- Internalized homophobia can lead to low self-esteem.
- Limited experience with gay, lesbian, or bisexual people may lead to homophobia: many GLB people try to avoid harassment by "passing" as heterosexual in public --> others have no idea how many GLB persons they come in contact with --> stereotypical attitudes are not challenged and the number of homosexuals are severyely underestimated.
- Many students hide their orientation due to the fishbowl effect and fear of roommate's reactions. D'Augelli estimates 80% conceal their identity from roommates, 89% from other undergraduates, 65% from faculty, and 70% from job supervisors.
- Many GLB residential students must find social outlets and other GLB students outside of their residence hall, and may feel like marginal members of the residence hall community.
- Explains Body's programming intervention model (p. 92): awareness, educate, persoanlize, and support.
- Suggestions for services & programs for GLB students (pp. 127-129).
- Limited role models in many careers.
- Guidelines for assessing counseling centers (pp. 172-174).
- GLB student affairs educators often develop as the professional gay (self-seeking opportunities), gay professional (expert for all), and professional who is gay.
- Ways for student affairs educators to assess campus climate (pp. 192-193).
- Benefits of being an ally (p. 203).
Roles of student organizations
- social
- political
- support
- service
- educational
- developmental
Campus strategies to combat homophobia
- Sexual orientation, gender identity/expression included in mission statement
- Assessment of campus services and climate
- Support of student service office and/or student organization(s)
- Training for faculty, staff, and students
- Policy review (harassment, affirmative action, student conduct, housing, benefits, advertising)
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