Issue 26(2)
Gender
Identity and Sexual Orientation: Research, Policy and Personal
Perspectives. (2005). Ronni L. Sanlo, Ed.
San Francisco : Jossey-Bass, 103 pp.
ISBN # 0-7879-8328-4.
Review by: David
Kessler
College
of Liberal and Fine Arts Advising Center
University
of Texas at San Antonio
As
our campuses strive to meet the needs of a student population
comprised of numerous cultures and backgrounds, it is necessary
to consider how personal experiences and campus policies and environments
affect student learning. The recent history of the United
States , and campus events
during that time, provides the impetus for addressing the needs
of lesbian, gay, bisexual and transgender (LGBT) students. Gender
Identity and Sexual Orientation: Research, Policy and Personal
Perspectives can be a useful resource for the academic advisor
regardless of one's level of knowledge related to LGBT issues.
Although it reduces the student experience to a total of a few
pages throughout, this monograph presents chapters with a balance
between research, policy and perspectives that will help its readers
"understand some of the more critical issues of LGBT students
and staff" (p. 2).
Aptly, Editor Ronni Sanlo and Beth
Zemsky answer the question of the title for Chapter 1 - "Do Policies
Matter?" These authors examine the national climate where future
employers such as most of the Fortune 500 companies have policies
aimed at ensuring equal opportunity for LGBT individuals in their
workplace. As campuses tend to represent a microcosm of society,
it is evident that when local, state and national governments
struggle to offer protection on the basis of sexual orientation
or gender identity, the policies that campuses create can improve
the success of students. However, research on policies and climates
show that "many campuses remain challenging environments for community
members" (p. 7).
Various authors provide an introduction
to the student experience with information about LGBT identity
development and issues. It is important to recognize that while
established stage models, which many student affairs professionals
may equate with Chickering or others, can explain LGBT identity
development, the intersection of multiple identities and social
contexts play a role in the coming out process that is common
for non-heterosexual persons. Understanding these theories and
developmental processes that students go through can benefit conceptual
advising methods for LGBT students at any level of study.
Each
author alludes to or specifically recognizes that the research
related to the higher education environment and LGBT students
is lacking. In regards to the community college population, Brian
Ivory points out that since 1991, "fewer than six articles have
been published" (p. 61) and these campuses must extrapolate from
existing data for four-year institutions when considering programming
and other initiatives. While referrals to off-campus agencies
may be necessary for most community colleges, an LGBT
Resource
Center
may be an option for larger
campuses. Readers gain insight into the processes that led to
the development of one such center, but should remain aware of
the issues that are unique to your own institution.
This monograph can be educational
to any reader regardless of institution type and amount of previous
knowledge about LGBT issues. Since practical suggestions from
a campus-wide perspective are mentioned, academic advisors must
realize that this book does not provide direct feedback related
to their primary responsibilities. However, the final chapters,
and entire book, inspire all levels of staff and administration
that student affairs professionals should be educated about working
with LGBT students beginning with graduate level preparation,
and every individual can be a leader for change that positively
affects the LGBT student and community on our campuses.
