will be able to serve openly in our Armed Forces for the first time in our Nation's history. Our national security will be strengthened and the heroic contributions these Americans make to our military, and have made throughout our history, will be fully recognized.

My Administration has also taken steps to eliminate discrimination against LGBT Americans in Federal housing programs and to give LGBT Americans the right to visit their loved ones in the hospital. We have made clear through executive branch nondiscrimination policies that discrimination on the basis of gender identity in the Federal workplace will not be tolerated. I have continued to nominate and appoint highly qualified, openly LGBT individuals to executive branch and judicial positions. Because we recognize that LGBT rights are human rights, my Administration stands with advocates of equality around the world in leading the fight against pernicious laws targeting LGBT persons and malicious attempts to exclude LGBT organizations from full participation in the international system. We led a global campaign to ensure "sexual orientation" was included in the United Nations resolution on extrajudicial execution -- the only United Nations resolution that specifically mentions LGBT people -- to send the unequivocal message that no matter where it occurs, state-sanctioned killing of gays and lesbians is indefensible. No one should be harmed because of who they are or who they love, and my Administration has mobilized unprecedented public commitments from countries around the world to join in the fight against hate and homophobia.

At home, we are working to address and eliminate violence against LGBT individuals through our enforcement and implementation of the Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act. We are also working to reduce the threat of bullying against young people, including LGBT youth. My Administration is actively engaged with educators and community leaders across America to reduce violence and discrimination in schools. To help dispel the myth that bullying is a harmless or inevitable part of growing up, the First Lady and I hosted the first White House Conference on Bullying Prevention in March. Many senior Administration officials have also joined me in reaching out to LGBT youth who have been bullied by recording "It Gets Better" video messages to assure them they are not alone.

This month also marks the 30th anniversary of the emergence of the HIV/AIDS epidemic, which has had a profound impact on the LGBT community. Though we have made strides in combating this devastating disease, more work remains to be done, and I am committed to expanding access to HIV/AIDS prevention and care. Last year, I announced the first comprehensive National HIV/AIDS Strategy for the United States. This strategy focuses on combinations of evidence-based approaches to decrease new HIV infections in high risk communities, improve care for people living with HIV/AIDS, and reduce health disparities. My Administration also increased domestic HIV/AIDS funding to support the Ryan White HIV/AIDS Program and HIV prevention, and to invest in HIV/AIDS-related research. However, government cannot take on this disease alone. This landmark anniversary is an opportunity for the LGBT community and allies to recommit to raising awareness about HIV/AIDS and continuing the fight against this deadly pandemic.

Every generation of Americans has brought our Nation closer to fulfilling its promise of equality. While progress has taken time, our achievements in advancing the rights of LGBT Americans remind us that history is on our side, and that the American people will never stop striving toward liberty and justice for all.

NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim June 2011 as Lesbian, Gay, Bisexual, and Transgender Pride Month. I call upon the people of the United States to eliminate prejudice everywhere it exists, and to celebrate the great diversity of the American people.

IN WITNESS WHEREOF, I have hereunto set my hand this thirty-first day of May, in the year of our Lord two thousand eleven, and of the Independence of the United States of America the two hundred and thirty-fifth.

              BARACK OBAMA

OSU SAFE ZONE CONTRACT & CONFIDENTIALITY STATEMENT

The purpose of the Safe Zone program at OSU is to provide a safe, confidential place for people of all sexual orientations and gender identities.

Responsibilities

As a member of Safe Zone at OSU, I recognize my responsibility to promote an atmosphere of confidentiality and inform the person coming into my office of the limitations to that confidentiality.

I will…

1. not attempt to sway the student to a different sexuality

2. be a positive listener to all who request my services as a Safe Zone member

3. be a contact person and supporter when I am able to effectively provide this service

4. provide materials about sexual identity and support services for Gay, Lesbian, Bisexual, Transgender, and Questioning people (GLBTQ) in the area

5. provide support to people who are dealing with homophobia

6. offer support and referral information for those who have been harassed because of her/his sexual orientation

7. seek assistance whenever necessary

8. refer the person to the Counseling Center and to other advocates, legal or otherwise, in a confidential way, if so requested by the person

Rights

I recognize that I have rights as a Safe Zone member. These include:

• I can, at any time, refer the student to the Counseling Center, if I do not feel comfortable with a particular situation.

• I can, at any time, call upon other Safe Zone members, to answer questions or receive support.

• I can, at any time, call upon any other resources I find helpful.

• I can, at any time, remove myself from the program, without any fear of embarrassment or harassment.

Signature

By signing this form, I hereby formally declare myself to be a Safe Zone ally at OSU. I agree with my rights and responsibilities as a Safe Zone member, and I agree to support the Gay, Lesbian, Bisexual, and Transgender community.

__________________________________ ______________________ _________________

Name (please print) Office Phone

__________________________________ ________________________________________

Department or organization E-mail (if used)

__________________________________ ________________________________________

Signature Date

□ By checking this box I authorize Safe Zone to share my name (and what department I am in) as an ally resource.

Please return this form to Joseph Dunnigan, 320 Student Union

Evaluations

| | |

|Overall Evaluation | |

|Was the training useful? |Very Somewhat OK Not really Not at all No Opinion |

|Was the location suitable? |Very Somewhat OK Not really Not at all No Opinion |

|Were your expectations met? |Very Somewhat OK Not really Not at all No Opinion |

|Do you feel better prepared as an Ally? |Very Somewhat OK Not really Not at all No Opinion |

|If not, what else could we have done to help you feel more prepared as| |

|an ally? | |

|Do you feel you have a greater knowledge of GLBT issues? |Very Somewhat OK Not really Not at all No Opinion |

|If not, what else could we have done to increase your knowledge? | |

|Did you feel comfortable sharing and being yourself? |Very Somewhat OK Not really Not at all No Opinion |

|Was the amount of time spent on training appropriate? |Very Somewhat OK Not really Not at all No Opinion |

|If not, what do you recommend? | |

|What part did you enjoy the most? | |

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|What part did you enjoy the least? | |

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|Did you enjoy the format of the training? |Yes No No opinion |

|Is there something we need “to axe” for other presentations? | |

| | |

|Is there something we should include? | |

| | |

|Were your questions answered? |Yes Somewhat OK Not really Not at all No Opinion |

|Comments/suggestions: (please provide any other feedback to help with| |

|training!) | |

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-----------------------

OSU GLBT Safe Zone Program

Oklahoma State University

Student Counseling Center

320 Student Union

405.744.5472

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