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OLSON, Travis (Building Inclusive Leadership)
OLSON, Travis (Building Inclusive Leadership)
BUILDING INCLUSIVE
LEADERSHIP
LGBT & QUEER LEADERSHIP DEVELOPMENT MODULES
FOR STUDENT FACILITATORS
INTRODUCTION
This guide is intended for LGBT student leaders
CONTENTS
Introduction
Why Identity-Based
Leadership is Important
Benefits LGBT/Queer
Students?
Notes on Facilitation
13
Suggested Modules
16
Works Cited
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resources.
Note on use of LGBT and Queer: For the purpose of this guide LGBT is understood as an
acronym describing individuals who identify as lesbian, gay, bisexual and transgender.
Although queer is also often used as an umbrella term for these demographic markers, here it
refers to an identity defined by a commitment to a collective identity based on being
marginalized because of ones sexuality [and/or gender identity], rather than simply
identification because of ones gender [and/or] gender identity and the object of ones
affection (Dilley, 1999). In other words, those who identify as queer are embracing a political
identity in a way that those who identify as LGBT do not necessarily claim.
This lack of resources for underrepresented students not only raises questions about the
equitable dispersal of resources within institutions and student affairs professionals readiness
to work with these students, but also causes concern for leadership educators. Understanding
how people of various races, ethnicities, nationalities, sexualities, genders, ability levels, social
classes and religious backgrounds develop as leaders is necessary to developing leadership
programs that challenge all students to fight for social equity and societal change (Astin &
Astin 2000, Dugan & Komives 2007, Dugan 2011a). Fortunately, the work of a small but
growing group of researchers (Abes, Dugan, Fassinger, Jones, Rankin, Renn, etc.) is
providing a base of empirical research from which practitioners can begin to develop effective
and responsible programs for both students of non-majority and dominate identities. It is
crucial that student affairs practitioners begin to use this information to benefit students and to
begin testing empirical results in real world situations.
process (Komives & Dugan, 2010) that is collaborative, inclusive, values-based and open to all
people (Cliente, 2009).
The SCM of leadership is built around the concept that leadership happens across three
domains (the individual, group, and societal) and that seven capacities (consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility, and
citizenship) are needed to engage in successful leadership at every level (Komives & Dugan,
2010; Wagner, 2009). Research has shown that students are overall more adept at the
individual levels of the SCM and may struggle more with group and societal level capacities.
Theoretical models suggesting that the later levels of the SCM require more complex cognitive
skills suggest why this may be the case (Dugan, 2006b).
The reciprocal relationships of the three domains of the social change model demonstrate how it is an ongoing
process that is never completely finished.
Specifically within LGBT/queer student populations, lesbian and gay students have not been
found to differ from their heterosexual students in socially responsible leadership development
or leadership efficacy, but bisexual and transgender students have reported lower scores for
some markers (Dugan & Yurman 2011; Dugan, Kusel & Simounet 2012). This discrepancy
between different LGBT/queer student subpopulations has largely been attributed to the fact
that both bisexual and transgender students navigate campus environments that they perceive
to be far more hostel than their lesbian and gay peers with fewer resources designed for their
specific needs.
FURTHER READING
IDENITY-BASED LEADERSHIP
o Ostick, D. T. & Wall, V. A. (2011). Establishing and Advancing a Leadership Program.
S. Komives, J. P. Dugan, J. E. Owen, C. Slack, W. Wagner & Associates (Eds.),
The Handbook for Student Leadership Development (137-176). San Francisco,
CA: Jossey-Bass.
LEADERSHIP IDENTITY FORMATION
o Komives, S. R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college
students who want to make a difference (2nd ed.). San Francisco, CA: JosseyBass.
SOCIAL CHANGE MODEL OF LEADERSHIP
o Cilente, K. (2009). An overview of the social change model of leadership development.
In S. R. Komives, W. Wagner, & Associates (Eds.), Leadership for a better world
: Understanding the social change model of leadership development (pp. 43- 78).
San Francisco, CA: Jossey-Bass.
o Wagner, W. (2009). What is social change? In S. R. Komives, W. Wagner, & Associates
(Eds.), Leadership for a better world: Understanding the social change model of
leadership development (pp. 7- 42). San Francisco, CA: Jossey-Bass.
Another research paper by Abes and Jones (2004) suggests that having to make sense of a
non-heterosexual sexual identity through rejecting external labels and examining multiple
perspectives may make LGB/queer students more advanced thinkers. In other words, the type
of thinking that many LGBT/queer students do naturally may make them more competent
leaders over time.
Another key aspect of LGBT/queer student leadership that is more universal comes from the
fact that sexuality, unlike other identities, is a non-visible social identity. As opposed to student
leaders of color, who may be Black or Asian leaders but also visibly carry those identities
outside of leadership contexts, LGBT/queer students sexuality is made visible through the
very act of leadership. This leads to a cycle of becoming more involved as a leader meaning
being more out as an individual (Renn, 2007). As a result, it is much more common for
LGBT/queer student leaders to merge their personal identities and leadership identities than it
is for other marginalized student populations (Renn & Ozaki, 2010). For LGBT/queer student
leaders, the personal is political more often than not on contemporary U.S. American
campuses.
The continued demonstration of how closely related a students understanding of their own
individual sexual identity, their leadership identity, and their ability to think in complex ways
suggests that in order to improve leadership skills it is crucial to regularly engage in personal
reflection. It is also important to note that a merged sexual and leadership identity may create
a tremendous amount of stress on LGBT/queer leaders because there are fewer moments for
an individual to turn off. With a merged leadership identity friends, academics, and the
campus context are all understood through ones work as a leader in an often politicized and
isolated community. Self-reflective practices should not only focus on making oneself a better
a leader, but also on ensuring that leaders are taking care of their personal psychological and
physical wellbeing.
CAMPUS CLIMATE
o Nationwide campus climate continues to be a major issue of concern for not only
LGBT/queer students, but also faculty and staff. Although it is now ten years old,
Rankins (2003) Campus Climate Index demonstrates how even at schools with
publicized inclusion policies many acts of bias go unreported and an unacceptable
percentage of LGBT/queer community members feel unsafe. More recent studies
demonstrate that LGBT/queer students still perceive their campuses as more
hostile (Yost & Gilmore, 2011), while employees of the university are often more
affected by their direct supervisors views on sexuality and gender identity than
institutional policy (Sears, 2008). Despite national political gains and increased
general awareness of LGBT/queer issues, student groups should still explore ways
to make their institutions more welcoming to all groups that make up the
LGBT/queer coalition and especially those who are just beginning their first coming
out process.
SEXISM
o Although LGBT/queer communities are distinct and unique from our overarching
normative culture, they are still subject to many of the messages that larger structure
communicates. As a result, cis-gendered lesbians still internalize cis privilege, ablebodies queers still move through the world without thinking about the disabled
experience, and gay men are socialized to act with male privilege. Despite
demonstrating equally well-developed or even more well-developed leadership skills,
cis-women continue to have lower self-efficacy when it comes to their ability to lead
due to continuing stereotypes about women lacking leadership skills (Dugan,
Komives, & Segar, 2008; Dugan, 2006a). This pattern also holds within the trans
community, with female-identified trans students reporting more issues than their
male and non-binary gender peers (Dugan, Kusel, & Simounet, 2012). Researchers
have attributed these issues to gender-blind organizing or that the idea that when
not addressed, male students will unintentionally lead organizations in a way that
perpetuates male privilege and excludes female-identified peers (Westbrook, 2009).
To avoid this LGBT/queer leaders should work with womens groups to regularly
dialogue about sexism, feminism, and masculinity.
TRANSPHOBIA
o Trans students face many challenges that their LGB/queer peers do not. In
addition to reporting higher rates of campus hostility and instances of bias (Rankin,
2003), they also often deal with genderism (the practice of enforcing and codifying a
rigid binary definition of gender), harassment and violence, and an exacerbation of
mental health effects due to daily stress (Marine, 2011). Nationwide and on college
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campuses gender identity is often not protected to the same extent that sexuality
and sex is. There is a lot of work for LGBT/queer student groups to do on this issue,
but a good starting point is to ensure that all members are well versed on how to be
a trans ally and that language used by the group is inclusive and welcoming. The
LGBT Resource Center and Counseling Center regularly hold workshops for
interested Illinois community members. The workbook for those trainings can be
found here: http://studentaffairs.illinois.edu/diversity/lgbt/Transgender Ally Training
Manual.pdf
RACISM
o It is far too common of a narrative for LGBT/queer students of color to feel
compelled to choose to express either their sexuality or race in a given context
(Abes & Jones, 2004). The fact that these students do not feel supported to fully
express all the facets of their identity is obviously problematic and could be due to
how gay is coded as White in popular and political culture (Shugart, 2003; Teunis,
2005) and White is aggressively policed as the norm to which all people, regardless
of other social identities, should adhere (Brub, 2001). LGBT/queer student leaders
need to begin dialoging with other social justice leaders to explore how social
identities and systems of oppression intersect on both the campus and macro scale.
It should again be noted that these topics are not split into categories for separate groups to
tackle individually. For example, a group primarily for LGBT/queer students of color should not
be solely tasked with addressing racism in the LGBT/queer student community and larger
campus community. Rather, student leaders should develop programming and trainings that
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help their peers understand how we are all complicit in not doing enough to address these
issues and how they will only begin to be resolved when we all are aware of them.
FURTHER READING
CAMPUS CLIMATE
o Rankin, S. (2003). Campus Climate for gay, lesbian, bisexual, and transgender people:
A national perspective. Washington, DC: National Gay and Lesbian Task Force.
SEXISM
o Westbrook, L. (2009). Where the women aren't: gender differences in the use of LGBT
resources on college campuses. Journal of LGBT Youth, 6(4), 369-394.
TRANSPHOBIA
o Bornstein, K. (1994). Gender Outlaw: On Men, Women, and the Rest of Us. New
York, NY: Routledge.
o Serano, J. (2007). Whipping Girl: A Transexual Woman on Sexism and the
Scapegoating of Femininity. Emeryville, CA: Seal Press.
RACISM
o Han, C. (2007). They Dont Want to Cruise Your Type: Gay Men of Color and the
Racial Politics of Exclusion. Social Identities, 13(1), 51-67.
o
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NOTES ON FACILITATION
LANGUAGE TOOLS
points.
Adapted from:
Bell, L. A. & Griffin, P. (2007) Designing
Social Justice Education Courses. In M.
Adams, L. A. Bell & P. Griffin (Eds.), Teaching
for Diversity and Social Justice (67-87). San
Francisco, CA: Jossey-Bass.
So weve discussed
Do we agree that
unfamiliar to some (i.e. the non-pejorative use
(martinez & Obear, SJTI)
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SECTION OVERVIEW
MODULE 1: SELF
MINI-LECTURE: SOCIAL CHANGE MODEL
LARGE GROUP DISCUSSION: WHAT DOES SOCIAL JUSTICE MEAN?
SELF-REFLECTION ACTIVITY: SOCIAL IDENTITY SALIENCE
MODULE 2: GROUP
MINI-LECTURE: LGBT IDENTITY THEORIES & THEIR LIMITATIONS
LARGE GROUP DISCUSSION: WHAT DOES IT MEAN TO IDENTIFY AS QUEER?
SELF-REFLECTION ACTIVITY: LEADERSHIP STYLE ASSESSMENT
MODULE 3: COMMUNITY
MINI-LECTURE: POWER & PRIVILEGE
COMMON READING & GROUP DISCUSSION: HOW GAY STAYS WHITE AND
THE TYPE OF WHITE IT STAYS
SELF-REFLECTION ACTIVITY: PRIVILEGE CHECKLISTS
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MODULE 1: SELF
The self is the first domain of the Social Change Model and where the most effective work
always begins. Student leaders who do not have a good understanding of themselves and why
they are engaging in leadership will not be able to help other students make meaning of the
work the group is doing.
MINI-LECTURE: SOCIAL CHANGE MODEL (10-15 minutes)
It is important to begin modules with a brief session that sets up content and give all
participants a common vocabulary. When discussing the social change model of
leadership, clearly describe its components, explain how it is a values-driven process,
and use visuals.
Goal: Explain the social change model of leadership and why it is particularly well
suited for social justice work.
LARGE GROUP DISCUSSION: WHAT DOES SOCIAL JUSTICE MEAN? (15-20 minutes)
Now that you have given participants some content to reflect upon, allow them an
opportunity to share their thoughts. Pose the questions, What type of change are we
trying to accomplish with the SCM? and What does social justice mean to us? Try to
connect broad or abstract definitions to individual actions and responsibilities. This is
what the SCM is designed to do. Do not be so excited to get to the right answer that
you use poor facilitation language.
Goal: Come to a common understanding of social justice as a
SELF-REFLECTIVE ACTIVITY: SOCIAL IDENTITY SALIENCE (25-45 minutes)
The closing activity will ask participants to self-examine and then share with peers.
While it is important to encourage participants to open up to one another, be
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conscientious of varying comfort levels. To begin, hand out the exercise (found in
Appendix A) and answer any questions about the directions. After participants have
finished the exercise, ask them to get into small groups based on their RSOs. In those
groups ask participants to share why they completed the activity the way they did and
to discuss the following questions:
After the RSO groups have had adequate time to discuss, ask those who are
comfortable to report out some of what they said to the larger group.
Goal: Give participants an opportunity to reflect on both their privileged and
targeted identities and how those identities shape their experience as students
and leaders.
MODULE 2: GROUP
Being effective at the group level depends upon individuals reflecting on their own identities
and social position, but also working to understand how those identities cause us to interact
with others who are similar and different from us.
MINI-LECTURE: LGBT IDENTITY DEVELOPMENT MODELS & THEIR LIMITATIONS
(10-20 minutes)
Researchers and university staff and faculty have been talking about the development
and needs of LGBT/queer students for a long time. Unfortunately, the students who hold
these identities are rarely included in the conversation and used more as test subjects
than valued collaborators. Explain several of the theories that professional use to
understand LGBT/queer students and then spend some time discussing how these
ideas may be true or outdated and limited and how they may help leaders understand
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where other group members are developmentally. The following resources will prove
helpful:
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Goals: Discuss the ambiguity of the word and its multiple meanings and
connotations. Come to understand these aspects of the word as both benefits
and potential hazards.
SELF-REFLECTIVE ACTIVITY: LEADERSHIP STYLE ASSESSMENT (30 minutes - 1 hour)
As the session has progressed, participants have hopefully begun to notice that they
respond to new information and interact with each other in different ways. The next
activity is designed to get students to reflect on what type of leader and group member
they are and how they may interact with those who behave differently. There are many
choices for an activity, but True Colors and Strength Quest are both well-tested
experiences. The Illinois Leadership Center provides these types of workshops and
could be a resource for facilitators hoping to learn more.
Contact Info: http://www.illinoisleadership.uiuc.edu/programs/
Goals: Discuss potential conflicts between differing leadership styles and how
student leaders will work through those conflicts.
MODULE 3: COMMUNITY
The most effective leaders will not only understand their own internal processes and how they
work with others to accomplish a goal, but also be able to tie their work to the larger
community and (inter)national issues. This module is designed to connect the exploration of
individual identity and group processes that has already been done to systems of institutional
oppression that are harder to see and combat. Note that the article How Gay Stays White
and What Kind of White It Stays for the second part of this module is lengthy and
should be handed out to participants before the session.
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CONCLUSION
Developing an understanding of the complex and challenging ideas of privilege, identity and
inclusive leadership is an ongoing process. While the goal is always to leave students with a
better understanding of their own position in society and how they can motivate others to move
towards positive change, not every participant will get there in the allotted amount of time.
Remember to be kind to yourself as a facilitator and not to demand too much. Working with
others, you will begin to see a positive impact over time. Also, just because you are a student
leader does not mean that you are not learning as well. Continue to reflect and debrief with
others to gain the most out of your experiences leading peers. Good luck!
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WORKS CITED
Foundational texts that would be especially beneficial to read in full and texts referred to above
in further readings sections are bolded for easy reference.
Abes, E. S. & Jones, S. R. (2004). Meaning-making Capacity and the Dynamics of Lesbian
College Students Multiple Dimensions of Identity. Journal of College Student
Development, 45, 612-632.
Arminio, J. (2011). Establishing and Advancing a Leadership Program. In S. Komives, J.
P. Dugan, J. E. Owen, C. Slack, W. Wagner & Associates (Eds.), The Handbook for
Student Leadership Development (137-176). San Francisco, CA: Jossey-Bass.
Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education
in social change. Battle Creek, MI: W. K. Kellogg Foundation.
Bell, L. A. & Griffin, P. (2007) Designing Social Justice Education Courses. In M. Adams,
L. A. Bell & P. Griffin (Eds.), Teaching for Diversity and Social Justice (67-87). San
Francisco, CA: Jossey-Bass.
Bilodeau, B. & Renn, K. (2005). Analysis of LGBT identity development models and
implications for practice. New Directions for Student Services, 111, 25-39.
Cass, V. (1979). Homosexual identity formation: A theoretical model. Journal of
Homosexuality, 4(3), 219235.
Catalano, C., McCarthy, L. & Shlasko, D. (2007) Transgender Oppression Curriculum Design.
In M. Adams, L. A. Bell & P. Griffin (Eds.), Teaching for Diversity and Social Justice
(219-245). San Francisco, CA: Jossey-Bass.
Cilente, K. (2009). An overview of the social change model of leadership development.
In S. R. Komives, W. Wagner, & Associates (Eds.), Leadership for a better world:
Understanding the social change model of leadership development (pp. 43- 78).
San Francisco, CA: Jossey-Bass.
23
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Ostick, D. T. & Wall, V. A. (2011) Considerations for Culture and Social Identity
Dimensions. In S. Komives, J. P. Dugan, J. E. Owen, C. Slack, W. Wagner &
Associates (Eds.), The Handbook for Student Leadership Development (339-368).
San Francisco, CA: Jossey-Bass.
Owen, J. E. (2011). Considerations of Student Learning in Leadership. In S. Komives, J. P.
Dugan, J. E. Owen, C. Slack, W. Wagner & Associates (Eds.), The Handbook for
Student Leadership Development (109-133). San Francisco, CA: Jossey-Bass.
Porter, J. (2006). Minority-Student Enrollment Climbs. The Chronicle of Higher Education,
53(12). Retrieved from https://chronicle.com/article/Minority-Student-Enrollment/33150/
Rankin, S. (2003). Campus Climate for gay, lesbian, bisexual, and transgender people: A
national perspective. Washington, DC: National Gay and Lesbian Task Force.
Renn, K. A. (2007). LGBT student leaders and queer activists: Identities of lesbian, gay,
bisexual, transgender, and queer identified college student leaders and activists.
Journal of College Student Development, 48(3), 311-330.
Renn, K. A. (2010). LGBT and queer research in higher education: The state and status
of the field. Educational Research, 39(2), 132-141.
Renn, K. A. & Bilodeau, B. L. (2005). Leadership identity development among lesbian, gay,
bisexual, and transgender student leaders. NASPA Journal, 42, 342-367.
Renn, K. A. & Ozaki C. C. (2010). Psychosocial and leadership identities among leaders
of identity-based campus organizations. Journal of Diversity in Higher Education,
3(1), 14-26.
Sears, J. T. (2008). The institutional climate for lesbian, gay and bisexual education faculty.
The Journal of Homosexuality, 43(1), 11-37.
Smist, J. A. (2011). Cocurricular Programs. In S. Komives, J. P. Dugan, J. E. Owen, C. Slack,
W. Wagner & Associates (Eds.), The Handbook for Student Leadership Development
(287-304). San Francisco, CA: Jossey-Bass.
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Swank, E. & Fahs, B. (2012). Resources, social networks, and collective action frames of
college students who join the gay and lesbian rights movement. Journal of
Homosexuality, 59(1), 67-89.
Wagner, W. (2009). What is social change? In S. R. Komives, W. Wagner, & Associates
(Eds.), Leadership for a better world: Understanding the social change model of
leadership development (pp. 7- 42). San Francisco, CA: Jossey-Bass.
Wagner, W. (2011). Considerations of Student Development in Leadership. In S. Komives, J.
P. Dugan, J. E. Owen, C. Slack, W. Wagner & Associates (Eds.), The Handbook for
Student Leadership Development (85-108). San Francisco, CA: Jossey-Bass.
Wagner, W. & Cilente, K. (2011). Contemporary Topics in Leadership. In S. Komives, J. P.
Dugan, J. E. Owen, C. Slack, W. Wagner & Associates (Eds.), The Handbook for
Student Leadership Development (369-397). San Francisco, CA: Jossey-Bass.
Westbrook, L. (2009). Where the women aren't: gender differences in the use of LGBT
resources on college campuses. Journal of LGBT Youth, 6(4), 369-394.
Woo, S. (2006). Report Predicts Rapid Growth in Minority-Student Enrollments. The Chronicle
of Higher Education, 53(6). Retrieved from
https://www.chronicle.com/article/Report-Predicts-Rapid-Growth/33854/
Yost, M. R & Gilmore S. (2011). Assessing LGBTQ campus climate and creating change.
Journal of Homosexuality, 58(9), 1330-1354.
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