Rainbow SIG SIGNALS
NEWSLETTER
Volume 22, Number 1, Fall 2015 Rainbow SIGnals is published once a semester by the Rainbow Special Interest Group (SIG) of NAFSA: Association of International Educators. The Rainbow SIG is comprised of diverse NAFSAns whose goals are to combat homophobia, heterosexism and transphobia within NAFSA, to counsel international students and study abroad students who are gay, lesbian, bisexual, or transgender, and to support gay, lesbian, bisexual and transgender professionals in international education.
In this Edition:
• Highlights from NAFSA 2015 in Boston The Rainbow Scholarship Poster Session: Pages 2-3 Smart Marketing to LGBTQ Students: Pages 4-5 • Interview with the New Rainbow SIG Co-Chair: Scott Tayloe: Page 6 • Supporting International LGBTQ Students Before and During Their Experience in the United States: Pages 7-9 • Copenhagen: Where Gay is a Little Different: Pages 10-12 • Rainbow SIG Leadership Team: Page 12 • 2015 Regional NAFSA Conferences: Page 13 • Rainbow SIG Regional Representatives: Page 13 • Rainbow Scholarship Updates: Pages 14-15 Page 1
Volume 22, No. 1, SIGnals Newsletter
GET INVOLVED!
Subscribe: to the Rainbow SIG Listserv by completing the online form. Like: Join the private Rainbow SIG Group on Facebook Give: Donate to the Rainbow Scholarship (Page 14) Reach Out: Email the listserv by sending your message to: rainbow-l@indiana.edu Contribute: Submit content for the Rainbow SIG Newsletter (Contact Editors: Page 12) Represent: Volunteer to become a NAFSA Rainbow SIG Regional Rep
NAFSA 2015 Highlight: The Rainbow Scholarship Poster Session
Lukman Arsalan, Albion College Peter Raucci, Institute of International Education In May of 2015, Peter Raucci of the Institute of International Education, and Lukman Arsalan, of Albion College, presented a poster session on the Rainbow Scholarship at the NAFSA annual conference in Boston. The goal of this poster session, which was part of the Increasing Diversity Outreach and Support in International Education theme, was to highlight the Rainbow Scholarship in general and also show how the model of the Rainbow Scholarship could apply to other initiatives. Peter and Lukman interviewed members of the Rainbow SIG and even conducted a special interview with Rainbow SIG member Bo Keppel, who was inspired to start the Rainbow Scholarship to honor the memory of her husband Dave Burkhart. Dave didn’t have the opportunity to complete his college education, but he was inspired by traveling the world for his job and felt that Americans would benefit from study abroad. Dave would often come to NAFSA conferences with Bo and was well-known to members of the SIG. While it took several years to establish the Rainbow Scholarship, the idea was kept alive by Bo’s persistence, and the support of the Rainbow SIG. The poster session was lively and well-attended. Lukman and Peter spoke to dozens of visitors eager to learn about the Rainbow Scholarship. Attendees of the session learned about the eligibility for the scholarship, its funding structure, and how the Rainbow SIG works with the Fund for Education Abroad (FEA) in the selection of the scholars. Also discussed was the Rainbow Day of Giving, and other fundraising efforts to support the scholarship. At the end of the 90 minute session, Peter and Lukman walked visitors through a framework for small, diversity-focused start-up scholarships, using the Rainbow Scholarship as a case-study. Discussing the inspiration for the scholarship, how the Rainbow SIG approaches fundraising, and how the SIG works with the FEA on selection provided a way to conceptualize how to go about getting similar initiatives off the ground. A common takeaway for many of the poster session attendees was to replicate this scholarship model for other types of students back at their campus. For example, one could establish a scholarship program for students with disabilities or minority and underrepresented students. Helpful questions and considerations from the Rainbow Scholarship include: • What’s the inspiration for your scholarship? • What are the parameters and eligibility? • Is there a community or network supportive of your initiative- financially and otherwise? • Start small and scale up! • Be persistent- it may take some time to get your initiative off the ground. • Be focused- target specific populations when possible/appropriate
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The presenters also discussed some of the particular barriers to study-abroad faced by LGBTQIA students. With some 70 countries where homosexuality is illegal and a handful of countries where it’s punishable by death, it can be incredibly challenging for LGBT students to travel. Furthermore, if transgender students have documents (passports, visas) that do not match their gender identities, this can cause tremendous distress and even legal issues. Additionally, if transgender students are on medication to assist with their transitions, there can be issues of access to this medication. Strong student advisement on campus is key for individuals in tenuous situations. These populations would certainly benefit from study abroad programs like the Rainbow Scholarship. Lukman Arsalan, a native of Jordan, is the Associate Director of Admission for International Recruitment at Albion College. As once an international student in the United States, Lukman works closely with international student recruitment, evaluation, matriculation and retention.
Peter Raucci is the Senior Outreach and Selection Officer in the Global Scholarship Programs Division at the Institute of International Education. In his 15 years in higher education, Peter has worked on a variety of programs, focused on student exchange, study abroad, and international education.
Helpful Resources for LGBTQ Students • • • • •
12 Study Abroad Scholarships for LGBT Students An LGBT Student Guide to Study Abroad International Gay & Lesbian Human Rights Commission US State Department - LGBT Travel Information TheGuardian.com - LGBT Rights Around the World
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NAFSA 2015 Highlight: Enrolling the LGBTQ Community in IEP and Degree Programs through Smart Marketing Tiffany Harrison, Communications Manager, STA Travel George Kacenga, Director of International Enrollment Management, University of Colorado Denver International LGBTQ students are a growing dimension of strategic international enrollment management. It is with this thought in mind that we opted to examine the level of awareness on campus and through programming, in order to identify and establish best practices to recruit international LGBTQ students out of their complex, culturally-challenged settings. We hope this article can act as a brief recap to the original session in a way that you will be positioned to make a significant effort to effectively market to international LGBTQ students so they can access their education on an equal basis. What makes LGBTQ international students a unique group? LGBTQ students want to go abroad and want to have an overseas experience, but that they might be put off from doing so because of a lack of LGBTQ-specific support and information on LGBTQ-friendly opportunities. Consider thinking about these questions as they encompass the unique challenges these students are facing: • Does your right to be LGBTQ in the US conflict with your host country’s religious or cultural values and traditions? • How will you reconcile your human rights with the cultural values of your host society? • Are there safety considerations that you should be aware of? • What are gender relations in the host culture? • What is considered typical male and female social behavior in the host culture? • What is the social perception of members of the LGBTQ community? • What roles do transgender people play in the host culture? • Does your study abroad program offer LGBTQ friendly housing? • Does your study abroad program discuss LGBTQ considerations during their orientation? • Recruitment agents and recruitment officers might adopt a similar set of questions to help them advise any LGBTQ students they might be working with. The next step is considering how we craft our messaging in recruiting students and how that is promoted. Some things to consider: • Language/imagery used in online/offline physical materials • Language used in conversations • Diversity of individuals featured • Avoiding assumptions • Inclusive, inclusive, inclusive!! Some great examples of this include: the University of Louisville LGBT Center’s Online Resource, IES Abroad’s LGBTQ Support Resource, and St. Mary’s College of Maryland LGBTQ Student Services. Best Practices for ‘Safely’ Marketing Towards LGBTQ Students Students are asking themselves (1) Will I be safe and (2) Will I be comfortable, so here are some ways to make sure we can help those students answer ‘yes’ to both. Encourage students to: • Talk with their on-campus advisors CONTINUED ON PAGE 5 • Talk to students who have gone before
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• To be aware that a legal context is not the same as a social context (some anti-gay laws are not enforced, other places have gay-friendly laws and a terrible social environment for being ‘out’) • To discuss issues of housing/uniforms/visas/documentation/etc. as it relates to gender identity/expression • To think about safety network and backup plans if something goes awry • To be aware that countries can be large and internally diverse and that different cities and towns can be very different from each other within a country, etc. • To understand that their citizenship and/or their racial background may give them certain privileges (or make them targeted) with respect to LGBTQ issues • Consider creating a resource that can be handed out in all pre-departure orientations Consider also working with LGBTQ centers on campus to identify additional opportunities of connecting with students. Some ideas that would work well: • Discussion Groups • Participate in Trainings • Confidential Services • Very sensitive to privacy and the nature of questioning and coming out. • Bisexual Awareness Days • A Campus Speaker Series • Opportunities for Student Activism / Free Speech • Pursue Safe Study Abroad Opportunities • Find Degree Programs in Gender Related Studies Lastly, here are 4 important considerations when marketing to the LGBTQ community: 1. Check your policies! Before you even begin to think about marketing to LGBTQ customers, make sure that your policies are actually gay-friendly. 2. Show concrete support. While having the right policies in place is a good start, it’s equally critical to demonstrate your support for the larger LGBTQ community. 3. Strike the right tone. Ads that prominently feature rainbow flags might seem cheesy and patronizing. The most successful campaigns today feature gay characters who just happened to be gay. 4. Keep it on-brand. While it’s important to cater to your audience, you shouldn’t lose sight of your own business goals. Please feel free to email us directly to receive the presentation in full alongside additional LGBTQ resources.
Tiffany is responsible for all internal and external communications for STA Travel US. She is involved with communities like the NAFSA Rainbow SIG and Tech SIG, and presents often on brand management and social media, online marketing, and methods for translating the student experience. Tiffany can be reached at: tiffany.harrison@statravel.com. George is the Director of International Enrollment Management for the University of Colorado Denver. This involves strategic planning and support for undergraduate and graduate recruitment for 13 schools and colleges, including the Anschutz Medical Campus and the ESL Academy. George is a former co-chair of the Rainbow SIG, and is actively involved in NAFSA, TAICEP, AIRC, and his rugby club in Denver. George can be reached at: george.kacenga@ucdenver.edu.
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An Interview with the New Rainbow SIG Co-Chair Scott Tayloe 1. How did you first get involved with Rainbow SIG? I was introduced to Rainbow SIG at my first NAFSA in Salt Lake City, back in 2003. It made me feel so comfortable entering a field that offered an interest group for our community; immediately I knew I had found the right industry to enter. 2.
How did you get your start in international education and what are your current responsibilities? Just like the majority of us, I got my start by studying abroad in college and then finding out “this can be a career?” I had studied abroad during college/flight-school which happened to be around 9-11. The events of that day changed my academic and career goals. I was in a position where I didn’t think I would land a job as a pilot as soon as expected, so going abroad seemed like a great option for me at the time. It was during that experience I realized my love for travel can be fulfilled in other career paths. I also realized during my time abroad that I didn’t want to be in a cockpit, but rather I wanted to find a way to get to know the stories and lives of those actually on the plane. I’m too clumsy though to be a flight attendant. 3. What is one of your favorite places you’ve traveled to and what made it so special? Such a hard question to ask someone in our field! So many places for various reasons, however, I’d have to say overlooking the Harbour in Sydney from Watson’s Bay is at the top of my list. It’s where I first came-out to friends and began to really feel comfortable with who I truly was. 4. What issues related to LGBTQ peoples’ rights are you most passionate about? Adoptions, for sure. My husband and I were on the adoption journey for a few years and welcomed our son into our family 2 years ago now. It was an incredible journey and one in which we have just started again. It was during this time we really saw the struggles our community faces when starting a family. For example, what pediatrician is not only supportive but competent in LGBTQ issues and rights? What schools support same-sex parents on their PTA, etc? Due to this we’ve launched an organization named after our son called Hayden’s List (www.haydenslist.com), which gives our community a voice to direct folks (or direct them away) to those with and without open doors. 5. How do you think international education can activate change and progress for LGBTQ populations? There are so many countries that have progressed past us in terms of LGBTQ rights and on the flip-side there are those drastically behind on our initiatives. I think assisting our LGBTQ students in travelling overseas can help connect our communities on a global-scale. It’s then we can learn from some and help guide those that are struggling to gain support in their areas. 6. What goals do you have for the Rainbow SIG this year? My first goal is to really understand the full workings of the SIG and ensure we hit or exceed our scholarship fundraising goals. I’m also finding so many questions are coming through from our colleagues regarding LGBTQ student advising and would love to find a place and way to house all of this important information, so the SIG can continue to be a fantastic resource for folks to turn to. And of course we have to have a fabulous party next year in Denver!
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Supporting International LGBTQ Students Before and During Their Experience in the United States Erin Hillis, M.A., PDSO, Associate Director of International Programs, Rhodes College, Memphis, Tennessee Elin Ovrebo, Ph.D., Assistant Professor, Counseling Psychology, The University of Memphis, Memphis, Tennessee
Transitioning between countries for an extended amount of time is a well-documented challenge; students who identify as LGBTQ (closeted or not) often face additional, sometimes life-altering, concerns. We hope to provide practical ideas that you can implement immediately in your office in support of your international LGBTQ students. We recognize that you, reading this, will fall somewhere on the spectrum of being LGBTQ-unaccepting to full LGBTQ-affirming; wherever you are, we encourage you to press on and strive to create even safer and more inclusive environments for all of your students.
Erin Hillis
Most immediately, make an assessment of the LGBTQ climate at your institution. Does your campus already have a Campus Pride Index score? Bear in mind that your Campus Pride Index score may be quite accurate in terms of your institution’s policies, but it may not reflect the real attitudes on your campus. It is vital to have an accurate assessment of the actual climate at your institution if you are going to be able to provide authentic and realistic information for your new LGBTQ students. A good place to get started is with your Dean of Students Office, the Multicultural Affairs Department, or perhaps even the Campus Counseling Center. You also need to know, for certain, what level of support your office and campus can reasonably provide for LGBTQ students. Pay particular attention to your campus police department; are they a safe resource for LGBTQ students in distress? Implementing ongoing training for support departments, like campus police, are critically important; no one should be in the predicament of finding themselves having to decide what their Crisis Action Plan ought to be during an emergency. You can begin expressing your support for LGBTQ identifying international students prior to their arrival to campus. If your admissions application does not already provide space for LGBTQ students to safely identify themselves and their housing preferences, start a dialog with your Admissions Director about including this information in the application. You can make the admission application a safer place to disclose this kind of information by including flyers from various diversity offices at your institution, such as Disability Services, Multicultural Affairs, and relevant LGBTQ student organizations in all students’ application packets (or on the Admissions website, in the case of online applications). In the acceptance materials, include a separate letter from your office that offers a statement of support for all minority students, paving the way for further dialogue with your international students. Hopefully, they will see your statement as the open door through which they can safely enter into conversations about their concerns or ideas about diversity issues prior to arriving at your campus. Once you have your list of incoming international students, read their applications carefully, looking for overt or covert language in which they identify themselves as LGBTQ. Being cautious of the confidentiality of the message (perhaps phrasing the questions in such a way that they could be interpreted as routine questions you ask every student), we suggest contacting these students about their applications and beginning a conversation with them before they arrive. CONTINUED ON PAGE 8
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Supporting International LGBTQ Students Before and During their Experience in the United States
Points to discuss prior to arrival: 1. Try to determine if they are transitioning from a generally “more restrictive” or “less restrictive” environment when compared to your campus. Be ready to express support for any hurt/frustration/confusion they may express if their new environment will be more restrictive/less inclusive than the one to which they are accustomed. 2. Ask them what they need in terms of housing or roommate preferences. (If your campus has Pride Housing, it would be good to explain this option to the students, as it may be an unfamiliar concept. Keep in mind that “Pride Housing” does NOT need to appear as a line item on the students’ university bills: you cannot control who sees those bills and you do not want to unintentionally out your students to their parents.) 3. Regarding host families: Be sure your students know that your office will support them in being as out as they want to be. Ask them what they feel comfortable with so your staff can suitably place them. (Naturally, you and your staff need to know your host families’ preferences about LGBTQ identifying students and their house rules about overnight guests). 4. Put new LGBTQ students in touch with older students from the community. Urge your new students to get specific, expert advice on what they should be able to expect from your campus and city. 5. Ask them what they believe their needs will be once they arrive. 6. Present safety issues in your area, if any, and explain campus and community climate. Discuss Campus Pride Index scores and what the reality is on your campus. Specify concerns unique to gender-non-conforming and transgender students. 7. For transgender students who are in, or considering, transition, discuss how their student insurance and student health center covers or does not cover treatment or prescription medication in relations to their transition. Additionally, staff members working with international students and scholars can research the students’ countries/cultures to better understand the culture from which they are departing. We do not advocate assumptions or stereotypes about countries or cultures; we do, however, suggest that you use every resource available to plan ahead for reasonable issues that your students may experience upon departing their known culture and arriving in their new environment. When your new international students arrive, be sure to be LGBTQ inclusive and affirming during your orientation, keeping in mind that there may be closeted students at your orientation who were not on your previous list; these students probably haven’t been speaking to you (or perhaps anyone) about these topics. After arrival, during orientation for all new international students: • Do what you can to make your office space LGBTQ inclusive and affirming; it should be obvious with a casual glance that your office is a safe place for LGBTQ students. • Have staff from your Counseling Center speak at orientation about their services; they should indicate that their staff and Counseling Center is an LGBTQ affirming space (if, indeed, it is). • When discussing norms for dating/relationships in the United States, be gender neutral so people understand that you could be speaking about same-sex or heterosexual relationships. • Discuss your campus policies regarding tolerance, respect, and diversity. Explain the expectations your campus has placed on all students to be respectful of each other, even when faced with a student, policy, or activity to which they are vehemently opposed. • Explain where to report discrimination, assault, or harassment of any kind, and describe the support services your students can expect.
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Supporting International LGBTQ Students Before and During their Experience in the United States
You could also offer an optional LGBTQ-specific meeting during your orientation: • Orientation should include norms for LGBTQ students in the U.S., in your state, and at your institution. • If your campus has “all-gender” or “gender-neutral” restrooms, request copies of a restroom map and make them available to your students. Explain what these terms mean. • Inform your students not to make assumptions about the inclusiveness of their new environment based on the law of the land. • Inform students about the campus health clinic and student insurance policies. Have transgender-specific health information available. Discuss campus resources (free STD testing, etc.) and safe sexual behaviors. • Encourage students to join student government or student organizations to get involved in the campus community. Mention your campus’s specific LGBTQ groups, such as Gay-Straight Alliance, Safe Zones, Queer Advocacy, etc. • Mention your campus police and explain what students should do in an emergency (including harassment and assault). Be sure to describe the reality your campus faces in terms of the actual safety with your campus police (i.e., the policies may indicate that your campus police officers do not discriminate, but is that your campus’s reality?) During the student’s time at your institution: • Have a system of ongoing check-ins and supportive communication. • Teach your new students that what happens online can live forever and have lasting negative consequences. They should not post anything on social media that can cause legal trouble or unsafe situations when they return to their home countries. • Offer speakers or special-interest meetings (in collaboration with any supportive student groups or institutional departments) about topics such as: • Coming out to self or others while in the U.S. • Immigration options for those wishing to remain in the U.S. Preparing to return to the home country: There are many issues international students face when preparing to return to their home countries. Research suggests that most international students may actually find re-entering their home countries more stressful than adjusting to their host countries (Adler 1981; Sussman 1986). LGBTQ students could experience any combination of the following stressors: returning to a more restrictive community after experiencing more freedom, deciding to return closeted, returning home uncloseted and facing family or cultural bias, returning alone after starting a relationship, and/or returning with a new partner. Encourage your students to speak with a trusted advisor or counselor about these concerns in the months prior to departure. Preparation is useful. Whether arriving at your institution for the first time, or preparing to return home after completing their program, international LGBTQ students can prepare for the major step of transitioning safely between cultures; it all starts with a supportive and knowledgeable campus staff. Special thanks to Dr. Pam M. Detrie, Associate Director of Student Counseling, Rhodes College, for her contributions to this article. References Adler, N. (1981). Re-entry: Managing cross cultural transitions. Group Organizational Studies, 6, 341-356. Sussman, N. M. (2000). The dynamic nature of cultural identity through cultural transitions: Why home is not so sweet. Personality and Social Psychology Review, 4, 355-373.
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Copenhagen: Where Gay is a Little Different Anders Larsen, Cultural Learning Facilitator, DIS –Study Abroad in Scandinavia Anders Larsen, Cand.mag. in History and English, University of Copenhagen) with specialization in national identity. He teaches Meaning of Style and Literary London and has recently taught Connecting Across Cultures, a seminar that discussed intercultural competence. A recent focus of Anders’ work has been a definition of cultural competencies and diversity issues. At DIS since 2007. Born this way In her monster hit ‘Born This Way’, Lady Gaga encourages LGBT youth to be true to themselves while repeating the chorus the American LGBT movement has been singing since Stonewall ‘we were born this way’. This statement stands in stark contrast to the statement that one learns how to be gay. Queer scholars such as Judith Butler would most likely never argue that sexuality is made up, she would however argue that the way we perform sexual identity is culturally specific. This last point will serve as the focus of this article. The article will compare how ‘gay’ has been constructed in Denmark and the US respectively and illustrate how LGBT* students that choose to study abroad in Copenhagen will sometimes feel that their identity is challenged, not only by the straight world, but also by their bedfellows. The article will only examine gay male identity for the sake of brevity. Note that other identities included in the acronym have their own specific histories and cultural identities. Finding yourself LGBT* students are in the privileged position that they, since discovering that their identity does not match the heteronormative idea of sexuality, have had to examine their identity. The soul searching connected with the transition into a new socio-cultural setting will thus not be entirely new for them. Today it is completely normal that young gay males come out in their first college years, often to become active members of the LGBT community at their schools. Other students will not come out until they go to a country where they are far away from the potential judgement of their parents and their peers. The latter has been described extensively in previous articles in this publication and will not be discussed further in this article. Regardless of when students come out, study abroad provides a space in which young people can reinvent themselves and challenge the concept of self. Frisind In Denmark, the civil union between activists Axel and Eigild Axgil came to mark the pinnacle of a process that had started in the decade leading up to the Second World War. Danish media would celebrate what they termed frisind, a liberal mind, a Danish concept that includes a liberal attitude to nudity, sex and sexual minorities. In spite of the narrative of a population with progressive views on sexual minorities, the Danish LGBT movement has still been through a long and at times painful evolution. When patrons of the Stonewall Inn in Greenwich Village in 1969 rioted against police raids, same sex acts had already been legal for 36 years in Denmark. Bar raids had been commonplace in Copenhagen before the legalization of homosexuality. There is however no indication that they continued after the 1933 legalization (except during the Nazi occupation of Denmark 1940-1945). From source material it even seems like clubs, catering to homosexuals enjoyed the protection of the law enforcement.
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Copenhagen: Where Gay is a Little Different
The gay scene When comparing accounts of gay nightlife in Copenhagen and New York respectively it seems that the Copenhagen gay scene was rather mainstream and that heterosexuals frequented bars known to cater to homosexuals. This stands in contrast to contemporary descriptions of the patrons of the Stonewall Inn. Here guests were usually younger, and often from groups marginalized in the straight world e.g. ethnic minorities, transgender individuals and prostitutes. Even the business models can be contrasted. Where the gay bars in Copenhagen were legal, pre-Stonewall clubs were operated by the mafia. It could actually seem that the legal standing of gay men has affected not just the way gay identity has been imagined in the respective cultures, but also the subsequent strategies employed to achieve equality under the law and in the eyes of straight society. Where the Mattachine society in the United States went the civil rights route, the Danish Association of 1948, today known as LGBT Denmark, to a higher extent aimed at facilitating relations between its members. It would take twenty years before the association became political and started to lobby for additional gay rights. Ironically, this transition seems to be a result of a narrowing of gay rights in the period 1961-65 as an attempt to curb male prostitution. Again, gay identity cannot be understood in a vacuum. The late 1960s and the following decade were overall characterized by a very open attitude to sex. Denmark legalized homosexual prostitution on the same terms as female prostitution in 1965, pornography was legalized in 1969, and the age of sexual consent of same sex couples was lowered to 15 in 1976. Compared to America it should therefore be noted that there first of all was a legal mainstream gay scene, secondly that male prostitutes were no more marginalized by the law than female prostitutes, and that there overall was a positive attitude to sex. Representation in the media Parallel to the process of achieving equality to the law, homosexual men and their allies were represented positively in pop culture. An example could be the TV series Matador that ran on national TV from 1982. An often quoted scene from the series is one in which the female protagonist leaves her husband because he refuses to accept their son’s male lover. Pop culture also came to play a central role during the AIDS crisis of the 1980s. Where many of Denmark’s surrounding countries introduced legislation that banned saunas and sex clubs, the Danish Health Authorities launched nationwide campaigns, often featuring celebrities, who discussed AIDS as a disease that affected heterosexuals and homosexuals alike. So where America in the Reagan era experienced a demonization of gay men due to AIDS, Danish society considered AIDS a threat to overall public health. It was in this context that Danish parliament in 1989 approved registered partnerships, an institution that in 2012 was changed into gender-neutral marriage. Copenhagen, where gay is a little different The short survey above illustrates that Danish gay identity, unlike the American equivalent, rather than being the function of an opposition to straight society and the result of oppression, was considered an integrated part of the national tribe. Where the American LGBT movement was political in its nature, the Danish equivalent started out focusing on the relations between likeminded. Today this is reflected in differences in how gay men in Denmark imagine their identity as opposed to Americans with similar attractions. The most striking example would most likely be that there is no Danish translation for gay community. The closest you would get in Danish would be miljø, which refers to the gay scene around the bars of the city. The extensive welfare state has also meant that there are no specific gay health clinics or community centers. Neither the gay community, for the lack of a better word, or the straight world around it sees a need for such institutions. Gays are imagined as a part of general society; they are not an oppressed minority.
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Copenhagen: Where Gay is a Little Different
How does this affect study abroad? While this article paints a rosy picture of gay life in Denmark, it is important to recognize that hate crimes still happen. Danish gay men are more likely than straight men to abuse substances, suffer from depression and commit suicide. Some students will come to Denmark expecting to find a country that is liberal towards sexual minorities. They will end up in a country where not even the sexual minority will be willing to accept that they face structural discrimination. At the same time they will be in a country where the consensus is that all citizens should have the same opportunities in terms of access to healthcare, welfare benefits, and marriage. Overall, studying in Denmark can prove to be challenging when you all of a sudden realize that gay is not just gay. Below is a list of advice for students who are going to study in Denmark: • Identity is not as important as how the identity is manifested, i.e. what do you need to be able to lead a fulfilling life while abroad (e.g. date who I want to, hold my partners hand in public, I need hormone treatment as I am transitioning, etc.) • Take a class that focuses on gender and sexuality while abroad (DIS offers a wide selection, including Gender and Sexuality in Scandinavia, Masculinities, and LBGT in Europe) • Reach out to the local LBGTQ* organization • Use the resources provided by DIS
Rainbow SIG Leadership Team RAINBOW SIG CO-CHAIRS • Andrew Coleman ’14 -’16; andy.rainbowsig@gmail.com • Scott Tayloe ‘15-’17; stayloe@cisabroad.com NEWSLETTER CO-EDITORS • Kyle Rausch ’14 -’16; kyle.rausch@asu.edu • Darren R. Gallant ‘15 -’17; gallantd@brandeis.edu WEB-CONTENT MANAGERS • Stephen Capobianco ‘14-’16 slc328@cornell.edu • Ray Bates ‘15-’17 ray@keiabroad.org LISTSERV MANAGERS • Daniel Soto (Executive Board); dsoto@indiana.edu • J. Scott Van Der Meid (Advisory Board); svanderm@brandeis.edu
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MEMBERSHIP COORDINATOR • Susan Carty (Advisory Board); scarty@iu.edu SCHOLARSHIP COORDINATORS • Danielle Samek ’14–’16; dsamek@iu.edu • Luca Lipparini ’14–‘16; luca.lipparini@duke.edu • Ashley Glenn ’14–‘16; ea.glenn@utah.edu • Jan Kieling ‘15-’17) yaneechay@hotmail.com • Gina Asalon ‘15-’17 asalonga@miamioh.edu • Conrad Zeutenhorst ‘15-’17 czeut@umd.edu • Mark Lenhart (Honorary); mlenhart@academic-travel.com TREASURER • Rick Russo; russo@berkeley.edu
Volume 22, No. 1, SIGnals Newsletter
2015 Regional Conferences - REGISTRATION IS OPEN!
Join international educators near you at a 2015 NAFSA Regional Conference. Take advantage of professional learning and networking opportunities that allow you to engage with colleagues and leaders on a one-on-one basis in a welcoming and easily navigable venue. Region I Region II October 19-25, 2015 – Boise, ID October 20-23, 2015 – St. George, UT Region III October 19-22, 2015 – Norman, OK
Region IV October 28-31, 2015 – Des Moines, IA
Region V November 4-6, 2015 – Rosemont, IL
Region VI November 1-3, 2015 – Cincinnati, OH
Region VII October 25-28, 2015 – Savannah, GA
Region VIII November 10-13, 2015 – Alexandria, VA
Region X October 26-28, 2015 – Long Island, NY
Region XI October 20-22, 2015 – Farmington, CT
Region XII October 26-30, 2015 – Honolulu, HI
Rainbow SIG Regional Representatives
Region I - OPEN
Region II - OPEN
Region III Mark Powell; mfpowell@uno.edu
Region IV Kristen Albrecht; AlbrechtKL@missouri.edu David Gardner
Region V Jesus Velasco; jvelasco@millikin.edu Joseph Halaas; jhalaas@bus.wisc.edu Mark Chung Kwan Fan; chungkw1@msu.edu Lawrence Rodriguez; lrodriguez2@saic.edu Andy Quackenbush; quackenbush@studyabroad.wisc.edu
Region VI - OPEN Region VIII Lukman Arsalan; larsalan@albion.edu Brett Wobbe; bwobbe1@jhu.edu
Region VII R. Scott King; scott.king@moore.sc.edu
Region XI David Griffin; David_Griffin@emerson.edu
Region X Rebecca Greenstrom; becky.greenstrom@nyu.edu Andrew Platt; andrew.platt@fredonia.edu
Outside US Representatives Kevin Stensberg (China); k.stensberg@thebejingcenter.org Christopher Daberer (Canada); christopher.daberer@ fo.ualberta.ca
Region XII Steve Jacques; jacques@hawaii.edu
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Contact a Co-Chair for more information on becoming a regional representative (Page 12).
Volume 22, No. 1, SIGnals Newsletter
Rainbow Scholarship Updates
Donation Challenge In celebration of the 5th year of the Rainbow Scholarship, long-time SIG members, Chris Wert & husband Paul Mallette have issued a giving challenge to fellow members to join in making study abroad a reality for 5 deserving LGBTQ students during the 2016-2017 academic year by making a leadership gift of $500. Who is meeting the challenge? Former Rainbow Co-Chair George Kacenga, and husband Andres Cladera met the challenge with a recurring gift made securely online. Recurring gifts bring leadership giving within reach, and create sustained impact on the lives of LGBTQ students. Others have followed. Consider meeting this challenge, or make a gift of any size toward the 5th anniversary goal of 5 Rainbow Scholarships, by visiting fundforeducationabroad.org/donate. Donors meeting the Challenge will be: • Celebrated at the NAFSA 2016 Rainbow SIG Reception in Denver • Recognized on FEA’s website & by the Rainbow SIG • Invited to attend FEA’s 5th Annual Celebration in Washington DC with a guest on November 19, 2015 The NAFSA Region with the most challengers will receive special recognition at the 2016 Rainbow SIG reception in Denver! Look for these additional ways to give this fall: • Region XII will have a Rainbow SIG Reception during their conference in Honolulu on October 28 from 9-11 at Hula’s Bar and Lei Stand. The event is sponsored by Net Natives, and we will be accepting donations for the Rainbow Scholarship that night. Any questions, please contact Steve Jacques, (jacques@ hawaii.edu). • National Coming Out Day, Sunday, October 11 Consider making a donation to the “Silver Lining Fund”, the anonymous Rainbow Scholarship award established last year for those who cannot be publicly recognized as LGBTQ • 3rd Annual Rainbow Day of Giving, Tuesday, Dec. 1 Applications for the Rainbow Scholarship will open on November 16, 2015 with a deadline of January 18, 2016. More information about the application for students is available online or in this PDF.
Rainbow Scholarship Recipient Profile: Nicolas Sawyer received an FEA 2014-2015 Rainbow Scholarship, enabling him to spend fall semester 2014 studying Czech film at Charles University in Prague. As a self-identified queer male with a passion for film studies, Nicolas took advantage of his semester abroad to explore his host-culture and engage with the diverse students on his program. Nicolas even used his academic interests to connect with the local LGBTQ community by volunteering at the Mezipatra, the Prague queer film festival. Having returned to the United States enriched by his study abroad experience, Nicolas has a deep personal connection to Czech culture and film that will enhance his degree and equip him a global perspective on his chosen career. Learn Nicolas Sawyer, more about Nicholas’ experiences in Prague in his FEA Blog. Czech Republic Fall 2014
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Volume 22, No. 1, SIGnals Newsletter
Why I Give to the Rainbow Scholarship Fund Jan Kieling retired from UC Berkeley in 2009 after a thirty-five year career in study abroad. She serves on the Institute for Study Abroad Board of Trustees, the Board of Directors for the Mindspring Foundation, and recently joined the Fund for Education Abroad Board of Directors.
The Rainbow Scholarship Fund is my favorite cause. When I write a check to the Fund for Education Abroad (FEA), I am smiling when I do. Now that I am retired from a full-time job and have the financial ability to give more generously than in the past, I have made the Rainbow Scholarship a priority in my annual giving. As a member of the Rainbow SIG from the beginning, I am grateful that we found a home for the Rainbow Scholarship with the Fund for Education Abroad. FEA has embraced our group and folded the Rainbow Scholarship into their portfolio of study abroad scholarships. They charge no fees for managing the fund, and handle all administrative aspects including the application review, notification, and disbursement process. 100% of our donations go directly to scholarships. FEA staff, led by their amazing Executive Director, Jennifer Calvert, have proven that they have the expertise, integrity, and vision to take our modest funding goal four years ago, and lead the way to expand our donor outreach to help more students. I came out at age 24 to my family and friends with little fanfare. The news that I was gay was received with few ripples. Living in California in the San Francisco Bay Area in the mid-70s was helpful: there was safety in numbers, and I came of age during a time of great social change for which I am grateful. However, it wasn’t until I was asked to join a panel of out international educators at a NAFSA Conference session in San Diego twenty-five years later that I came out professionally. I was almost 50 years old. I was nervous, yet exhilarated when the session was over. I realized that coming out isn’t something that you do once; it is ongoing process of being your authentic self in all aspects of your life. Today, when I see young people coming out as LGBTQ in their teens (sometimes even earlier), I am filled with amazement and pride. But even with greater understanding and acceptance in society, there can be a price to pay for honesty. Family financial backing for a college education often comes with strings attached. There is tremendous pressure to conform to expectations laid down by religion, culture, and community. Many students have to hide their sexual orientation or gender identity. Last year, the Fund for Education Abroad created the Silver Linings Fund to support a LGBTQ student who was not out to his or her family and requested to remain anonymous. As a reviewer of FEA scholarships, reading applications for Silver Lining Fund consideration reminded me that it still isn’t safe for some students to come out to their families and communities. In 2014, I provided $1,000 in matching funds to help spur contribution to the Rainbow Scholarship and Silver Lining Fund. I have pledged my support again this year at a higher level. I am asking my colleagues, friends, and family to join me by making a generous, tax deductible donation to the Fund for Education Abroad, and to direct gifts to the Rainbow Scholarship or Silver Lining Fund. Oprah Winfrey once said, “It’s not just about being able to write a check. It’s being able to touch somebody’s life.” These scholarships definitely change the trajectory of our FEA scholars’ lives. You can meet some of them at the FEA Fifth Anniversary Celebration in Washington, D.C. on Thursday, November 19th from 6:30 - 9:30 pm; the location is the National Museum of Women in the Arts. I hope to see you there. For more information on tickets and other ways to show your support, please go to fundforeducationabroad.org.
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Volume 22, No. 1, SIGnals Newsletter