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In this month’s interview, Andrew Hibel spoke to Tegra Myanna, assistant director of the Lealtad-Suzuki Center at Macalester College, and Travis Tucker, Jr., assistant director for leadership and LGBTQIA involvement for Campus Life at Washington University in St. Louis. Their discussion centers around their experiences with LGBTQIA students, strategies for fostering inclusivity on campus, and maintaining motivation in their roles.
Andrew Hibel, HigherEdJobs: Tegra and Travis, could you each provide a brief overview of your professional journeys? What led you to your current roles at Macalester College and Washington University in St. Louis?
Tegra Myanna, assistant director of the Lealtad-Suzuki Center, Macalester College: In my role as assistant director, I oversee various LGBTQ+ initiatives, including the Cultural House, All Gender Living communities, and Identity Collectives, which facilitate discussions and connections among individuals with shared social identities. Before joining Macalester, I was the assistant director of the Gender & Sexuality Center at Carleton College, focusing on LGBTQIA+ initiatives, healthy relationships, and sexual violence prevention. The values of multiculturalism and internationalism at Macalester drew me to this position, as I wanted to integrate these ideals into our work.
Travis Tucker, Jr., assistant director for leadership and LGBTQIA involvement for Campus Life, Washington University in St. Louis: My current role at WashU took me by surprise. I originally worked in Residence Life at Southern Illinois University Carbondale and expected to remain in that field. However, I discovered my passion when I advised the LGBTQIA student organization. This experience led to my position as coordinator of the LGBTQ Resource Center at SIU, where I developed trainings and supported Queer student organizations. At WashU, I continue this work while also helping to create inclusive policies that adequately reflect the needs of today’s LGBTQIA students.
Hibel: Your institutions are recognized by Campus Pride as leading colleges for LGBTQ students, based on various factors such as support and inclusion policies. What elements contribute to this recognition at your institutions?
Myanna: Small liberal arts institutions like Macalester excel at building relationships and adapting to the needs of their diverse cohorts. We have effectively woven LGBTQIA+ issues into our multicultural framework, which reflects in the services and opportunities available for LGBTQIA+ students. For instance, we facilitate connections between students and alumni through networks and ensure that our campus resources, such as counseling and medical services, are inclusive and knowledgeable about LGBTQIA+ health care.
Macalester also connects students to wider resources in St. Paul and the Twin Cities, which host vibrant LGBTQIA+ communities and advocacy organizations, ensuring our students have the necessary support and engagement.
Tucker: Our institution excels at LGBTQ Student Life and Policy Inclusion, emphasizing an institutional commitment to supporting LGBTQ individuals.
Hibel: What specific programs or policies does your institution implement to enhance inclusivity for students and empower LGBTQIA staff and faculty?
Myanna: Higher education professionals should look to the Consortium of Higher Education LGBT Resource Professionals for best practices. They offer excellent guides for supporting Trans students and students of color. At Macalester, we focus on integrating various identities into our programming and building community discussions that address oppression at multiple intersections. Importantly, this work is collaborative and spans many departments, enhancing our ability to support marginalized identities effectively.
We also ensure that staff and faculty have options to change gender markers, use recognized names, and have their pronouns respected, while also advocating for insurance policies that support gender affirmation and reproductive health services. Orientation programs should include resources for marginalized identities and identify other supportive faculty and staff.
Tucker: We promote LGBTQ inclusivity by encouraging participation in training across campus. Visible commitments, such as SafeZone signs, show our faculty and staff’s dedication to learning about these critical issues. Additionally, inclusive policies, such as partner-friendly health care and supportive measures for families, signal an institutional commitment to the well-being of all staff and faculty.
Hibel: Tegra, could you elaborate on the significance of Macalester’s programs like Lavender Reception and Tea Time?
Myanna: The Gender & Sexuality Resource Center serves as a hub for dialogue and community action regarding gender and sexuality. Tea Time facilitates weekly discussions on current events and campus issues, creating a viable space for inter-identity dialogues. Programs like Lavender Reception and Graduation celebrate the contributions of LGBTQIA+ students, fostering community connections and raising awareness of available campus resources that support LGBTQIA+ individuals.
These programs are crucial as they help marginalized students find community and connect with others who share similar identities, thereby reinforcing their sense of belonging on campus.
Hibel: Travis, Washington University has several student-led groups such as “SafeZones” and “People Like Us.” What role do these groups play in the campus community?
Tucker: It is essential that our student organizations reflect the diverse experiences within the LGBTQ community. SafeZones, a peer-led training group, educates the undergraduate community on LGBTQ issues and offers invaluable training to numerous organizations. People Like Us (PLUS) addresses the unique experiences of queer students of color, providing support and solidarity for those navigating multiple intersecting identities.
Hibel: What barriers might hinder inclusivity for LGBTQIA individuals on campus, and how can leadership effectively address these challenges?
Myanna: A significant barrier lies in recognizing the diverse identities within the LGBTQIA+ community and addressing the varying needs that come with them. This opens opportunities for dialogue and promotes collaboration across offices, ensuring that we consider the holistic experience of each student. Engaging with students directly is vital for understanding their needs and crafting policies that reflect our evolving campus dynamics.
Tucker: A common barrier is that some LGBTQ students may feel disconnected if campus groups do not represent their specific experiences, particularly with intersections of race and gender. Engaging these students in conversations about their community needs can empower them and enhance inclusivity.
Hibel: Given the emotional toll that advocacy can take, what strategies do you recommend for professionals to maintain motivation and avoid burnout?
Myanna: Finding allies on campus who share a commitment to this work is crucial. The evolving perspectives of students inspire continuous learning and reflection. Maintaining open lines of communication with supervisors can also provide support during challenging times, helping to navigate barriers and advocating for necessary change.
Tucker: It’s essential to set personal boundaries and balance professional responsibilities with outside engagements. Participating in volunteer work unrelated to LGBTQ issues can offer balance and provide a chance to recharge.
Hibel: For those considering a career focused on LGBTQIA advocacy in higher education, what advice would you offer for achieving success on campus?
Myanna: Challenge your perceptions of the LGBTQIA+ community and engage critically with your understanding of intersecting identities. Building genuine relationships with students enriches your approach and fosters a collaborative and supportive environment.
Tucker: Invest time into forming meaningful connections with LGBTQ students. Many seek support and understanding that can significantly enhance their campus experience. Being an approachable figure fosters trust and opens avenues for understanding their specific needs. Additionally, for LGBTQ individuals entering this field, it’s crucial to identify your own boundaries and understand how your personal experiences may affect your professional role.
Hibel: Lastly, what essential resources should every higher education professional be aware of in supporting LGBTQIA students and community?
Myanna: Every staff member should know about campus resources, including counseling services, multicultural centers, and academic departments. Being aware of ongoing trainings and dialogues can also provide avenues for connecting with students. Engaging with student publications can give insights into the campus climate.
Tucker: Research remains scarce on the experiences of trans students, despite their increasing presence on campuses. Reading works like “Trans* in College: Transgender Students’ Strategies for Navigating Campus Life and the Institutional Politics of Inclusion” by Z. Nicolazzo can be invaluable for understanding and supporting this demographic effectively.
Hibel: What continues to motivate each of you in your roles to support LGBTQIA students and advocate for their rights?
Myanna: I find value in the continuous learning opportunities this work provides, challenging my views on equity and liberation. The potential for transformative change as students leave college and enter broader communities is immensely rewarding, alongside the significant relationships I cultivate with students and colleagues.
Tucker: It’s a privilege to be invited into the lives of students from marginalized backgrounds. Supporting their voices and championing their growth drives my passion for the work we do, reminding me of the profound impact we can have together.
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