Outlet Anti-Homophobia Leadership Training

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					Outlet: Anti-Homophobia Leadership Training
QSA Adaptation

   1.) Welcome
           a. Facilitator(s): Share names, maybe a little about why this issue is
               important to you/something else to give audience a little knowledge about
               you
           b. Introduce QSA (explain what we do, our purpose on campus)
           c. Credit workshop to Outlet (“a program for LGBTQQ youth that provides a
               range of support services, leadership development, outreach, and advocacy
               in order to empower LGBTQQ young people”)
           d. Ask everyone else to share names if group is < 15 people
           e. Ground rules – have the group come up with rules that for the discussion
               (make sure thing like confidentiality, respect for others get included) –
               write on a piece of paper where everyone can see them
   2.) Icebreaker
           a. Break up into pairs/groups of three
           b. Each student should talk about something they did recently with only one
               other person, without using any gender pronouns when discussing the
               activity.
           c. As a group: discuss – how did you feel not using any gender pronouns
               when not talking about what you did? what would it be like to do that all
               the time?
   3.) Definitions
           a. This probably depends on the group you are presenting to (i.e., freshman
               dorm fall quarter versus activist group leaders).
           b. Idea is to make sure that everyone understands what the terms that are
               used mean and to emphasize that feelings/desires and behaviors may/may
               not match.
           c. Key words that may not be well known:
                    i. Sexual orientation: the deep-seated direction of one’s sexual
                       attraction, which is based on feelings and not behaviors. (key here
                       is feelings not behaviors – can just mention this, throw out as a
                       question to the audience)
                   ii. Transgender: Refers to a person whose gender doesn’t match their
                       physical sex.
                  iii. Queer: A term sometimes used negatively, but can be used
                       positively by people in the community to refer to themselves. In
                       theory, it’s more inclusive of everyone. (could ask audience what
                       this word means to them, how they see it used at Stanford versus at
                       home (might be useful in a freshman dorm) – emphasize that we
                       are using it positively but that it is viewed negatively by some
                       people and has previously been used as an insult)
                  iv. Homophobia: The irrational fear of homosexuality resulting in
                       prejudice and discrimination towards LGBTQQ people. (key is
                       irrational fear)
              v. LGBTQQ: explain the acronym, possibly limit explanation to
                  LGBT since that’s used more at Stanford, basically just make sure
                  that whatever catchphrase you’re planning to use in the
                  presentation is defined for your audienc
4.) Homophobia and Heterosexism (THIS IS STILL BEING REVISED!!!)
      a. Ask students about what attitudes they have seen towards being LGBTQQ
         in their home towns, at Stanford, within the particular group you’re
         meeting with (e.g., in their dorm, in their activist group, etc.)
      b. Talk about where homophobic messages are spread (they may have just
         mentioned some of those places) -> share examples, including:
               i. DOMA, restrictions on marriage
              ii. Ban on LGBTQQ people serving in the military (if needed,
                  emphasize that the military is a place where straight people can get
                  needed money for school, but this is banned for queer people)
             iii. Lack of domestic partner benefits in many companies (whereas
                  one spouse would be granted health insurance, etc. through the
                  other’s employment, domestic partners don’t have these benefits)
             iv. Hate crimes
      c. Say: “One result of homophobia is that it creates stereotypes about people
         based upon their sexual orientation and gender. These stereotypes are
         often used to uphold and promote fear of those who deviate from what is
         expected of them.
      d. Ask: Where does homophobia come from?
               i. Write students answers on white board
              ii. Make sure you get “Power” and “Sexism”
             iii. “Sexism is the belief that men are superior to women resulting in
                  prejudice and discrimination towards women and femininity in
                  general. This system gives men more power than women.” -> this
                  definition might be a bit pedantic, however, make sure you
                  emphasize that this sexism is the result of a system giving men
                  more power than women (not just individual cases, but
                  widespread)
      e. ACTIVITY ABOUT GENDER/STEREOTYPES -> THIS IS UNDER
         REVISION
               i. Activity should demonstrate that stereotypes are not just damaging
                  to those in marginalized categories, they restrict how everyone
                  should act.
              ii. First – Ask: What rules apply to men and women? write
                  stereotypes of “men,” “women”
             iii. Ask: What sexual orientation are the people we just described?
             iv. Next – (beneath) Ask: How does this change when sexual
                  orientation is included? Write that up. Put paper aside, start new
                  sheet.
              v. Ask: Can you think of things that apply to specific races/ethnicities
                  that are/aren’t up here?
      vi. Discuss – how do race and sexual orientation interact? are certain
           races seen as “feminized” or “masculinized”? how do the
           stereotypes of queer people of color differ from those about white
           queer people? what does the number of stereotypes in relating to a
           particular group say about how “common” and acceptable that
           race-sexual orientation pair is perceived? is there a gradient in
           terms of race, gender, and sexual orientation?
     vii. Story about impact of strict binary gender system (from original
           Outlet booklet – shows stereotypes hurt everyone, use if you
           wish/seems appropriate): Nashville, TN, 7-30-01 “Willie Houston
           was shot to death for holding his fiancé’s purse and escorting his
           blind male friend to the restroom. He was taunted in the restroom
           by three men with anti-gay and anti-woman epithets. When Willie
           and his fried were walking back to their cars to join their
           girlfriends, one of the three men came out with a gun and fatally
           shot Houston.”
f. Heterosexism
        i. Define: “Sexism and homophobia promote heterosexuality as a
           superior way to live. Essentially, people who are heterosexual
           receive many privileges in life simply because of their sexual
           orientation. This belief and the set of privileges are called
           heterosexism.
       ii. Ask audience how they see heterosexism enacted in their lives.
           What privileges do heterosexual people get to do freely without
           thought that LGBTQ people don’t? Make a list of the answers,
           encourage student discussion.
g. Allies!
        i. Ask: What does it mean to be an ally to LGBTQQ people? Make a
           list of answers.
       ii. Commend answers, then draw the ally graph:



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      iii. Say: This graph shows three possible attitudes towards LGBTQQ
           people. People tend to think about allies as working towards
           “tolerance,” but I tend to think that working towards appreciation
           is a better idea. Let’s explore these attitudes a little bit.
      iv. Ask: What does it look like when something or someone repulses
           you? Make a list by “repulsion”
               v. Ask: What does it look like when you tolerate something or
                  someone? Make a list by “tolerance.”
              vi. Ask: What does it look like when you appreciate something or
                  someone?” Make a list by “appreciation.”
             vii. Discuss these attitudes – where is their group/Stanford? what do
                  they think tolerance does towards promoting good feelings towards
                  a group or reducing prejudice towards that group? what about
                  appreciation? what is their reaction to seeing appreciation as the
                  goal for allies?
            viii. Ask: How can an ally who appreciates LGBTQQ people actively
                  help to stop homophobia? This can be broken down into things
                  they might do to make their dorm room a safe space, their
                  particular group a safe place (see next), society at large less
                  homophobic, etc. Make a list of all the ideas that people come up
                  with.
              ix. Ask: What can all of you do specifically to make <their group –
                  dorm, club, etc.> a safer place for LGBTQQ students? Make a list.
5.) Closing
       a. Ask: What’s something you learned today that you plan to share with
           someone else? and/or What’s something you’ve heard today that you plan
           to do personally to be a better ally?
       b. Thank everyone for coming, tell them you hope that they will implement
           the ideas they came up with, invite them to stay for snacks/refreshments
           and to hang out and decorate queer rights signs!

				
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