While we don't have specific information about our campus, research completed on other campuses allows us to understand some of the needs of LGBTQ+ students.
The Center for American Progress, in conjunction with the independent and nonpartisan research group NORC at the University of Chicago, designed one of the most comprehensive surveys to date exploring the lives, attitudes, and experiences of LGBTQ Americans.
Overall, the study from the Center for American Progress finds that many LGBTQ people continue to face discrimination in their personal lives, in the workplace and the public sphere, and in their access to critical health care. This experience of discrimination leads to many adverse consequences for their financial, mental, and physical well-being. Anxiety about the coronavirus adds another layer of concern in this community.
- In 2018, the Association of American Universities found that out of a sample of more than 180,000 undergraduate and graduate students, nearly 17% identified as gay, lesbian, bisexual, asexual, queer, or questioning.
- In the same survey, 1.7% of undergraduate and graduate students identified as trans, nonbinary, or questioning.
- A 2016 survey of more than 33,000 students by the American College Health Association found that 10% identified as gay, lesbian, bisexual, trans, asexual, pansexual, or questioning.
- A recent survey by the Association of American Universities revealed that three in four LGBT students have experienced sexual harassment at least once.
Educate Others: Talking about the LBGTQ+ community does not ask someone to change their personal values. It merely educates participants on the needs of some of the students on our campus. The reality is, LGBTQ+ students are a part of the CU community, and as staff and faculty we have a responsibility to make sure all our students are successful.
LGBTQ+ Community: Unlike other minority populations where you can look and find someone who is just like you, it is not always obvious who might be supportive, understanding and aware of the resources for LGBTQ+ students.
People Respecting Individuality, Diversity, and Equality (P.R.I.D.E.)
PRIDE provides support and advocacy for all gays, lesbians, bisexuals, and gay-friendly heterosexuals within Cameron University and surrounding communities.
Contact: Rachel Mozingo-She/Her/Hers| Cameron University
Office of Teaching and Learning | Academic Success Coordinator
Phone: 580.581.5524|Nance-Boyer, Room 2061
The Trevor Project
Phone 24/7: 1-866-488-7386
Text: START to 678-678
TrevorSpace: An online international peer-to-peer community for LGBTQ young people and their friends.
Trevor Support Center: Where LGBTQ youth and allies can find answers to FAQs and explore resources related to sexual orientation, gender identity and more.
Check out these other informative websites:
- Queer Youth Advice for Educators: How to Respect and Protect Your Lesbian, Gay, Bisexual, and Transgender Students
- Overview of Lesbian and Gay Parenting, Adoption and Foster Care
- HIV & the LGBT Community
Bullying is one type of violence that threatens people's well-being. Bullying can result in physical injuries, social and emotional difficulties, and decreased academic achievement. The harmful effects of bullying are felt by others, including friends and families, and can hurt the overall health and safety of schools and society.
The definition of bullying is comprised of three core features:
- unwanted aggressive behavior(s) by another person or group,
- observed or perceived power imbalance
- repetition or bullying behaviors are highly likely to be repeated.
Bullying may inflict harm or distress on the targeted person including physical, psychological, social, or educational harm. A person can be a perpetrator, a victim, or both (also known as a "bully/victim").
Bullying can occur in-person and through technology. Electronic aggression, or “cyber-bullying,” is bullying that happens through email, chat rooms, instant message, a website, text message, or social media.
Bystanders, or those who see bullying, can make a huge difference when they intervene on behalf of someone being bullied.
Still developing and helps us to better understand and prevent bullying
Research suggests promising program elements that include the following:
- Improving supervision of students
- Using school rules and behavior management techniques in the classroom and throughout the school to detect, address, and provide consequences for bullying
- Having a whole school anti-bullying policy and enforcing that policy consistently
- Promoting cooperation among different professionals, and between school staff and parents