Participant Guide Social Justice Training

Social Justice Training
Participant Packet
University Housing
UW-Milwaukee
Created by Dohyun Ahn, Summer Intern 2015

Agenda
TRIGGER WARNING: We will be talking about sexual assault during this training.
1. Introductions and Group Agreements (5 min)
2. What is Social Justice? (15 min)
a. How do you define Social Justice?
b. Difference between social justice and diversity/ inclusion
c. Why social justice in Housing?
3. Definitions guide (10 min)
a. Go over the definitions
b. Questions and any other words?
4. Privilege and Oppression (20 min)
a. What is Privilege?
b. Allyship
5. Identity Matters (20 min)
6. How to talk to residents (15 min)
a. Coming out
b. Sexual assault survivor
7. Activities for Social Justice (30 min)
8. Critical Issues & Resources(5 min)

Introductions and Group Agreements
 Respect, to yourself and each other
 Be fully present and participate at your own comfort level – challenge by choice.
o Follow up - What does it mean to be “fully present”?
o Follow up - What does “challenge by choice” mean?
 Lean into discomfort – into the learning zone (and if too uncomfortable, lean
back into comfort)
 Be mindful of your airtime (think about how much or little you are speaking)
 It’s ok for us all to be at different places with the things we discuss today.
 What is said here stays here, what is learned here leaves here
What is Social Justice?
Social Justice is both a process and a goal. "The goal of social justice education is
full and equal participation of all groups in a society that is mutually shaped to meet
their needs. Social justice includes a vision of society that is equitable and all members
are physically and psychologically safe and secure." (Adam, Bell, and Griffin 2007)
Further reading:
http://www.jessicapettitt.com/images/When_Diversity_Isnt_Enough.pdf &
https://acpacsje.wordpress.com/2013/02/19/social-justice-not-just-another-term-for-
diversity-by-paul-c-gorski/
Definitions
*This glossary is not intended to be an exhaustive list of every word and term
used in our conversations about diversity and social justice. Because of the way language
works especially around these concepts, many of these words and terms will continue to
evolve. Even so it can be useful to have a reference that provides basic working
definitions that help spur discussions.
Ableism: Prejudiced thoughts and discriminatory actions based on differences in
physical, mental, and/or emotional ability; usually that of able-bodied / minded persons
against people with illness, disabilities, or less developed skills / talents.
Accessibility: The extent towhich a facility is readily approachable and usable by
individuals with disabilities, particularly such areas as the personnel office, worksite and
public areas.
Adultism: Prejudiced thoughts and discriminatory actions against young people, in
favor of older person(s).
Adrogyne/Androgynous/Androgyny (n):
1. A person whose biological sex is not readily apparent, whether intentionally or
unintentionally.
2. A person whose identity is between the twotraditional genders.
3. A person who rejects gender roles entirely.

Androgynous: Someone who reflects an appearance that is both masculine and
feminine, or who appears to be neither or both a boy and a girl.
Advocate: “A person who argues for a cause; a supporter or defender; a person who
pleads for a cause or propounds an idea. Advocates give voice to issues; they may or may
not identify with the group, and they may or may not take action beyond articulating
what needs to be changed.” (Jenkins 2009 -
http://onlinelibrary.wiley.com/doi/10.1002/abc.305/pdf)
Ageism: Prejudiced thoughts and discriminatory actions based on differences in age;
usually that of younger persons against older.
Agent: “One who acts or has the power or authority to act. An agent is a means by
which something is done and a force that causes change. Agents may or may not identify
with the community or group on whose behalf they are acting. Agents orient themselves
toward action and go beyond developing empathetic relations or vocal oppositions; they
work to create change within dimensions of society in which they may or may not have
power.” (Jenkins 2009)
Ally: An individual who, despite not being a member of a group/population, takes a
stand against social injustice directed at this marginalized group/population. (UWM
LGBTRC)
Anti-Semitism: The fear or hatred of Jews, Judaism, and related symbols.
Asexual: A person who does not experience sexual attraction or desire. May or may not
experience emotional, physical, or romantic attraction. Asexuality differs from celibacy
in that it is a sexual orientation, not a choice. (UWM LGBTRC)
Bias: Prejudice; an inclination or preference, especially one that interferes with
impartial judgment.
Biphobia: The fear or hatred of persons perceived to be bisexual. Biphobia can come
from not only straight people but from gay and lesbian people as well.
Bi-racial: A person who identifies coming from tworaces. A person whose biological
parents are of two different races.
Bigender/Dual Gender person: A person who possesses and expresses a distinctly
masculine persona and a distinctly feminine persona. Is comfortable in and enjoys
presenting in both gender roles.
Bisexual (adj.): A person who is emotionally, physically, spiritually, and sexually
attracted tomembers of more than one gender. This attraction does not have tobe
equally split between genders and there may be a preference for one gender over others.
(UWM LGBTRC)
Cisgender: An individual who identifies with the gender associated with the sex they
were assigned at birth. Also known as cissexual.

Cisgenderism: A pervasive and institutionalized system that others transgender
people and treats their needs and identities as less important than those of cisgender
people.
Cisgender Privilege: The set of privileges conferred to people who are believed to be
cisgender. (Examples: having one’s preferred pronouns used, no harassment in public
restrooms, no denial of expected access to health care, etc.)
Classism: Prejudiced thoughts and discriminatory actions based on difference in socio-
economic status, income, class; usually by upper classes against lower.
Coming Out: 1. The process of accepts one’s own sexuality, gender identity, or status
as an intersex person (to “come out” to oneself). 2. The process of sharing one’s
sexuality, gender identity, or intersex status with others (to “come out” to friends, etc.).
3. A life-long process for individuals in the LGBTQ community.
Collusion: Willing participation in the discrimination against and/or oppression of
one’s own group (e.g., a woman who enforces dominant body ideals through her
comments and actions).
Color Blind: the belief in treating everyone “equally” by treating everyone the same;
based in the presumption that differences are by definition bad or problematic, and
therefore best ignored (i.e., “ I don’t see race, gender, etc.”).
Discrimination: Actions, based on conscious or unconscious prejudice, which favor
one group over others in the provision of goods, services, or opportunities.
Domestic Partner: either member of an unmarried, cohabiting, and same-sex couples
that seeks benefits usually available only to spouses.
Dominant Group: Agents of oppression are members of the dominant social groups
in the United States, privileged by birth or acquisition, which knowingly or unknowingly
exploit and reap unfair advantage over members of groups that are targets of
oppression. Agents of oppression are also trapped by the system of institutionalized
oppression that benefits them and are confined to roles and prescribed behaviors. In
United States culture, agents have the power to define the “norm” for what is reality and
they see themselves as normal or proper, whereas targets are likely to be labeled as
deviant, evil, abnormal, substandard, or defective.
Drag Queen/King (n): A man or woman dressed in another gender, usually for the
purpose of performance or entertainment. Does not necessarily have to be “the
opposite” gender. Many times overdone or outrageous and may present a mockery of
gender roles.
F to M/FTM/F2M: Female to male. Abbreviation used to specify the direction of sex
or gender role change, usually used by those who identify as transgender.
First Nations People: Individuals who identify as those who were the first people to
live on the Western Hemisphere continent. People also identified as Native Americans.
Gay: 1. Used in some cultural settings to represent males who are attracted tomales in
a romantic, erotic and/or emotional sense. 2.The LGBTQ community as a whole.

Not all individuals who engage in “homosexual behavior” identify as lesbian
or gay, and as such this label should be used with caution.
Gender: The socially and historically constructed meaning of biological sex in a specific
culture. In U.S. society, gender is typically thought to be a binary system where female
= woman/feminine and male = men/masculine (UWM LGBTRC)
Gender PIE:
1. Pronoun - Substitutions for a person’s proper name, often used when the person
is not present.
2. Identity - Refers toa person’s inner sense of one’s own gender.
3. Expression - Refers to a how an individual outwardly conveys their gender
through, for example, Hairstyle, voice, clothing, mannerisms, etc. (UWM)
Gender Variant: A person who either by nature or by choice does not conform to
gender-based expectations of society (e.g. transgender, transsexual, intersex,
genderqueer, cross-dresser, etc.). Also known as gender non-conforming.
Genderqueer: A term which refers toindividuals or groups who “queer” or
problematize the hegemonic notions of sex, gender and desire in a given society.
Genderqueer individuals possess identities, which fall outside of the widely accepted
sexual binary. Genderqueer individuals may or may not pursue any physical changes,
such as hormonal or surgical intervention, and may or may not identify as trans*.
Heterosexism: The societal/cultural, institutional, and individual beliefs and practices
that privilege heterosexuals and disparage LGB+ people. The critical element that
differentiates heterosexism (or any other “ism”) from prejudice and discrimination is
the use of institutional power and authority to support prejudices and enforce
discriminatory behaviors in systematic ways with far-reaching outcomes and effects.
(UWM LGBTRC)
Heterosexual Privilege: The benefits derived automatically by being heterosexual
that are denied to lesbians, gay men, bisexuals, and others who claim a non-
heterosexual identity. (UWM LGBTRC)
Homophobia: The fear, hatred, or intolerance of people who identify or are perceived
as lesbians or gay men, including the fear of being seen as lesbian or gay yourself.
Homophobic behavior can range from telling jokes about lesbians and gay men, to
verbalabuse, to acts of physical violence. Homophobia reinforces heterosexism. (UWM
LGBTRC)
Institutional Power: The ability or official authority to decide what is best for others.
The ability to decide who will have access to resources. The capacity to exercise control
over others. And access to resources, including formal and informal influence
Intersectionality: refers toan analytical or theoretical framework exploring multiple
social identities at the same time
Intersex: Individuals born with the condition of having physical sex markers (genitals,

hormones, gonads or chromosomes) that are neither clearly male nor female. Intersex
people are sometimes defined as having “ambiguous” genitalia. Approximately 1.7% of
all births are intersex infants. (UWM LGBTRC)
Internalized Oppression: The process whereby people in the target group make
oppression internal and personal by coming to believe that the lies, prejudices, and
stereotypes about them are true. Members of target groups exhibit internalized
oppression when they alter their attitudes, behaviors, speech, and self-confidence to
reflect the stereotypes and norms of the dominant group. Internalized oppression can
create low self-esteem, self-doubt, and even self-loathing. It can also be projected
outward as fear, criticism, and distrust of members of one’s target group.
Lesbian: Term used to describe female-identified people attracted romantically,
erotically, and/or emotionally to other female-identified people. (UWM LGBTRC)
LGBT+: Shorthand for the full 28-letter acronym LGBTTIQQAPO PS SOFFA
ADSGLNXHJG. Refer to UWM LGBT Resource Center’s LGBT+ training to know all
the identities.
M to F/MTF/M2F: Male to Female. Abbreviation used to specify the direction of sex
or gender role change, usually used by those who identify as transgender.
Marginalized People: Targets of oppression are members of social identity groups
that are disenfranchised, exploited, and victimized in a variety of ways by agents of
oppression and the agent’s systems or institutions. Targets of oppression are subject to
containment, having their choices and movements restricted and limited, are seen and
treated as expendable and replaceable, without an individual identity apart from their
group, and are compartmentalized into narrowly defined roles.
Microaggression: form of "unintended discrimination". It is depicted by the use of
known social norms of behavior and/or expression that, while without conscious choice
of the user, has the same effect as conscious, intended discrimination. They
communicate hostile, derogatory, or negative slights and insults towards subordinated
people.
Model Minority: Refers to a minority ethnic, racial, or religious group whose
members achieve a higher degree of success than the population average. This success is
typically measured in income, education, and related factors such as low crime rate and
high family stability.
Multiracial: An individual that comes from more than one race. An individual who's
parent's are born from more than one race.
National Origin: The political state from which an individual hails; may or may not be
the same as that the person's current location or citizenship.
Oppression: Intentional and unintentional behavior contributing to making people
feel “less than” the dominant group, often related to social identities. The combination
of prejudice and institutional power which creates a system that discriminates against
some groups (often called “target groups”) and benefits other groups (often called

“dominant groups”). Examples of these systems are racism, sexism, heterosexism,
ableism, classism, ageism, and anti-Semitism. These systems enable dominant groups to
exert control over target groups by limiting their rights, freedom, and access to basic
resources such as health care, education, employment, and housing.
Four Levels of Oppression/”isms” and Change:
Personal: Values, Beliefs, Feelings
Interpersonal: Actions, Behaviors, Language
Institutional: Rules, Policies, Procedures
Cultural: Beauty, Truth, Right (Leaven 2003)
Outing: The involuntary disclosure of by another of one’s sexual orientation, gender
identity, or intersex status. If a person comes out to you, it is disrespectful – and
potentially harmful – to disclose that person’s identity without their approval.
Pansexual (also referred to as omnisexuality or polisexuality): A term referering to the
potential for sexual attractions or romantic love toward people of all gender identities
and sexes. The concept of pansexuality deliberately rejects the gender binary.
People of Color: A collective term for people of Asian, African, Latin and Native
American backgrounds; as opposed to the collective "White" for those of European
ancestry.
Polyamory: The practice of having multiple open, honest love relationships.
Privilege: Unearned benefits, often based on social identities. Privilege operates on
personal, interpersonal, cultural, and institutional levels and gives advantages, favors,
and benefits to members of dominant groups at the expense of members of target
groups.
Prejudice: A judgment or opinion that is formed on insufficient grounds before facts
are known or in disregard of facts that contradict it. Prejudices are learned and can be
unlearned.
Queer: 1. An umbrella term that encompasses: lesbians, gay men, bisexuals
communities, trans* individuals of all types, radical sex communities, and other sexually
transgressive communities. 2. A historically derogatory word that has been reclaimed by
many in the LGBTQ community. It is important to note that many LGBTQ people
continue to view this as a derogatory term. (UWM LGBTRC)
Questioning: A term used to refer toan individual who is uncertain of her/his sexual
orientation or identity.
Race: A way of arbitrarily dividing humankind into different groups for the purpose of
keeping some on top and some at the bottom; some in and some out. Ant its invention
has very clear historical roots; namely, colonialism. “Race is an arbitrary socio-biological
classification created by Europeans during the time of world wide colonial expansion, to
assign human worth and social status, using themselves as the model of humanity, for

the purpose of legitimizing white power and white skin privilege” (Crossroads-
Interfaith Ministry for Social Justice).
Racism: System of advantage based on race. Racism is a system in which one race
maintains supremacy over another race through a set of attitudes, behaviors, social
structures, and institutional power. Racism is a “system of structured dis-equality where
the goods, services, rewards, privileges, and benefits of the society are available to
individuals according to their presumed membership in” particular racial groups
(Barbara Love, 1994. Understanding Internalized Oppression). A person of any race can
have prejudices about people of other races, but only members of the dominant social
group can exhibit racism because racism is prejudice plus the institutional power to
enforce it.
Same Gender Loving: a term coined by activist Cleo Manago as a description for
homosexuals, particularly in the African American community. SGL is an alternative to
Eurocentric homosexual identities e.g. gay and lesbian.
Saliency: The quality of a group identity of which an individual is more conscious and
which plays a larger role in that individual's day-to-day life; for example, a man's
awareness of his "maleness" in an elevator with only women.
Sex: The classification of people by their specific combination of chromosomes, internal
sex organs, gonads, genitals, hormones, and secondary sex characteristics (e.g., body
hair, fat distribution, etc.) Usually subdivided into female, male, and intersex. Though
sex is considered biological, U.S. society frequently understands sex – and particularly
differences between sexes – in terms of gender. (UWM LGBTRC)
Sexism: Prejudiced thoughts and discriminatory actions based on difference in
sex/gender; usually by men against women.
Sexual BIO:
1. Behavior: Refers to whom a person has sexual contact with. In U.S. society, a
person’s sexuality is typically thought to be entirely based on behavior, but this is
not the case
2. Identity: Refers to a person’s inner sense of one’s own sexuality
3. Orientation: Indicates to whom a person is attracted
Social Identities: Categories of group membership, usually “socially constructed”
meaning the categories were artificially created by people in power, and the
consequences of the creation are real; fluid and dynamic (i.e. gender, race, ethnicity,
sexual orientation, etc)
Stereotype: An exaggerated or distorted belief that attributes characteristics to
members of a particular group, simplistically lumping them together and refusing to
acknowledge differences among members of the group.
Transphobia: The irrational fear of those who are gender variant and/or the inability
to deal with gender ambiguity. Transphobic attitudes lead to massive discrimination,
violence and oppression against the trans, drag, and intersex communities. (UWM

LGBTRC)
Trans: An umbrella term which includes a vast array of differing identity categories
such as transsexuals, drag queens, drag kings, cross-dressers, transgender individuals,
and others who permanently or periodically dis-identify with the sex they were assigned
at birth. This use allows a person to state a gender variant identity without having to
disclose hormonal or surgical status/intentions. (UWM LGBTRC)
Transgender:
1. A person who does not identify with the gender associated with the sex they were
assigned at birth.
2. Also used as an umbrella term torefer to individuals who cross over or challenge
transitional gender roles, identities, and/or expressions. (UWM LGBTRC)
Two Spirit: A Native American term for individuals who has the spirit of both a woman
and a man. Does not translate well into western culture.
Veteran Status: Whether or not an individual has served in a nation's armed forces
(or other uniformed service).
Privilege and Oppression: Identities Matter
Andrea Gibson: “Privilege is Never Having to Think About It”
She steps out of the hotel bathroom dressed to the nines, stilettos sharp in her glossy
glossy
elegant tailored boom glittering a bold burgundy neckline
Locks her shining eyes in the worn Tshirt I haven’t changed in days and says “are you
going to wear that on stage?”
I smile, gloating in the cool of my gritty apathy, the oh so thrift store of my dirty grunge
She says ‘honey, do you have any idea how much privilege it takes to think it is cool to
dress poor? You wear that dirty shirt; you are a radical saving the world. I wear that
dirty shirt and I am a broke junkie thief getting followed around every store
That conversation happened years ago
On the same tour where Sonya watched me pay 75 bucks to have my haircut in a way
that would make me look like quote “I couldn’t afford a haircut”
The same tour that began the day after I was the feature performer at a university’s
women of color symposium
No. I did not ask whether or not they should feature a woman of color instead.
Yes. I got paid.
I’m pretty sure it was a good paycheck.
Just like I’m pretty sure someone licked the paycheck when Trayvon Martin’s gun range
targets got sold out in two days
I know those things are not exactly the same

I know I wanted to burn every noose white seam of our cotton flag when Trayvon
Martin’s mother was on the witness stand trying to convince a jury of mostly white
mothers that she could actually recognize the sound of her own son’s scream
I know I wanted to split the fucking sky when I heard the whip of the verdict and Sonya
had posted online
“How many different ways can this country tell me I am worthless”
I know it was right then that I walked upstairs and started counting the hoodies in my
closet
I have fourteen
hoodies that tell me I will never be forced to dress a wound as deep as my mothers heart
She will never be woken in her sleep to peel my body off gated grass
Tobeg God to sow the hole in my chest
I know my family will never have tohear justice say it wasn’t until I was lying in my
casket that I was wearing the right clothes
I know a woman who once knew a woman who collected the metal collars they used to
lock around the necks of black children to chain them to the auction block
I was told she hung them on the walls of her home for decoration
I remember when I used to believe that was the entire definition of racism
Believed there was no one hanging in my wardrobe
Believed my style had nothing in common with king Leopold’s
Thought I am not outfitting the Congo in spilled blood
I am just buttoning up my shirt here
I am just rolling up my sleeves
I am not unstitching the face of Emmett Till
I am not unzippering the wail of his mothers grief
The laces of my shoes are just the laces of my shoes
They could not tie a body to a tree.
I am not fashioning a noose here.
Sonya, do you hear me?
My compassion is not a costume
My passivity is not hate
My privilege is not genocide
This is just how I cut my hair
That was just how they cut the cheque
This is just how I dress
Your wound
I don’t even think about
what I wear
Having privilege does not make you a bad person, just as being oppressed doesn’t
make one a good person. It is systemic, vastly larger than any individual person. This
system is invisible to most because it operates as the fundament of our society.

Privilege is not some active, material thing that is consciously handed out to some
people by some mysterious higher authority. For example, every white person, no
matter background, class, nation of origin, personal story, has white privilege, without
any choice or say in the matter.
There are many ways todo allyship work with your privilege. One of the easiest
and most impactful things to do is to talk to other people with similar privilege as you
about their privilege. You are not solely responsible for dismantling the whole system.
Identity Matters
People of Color Identity Development Model (Based on Hardiman and Jackson
1997)
Stage 1: Acceptance – Accepts White Supremacy and complicit in their oppression. Sees
White as superior. Doesn’t “see” race.
Stage 2: Resistance – Begins to challenge racism in both personal and systemic.
Suspicious of White people
Stage 3: Redefinition – Displays separatist behaviors, believing their own ethnic group
to be superior to others. Grows self-identity, confidence, self-esteem. Fully immerses
into own ethnic group and culture, out of White dominant culture.
Stage 4: Internalization – Integrates all parts of their identity. Able to comfortable
interact with White people and People of Color, easily code-switching between cultures.
Actively challenges all forms of oppression. Values all people.
White Identity Development Model (Helms 1990, 1993)
1. Contact: People are:
 Oblivious to racism
 Lack an understanding of racism
 Have minimal experiences with Black people
 May profess to be color-blind
Societal influence in perpetuating stereotypes and the superior/inferior dichotomy
associated between Blacks and Whites are not noticed, but accepted unconsciously or
consciously without critical thought or analysis. Racial and cultural differences are
considered unimportant and these individuals seldom perceive themselves as
“dominant” group members, or having biases and prejudices.
2. Disintegration: the person becomes conflicted over un-resolvable racial moral
dilemmas frequently perceived as polar opposites:
 Believing one is nonracist, yet not wanting one’s son/daughter to marry a
minority group member
 Believing that “all men are created equal,” yet treating Blacks as second class
citizens

 Not acknowledging that oppression exists while witnessing it (e.g., the beating of
Rodney King in Los Angeles, California, 1991).
The person becomes increasingly conscious of his/her Whiteness and may experience
dissonance and conflict in choosing between own-group loyalty and humanism.
3. Reintegration: Because of the tremendous influence that societal ideology exerts,
initial resolution of dissonance often moves in the direction of the dominant ideology
associated with race and one’s own socio-racial group identity. This stage may be
characterized as a regression, for the tendency is to idealize one’s socio-racial group and
to be intolerant of other minority groups. There is a firmer and more conscious belief in
White racial superiority, and racial/ethnic minorities are blamed for their own
problems.
4. Pseudo-Independence: A person is likely to move into this phase due to a painful
or insightful encounter or event, which jars the person from Reintegration status. The
person begins to attempt an understanding of racial, cultural, and sexual orientation
differences and may reach out to interact with minority group members. The choice of
minority individuals, however, is based on how “similar” they are to him or her, and the
primary mechanism used to understand racial issues is intellectual and conceptual. An
attempt to understand has not reached the experiential and affective domains. In other
words, understanding Euro-American White privilege, the sociopolitical aspects of race,
and issues of bias, prejudice, and discrimination, tend to be more an intellectual
exercise.
5. Immersion/Emersion: If the person is reinforced to continue a personal
exploration of himself or herself as a racial being,questions become focused on what it
means to be White. Helms states that the person searches for an understanding of the
personal meaning of racism and the ways by which one benefits from White privilege.
There is an increasing willingness to truly confront one’s own biases, to redefine
Whiteness, and to become more activistic in directly combating racism and oppression.
This stage is marked with increasing experiential and affective understanding that were
lacking in the previous status.
6. Autonomy: Increasing awareness of one’s own Whiteness, reduced feelings of guilt,
acceptance of one’s own role in perpetuating racism, renewed determination to abandon
White entitlement leads to an autonomy status. The person is knowledgeable about
racial, ethnic and cultural differences, values the diversity, and is no longer fearful,
intimidated, or uncomfortable with the experiential reality of race. Development of a
non-racist White identity becomes increasingly strong.
Lesbian, Gay, Bisexual Identity Development Models
Cass’s Model of Sexual Orientation Formation (1979)
 Prestage 1 – An individual identifies with the dominant heterosexual culture
and understands that is the approved identification
 Stage 1: Identity Confusion – An individual is cognoscente homosexual
feelings or thoughts, becomes curious and/or anxious

 Stage 2: Identity Comparison – An individual accepts the feelings and
thoughts as homosexual, begins to deal with the society, peer group, and family
member’s reactions
 Stage 3: Identity Tolerance – An individual surrounds themselves with
others who identify as homosexuals and begin to form a peer group for support
and knowledge
 Stage 4: Identity Acceptance – An individual outwardly acknowledges his or
her homosexual but internally struggles, looks for cues from social group to
determine the proper way topresent him or her self to the public
 Stage 5: Identity Pride – An individual deepens themselves in homosexual
culture, often minimizing heterosexual peers; feelings of anger and strong
political advocacy for gay rights and a less heterosexist society
 Stage 6: Identity Synthesis – An individual integrates their sexual identity as
part of their holistic identity, assimilates into dominant cultue with a secure and
positive self-concept
Fassinger’s Model of Gay and Lesbian Identity Development (1996)
 Individual Sexual Identity/Group Membership Identity Phases:
o Awareness – Acknowledgement of people with different sexual
orientations
o Exploration – Begin to explore relationship with the homosexual
community
o Deepening/Commitment – Acceptance of homosexual identity and
recognition of negative feedback this acceptance will garner
o Internalization – Understanding identity as a minority with a dominant
culture
D’Augelli’s Model of Lesbian, Gay, and Bisexual Development (1994)
 Three interrelated variables in identity formation (lifespan model):
o Personal actions and subjectivities – An individual’s self-concept in
relation to his or her sexual behaviors, feelings and thoughts
o Interactive intimacies – an individual’s inner circle’s response and
interactions with partners
o Sociohistorical connections – Society’s view, demographics of residence,
and beliefs
 The Identity Development Process

o Existing heterosexual identity – Acknowledgement of feelings and
thoughts are not heterosexual in nature
o Developing a personal lesbian/gay/bisexual identity status – An
individual provides his or her own define to being homosexual
o Developing a lesbian/gay/bisexual social identity – An individuals
homosexual identity as it pertains to peer groups and social norms
o Becoming a lesbian/gay/bisexual offspring – An individual’s
success attempt to communicate his or her homosexual identity with
parents/guardian and the consequence
o Developing a lesbian/gay/bisexual intimacy status – An
individual’s journey to a meaningful, intimate relationship, use of peer
groups is sometimes necessary to facilitating the meeting process
o Entering a lesbian/gay/bisexual community – An
individuals recognition of injustices and triumphs and joining the
community
Lev’s Transgender Emergence Model (2004)
 Awareness – In this first stage of awareness, gender-variant people are often in
great distress; the therapeutic task is the normalization of the experiences
involved in emerging as transgender.
 Seeking Information/Reaching Out – In the second stage, gender-variant
people seek to gain education and support about transgenderism; the therapeutic
task is to facilitate linkages and encourage outreach.
 Disclosure to Significant Others – The third stage involves the disclosure of
transgenderism to significant others (spouses, partners, family members, and
friends); the therapeutic task involves supporting the transgendered person’s
integration in the family system.
 Exploration (Identity &Self-Labeling) – The fourth stage involves the
exploration of various (transgender) identities; and the therapeutic task is to
support the articulation and comfort with one’s gendered identity.
 Exploration (Transition Issues & Possible Body Modification) – The
fifth stage involves exploring options for transition regarding identity,
presentation, and body modification; the therapeutic task is the resolution of the
decision and advocacy toward their manifestation.
 Integration (Acceptance &Post-Transition Issues) – In the sixth stage
the gender-variant person is able to integrate and synthesis (transgender)
identity; the therapeutic task is to support adaptation to transition-related issues.
How to Talk to Residents
How to Respond When Someone Comes Out to You

 Remember that if someone decides to come out to you, it probably means that
they feel that they can trust you. Do not violate this trust.
 Thank them for telling you.
 Do not interrupt them.
 Let them be themselves.
 Do not judge. Affirm them.
 Help them find community. Tell them about the LGBT Resource Center, and
other resources around Milwaukee.
 Do not tell anyone else. Do no out them in public spaces.
How to Respond When Someone Discloses Sexual Assault to You
 The survivor telling you about their sexual assault may ask for confidentiality. It
is important for you to tell them that you can keep their confidence, but you are a
mandatory reporter. Follow protocols for reporting.
 Most important thing is to listen to them with care, and let them tell their story.
Don’t interrupt and be mindful of your body language and facial expression.
 Thank them for telling you.
 Empathize with them. Say things like “I can’t imagine what it was like for you,
but I’m sorry that happened.” Be compassionate.
 Keep the focus on them. Do not talk about yourself, do not ask about the
perpetrator.
 If you are a survivor, disclosing that may help. But do not take the focus away
from them.
 Believe them fully.
 Offer to be there.
 Do not hug or touch them without consent.
 Do not ask probing questions. Do not ask what they were wearing, if they were
drunk, why they didn’t fight back, etc. Simply listen and believe them.
 Give them resources, but do not push them to take any action.
Activities!
Before every program, facilitator(s) should establish a common ground/ group
agreement of rules for the activity. They can include, but not limited to:
 Respect, to yourself and each other
 Be fully present and participate at your own comfort level – challenge by choice.
o Follow up - What does it mean to be “fully present”?
o Follow up - What does “challenge by choice” mean?
 Lean into discomfort – into the learning zone (and if too uncomfortable, lean
back into comfort)
 Be mindful of your airtime (think about how much or little you are speaking)
 It’s ok for us all to be at different places with the things we discuss today.
 What is said here stays here, what is learned here leaves here
 Always ask for any other rules the participants want to add and get their
agreement on the rules

Programs:
 Program Title
Privilege Puzzle
 Program Summary
This activity allows participants to see the intersectionality of privilege and oppression.
They can also see how privilege comes in various forms and identities. We hope that this
activity leads to the participants further reflecting on their own privileges and
oppressions tied to their identities.
 Target audience
Students of any class standing, beginner to intermediate level
 Ideal number of program participants
5 – 20
 Learning Outcomes
o Articulate how privilege shows up in the world
o Recognize the intersectionality of identities related to privilege and
oppression
o Identify and reflect on their own identities and how they afford privilege
and oppression
 Potential Concerns or Barriers for Participants
o Involves physically moving around the room – address the inherent
ableism and make accommodations for anyone unable to physically move
o Low Risk
o Easy to facilitate
 The how to, step by step way to put this program on
1. Prepare a list of “privilege statements” that are simple. These statements can be
catered to a particular setting or kept general.
a. Examples include “I can hold hands with my romantic partner in public
without any worry,” “I see people who look like me on TV without having
to seek them out,” “I do not have to worry about being watched or followed
in a store by employees,” “I can easily get a loan at a bank,” “My
experiences and words are believed and taken without question.”
b. Many of the statements have one identity category that seems to obviously
grant privilege in; however, participants will interpret statements
different, and pick not so obvious categories. That is the whole point.
2. Facilitator(s) set up the room by putting up various identity categories (Race,
Socioeconomic Status, Sexual identity, Gender identity, Religion, Age, Nation of
origin, Ability, Ethnicity, etc) spread out on the wall around the room
3. With the participants, the facilitator(s) will explain the activity
4. Always establish common ground/ group agreements first

5. The facilitator(s) will read out loud “Privilege statements”
6. The participants will then think about and decide in which identity category(/ies)
they can get that particular privilege as stated by the facilitator(s)
7. The participants will physically move to the location of the room where that
identity category has been placed
8. Once everyone has moved somewhere, the facilitator(s) will ask the participants
to explain a little more about why they picked the identity category they picked
9. Sharing is challenge by choice, so those who do not want to do not have to share
10.Once everyone whowish to have explained and the discussion seems to be over,
facilitator(s) will read the next statement and repeat
11. This part of the activity can go on until they run out of statements or until time
runs out
12. Before the activity concludes, facilitator(s) should bring everyone back together
to debrief the activity – Ask the following or a variation of the following:
a. How did you feel doing the activity?
b. Did anything in particular stand out to you? If so, what?
c. What statements were particularly difficult to decide on a category and
why?
d. What insights have you gained from doing this activity?
 Resources/supplies needed for program
o A large open room without large furniture to get in the way
o paper with various identity categories written or printed on them
o tape to put them on the walls
o a list of various privilege statements

 Program Title
It’s in the Cards
 Program Summary
Participants will feel what it’s like to be a part of dominate and subordinate groups.
They will simulate a simplified version of society with dominate and subordinate
groups, and how each group is treated by each other.
 Target audience
All class standing, beginner to intermediate level
10 - 50
o Recognize dominant and subordinate groups and their group dynamics.
o Recognize that their actions can have an effect on others.
o Be able to name exclusionary dynamics on campus.
o Involves physical movement and speaking
o Could also trigger some hard emotions, but unlikely if everyone follows the
instructions
o Facilitators should still be on the lookout for outbursts of emotion.
o Medium to high risk level
1. Always establish common ground/ group agreement first
2. Tell the participants to take it seriously, but not too seriously, as it is just a
simulation and activity
3. Give each participant a card and tell them not to look at it
4. Tell each student to trade it 3-5 times with people in the room without looking at
it
5. After the trading is complete, have them hold the card out in front or on their
foreheads, so that others can see the card but not themselves
6. Explain rules and the value system of the cards
a. They will now walk around the room and talk to each other
b. However, there are limitations on who can say what
c. Anyone can say hi to anyone
d. But no one can speak to those with cards 2 – 5
e. You can choose to either speak to or not speak to those with 6 – 9
f. Everyone must speak with to those with 10 – K
7. At the end, have people gather and try toguess what card they have

a. Note: they may naturally cluster into their card number category and
figure it out easily
8. Discuss the game and its impact on the students
a. What happened? What did you notice during this activity?
b. What were you feeling during the activity? Did your feelings change over
time?
c. What were some of the subtle ways people were treated less than?
d. What were some of the ways people were given more attention and better
treatment?
e. What about this activity felt familiar?
f. What feelings or moments do you relate to?
g. What has it been like when you were in an “in-group?”
h. What has it been like when you were a member of an “out-group?”
i. What could be some of the exclusionary dynamics that might occur on
campus?
j. What can you do if you observe, experience, or hear about some
exclusionary comments or actions?
o Deck of cards
o Room large enough to move around
(Adapted from University of Arizona, Residence Life:
http://www.life.arizona.edu//docs/default-source/social-justice/its-in-the-cards)

 Program Title
Your Ideal Roommate
 Program Summary
The purpose of this program is to get students to learn about stereotypes and how they
are harmful. They will look at a list of identities and pick their ideal roommate. They
should encounter their own stereotypes of certain identities and challenge their
perceptions.
 Target audience
Freshmen ideally, beginner level
5 – 20
o Discuss their prejudices and biases.
o Articulate things they can do to change their behavior.
o Recognize stereotypes they place on others.
o Involves physical movement
o Can elicit strong emotions
o Medium risk
1. Prepare sheets with descriptors of the imaginary roommate written or typed on
them
2. You can create your own imaginary roommates but the following table is an
example to clarify how these descriptors should be arranged
Person A Person B Person C Person
D
Person E Person F
Round
1
Straight-
A
Student
Marching
Band
Member
Member
of Greek
Life
Transfer
Student
Engineering
Major
Sustainability
Intern
Round
2
Gay 1st
generation
college
student
Asian
American
30 years
old
Wheelchair
User
Wiccan
Round
3
Surfer Student
Association
President
Student
athlete
Wealthy Author Child of the
University
President
Round
4
Christian African
American
Low SES German Jewish Veteran

Round
5
Smoker Recovering
alcoholic
On
Academic
Probation
Has
bipolar
disorder
Tattooed Chef
The letters correspond to each roommate. So in the end if someone wants Person A as a
roommate, they are choosing the Straight-A Student who is gay, a surfer, Christian and a
smoker.
3. Prepare the room by placing the papers with “Person A,” “Person B,” etc. to
“Person F” in different places around the room
4. Always start by establishing common ground/ group agreements
5. Start with the instructions that each participant is going to pick their ideal
roommate
6. Post the first round of descriptors and have each participant stand in the area of
the ideal roommate they choose
7. Ask the first round discussion questions with students together in a group
a. Why did you choose your roommate?
b. What quality excited you the most? The least?
8. Post the next round descriptors under the previous. Have the participants pick a
roommate.
9. Do the second discussion
a. Did you think that person would have the quality listed? Why?
b. Why did you move or stay the same?
10.Continue until all the rounds and discussions happen.
11. Third Discussion
a. Why did you move or stay the same?
b. Was there a quality that you absolutely don’t think you could live with?
Why?
12. Fourth Discussion
a. Did your roommate get better or worse? Why?
b. Are there qualities that seem easier to live with than others?
13. Fifth Discussion
a. What are your feelings with your final roommate?
b. Could you live with this person in reality? Why or Why not?
c. Which decision did you struggle with the most?
d. How does this activity reflect reality?
e. Why would we do this activity? How does this relate to you and others’
experience in the halls?
f. Why is it important to get to know others with whom we are living,
working, and studying?
g. Is it important to get to know diverse groups? Why or why not?
o Paper with descriptors printed on them
o Tape to put them up around the room
o Room large enough to accommodate movement

(Adapted from University of Arizona, Residence Life:
http://www.life.arizona.edu/docs/default-source/social-justice/really-
you.pdf?sfvrsn=2)
Collection of Social Justice Related Resources
Ferguson Syllabus
An organization called Sociologists for Justice published an article with several
resources called the Ferguson Syllabus: http://sociologistsforjustice.org/ferguson-
syllabus/.
Twitter feed: https://twitter.com/hashtag/fergusonsyllabus
Google Doc of resources compiled:
https://docs.google.com/document/d/1zzp84ng44soVrljMFQOm16Ep4OY8oZvRJPi-
2_Aw--o/edit
“Teaching the #FergusonSyllabus” from Dissent Magazine:
http://www.dissentmagazine.org/blog/teaching-ferguson-syllabus
Another Google Doc of compiled resources:
https://docs.google.com/document/d/1kwZl23Q9tgZ23dxSJWS-
WpjZhOZ_mzVPtWL8-pWuLt8/edit#heading=h.l15kj4sa2rn0
From UMD: http://mith.umd.edu/a-look-at-fergusonsyllabus/
Compilation of educational tools from the Atlantic:
http://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-
whats-happening-in-ferguson/379049/
Interview with the originator of #FergusonSyllabus, Dr. Marcia Chatelain:
https://college.georgetown.edu/collegenews/the-ferguson-syllabus.html
Besides educating students about Ferguson and #BlackLivesMatter, it is also very
important to support Black students who may be in emotional distress from the events
across the country. Watching people who look like them, their friends, their family
members get violently murdered on TV, internet, newspaper takes a great emotional toll
on Black students. Not every Black student will react, but it is crucial for staff to be on
the lookout and be proactively supportive of students who may be going through
emotional distress. Because of the ease of sharing images and videos through the
internet, people may unintentionally trigger someone. A good policy for both the
department and personally is to not show or share any graphic images or videos of
violence against Black people (eg the video of Eric Garner dying). It creates secondary
trauma for those who have gone through such violence.
(http://www.theguardian.com/commentisfree/2015/may/11/when-we-watch-videos-
of-black-men-dying-on-loop-it-harms-us)
General SJ Resource
This is another great article to read about activism and social justice in general:
“The Revolution Will Not Be Polite: The Issue of Nice vs. Good”

http://www.socialjusticeleague.net/2012/04/the-revolution-will-not-be-polite-the-
issue-of-nice-versus-good/
Social Justice Compilation. It is a large collection of articles on a variety of topics,
such as Ferguson, Racism, Class, Gender, Ability, Feminism, etc. that you can look
through to find an article about a topic that you want to learn more about.
Unfortunately, he has not had time to update it lately but it still has many great
resources: http://acousticlight.tumblr.com/tagged/sjc
Understanding White Supremacy: http://www.paulkivel.com/issues/racial-
justice/item/96-understanding-white-supremacy
Why there’s no such thing as reverse racism:
http://www.dailykos.com/story/2010/07/15/884649/-Why-there-s-no-such-thing-as-
Reverse-Racism
“How to Uphold White Supremacy by Focusing on Diversity and Inclusion,” useful to
know how the modern higher ed focus on diversity and inclusion is not really true social
justice: https://modelviewculture.com/pieces/how-to-uphold-white-supremacy-by-
focusing-on-diversity-and-inclusion
A great book to read that is very accessible is Why are All The Black Kids Sitting
Together in the Cafeteria by Dr. Beverly Daniel Tatum. http://www.amazon.com/Black-
Kids-Sitting-Together-Cafeteria/dp/0465083617 This book is very well organized and
easy toread. It explains many questions that people have about race, such as affirmative
action, racial identity development, and how to be a good White ally.
Easy to read explanation of Intent vs Impact:
http://everydayfeminism.com/2013/07/intentions-dont-really-matter/
Simple steps to education social justice: http://www.edutopia.org/blog/creating-
classrooms-for-social-justice-tabitha-dellangelo
Sexual Assault
A foundational work on rape culture, from 1984, by Dianne F. Herman:
http://homepage.smc.edu/delpiccolo_guido/soc1/soc1readings/rape%20culture_final.
pdf
Some statistics on sexual assault from RAINN (Rape, Abuse, & Incest National
Network): https://www.rainn.org/statistics (does not include statistics from LGBTQ+
people)
The National Intimate Partner and Sexual Violence Survey from CDC:
http://www.cdc.gov/violenceprevention/nisvs/summary_reports.html
Sexual assault perpetrators target LGBTQ+ people at higher rates than straight
people. Caring for LGBTQ+ identified survivors may look different, especially for trans-
identified survivors. Nearly 50% of all trans people experience sexual assault in their
lifetime.

“Sexual Assault and Rape Culture are LGBTQ Issues” from Huffington Post:
http://www.huffingtonpost.com/sue-kerr/sexual-assault-and-rape-culture-are-lgbtq-
issues_b_2917112.html
CDC’s statistics on sexual violence and intimate partner violence for LGBTQ+ people:
http://www.cdc.gov/media/releases/2013/p0125_NISVS.html
Good infographic about sexual, intimate partner violence:
http://www.cdc.gov/violenceprevention/nisvs/infographic.html
A research brief of articles written about sexual assault among the LGBTQ+
communities: http://nsvrc.org/sites/default/files/Publications_NSVRC_Research-
Brief_Sexual-Violence-LGBTQ.pdf
Statistics for Wisconsin about trans identified Wisconsinites from Forge: http://forge-
forward.org/anti-violence/sexual-violence-research/wisconsin-data/
Guide for working with trans identified survivors, along with a variety of other resources
and helpful reading (from Forge and Washington Coalition of Sexual Assault Programs):
http://www.wcsap.org/sites/wcsap.huang.radicaldesigns.org/files/uploads/resources_
publications/connections/LGBTIQ_survivors.pdf
“Sexual Violence Prevention: Beginning the Dialogue” from the CDC is a public health
approach to SV prevention programs, and may need to be adapted for higher ed setting.
However, it is still an excellent resource:
http://www.cdc.gov/violenceprevention/pdf/svprevention-a.pdf
“These 7 Common Responses to Sexual Violence Are Actually Really Harmful – Here’s
What to Say Instead” from Everyday Feminism:
http://everydayfeminism.com/2015/06/these-7-common-responses-to-sexual-
violence-are-actually-really-harmful-heres-what-to-say-instead/
How to respond to a rape joke, and how to talk to someone about it:
http://www.gurl.com/2014/02/13/how-do-you-respond-when-a-guy-jokes-about-rape/
http://everydayfeminism.com/2013/04/the-trouble-with-rape-jokes-and-3-tips-for-
surviving-them/
http://www.motherjones.com/riff/2009/07/confronting-rape-jokes
Why rape jokes are wrong: http://www.huffingtonpost.com/madeline-wahl/how-rape-
jokes-contribute_b_5240592.html
http://afternoonsnoozebutton.com/post/27126498887/why-rape-jokes-are-uniquely-
bad
Trans Students
One of the biggest seminal works portraying the lives of real trans people is
“Injustice at Every Turn: A Report of the National Transgender Discrimination Survey”
done in 2011, funded by the National Center for Transgender Equality and the National

LGBTQ Task Force:
http://transequality.org/sites/default/files/docs/resources/NTDS_Report.pdf
From the NCTE: http://transequality.org/issues/youth-students
A good graphic for possible passive programming:
http://25.media.tumblr.com/tumblr_mdhinheiV21rikou1o1_500.png (from 2012)
Good and easy guide on how to interact with trans people from Everyday Feminism
(which is an excellent website for very accessible articles about variety of topics related
to feminism) http://everydayfeminism.com/2015/06/whats-ok-not-ok-ask-trans-
person/ (This could especially be helpful for “on the ground” staff like desk assistants
and RAs)
Forge-Forward is Milwaukee-based organization that does excellent work in the
community here. They occasionally provide webinars and workshops for community
members. It may be good for staff to attend one of these. https://forge-forward.org/
How to be a better ally to trans people: http://everydayfeminism.com/2015/06/6-
common-mistakes-trans-allies/
Mental Health
Personal narrative from a student with depression: “How Colleges Stop Depressed
Students From Returning ToCampus” http://www.buzzfeed.com/katiejmbaker/how-
colleges-stop-depressed-students-from-returning-to-campu#.kaZv4V3A14
New study suggests that helicopter parenting is causing mental health in college
students:
http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_i
ncreasingly_correlated_with_college_age_depression.1.html
Survey on mental health of college students from National Alliance on Mental Illness:
http://www2.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/
NAMI_Survey_on_College_Students/collegereport.pdf
Other Professional Development Opportunities Related to Social Justice:
http://www.sjti.org/home_professional.html
http://www.jessicapettitt.com/programs.html

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