Sticks and Stones

1. Sticks and Stones The Pain We Inflict With Hurtful Speech and Some Ways to Avoid It Presentation on Civility in Relation to GLBTIQ Students on Campus Lorna Horishny, M.S. Jennifer Moore, M.S. Richard T. Scott, Ph.D.

2. 2009 National School Climate Survey • 85% of GLBT students reported being verbally harassed (name calling, threats, etc.) • 40% of GLBT students reported being physically harassed (shoved, intimidated, etc.) • 19% of GLBT students reported being physically assaulted (punched, attacked, etc.)

3. 2009 National School Climate Survey • 83% of GLBT students reported that faculty or staff never intervened or intervened some of the time when present when homophobic remarks were made • 72% of GLBT students reported hearing derogatory names such as “faggot” or “dyke” frequently or often at school

4. The academic effects of speech • 30% of GLBT students reported missing class out of fear of homophobic comments • GLBT students who perceived their campus as unsafe were twice as likely to dropout or transfer • GLBT students who perceived their campuses as unsafe had significantly lower GPA’s than GLBT students who felt their campus was safe and supportive

5. The Mental Health Costs of Speech • Higher rates of anxiety and depression • Lower self-esteem • Minority stress, self-loathing, shame, guilt • Higher rates of alcohol/drug abuse • Loneliness, Isolation, Alienation • GLBT college students are 3.5 times more likely to attempt suicide than their heterosexual peers

6. Stereotype defined • A stereotype is a fixed and simple overgeneralization of something or someone that is not necessarily true or based on facts (Reber, 1985)

7. Internalization of Stereotypes • Conveys an attitude seen in members of groups who accept the stereotype as truth • Psychological impacts: - self-esteem - increased depression and anxiety - hyper-vigilance

8. Stereotype Threat • Refers to being at risk of confirming a negative stereotype about one's group • Cognitive processes involved: • Reduced working memory capacity • Selective attention • Heuristics • Decision-Making

9. Possible Results from Internalization of Stereotypes • Decreased performance • Self-handicapping • Reactance • Distancing from the stereotyped group

10. Important to remember our own possible reactions to stereotype threat/internalized stereotypes • Education could be a part of working with students • It is critical to create a safe space for students on campus • Teaching is good, doing is better – the importance of modeling good speech habits and avoiding hurtful and careless speech

11. Careless Speech: Comes in many forms • Gossip • Jokes • Misinformation and Insensitive remarks

12. Gossip: • Never repeat gossip about anyone’s sexual orientation or gender expression or speculate as to an individual’s sexual identity. • Assume that in any group, GLBTIQ people may be present—or that anyone present will most likely have family members and friends who are GLBTIQ.

13. Jokes: • Avoid heterosexist language and assumptions. • Above all, don’t laugh at or tell anti-gay jokes. • Don’t be indifferent by passively accepting statements by others that demean people.

14. Misinformation: • Match GLBTIQ people’s words, use the same language they use (i.e., gay, queer, FTM.) • Try to be aware; be careful to use appropriate pronouns and terminology. • Assist in developing and publicizing GLBTIQ and cultural diversity resources to help educate others.

15. Proactive practices: • Confront politely when approached with racially offensive or anti-homosexual jokes, slurs, or use of demeaning terms and labels. • Mediate diplomatically between people with differing opinions. • Recognize the efforts of others to confront inappropriate behaviors and effect change.