LGBTQ Programming and Services at the UA and in Arizona

upsetsubduedManagement

Nov 9, 2013 (3 years and 10 months ago)

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Data
-
Driven
Programming
for LGBTQ
Students

Lauren
Pring
, M.P.H.

Jennifer
Hoefle
, M.A.

Peggy Glider, Ph.D.

Context for the work
Statewide Project


Prevention of Substance Abuse Disorders
among Lesbian
,
Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ)
Young Adults in Arizona


Project Background


5
-
year grant from Arizona
Department of Health
Services/Division of Behavioral Health
Services


began 12/30/2009



Project managed by Campus Health Service team

o
Peggy Glider, Patricia Manning, Lauren
Pring



Current Partners (18 campuses total):

o
University of Arizona

o
Arizona State University

o
Northern Arizona University

o
Pima Community College

o
Arizona Western College/NAU Yuma

o
Cochise Community College

o
Coconino Community College



Project Goals


Conduct needs assessment to investigate AOD use among
LGBTQ students in higher education settings and services/
resources available

o
Key stakeholder interviews and student focus groups and/or interviews

o
Survey data (e.g., UA Annual Health and Wellness Survey, AZIHE Network AOD
Survey)



Assist with strategic planning to improve campus climate and
AOD programming for LGBTQ students on partner campuses



Act as a resource for implementation of programs and
services
to improve campus climate and AOD programming
for LGBTQ students
on partner campuses



Approach


Environmental Management

Statewide Initiatives


Arizona LGBTQA Higher Education Network

o
Listserv connecting partners with each other and with resources

o
Arizona Institutions of Higher Education Network on Alcohol and Other
Drug Abuse and Violence Prevention (AZIHE)


last meeting devoted to
LGBTQ project

o
October 28
th

Student conference in Phoenix


“Leaders Growing a Better
Tomorrow: Queering Arizona”

o
Student Facebook Group

Summary


Making important strides in a difficult state climate



UA leading the charge


both on the grant
and
through the
work that we are doing on our campus
as a model for other campuses



Making great progress
-

still have work cut out for us!

LGBTQ Student Data at the
University of Arizona

Data at the UA

Data sources:

o
Health and Wellness survey
2011

o
Campus
Climate Survey 2011


Content Areas:

o
Health and wellness


Substance use


Mental health

o
Violence

o
Campus climate

2011 Health and Wellness
Survey Sample:


Total


2,479

LGBTQ
-

134

Non
-
LGBTQ
-

2,345

Substance use

30%

71%

33%

5%

12%

11%

4%

22%

69%

20%

3%

4%

4%

2%

tobacco
alcohol
marijuana
cocaine
pain pills
sedatives
other illegal drugs
Substance use in the past 30 days

LGBTQ
non-LGBTQ
Mental health

30%

18%

10%

11%

Diagnosed with
Depression
Diagnosed with
Anxiety
% Diagnosed with
Depression and Anxiety

LGBTQ
non-LGBTQ
25%

22%

19%

8%

Somewhat
difficult
Very difficult
% indicating D/A made it
difficult to work, study, go to
class or get along

LGBTQ
non-LGBTQ
Mental health (cont’d)

39%

52%

29%

44%

"Most of my internal
comments about my
body are negative or
judgmental"
"What I weigh strongly
affects how I feel about
myself"
Body Image

LGBTQ
non-LGBTQ
53%

14%

40%

11%

> than average
stress
tremendous stress
% experiencing stress

LGBTQ
non-LGBTQ
Mental health (cont’d)

16.7%

1.6%

3.9%

0.6%

Seriously
considered (1-4
times)
Attempted (1-4
times)
Suicide

LGBTQ
non-LGBTQ
37%

48%

23%

67%

Referred
Seen but not
referred
% Referred a friend or
student to CAPS

LGBTQ
non-LGBTQ
violence

40%

18%

experiencing violence
% experiencing one or more types of violence in
the past 3 months

LGBTQ
non-LGBTQ
Violence (cont’d)

14.4

28.0

23.2

2.4

2.4

4.0

9.7

4.4

12.1

4.0

1.9

1.5

1.3

4.0

Bullying
Emotional/verbal abuse
Hate crimes/ discrimination
Hazing
Physical assault/abuse
sexual assault
stalking
% Experiencing violence in last 3 months

non-LGBTQ
LGBTQ
Campus climate

69%

85%

Yes
Is the UA an easy place
to make friends?

LGBTQ
non-LGBTQ
63%

73%

Yes
Do you feel connected
to the UA campus
community?

LGBTQ
non-LGBTQ
Campus climate (cont’d)

17%

9%

Disagree or Strongly Disagree

the UA has policies that reflect a
commitment to multiculturalism and
diversity


LGBTQ
non-LGBTQ
Data source: 2011 Campus Climate Survey, Dean of Students Office

Campus climate (cont’d)

18%

9%

3 or lower
“Thinking solely about the
social aspects of the UA, how
would you rate it overall?”
(scale 1
-
8)

LGBTQ
non-LGBTQ
Data source: 2011 Campus Climate Survey, Dean of Students Office

18%

9%

3 or lower
“If you had to do it over
again, how likely would
you be to choose the
UA?”(scale 1
-
8)

LGBTQ
non-LGBTQ
Summary


Key areas for improving the health, wellness, and
campus experience of LGBTQ students at the UA:

o
Violence/discrimination

o
Mental Health

o
Alcohol and Other Drug use

o
Campus Climate



We have used this data to frame our programming
here at the UA

Data Driven Programming

The mission for the Office of Lesbian, Gay, Bisexual,
Transgender, Questioning (LGBTQ) Affairs is to build,
sustain and strengthen a safe, inclusive, and open
environment for faculty, staff, appointed
professionals, students, alumni, parents, and guests
of all gender identities and sexual orientations.







deanofstudents.arizona.edu/
LGBTQaffairs

(520) 626
-
1996


A hub for
LGBTQ Work
on Campus


LGBTQA Support Group


Every Tuesday 4
-
5:30pm




This weekly group is a safe space
for students to talk in an open and
supportive environment about
issues impacting their lives and the
LGBTQ and Allied community.
Students can discuss topics
ranging from coming out to
making new friends, from the
media to gender identity.



Facilitated by LGBTQ staff to provide resources
and guidance if needed, the group is free and
confidential.



Sponsored by LGBTQ Affairs and CAPS


Impact of the Support Group


Walking through the door to the UA LGBTQ support group was
one of the biggest steps I ever had to make. I was so terrified of
what I might find in that room...what I might find out about myself.
My Midwestern upbringing didn’t include many lessons about
sexuality and especially didn’t address feelings outside the
heterosexual expectation. We had ideas about gay people
(even though no one really knew any gay people), they were
simple: you did
not

want to be one of
them
.



The LGBTQ support group was the first time that I reached out to
other people my age regarding this topic. It took several months
before I had the courage to contribute to the group topics, and
then an additional year before I could come out to myself and to
the group. I’m so very glad I went because it helped me become
a more ‘complete me.’ I now live my life as a proud gay male
and I’m so grateful to the support group for helping me through
this tough phase in my life.


-
Russell Ronnebaum, MFA Grad Student, 2011




Safe Zone is a campus
-
wide
program committed to making
The University of Arizona a safer,
more welcoming, and inclusive
environment for members of the
lesbian, gay, bisexual,
transgender, and questioning
(LGBTQ) community. Participants
who complete the full 4 hour
training will receive a
SafeZONE

sign, indicating that they are an
identifiable source of support and
nurturance for members of the
LGBTQ community.


Trainings throughout

the year!


To
Register:

(520) 626
-
1996

http://deanofstudents.arizona.edu/safezone


Impact of Safe Zone
Program

o
I have a Safe Zone placard on my wall, and in my position working and
mentoring students I have had clear and open communication with LGBTQ
students regarding their personal struggles and relationships. I think the placard
was the key that let the students know they could open up to me about all of
the challenges they were facing in their lives.

-
UA Staff, from Impact of Safe Zone Survey, spring 2011



I consider the UA Safe Zone workshops to be the
best, most directly applicable workshops I have
ever attended on the UA campus. LGBTQ
leadership is outstanding here at the U, and a
source of great pride for me and many of my
classmates.

-
UA Student, from Impact of Safe Zone Survey, spring 2011

Pride Alliance Intern Team, Spring 2011

Impact of the Intern Program


The most important thing I learned is that leadership is not
about giving orders, it’s about taking a group of people
who all have different strengths and guiding them to a
common goal, while they learn from and work with each
other. A good leader uses everyone’s strengths to make
the vision come alive. There is not one thing I would
change about my experience as an intern, I learned so
much about myself and about the real world.

-
Arthur Vinuelas, Sophomore, Business Major



I started the semester refusing to label myself an activist,
but throughout the semester I have learned to be proud of
the time I committed and all we accomplished. I am a
proud ALLY. I learned I shouldn’t be quiet and ashamed
about it. I am starting to understand what the work is really
about. It’s about not staying in the background; it’s about
doing something and reminding yourself why you fight the
fight. I ended the semester feeling like I had walked into a
room of strangers and was leaving knowing they were
family.

-
Patty Putman, Sophomore, English Major





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