ABROAD PROGRAMS: UTILIZING THEORY TO SUPPORT AND AFFIRM LGBTQ STUDENT NARRATIVES
Erin Miller: Study Abroad Coordinator, Residence Coordinator, UNC School of the Arts
Jacquis Watters: Assistant Director of Housing Operations, Loyola University Maryland

OUR STORIES
I am an educator who thinks globally.
-Paulo Freire

SETTING THE STAGE
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Goals and Learning Outcomes
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Method to Our Madness
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Exploring Framework
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terminology & tenants to keep in mind
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overview of multiple theories
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intersection of multiple theories
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Student Narratives
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Our Recommendations
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Strategies
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Q&A

GOALS AND LEARNING OUTCOMES
Session participants will:
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gain a basic understanding of critical race and lgb/queer theory
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be able to articulate the significance of exploring LGBTQ personal identities in light of critical race and queer theory
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become well-versed on how to implement multicultural competency and identity dialogue into staff trainings, orientations, exchange, and re-entry practices
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be able to assist students in reframing their study abroad experience in a holistic way

METHOD TO OUR MADNESS

METHOD TO OUR MADNESS
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Terminology of Framework
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Theoretical Framework
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d’augelli’slife span model of lesbian, gay, and bisexual development (1994)
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critical race theory (1980s -)
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queer theory (1990)
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Student Narratives
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what did students have to say?

TERMINOLOGY OF FRAMEWORK
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Gender Identity
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an individual’s innate, psychological identification as a man, woman or other gender, which may or may not correspond to the sex assigned to them at birth
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Gender Expression
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socially defined external characteristics and behaviors associated with masculinity and femininity
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Sexual Identity
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an individual's physical and/or emotional attraction to an person
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Identity
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an individual’s or community’s conception and expression; socially constructed
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Intersectionality & Complexities of identity
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inclusion of social identities (race/ethnicity, gender expression, socio-economic status, sexual identity, ability, age)
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multiple social identities add layered lenses to an individual (spirituality, education, cultural context, political affiliation)
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LGBTQQIP2SA acronym

D’AUGELLI’S LIFE SPAN MODEL OF LESBIAN, GAY, AND BISEXUAL DEVELOPMENT (1994)
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Developed from Cass’Model of Homosexuality Identity Formation/Coming Out (1979, 1984)
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Concurring and multiple paths
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Suggest sexual identity is very fluid at times and fixed at others
Six Identity Processes
Existing Heterosexuality
Developing a Personal LGB Identity
Developing a LGB Social Identity
Becoming a LGB Offspring
Developing a LGB Intimacy Status
Entering a LGB Community

CRITICAL RACE THEORY (CRT)
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Grew from political and legal frameworks
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Offers a radical lens to deconstruct and challenge structural neutrality (racism is ordinary not aberrational)
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examines issues around race, racial identity and racism
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Storytelling
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Explores hegemonic narratives of power and privilege
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Explores counter narratives from marginalized racial identities
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Recognizes that there is not one simplistic, unitary identity
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Notion of intersectionality (coined by Kimberle Crenshaw)

QUEER THEORY (1990)
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Stems most visibly from subcultural and political activism
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i.e. Civil rights movement, gay liberation
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What is that historical development?
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modernism
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structuralism
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post-structuralism & postmodernism
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Traces the historical development of social concepts that are responsible for shaping the definitions of “sex” and “gender.”
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expression//identity vs biological sex
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cisgender
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trans*
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ask me about my asterisk
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Identity politics, non-conformity, and influence of dominant heteronormative binary

TENETS TO TAKE WITH YOU
Critical Race Theory
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Racism in politics, the economy, and education is constant and pervasive
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neutrality doesn’t exist
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Oppression is multifaceted
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Microaggressions can be embedded into everyday conversations
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racism can take place consciously or unconsciously
LGB & Queer Theory
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Awareness of self/self narrative
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Community connection
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Categorization and construction of identities yield dynamics of power
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nonconforming sexual and gender identities (i.e “queerness”)
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conventional norms -> tools to oppress

STUDENT NARRATIVES

STUDENT NARRATIVES
Hiding One’s Identity
Lack of Conversation
Safe Spaces

RECOMMENDATIONS FOR PRACTICE
Pre-departure
While Abroad
Re-Entry
Year Round Commitments

RECOMMENDATIONS
To address issues significant to LGBTQ students is not to alter the agenda, but to be more inclusive to the
real needs of the participants.
-NAFSA: Association of International Educators -Rainbow Special Interest Group, 2008

RECOMMENDATIONS
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Establish a zero-tolerance policy for anti-LGBTQ actions/behavior
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Review orientation and re-entry programs, brochures, website, etc
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Collaboration
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develop confidential support programs for LGBTQ participants to share experiences and advice
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implement Safe Zone education for faculty, administrators
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sponsor, support, and create campus- wide LGBTQ events (panel discussions, films, guest speakers, webinars, etc)
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Training of Staff
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Awareness
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Bystander Intervention
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safe environment
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Discussions
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personal narrative
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naming one’s own reality
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different POVs
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Observant
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accountability
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aware of environment
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cultural and international differences
Year Round Commitments

RECOMMENDATIONS
Advising
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Provide holistic advising
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Know your student, know their pronouns
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Intentionally exploring the interplay of multiple identities & how these might impact program options
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Understand and integrate LGBTQ development models into advising
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Speak out when you hear micro-aggressions
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self-directed or outward
Orientations
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Partner with the Multicultural Affairs to integrate discussions of multiple identities and social acceptance
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Explore the multilayered concepts that create culture and identity
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Integrate LGBTQ statistics & info about the destination country
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Avoid a heteronormative perspective in handouts & resources
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Host a Peer-led LGBTQ discussion group led by returners
Pre-Departure

RECOMMENDATIONS
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Encourage deeper immersion into the host culture through community involvement, when possible
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Local organizations serving marginalized populations
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Affinity group participation
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Attendance at community activities for identity-specific causes
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Include information about relationship safety in on-site orientations
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Explore the ways in which their experience abroad can lead into academic opportunities
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Discuss personal experiences with cultural acceptance and norms
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Emphasize awareness of the personal changes they experienced
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(Re)Connect students with the multicultural center as a support resource and potential creative outlet
While Abroad
Re-Entry

Equaldex

RESOURCES
Books
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Pedagogy of the Oppressed
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The Art of Effective Facilitation: Reflections from Social Justice Educators
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Readings for Diversity and Social Justice
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Building Cultural Competence: Innovative Activities and Models
Websites
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Human Rights Watch (hrw.org)
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Equaldex (http://equaldex.com)
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The National Center For Transgender Equality’s Travel Considerations (http://transequality.org/Issues/travel.html)
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It’s Pronounced Meterosexual(http://itspronouncedmetrosexual.com/articles-books/)
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Rainbow SIG (http://www.rainbowsig.org)

QUESTIONS?
Jacquis Watters
email:
millere@uncsa.edu
Erin Miller
email:
jnwatters@loyola.edu

REFERENCES
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Achterberg, C. (2002). Providing a global perspective: an educator’s duty. About Campus, 6, 17-22.
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Braskamp, L.A., Braskamp, D.C., Merrill, K.C. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 13, 101-118.
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Carsello, C., & Creaser, J. (1976). How college students change during study abroad. College Student Journal, 10, 276-278.
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Clarke, I., Flaherty, T. B., Wright, N. D., & McMillen, R. M. (2009). Student intercultural proficiency from study abroad programs. Journal of Marketing Education, 31, 173-181.
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Dalton, J. (1999). The significance of international issues and responsibilities in the contemporary work of student affairs. New Directions for Student Services, 1999(86), 3-11.
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Delgado, R., & Stephanic, J. (n.d.). Critical Race: An Introduction. Retrieved from asdfhttp://www.odec.umd.edu/CD/RACE/CRT.PDF
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http://www.hrc.org/resources/entry/sexual-orientation-and-gender-identity-terminology- and-definitions

REFERENCES
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Gwyn, K. & Okazawa-Rey, M. (2010). Identities and Social Locations: Who am I? Who are my people?. Readings for Diversity and Social Justice. 2nd edition., 8-14.
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Hunter, W.D. (2004) Got Global Competency? International Educator. Retrieved from http://www.nafsa.org/_/File/_/go_global_competency.pdf
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Jones, S. R., Kim, Y. C., & Skendall, K. C. (2012). (Re-) framing authenticity: Considering multiple social identities using autoethnographic and intersectional approaches. The Journal of Higher Education, 83(5), 698-724.
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McIntosh, P. (1988). Whiteprivilege: Unpacking the invisible knapsack. In P. McIntosh, White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women's Studies.Wellesley, MA:Wellesley College Center for Research on Women.Retrievedon February 25, 2013 fromhttp://www.nymbp.org/reference/WhitePrivilege.pdf
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Mikdashi M., and Puar J., “Pinkwatching and Pinkwashing: Interpretation and its discontents” Jadaliyyahttp://www.jadaliyya.com/pages/index/6774/pinkwatching- and-pinkwashing_interpenetration-and-

REFERENCES
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Morey, A.I. (2000). Changing higher education curricula for a global and multicultural world. Higher Education in Europe, 25, 25-39
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Puar, J. (2013). Homonationalism As Assemblage: Viral Travels, Affective Sexualities. Jindal Global Law Review, 4(2). Retrieved from http://www.jasbirpuar.com/assets/JKP_Viral-Travels.pdf
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Sadowsk, M. (2013). In a queer voice: Journeys of resilience in adolescence to adulthood.
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Scharman, J.S. (2002). The extended campus: safety abroad. New Directions for Student Services, 99, 69-76
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William B. Turner. A Genealogy of Queer Theory. Philadelphia: Temple University Press.