AGLBICAL
SHOWING
RESPECT
LINKS TO
GLBT SUPPORT
PROGRAMS
Univ
Ala Bham
Safe Zone
Univ of Florida
Friends
Penn State Altoona
Gay Straight Alliance
Natl Consortium
of LGBT Directors
List of Safe Zone
Ally Programs
Natl Consortium
of LGBT Directors
List of LGBT
Centers & Programs
Natl Consortium
of LGBT Directors
Info on Starting
LGBT Ally Program
Born Different
MORE INFO
Frequently
Asked Questions
Being An Ally
Or Advocate
Personal
Reflection
Avoiding
Offensive Language
Glossary of
GLBT Terminology
The
Coming Out
Process
Case
Studies
& Scenarios
Myths &
Misconceptions
Classroom
Considerations
RESPECTFUL BEHAVIOR
Helpful Guidelines
Don’t laugh at or tell
offensive, anti-homosexual jokes.
Don’t make fun of people who don’t fit traditional gender stereotypes.
Don’t verbally or physically harass people perceived as homosexual.
Don’t be indifferent by passively accepting acts by others that demean
people .
Don’t ignore the topic of homosexuality.
Don’t refer to GLBT individuals as less than human, mentally ill, or as
a danger to society by using such terms as “deviant,” “disordered,”
“dysfunctional,” “diseased,” “perverted,” or “destructive”.
Avoid oppression through lack of action by recognizing homophobia in
others and being uncomfortable but refusing to say anything – condoning
with silence.
Avoid oppression by not participating in activities or programs because
people might think you are gay or lesbian.
Avoid defamatory language such as “fag,” “faggot,” “dyke,” “homo,”
“queen,” “she-male,” “he-she,” “tranny,” and similar epithets.
Avoid associating homosexuality with pedophilia, child sexual abuse,
bestiality, or incest.
Assume that in any group GLBT individuals may be present – or may have
family members and friends who are gay, lesbian, bisexual, or
transgender.
Confront politely when approached with racially offensive or
anti-homosexual jokes, slurs, use of demeaning terms and labels.
Mediate between people with differing opinions.
Use the term “sexual orientation” rather than “alternative lifestyle” or
“sexual preference.”
Use terms such as “significant other” or “partner” rather than
“girlfriend” or “boyfriend.”
Use “committed relationship” rather than “marriage.”
Be proactive to educate yourself about cultural diversity and GLBT
issues.
Recognize the efforts of others to confront inappropriate behaviors and
effect change.
Encourage, reward, and support colleagues, students, and employees who
are inclusive and respectful of differences among people.
Appreciate differences among individuals within groups.
UAB Safe Zone
HOW
YOU CAN MAKE A DIFFERENCE
Practical Tips
Educate oneself regarding cultural diversity issues
Support GLBT events, programs, and services
Encourage non-discrimination departmental and institutional policies
Assist in developing and publicizing GLBT and cultural diversity
resources
Inform students what they need to do if they feel harassed
Avoid heterosexist language and assumptions
Listen non-judgmentally, with respect
Offer assistance, make appropriate referrals, and provide accurate
information
Provide confidentiality
UAB Safe Zone
RESPECTFUL DISCUSSION
Guidelines for the Classroom
Preparing the class:
Include in the course syllabus a statement of class policy
indicating students are to show respect for all individuals in class
discussion and interaction. Include expectations and guidelines for respectful class
discussion. In reviewing the course syllabus at the beginning of the
course, emphasize and discuss the expectations and guidelines, giving
examples.
Suggested Guidelines:
In stating one’s opinion or belief,
declare it as one’s own personal opinion or belief rather than making a
judgmental statement about another student or another student’s opinion
or belief.
Students are encouraged to make “I” statements rather
than “You” statements. For example: “I
believe adults of the same sex should not be allowed to marry.” rather
than saying: “You are wrong about same sex marriage…You don’t know what
you are talking about.”
Students are encouraged to acknowledge another student’s
point of view or position before stating one’s own. This practice
fosters understanding of different points of views and ensures clear
communication. A suggested response: “Your position on this issue
is…That is what is true for you. I have a different position. Here is
what I believe…”
Distinguish between personal opinion, reflecting personal values,
and facts, documented by research and evidence, supported
by scholarly and appropriate references. Making this distinction is very
important in classes where students are asked to take and present a
certain position on a class topic.
In discussing positions and making presentations that relate to race,
ethnicity, religion, gender, as well as sexual orientation, students are
expected to be respectful of other students who might be different from
the speaker in any of these characteristics.
Curriculum Considerations:
Where appropriate, include information about GLBT people who have made
contributions to the subject of the course and use examples of GLBT
people in lectures and discussion, where appropriate to the subject
matter.
Expand library holdings to ensure GLBT people who have
contributed to the field of study are included.
Professor Behavior and Modeling:
Take seriously one’s responsibility to create a respectful learning
environment, one that is supportive of and safe for all students
regardless of the differences represented in the class.
Avoid heterosexist assumptions and language, using inclusive, respectful
language in all interactions with students, formal and informal.
Be informed about GLBT issues and support GLBT events, programs, and
services.
Be aware of services for GLBT students and make appropriate referrals
for students who need the assistance of services (counseling center, procedures for reporting bias and harassment incidents, etc.)
Dr. Glenda Elliott / UAB School of
Education