Advising diverse graduate student populations: the GLBT graduate student. (The scholarship of teaching and learning).

Abstract

This article explores faculty advising techniques for Gay, Lesbian, Bisexual, and Transgendered (GLBT) graduate students. An inductive review of the literature reveals identity development issues unique to this population. Implications are explored for practitioners and faculty advisors indicating strategies, which affect GLBT graduate students.

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The graduate classroom is constantly changing including instruction techniques, the use of technology, and the classroom participants. Among the many changes are the graduate students and their demographics. Most literature concerning advising graduate students is directed toward the larger heterosexual population, but this may not meet the needs of the minority graduate students, especially those of a different sexual orientation.

Little research exists for advising Gay, Lesbian, Bisexual, and Transgendered (GLBT) graduate students, which places this minority group at a disadvantage when attempting to secure diagnosed academic advising. Advising techniques need to be constantly improved to meet the needs of all graduate student populations. This article focuses on sharing current trends of the GLBT graduate student population, identifying the needs of GLBT graduate students, and highlighting successful advising techniques.

GLBT Population

To best understand the issues of GLBT graduate students, it is necessary to identify this population and the current wends in graduate education. According to sex researcher Alfred Kinsey, one in every ten people is gay (Kinsey, Pomeroy, and Martin, 1948). While no current statistics are available on the GLBT graduate student population, by applying Kinsey's widely accepted research, this group exists in significant numbers to warrant research and consideration when analyzing the current methods of graduate student advising. Because there is research indicating that identity development is different in GLBT students than the majority population, advising techniques and support systems need tailoring to this population (Marinoble, 1998).

Minority populations, including GLBT, are subject to and have higher stress levels in society (Deloria, 1969; Smith, 1985, LaMar & Kite, 1998). The increase levels of stress are compounded with "the fact that many minorities are reluctant to initially self-disclose can place them in a situation where they are judged to be ... `paranoid'" (Sue and Sue, 1990, p. 10). Greater awareness of the GLBT identity development, which is different from the traditional college student identity development process, can increase GLBT graduate student confidence in advisers (Ferren & Geller, 1993). In particular, advising is a challenge whenever a population has increased levels of anxiety and stress, which may impact learning and classroom performance. "The coming out process and career exploration both involve various stages, none of which follow a specific time table for duration or age appropriateness (Hetherington & Orzek, 1989). Faculty advisors can benefit from an increased knowledge of the student populations they advise, while increasing their abilities to relate and provide appropriate advising to these populations.

While "current research suggests that the developmental process is different for gay men, lesbians, and bisexuals" (Evans, Forney, and Guido-DiBrito, 1998, p. 105), there are several identity development models to choose from the literature (Cass, 1979; D'Augelli, 1994).

D'Augelli's (1994) Model of Lesbian, Gay, and Bisexual Development describes six interactive processes identified in identity formulation. The first stage, exiting Heterosexual Identity, focuses on recognizing one's feelings. State two, developing a personal lesbian/gay/bisexual identity status builds upon the first stage by challenging personal myths. Developing a lesbian/gay/bisexual social identify, the third stage, is creating a support network. The fourth stage, becoming a lesbian/gay/bisexual offspring, is revealing identity to parents. Through the fifth stage, developing a lesbian/gay/bisexual intimacy status, a person begins to explore romantic relationships. The final stage, entering a lesbian/gay/bisexual community, identifies social and political activism. D'Augelli's model scripts the differences research identified between the heterosexual and GLBT college student population. Like a doctor who does not prescribe the same treatment for every patient he/she sees, academic advisers need to be aware of the differences their students bring to an advising relationship.

Advising Implications

Through an inductive review of the literature and considering the implications of GLBT identity development, there are five elements affecting applications and practices, which influence the GLBT graduate student.

1. Be Supportive. Members of the community should be aware of the issues the GLBT graduate students face, including the "development of a peer group, establishing intimate relationships, exploring career plans, and coming out to self and others" (Evans, Forney, and Guido-DiBrito, 1998, p. 104). Mathison (1998) indicates that it is fundamentally important to provide personal and academic support for GLBT students and that in relation to the personal turmoil students are going through, their academic success may be affected. Taking the extra time to converse openly with the GLBT student, as with any student, encourages positive interaction and development.

2. Be aware of resources. College student organizations can play a large part in a GLBT student's graduate career by providing identity development opportunities, a support system, and leadership roles to hone vital career skills (Belz, 1993). Because GLBT graduate students may be at different identity stages than some members of the undergraduate GLBT population, it can better serve students to have multiple GLBT organizations or subgroups to meet their needs. Special interest residential programs for GLBT students are highly valued by members of that community (Herbst & Malaney, 1999). GLBT students need a safe environment to connect with other GLBT students, to be able to focus on academic requirements, and explore personal growth issues. It will serve the students to create a support system or network of professors, professional staff, and peer graduate students to identify themselves as supportive resources for the GLBT population.

3. Create mentoring relationships. According to the statement from a Perspective on Student Affairs, "Out of class environments affect learning." (NASPA, 1987, p. 10) While faculty influence graduate students' time in the classroom, they profoundly influence the time out of the classroom with their assignments and prescribed activities. Mentoring relationships and interactions "shape attitudes, readiness to learn, and the quality of the college experience" (NASPA, 1987, p. 10). If "faculty influence on student values, behaviors, and attitudes is enhanced through informal contact beyond the classroom, it would seem to follow that student interaction with faculty is a potentially important influence on learning" (Pascarella & Terenzini, 1991, p. 101). According to Komives and Woodard, (1996) mentoring relationships can mirror counseling relationships when the mentor "encoUrages the student to become active in the problem-solving process, expresses reassurance, and confronts incongruence" (p. 348). Combining this with patient strategies, which allows the student to explore and clarify personal and academic issues, will contribute to progress on the student's issue.

4. Examine the curriculum. By integrating curriculum concerning GLBT issues one can heighten awareness for heterosexual students, while normalizing the topic for GLBT students. "Inclusion of the homosexuals and lesbians in the curriculum is important so that the oppression these persons have endured does not go overlooked by students and faculty; so that homosexual and lesbian students feel they have a place in society; and so that courses are made richer and more honest" (Crumpacker & VanderHaegen, 1984, p. 1). A college community, like society at large, feels the impact of one group on all groups. "What affects one group affects all other groups. Issues facing individuals who are gay or lesbian will eventually affect all who have historically been oppressed" (Pohan & Bailey, 1998, p. 55).

5. Encourage inclusion in the college community. Students learn through their activities and involvement with campus resources, like advisers and counselors (NASPA, 1987; Komives & Woodard, 1996; Pascarella & Terenzini, 1991). Recent research illustrates that the campus climate is still difficult for GLBT students (Malaney, Williams, & Geller, 1997; Pohan & Bailey, 1998), efforts should be made to have students reach to the community and the community to the students. GLBT students should feel welcome at their academic adviser's office as well as at the counseling center. Since therapy is seen positively by homosexuals (McDonald, 1998) every effort should be made to assist those GLBT individuals, who need counseling, seek therapy. One southeastern state initiated a program called Safezone, in which participants are trained and educated on local GLBT resources. Specifically, this program encourages faculty and college administrators to display a pink triangle somewhere in their office to indicate that they are a supportive resource for GLBT students. In college communities with heterosexual tendencies, special considerations and efforts to include GLBT students can fortify the value in all student populations.

Future Considerations

Future considerations for research on the GLBT graduate student population should include developing direct practical practices, investing in campus personnel training, and conducting more research on the population's needs. Much of the literature espouses the importance of diversity in the college environment, but only a small part of the literature addresses how to include GLBT issues in mentoring relationships, counseling graduate students, and infusing homosexual literature and classroom activities into the curricula. The climate suggests that it is right for faculty and college administrators to promote diverse practices, but without the supporting practices, teachable moments escape. Investment in college administrators and faculty development should be a paramount objective of the institution. As the graduate student population becomes more diverse, the integrating and supporting resources need to be educated on the most current practices and strategies to support these students through personal and academic issues while they persist towards graduation (Ferren & Geller, 1993). More research is needed identifying the needs of the GLBT graduate student population, the needs of the supporting personnel for this population, and additional methods of reaching and assisting GLBT students. Further research may provide new insight for the transgendered population, which is often placed with the GLB population, even though the literature base is comparatively lacking (Evans, Forney, & Guido-DiBrito, 1998). As with most psychosocial issues, more studies will provide direction for college counselors, faculty, and staff, and more opportunities for reaching GLBT graduate students in their time of need.

Summary

The needs for the graduate student GLBT population, as with all minority populations, should be met. Faculty can make college more welcoming for GLBT graduate students by being supportive and aware of resources, which promote mentoring relationships. The institution can further support faculty through intentional examinations of the curriculum and by fostering GLBT inclusion in the college community. By continuing investment in faculty development, promoting openness to differences, and having college leaders model consistent appreciation for minority groups, the GLBT graduate student succeed. Finally, this is an area for which too little has been done in society. The academy's commitment to truth and responsibility can serve as a model for society when advocating supportive changes for our GLBT graduate students.

References

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David P. Jones, University of North Carolina at Chapel Hill 

David, Assistant Director of housing and residential education, is a candidate for the Doctor of Philosophy in Education Degree at the College of William and Mary where he studies higher education within educational policy, planning, and leadership. His work and research interests include student development, diversity issues, higher education and the law, experiential learning, and job satisfaction.