RAINBOW SIG NEWSLETTER
Volume 23, Number 2, Spring 2017 The Rainbow Newsletter 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:
• • • • • • • • • • •
Rainbow SIG at NAFSA- Page 2 Ally Visibility and its Impact on Students - Page 3 Connected with Rainbow SIG on Linkedin! - Page 4 A Transational Transgender Student’s Take on the Current Policies at Home and Abroad - Page 5 Fund for Education Abroad Rainbow Scholarship Announcement - Page 6 Coming Out Straight in Camaroon - Page 7 Dating 2.0: Dating and Hookup Apps in Study Abroad - Page 8 Gender Non-Conforming Student Studying Abroad in South Korea - Page 10 Seven Intern Abroad Locations for LGBTQ Students to Consider - Page 12 University of California Students in Madrid Interview LGBTQ Activist Mario Blázquez - Page 13 Rainbow Leadership and Regional Representation - Page 15
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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 6) Reach Out: Email the listserv by sending your message to: rainbow-l@indiana.edu Contribute: Submit content for the Rainbow SIG Newsletter (Page 11) Represent: Volunteer to become a NAFSA Rainbow SIG Regional Rep
Connect with the Rainbow SIG at NAFSA in LA! May 29 - June 2, 2017 Open Meeting and Elections - Westin, Beaudry A Wednesday, May 31st 2:45pm-3:45pm Rainbow SIG Reception at The Precinct - 357 S Broadway Wednesday, May 31st 7:00pm - 9:00pm: Rainbow SIG Members Only 9:00pm - Late: All are welcome to celebrate with us! Call for Nominations Do you know someone who would be great for Rainbow SIG leadership? Nominations are still open for the following positions on our team. Open positions for these 2 year commitments include: - Co-Chair - Co-Newsletter Editor - Co-Web Content Manager - Co-Scholarship Coordinator Elections will be held during the Annual Open Business Meeting on Wed., May 31st, 2:45 – 3:45pm. For a description of duties, please visit the Rainbow SIG Governance page of our website. These are great opportunities to develop leadership skills, build your résumé, and get exposure in our professional community. Send nominations or résumés/cover letters to Scott Tayloe at stayloe@cisabroad.com by Monday, May 29, 2017. You do not have to be present to be considered, so we encourage all to apply!
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Ally Visibility and Its Impact on Students
By Kyle Hayes, Indiana University and Kyle Sturges, University of Notre Dame
To any underrepresented group, visibility of allies and other members of your community can be a strong, reassuring message. As university professionals, we serve a specific role to our respective student groups, but what if each one of us gets involved in just one activity outside of our immediate role? This article presents two perspectives on the importance of ally visibility in a university setting Kyle Hayes- Study Abroad Advisor at Indiana University IU is a large, public university, with its main campus located in Bloomington, IN. As a Study Abroad Advisor, it’s easy to sometimes feel cordoned off into the very niche world of study abroad at Indiana University. As a young professional, I have sought out ways to become more involved, not only within my role in my office, but also in the Bloomington community. I quickly became involved with Bloomington PRIDE, initially serving on the film screening committee for our annual film festival, then as volunteer coordinator, and now as the Vice Chair of the Board. As a member of the Board, I have become deeply integrated into and visible in the community in myriad ways. One of these ways, although quite unknown to me at first, is being identified by students who also identify as LGBTQ+ and who come to Bloomington PRIDE’s events. This should’ve seemed obvious to me, but I was taken aback when, during an appointment with a student, she asked “You’re on the Board with Bloomington PRIDE, right? I saw you at the film festival on stage and loved every part of it!” As we all know, connecting on a personal level with students can sometimes prove to be a bit challenging. When we are seen as advocates and/or allies, however, there is one fewer wall to overcome. Since then, I have become more aware of the students who come to our events and have intentionally interacted with them so that maybe, if they make it through my door, they feel as though they have a safe place to discuss any concerns they have about studying abroad. Kyle Sturges - Assistant Director, Study Abroad at University of Notre Dame Located near South Bend, Indiana, the University of Notre Dame is a small, private, Catholic institution with an enrollment of approximately 8,550 undergraduates. In fall 2016, President Rev. John I. Jenkins, C.S.C. issued the Principles of Diversity and Inclusion. He says this “commitment to diversity and inclusion arises from our aspirations about the community we want to be, the educational environment we hope to provide our students, and the moral character they will develop during their time with us. It goes to the heart of our mission, to who we are and to what we want to be.”. PrismND, founded in fall 2013, is the student-led LGBTQ group at Notre Dame. During a recent Alumni Panel focused on Diversity and Inclusion at the University, I asked the graduates who were students prior to or during the formation of the student group, “Would you have felt more comfortable or supported if there were a visible employee LGBTQA group, as well?” The response I received was a resounding “Yes!” Spectrum LGBTQ & Ally Employee Resource Group was founded shortly after, the name itself a nod to PrismND. Besides naturally offering the opportunity for interdepartmental collaboration and socialization, a primary goal of Spectrum is to partner with campus stakeholders to offer mentorship services to students about being out in the workplace and other issues relevant to the LGBTQA community. Participation outside of my role in Notre Dame International supports my visibility in the LGBTQA community and beyond. I’ve included this openness in my staff biography and appointment request description as well to further provide visibility to underrepresented and underserved students. Being involved in Spectrum in addition to other on-campus programs, such as the greeNDot violence prevention strategy, allows students and colleagues to see me not just as a member of the study abroad office, but also as a member of the larger community. This visibility allows for trust-building, mutual respect, and above all integration into and support of the campus community at large.
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Both of these examples show the potential benefits of an engaged and visible staff and faculty. Hayes and Sturges have experienced first hand the impact their outside-of-office engagements have had on their student population. They agree that by being involved in such groups as Bloomington PRIDE and Spectrum, attending rallies and demonstrations, or otherwise standing with students, we as professionals can demonstrate that we are active and supportive, our visibility grows, and our safe spaces expand.
CONNECT ON LINKEDIN Let’s virtually spend more time together on the Rainbow SIGs official LinkedIn group! This closed group supports the Rainbow SIG mission and its members by increasing networking, fostering collaboration, sharing resources, and providing information. The group page will feature articles, reports, research, presentations and more. Here are three recent posts that will (hopefully) seal the deal: • The first nationwide study to ask high school students about their sexuality • What Will College Be Like for a Transgender Student in North Carolina? • Research: Counseling and advocacy with LGBT international students Ready to make it official? Request to join the NAFSA Rainbow Special Interest Group (SIG) today! Dawn Harris Wooten www.linkedin.com/in/dchwooten dawn@nafsa.org
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A Transnational Transgender Student’s Take on the Current Policies at Home and Abroad By Linden Huffman, Warren Wilson College
From the first nerve-wracking conversation with my mother, to the first day I started testosterone, to the resigned raising of my hand when my birth name was called in class, being transgender has been a rollercoaster of emotions. The current political climate in the United States is also a rollercoaster; I got whiplash from how fast this country turned from being trans-positive to being frighteningly transphobic, leaving me wondering where I stand. To complicate things further, I also wanted to study abroad in the Middle East to pursue Arabic language study, only to have my dreams crushed because of safety concerns due to my gender identity. This has been a common occurrence in the trans community: being afraid to leave one of the more liberal countries in the world, despite the fact that most students, trans or not, want to learn through an intercultural experience. Now, though, the fear permeates into everyday life. Not only has the executive order from President Trump revoked Title IX protections of transgender students in schools, but also the country-wide vilification of trans people using the bathroom corresponding to their gender has instilled fear across the trans community. This is perhaps most deeply felt in North Carolina where I attend college, and where the HB2 law was first enacted in 2016. Because I am a student worker in Warren Wilson College’s (WWC) International Programs Office, I do my best to detach myself from my personal reaction to the current policies of this administration in order to advise students about studying abroad. When a trans student comes into the office (which, at a school WWC’s size, is more frequent than you would think), it is hard to formulate a response to someone’s ambitions to study somewhere where they could ostensibly be arrested or killed for being who they are. I’m also confronted with the idea that they are faced with dangers for being trans in the U.S., too. Taking both those things into consideration, what should people who work in International Programs tell trans students? That they are just as likely to be persecuted for being trans no matter where they are? Lately, I’ve been thinking about that question a lot, and I think I’ve come up with one solution out of hundreds of possibilities. For the last six months, I’ve been working on an LGBTQIA guide to studying abroad in all the countries offered by WWC. It addresses legality, social acceptability, and resources in-country for queer and trans students. I think that if more schools take this into account and spend the time to make a detailed guide, we can give students as much information as possible so that they can make their own informed decisions. My guide shows countries that are more trans and queer-positive (Australia, Sweden, and France for example), as well as countries that are more limited in their protections (Senegal, Belize, and China are among these). The U.S. can be a daunting place for trans people right now, and the whole world over can seem equally daunting when you are exposed to media representations of hate crimes, policy biases and institutionalized bigotry around the world. That being said, there are many countries where trans and queer students can feel safe. We need to give more context for trans students to see that there are safe places and resources abroad to balance out the fear, even in countries with limited protections. The world is making progressive steps, and to nudge things in the right direction we need to give trans and queer students resources abroad so they can influence change themselves. My guide isn’t the be-all-endall solution for trans students. In fact, I hope it is only the beginning. The world is changing in positive ways, and I am excited to be helping the change along. Contact Linden at lhuffman.f16@warren-wilson.edu for more information about the helpful guide he has created.
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Fund for Education Abroad: Rainbow Scholarship By Michelle Foley, Fund for Education Abroad
The Fund for Education Abroad (FEA), in partnership with members of the NAFSA Rainbow SIG, is proud to announce the 2017-2018 FEA Rainbow Scholarship recipients. Five top-performing U.S. students have been awarded with scholarships to support their study abroad journeys. The Rainbow Scholarship recipients are Valencia Briseus, a junior at the University of South Florida; Kevin Pham, a junior at Vassar College; Vanessa Watson, a sophomore attending the Fashion Institute of Technology; and Anthony Galura, a junior at University of California Berkeley. A fifth scholarship recipient has been awarded through the Silver Lining Fund, an independently funded designation of the Rainbow Scholarship that broadens access by allowing one award recipient to remain anonymous. Since 2011, when the Rainbow Scholarship was founded the Rainbow SIG and friends have raised over $67,000 to send seventeen students on scholarship abroad. The Rainbow Scholarship was established in 2011 in memory of Dave Burkhart by his partner, Bo Keppel – a long time Rainbow SIG Board Member. Dave never earnes college degree, but greatly admired the international students and advisors with whom Bo worked. When Bo suggested the Rainbow Scholarship in Dave’s memory, colleagues rallied, funding the first Rainbow Scholar in 2012. To date, 17 Rainbow Scholars have been awarded, including three Silver Lining Fund scholarship recipients. The Rainbow Scholarship is awarded to deserving LGBTQI students from across the country who aim to participate in high-quality, rigorous education abroad programs. These scholarships are made possible by the generous support of dedicated members of the Rainbow SIG of NAFSA, FEA board members, donors, and volunteers. Donors are committed to advocating on behalf of LGBTQI students, support their LGBTQI colleagues in the field, and collaborate through groups created with the support of NAFSA and the Forum for Education Abroad. FEA provides scholarships and ongoing support to students who are underrepresented among the U.S. study abroad population. FEA makes life-changing, international experiences accessible to all by supporting minority and first-generation college students before, during, and after they participate in education abroad programs. Since its inception in 2010, FEA has provided over $725,000 in scholarships to 168 students. Of the 50 2017-2018 scholars, 98% of scholars are studying a foreign language, 88% are minority, 84% are first-generation, and 46% have a community college background (now or in the past). The mission of the Fund for Education Abroad (FEA) is to increase opportunities for dedicated, underrepresented American students to participate in high-quality education abroad programs by reducing financial restrictions through the provision of scholarships.
There are a number of ways you can help support the Fund for Education Abroad Scholarships: • Attend fundraising events in your area • Donate to FEA - http://fundforeducationabroad.org/donate/ • Review scholarship applications - http://fundforeducationabroad.org/volunteers/ • Sign up for the FEA newsletter • Promote the scholarship to your students
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Coming Out Straight in Camaroon By Adam Zahn, Drexel University
“Lady Gaga worships the Devil,” my host mother said with a cavalier wave of the hand one night while my family in Cameroon sat together watching a rerun of the 2008 MTV Video Awards, “And she supports homosexuality.” A month and a half into my international experience in 2010, this was the first time the subject of homosexuality came up. “It’s not acceptable here,” she continued. I was a college senior interested in education and international development and decided my first time out of the United States would be a volunteer teaching opportunity in Yaoundé. It was an exciting chance to practice my French, gain experience as a teacher, and see development in action. It also required me to go back into the closet that I had left five years prior. Before I departed for Yaoundé, I watched a YouTube video of a gay Cameroonian being beaten in the streets, part of a “community watch” approach to regulating societal norms practiced in many developing nations. While I knew that foreigners would usually get a pass regarding their LGBTQ+ identity, I did not want to put myself at risk and decided long before I arrived at Nsimalen International Airport that I would choose to hide the sexual identity I fought so long to accept. Cameroon is one of thirty-eight African nations in which homosexual behavior is illegal. Under section 347-1 of the penal code, the penalty for homosexuality can carry a five year prison sentence or worse. “Re-closeting” was a small price to pay, it seemed, for the once-in-a-lifetime opportunity to gain experience and a better understanding of international development from the ground. It was something I expected, accepted, and even embraced given that I had plenty of practice hiding this part of my identity in the years before coming out. My goal wasn’t to meet my husband in Cameroon, so what was a couple of months of ambiguous sexuality? “It’s all a sin,” my host mother said, this time looking at me. I felt my skin flush and turn warm as my host mother continued to connect the influence of Satan to homosexuality, wondering if she was talking about me, but then I remembered that I wasn’t gay in Cameroon, at least not openly. It had been a split-second decision when I first arrived after my host mother asked if I had a girlfriend. “Yes,” I said confidently, hoping it would dispel any future awkward conversations. Instead, it created them. I had a photo of a good gal pal and me enjoying a warm day in Philly that I showed as evidence, which led to a barrage of questions about living together, marriage, gender roles, and starting a family with my pretend wife. After my host mother finished her diatribe, I began to rebut her claims, making unnecessary and unfair comparisons between the United States and Cameroon’s treatment of LGBTQ+ citizens, and losing my temper for the first time since I arrived in Yaoundé. She had no way of knowing how her statements about homosexuality would affect me, so after a bit of back and forth debating, I retreated to my room. The closet seemed to be closing in on me. As international education professionals, it is our obligation to support inclusion and diversity within international experiences. LGBTQ+ students often ask me for feedback regarding disclosure when participating in experiences abroad. While I would never tell students that their “go to” option for studying in a country where being gay is illegal is to create a fake, heteronormative relationship, the temptation to do so exists. Critical to our discussions with students is forming a list of desired goals for their abroad experience. Do they wish to go to a country where they are able to express their LGBTQ+ identity, or is it not important? Are they prepared for the possible psychological effects of “re-closeting”? Have they ever been in an environment that is hostile towards LGBTQ+ people? Have we explained the importance of situational and environmental awareness regarding this aspect of their identity?
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Understanding and mediating student expectations before they go abroad can help them foresee and prepare for challenging interactions. Many of our students come from progressive homes, perhaps having never really experienced the trauma of coming out to the same degree that LGBTQ+ trailblazers did in past years. It is also vital that our students understand how cultural norms have shaped sexuality, the role of Western colonization and religion, and the current activism and resources for students who do wish to self-disclose their sexuality, such as the Peace Corps or ex-pat groups, local LGBTQ+ organizations, or connections to groups back home. I’ve since travelled to many other nations where homosexuality is either illegal or stigmatized. I have not made up a girlfriend, and I’ve learned to mediate conversations about relationships. In most cases, a simple “no” ends a discussion about sexuality, while others require a bit more maneuvering. However, I’ve learned that values of shared respect and understanding are indeed cross-cultural, and homophobic sentiments are certainly not exclusive to the developing world. In fact, many of our students experience “re-closeting” in the United States when returning to their hometowns for Thanksgiving dinner. To this day, my host mother and I still chat on social media, catching up on old memories, new achievements, and life milestones—finishing her doctorate, the birth of her third child, her daughter graduating kindergarten. She continues to playfully ask me when I am getting married, and in seven years, I haven’t had the heart to tell her the truth, realizing that it could sever our friendship. Perhaps it is my way of retaining the good memories I shared with Cameroonian friends and family. While I wish for a time when sexuality will be widely accepted everywhere, I see international education as an opportunity for mutual understanding and cultural exchange, helping our LGBTQ+ students to not only experience growth academically and professionally, but also personally, and in doing so, reflect on their personal meaning of “the closet.”
Dating 2.0: Dating and Hook-Up Apps in Study Abroad By Anders Larsen, DIS
With the advent of location-based dating and hook-up apps, gay students must frequently negotiate complex cultural ideas of intimacy, sexuality and bodies.. This article explores the use of dating and hook-up apps in study abroad and discusses best practices for advising students on sexuality, safety, consent, and intimacy in an intercultural context. The article is limited to the exploration of gay male students. Many of the issues described may also be experienced by other students on the LGBTQ* spectrum as well as straight students who use dating and hook-up apps. As these apps are relatively new and there is very little research about their impact on student behavior while abroad, the authors of this article encourage our peers to help us build knowledge and develop best practices for advising. While advisors have for some time recognized that students travelling abroad are not just cisgendered heterosexuals, and that a good sexual experience is not necessarily limited to the monogamous relationship, we have not adapted to a new reality of dating and hookup culture where cruising, here implying the active search for sexual encounters in public spaces, takes place through location-based apps.
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The potential of the location based hook-up app Location-based apps such as Grindr, Scruff, and Tinder have transformed cruising as well as dating and meeting new friends. Queer individuals no longer have to meet each other in physical queer spaces such as the gay bar. This has led to the decline of some gay institutions such as the bath house, but has enabled closeted individuals to form relationships with other men who have sex with men. While the primary purpose of location-based apps is to facilitate sexual encounters, either here and now or after several dates, the apps also serve other purposes. A recent study suggests that newcomers such as study abroad students use the apps to find potential sexual partners and also as a way of meeting friends and finding queer spaces while abroad. The friendship motivation of some students using location-based dating apps breaks with the notion that gay men as a minority have a deficit when going abroad. More importantly, it opens a discussion of the potential of the dating app for students. The new technology can blur the intention of an app user, so for student safety it is important to modify our current advising practices to acknowledge this new mode of connecting with others while abroad. Where do we go from here? For some students, going abroad will be their first time using dating and hook-up apps. They may have been used to a college campus where there was a clear understanding of who they can engage in sexual relations with, what consent looks like, and what spaces those activities can take place in. When going abroad, a number of factors complicate matters. Some students will furthermore have the perception that the time spend studying abroad isa period where they can experiment with identity as well as with sexual practices. While we should celebrate that students explore their identity and sexuality, we should always encourage them to do so in a manner where they do not end up in dangerous situations and/or compromise their core values. Advising 2.0 The authors of this article suggest that the advising of gay males recognizes the prevalent use of location-based apps, both as a means of engaging in sexual relations but also as a way to get insider knowledge at a new destination and in forming lasting friendships. Students need to be prepared both for meeting push-back for being American but also for being fetishized for it. Their race or body type can also mean that they potentially will face discrimination or fetishization. Advising should thus touch on: • Local perceptions of sexual relations between men • Setting clear and explicit expectation and making your boundaries clear • Safe meet-ups • Navigating microaggressions online • Where to get support while abroad We furthermore suggest that onsite staff are trained to work with LGBTQ* students. This does not only mean that they understand the various identities but also that they are ready for a non-judgmental conversation about the use of hook-up apps. Finally, we need to accept that peer-to-peer discussions are invaluable. This means that other study abroad students can be great resources in unpacking the experience, and that students will also benefit from forming peer relationships with the local LGBTQ* community. Here they can learn about cultural attitudes to hook-up apps and also get crucial information about what they should look out for. Finally, we recommend that students have the option of taking classes abroad that relate to gender, sexuality, and the mediation of identity. At DIS we offer the following classes that could be relevant: • LGBTQ in Europe: Theories, Communities, and Spaces
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• Masculinities in Scandinavia • Gender and Sexuality in Scandinavia • New Media and Changing Communities We furthermore suggest that onsite staff are trained to work with LGBTQ* students. This does not only mean that they understand the various identities but also that they are ready for a non-judgmental conversation about the use of hook-up apps. Finally, we need to accept that peer-to-peer discussions are invaluable. This means that other study abroad students can be great resources in unpacking the experience, and that st dents will also benefit from forming peer relationships with the local LGBTQ* community. Here they can learn about cultural attitudes to hook-up apps and also get crucial information about what they should look out for. Finally, we recommend that students have the option of taking classes abroad that relate to gender, sexuality, and the mediation of identity.
Gender Non-Conforming Student Studying Abroad in South Korea By Brett Chin, Babson College
As a study abroad advisor, I am always thinking about students’ safety and how they are going to navigate the different challenges they face while abroad. When LGBTQ+ identified students go abroad, they may face more or different challenges that their heterosexual/cisgendered peers do not. I currently have a student, Sheen, who is studying abroad at the CIEE Arts & Sciences program in Seoul, Korea. Sheen uses they/them/theirs pronouns and identifies as a Singapore Chinese non-binary individual who is also pansexual and asexual. Sheen graciously allowed me to ask them about their experience abroad and share it with the Rainbow SIG Newsletter. Brett: What were concerns you had about going abroad? Sheen: My main concerns revolved around safety and feeling comfortable as an LGBTQ person abroad. While I knew that I would have to compromise on certain things, I was concerned about finding housing that would be LGBTQ friendly, as well as finding communities in South Korea that are either LGBTQ- focused or friendly. B: How did you navigate your concerns? S: Since I chose to homestay in Seoul, I reached out to the program coordinator who was in charge of homestay placement and asked for a homestay family that was LGBTQ friendly/had a history of providing homestay to LGBTQ students. B: Who and/or what was helpful? S: As mentioned before, my program coordinator was extremely helpful in placing me with a family who had fostered LGBTQ students before, and in ensuring that I felt safe living in South Korea. My Education Abroad Advisor was also a great help in making sure that I knew what kind of environment South Korea was like for LGBTQ people. Furthermore, just having friends here who know of my queer identity, are LGBTQ themselves, or just allies who acknowledge and respect my identity also helps. B: South Korea uses a binary system, how did/do you navigate this system? S: I’ve pretty much resigned myself to having to use she/her/hers pronouns for myself and letting others refer to me as female because the reinforcement of the gender binary is very strong here. There are little to no gender neutral bathrooms anywhere either, so I have little choice but to go into the female bathroom to avoid weird looks from people around me. However, I do have a few close friends who know I’m non-binary, and I mostly confide in them about my feelings about having to adhere to a binary system.
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B: What has been easy or easier than you thought navigating your experience abroad? S: Just living everyday life, I guess. I thought that with the language barrier I would have a very hard time just existing in South Korea, but I have no problems getting from the house to the campus, and the easy access to wifi makes getting lost a difficult feat. B: What has been challenging navigating your experience abroad? S: The language barrier is the ultimate challenge for me, as it is hard for me to communicate with others and therefore cannot really engage in deep conversations with native speakers who do not speak English as well. It also makes life a lot harder as I am unable to understand basic questions or sentences that other people ask me (one of the few I still have trouble identifying is when the cashier asks me if I want a bag with my purchase), but hopefully that issue will slowly get better for me the further I study the Korean language. B: What has surprised you about gender or LGBTQ identities and issues in South Korea? S: Given that I was told that South Korea was a more conservative and Confucian society than the United States, I was surprised to find that the LGBTQ community here was very outspoken and actively involved with current Korean issues. When I stumbled upon a protest for then-president Park GeunHye’s impeachment, I was surprised to see a rainbow flag flying amongst the other flags in the crowd. Further research after that also helped me to realize that South Korea has their own pride parades as well- an event that I will definitely be attending later on in the semester! B: Things you wish you knew before going abroad? S: I wish I knew how much walking I would be doing in South Korea! I would’ve brought better walking shoes. B: What tips do you have for others with similar identities to you? S: I would say that community is everything, so the number one thing I would advise other LGBTQ people to do in South Korea is to try and find a community of people that you feel safe with. Looking into LGBTQ organizations or events in your city or district is also super helpful- like http://www.lgbtpride. or.kr/ for example. B: Overall, how has your experience in South Korea been? S: Overall I’ve been having a great time while in South Korea. Food and things in general are cheap and good here, and the landscapes here are gorgeous!
Have a great idea or story to share?
We’re looking for submission for the next edition to come out in the fall. Contact Sarah McNeely to propose a submission. The formal call for submissions will come out in late summer /early fall. We’re looking for: • submissions from professionals working with international students in the USA • recaps of relevent regional events and programs • country profiles - what’s it like for students when they get abroad?
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Seven Intern Abroad Locations for LGBTQ Students to Consider By: Elizabeth Trovall, The Intern Group
Internship abroad programs have become popular and valuable options for students seeking intercultural professional experiences. The experience of living and working in a large and diverse city alongside a group of colleagues and other international interns from different cultures provides unique life experiences that should, ideally, be available to everyone. One of the existing barriers to these kinds of opportunities is differing cultural and social acceptance of LGBTQ professionals and students around the world. A little extra research into the culture of possible host cities will help LGBTQ students identify some places where they can get valuable professional experience in a community and culture that welcomes LGBTQ students. This short list provides a good place to start, and describes some potential internship locations that are known to be welcoming to LGBTQ students and interns. London, UK Interns in London will benefits from the fact that London is a world financial center and leading global city in a number of different industries, like media, healthcare and international business. This competitive city attracts the best and the brightest professionals from around the world. No matter the industry, London offers real-world internships that will push a young intern to grow personally and professionally within an international environment. Moreover, London’s rich diversity makes it an ideal climate for LGBTQ interns to make lifelong personal and professional contacts and explore life beyond their comfort zone. The UK is one of the most free nations in the world in terms of protections for the LGBT community, with legalized civil partnerships and strict anti-discrimination laws that support a welcoming workplace. The vast majority of UK citizens believe in equal protection for LGBTQ people and, in fact, the UK has more LGBTQ members of parliament than any other country in the world. LGBTQ interns in London will likely find that their office will welcome them with open arms. New York City, USA Offering competitive internships in every industry, New York City is ripe with opportunities for an international LGBT intern coming to the US. Interns will have the opportunity to work alongside highly skilled professionals as they learn the ropes of their profession. Moreover, the city has a long-standing, diverse, and celebrated LGBTQ community. New York State legalized same-sex marriage in 2011 while discrimination protections were established in 2003. Medellin, Colombia For an internship with purpose, Medellín, Colombia is an off-the-beaten path city. This welcoming and developing city is known for its warm, spring-like weather year-round and its friendly, hospitable locals. Not to mention, internship roles in Medellín put interns to work in a foreign-language environment. This kind of growth potential make internships in Colombia highly coveted. Colombia is actually one of Latin America’s most progressive countries when it comes to LGBT rights. Anti-discrimination laws based on sexual orientation have been in place since 2011 and the right to change one’s gender became legal in 1993. Moreover, Colombia legalized same-sex marriage in 2016. Madrid, Spain Madrid is populated by leading European professionals brims with open-minded people from all over the world. In 2013 the Pew Research Center found the Spanish to be the most accepting country towards LGBT people among the 39 countries polled, and Madrid Pride of the largest celebrations of LGBTQ people in the world. for LGBTQ people. Same-sex partnerships are legal and strict laws are in place to protect sexual orientation and gender identity.
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Dublin, Ireland While gaining pertinent work experience, LGBTQ interns in Dublin will be able to explore the city’s diverse night-life, gorgeous Georgian architecture, and learn what makes Dublin the “City of Literature.” This fast-paced, green city is progressive, full of international students and professionals, and in near proximity to a number of exciting European destinations. Ireland’s progressive views on LGBTQ rights are known worldwide. It was the first country to legalize same-sex marriage through popular vote and, since 2015, transgender individuals have been able to legally self-declare their gender. Melbourne, Australia This laid-back, active and university-filled city has a great deal of professional opportunities for interns abroad, in many different professional fields. Melbourne (Australia’s “cultural capital”) is an incredible city for young, LGBTQ interns looking for new life experiences and establishing personal and professional relationships with people from all over the world. This hip and open-minded city is also located in Victoria, one of Australia’s most progressive states, where civil unions are legal and discrimination protections are in place for LGBTQ people. Berlin, Germany Competitive internships in a number of different sectors are available in Berlin, a city known for its colorful nightlife and numerous museums and festivals. The city is also one of the most open societies in the world. Of course, other factors should also be considered when LGBTQ students decide to take the leap and intern abroad. While mulling over the perks of an internship destination city, it’s important to take career goals, personal interests and language-learning ambitions into consideration. Because each city around the world has something different to offer in terms of cultural experiences, professional opportunities, language and overall openness to diversity.
University of California Students in Madrid Interview LGBTQ Activist Mario Blázquez By Jon Snyder, Ph.D., ACCENT International
During the fall semester, University of California students in “Negotiating Identities: Gender and Sexuality in Urban Space” had a productive exchange with Mario Blázquez, an experienced activist and coordinator from COGAM (Colectivo de Lesbianas, Gays, Transexuales y Bisexuales de Madrid). Some 50 students interviewed Mario about his volunteer work coordinating health initiatives for the LGBTQ community, one of the organization’s main lines of action along with education and social work initiatives. Mario kindly greeted us at the COGAM headquarters in downtown Madrid before making his appearance before parliament deputies in the Madrid Assembly that afternoon. Founded at the origins of the HIV/AIDS crisis, COGAM held a public protest in Madrid in 1986, the demonstration recognized as the first Pride Parade in the capital city. Today, the annual event draws over one million people, making Madrid Pride the most attended demonstration in Spain throughout the year and one of the biggest in the world. Three decades later, this non-profit organization reflects on the achievements of LGBTQ activism in Spain, such as the 2005 Equal Marriage Law, which recognizes the rights of same-sex couples to marry and adopt, and the 2007 Gender Identity Law, for transgender persons to change the sex listed on state-issued ID, which paved the way for current struggles to recognize greater transgender rights in regional and national legislation. The platform has also seen through a law that recognizes the dual maternity of children by married lesbian couples without requiring them to file for adoption.
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Despite these achievements in law, however, Mario reflected with students on social struggles ahead and underway, such as the educational initiatives on homophobia and transphobia—particularly, bullying of LGBTQ youth—as well as struggles to broaden healthcare coverage for transgender persons and to de-pathologize “transgender” in the medical profession. Mario also spoke about their continued prevention programs and educational initiatives to counter the social stigma of persons living with HIV/ AIDS. Garnering public visibility for bisexual and lesbian identities and their concerns also forms part of COGAM’s current lines of action. Students prepared astute questions to interview Mario in preparation for their final papers, discussing the following points, among others: • The persecution of LGBTQ persons during the Franco Regime (1939 - 1975), who were subject to aggression, arrest, forced labor camps, and “conversion therapy” treatment • COGAM’s social work with sex workers in Madrid, particularly within social networks for the transgender community, for greater healthcare coverage, free HIV and Hepatitis testing, and anonymous data collection for future research • The history in Chueca, or Madrid’s historic LGBTQ neighborhood, and the changes to the area in recent decades due to gentrification • The role of the Catholic Church regarding LGBTQ issues in Spain, and disagreements within the Church and its followers about rights such as same-sex marriage and adoption • The organizational structure of COGAM, its internal governance, and its financial support as an NGO After the meeting, students provided feedback about the event. Many noted the hospitable environment on-site and agreed that one of the highlights was hearing about COGAM’s outreach initiatives in high schools: • People in COGAM are educated in the history of LGBT rights and are informative and helpful. They include personal stories to help others understand their ideas. It is made to be a safe space by having a warm and welcoming environment. • • It is really positive that COGAM organizes programs to go into high schools and educate students about HIV/AIDS and prevention. I never had a formal education on these topics, and I think it is better to learn from an educator than from peers, movies, etc. • • I was pleased to hear of COGAM’s efficiency in changing legislation and securing funding, especially considering their work in educating the community. Currently, COGAM is preparing for the upcoming WorldPride demonstration in Madrid, which is expected to draw over two million people in July 2017. Negotiating Identities: Gender and Sexuality in Urban Space is taught as part of the Contemporary Spain fall semester program for University of California Education Abroad Program (UCEAP) students, a program designed in partnership with ACCENT Study Abroad and hosted at the ACCENT Study Center in Madrid’s Chamberí neighborhood.
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Rainbow Regional Representatives Region I - OPEN Region II Drew Ross; andrew.ross.4@asu.edu Region III Mark Powell; mfpowell@uno.edu Jeff Simpson; jeff.simpson10@okstate.edu Region IV Will Bonfiglio; boniglio.w@wustl.edu Kristen Albrecht; AlbrechtKL@missouri.edu David Gardner; david.gardner@mnsu.edu 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 Kyle Hayes; kyghayes@iu.edu
Region VII Heath Thompson; hmthompson@ua.edu PJ Shoulders; pshoulders@ceastudyabroad.com Region VIII Brett Wobbe; bwobbe1@jhu.edu Region X Rebecca Greenstrom; becky.greenstrom@nyu.edu Andrew Platt; andrew.platt@fredonia.edu Region XI David Griffin; David_Griffin@emerson.edu Region XII Steve Jacques; jacques@hawaii.edu Outside US Representatives Kevin Stensberg (China); k.stensberg@thebejingcenter.org Christopher Daberer (Canada); christopher.daberer@fo.ualberta.ca
Rainbow Leadership Team RAINBOW CO-CHAIRS • Scott Tayloe ‘15-’17; stayloe@cisabroad.com • Lukman Arsalan ‘16-’18; • lukman.arsalan@trincoll.edu NEWSLETTER CO-EDITORS • Darren R. Gallant ‘15 -’17; gallantd@brandeis. edu • Sarah McNeely ‘16-’18; • sarah.mcneely@apiabroad.com WEB-CONTENT MANAGERS • Ray Bates ‘15-’17; ray@keiabroad.org • Luis Legaspi ‘16-’18; llegaspi@ucsd.edu MEMBERSHIP COORDINATOR • Susan Carty (Advisory Board); scarty@iu.edu
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LISTSERV MANAGERS • Daniel Soto (Executive Board); dsoto@indiana.edu • J. Scott Van Der Meid (Advisory Board); svanderm@brandeis.edu SCHOLARSHIP COORDINATORS • 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 • Erik Gaarder, ‘15-’17; gaarder.1@osu.edu TREASURER • Rick Russo; russo@berkeley.edu
Volume 23, No. 2, Rainbow Newsletter