A Report by the Oregon Student Equal Rights Alliance and Basic Rights Education Fund

Too Afraid to Learn

Barriers to Post-SecondaryTooEducation
Afraid to Learn for
Lesbian, Gay, Bisexual and Transgender Students
 Table of Contents

Executive Summary 1

Background 4

Supportive Findings 7

Areas of Concern 8

Student Profile: Matthew Rose 11

Student Profile: Scott Schmitz 12

Transgender Sub Support 14

Student Profile: Tash Shatz 15

Recommendations 17

Appendix 19

Too Afraid to Learn

 Executive Summary

Introduction
After hearing from lesbian, gay, bisexual and transgender (LGBT) high school and college youth
about the discrimination and harassment they faced on school campuses, it became apparent
that LGBT youth have to contend with sustained harassment as early as middle school, all the
way through college. The Oregon Student Equal Rights Alliance (OSERA), a post-secondary LGBT
student coalition, surveyed their member campuses to assess the discrimination and barriers to
higher education faced by Oregon’s LGBT students.

Below is a snapshot of the results from the survey.

Methodology
The survey was student-run and student-led. It was not a random sample survey, but rather an
assessment of campuses by self-selecting students, of which the majority, over 75%, identified
as heterosexual. Over 3500 surveys were collected through a variety of methods. Students
canvassed in many areas of their campus to ensure the responses were diverse and representative
of the student body.

Campus Environment

Positive Results

• 79% of students sampled believe that their college or University should play a
significant role in providing support, safety and resources for LGBT students.

• Over 90% of students sampled feel comfortable taking courses taught by an openly
LGBT instructor, receiving services from openly LGBT staff, taking courses with LGBT
peers and living in residence halls with openly LGBT students.

Areas of Concern

• 1 in 4 respondents would not feel comfortable sharing a living space, such as a dorm
room, with an LGBT student. The numbers worsen among schools where larger numbers
of the students live in campus housing, such as Oregon State University, where nearly
40% of students did not feel comfortable.

• More than half of LGBT students surveyed concealed their sexual orientation or
gender identity for fear of personal safety, discrimination or rejection.

• More than 60% of all students surveyed reported that they had witnessed instances of
homophobia such as anti-gay remarks and hate crimes against LGBT students, faculty
or staff. These instances were often repeated and uninterrupted.

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 Executive Summary

Barriers to Post-Secondary Education

A hostile climate around sexual orientation and gender identity created barriers to high school
graduation and educational performance for LGBT respondents.

Nearly 30% of LGBT students indicated that the hostile climate around sexual orientation and
gender identity in their high school created barriers to graduating and going on to attend
college.

LGBT respondents also indicated that the hostile climate at their college or university had a
significant impact on their educational performance. Nearly one in five students cite frequent class
absence and needing to take an extended break from school. One in ten cites not graduating in
time (5 or more years).

Impacts
The survey confirmed that LGBT students face harassment throughout high school and college. This
pervasive discriminatory treatment is a barrier to accessing post-secondary education, since it
results in higher drop-out rates amongst LGBT students, as well as higher incidences of depression,
homelessness and attempted and completed suicides.

Transgender and Gender Variant Sub Report

Respondents used various methods to indicate their gender identity. In order to ensure accurate
reporting, the responses provided by 23 transgender and gender variant respondents were
reviewed carefully. These students reported more than 10% higher instances of harassment and
discrimination than gay, lesbian and bisexual respondents. Nearly 80% of transgender and
gender variant students concealed their identities—a substantially higher rate than gay students.

Overall, there was a alarming lack of awareness, by all respondents, regarding transgender and
gender variant issues on their campuses.

Trends Across Campuses

Urban universities and colleges consistently reported a higher rate of acceptance and comfort
with housing, taking courses from and with openly LGBT staff and students. They were also
supportive of LGBT services.

Community college students hid their identities less frequently. This may be due to a higher rate
of intervention during instances of harassment from persons in authority, which was also reported.

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 Executive Summary

Recommendations

1. Provide inclusive and informed services for LGBT students.

2. Provide safe and inclusive housing for LGBT students.

3. Create policies and legislation that protect LGBT persons from discrimination and
harassment on campus.

4. Institutionalize data collection on LGBT students.

5. Actively work to recruit and retain LGBT staff and faculty.

6. Establish gender neutral facilities such as bathrooms and locker rooms.

7. Ensure that all service providers on campus receive education on LGBT issues.

Too Afraid to Learn

 Background

Understanding the Issue

On January 1st, 2008, lesbian, gay, bisexual, and transgender students (LGBT) all across Oregon
gained protections under the Oregon Equality Act, which the Oregon Student Equal Rights Alliance
(OSERA) and Basic Rights Education Fund (BREF) worked to pass through the state legislature in
2007. The new anti-discrimination law transcends city and county limits to offer protections against
discrimination in employment, housing, public accommodations, education and public services
all across Oregon. However, the bill did not address harassment or bullying in schools - only
discrimination against students enrolled in public K-12 and post-secondary institutions.

The campaign for the Oregon Equality Act raised many questions about Oregon’s LGBT youth
and their access to post-secondary education. After hearing from youth regarding the harassment
they face on high school campuses, it became apparent that bullying and harassment against
LGBT students has real ramifications, and that there is a real connection between access to post-
secondary education and a student’s actual or perceived sexual orientation or gender identity.

In the summer of 2007, OSERA and BREF examined national statistics regarding the connection
between students’ sexual orientations or gender identities and their access to post-secondary
education, resulting in two important findings. First, there is clear evidence that sexual minority
students face considerable hurdles to accessing education. Second, while national data was strong,
OSERA and BREF found very little data describing the educational climate for LGBT students in
Oregon. While statistics relating to collect recruitment, attendance and retention among different
racial groups are readily available, this information is non-existent regarding sexual orientation
and gender identity in Oregon.

When OSERA and BREF began to examine access to higher education, it was through a larger
framework that thought about LGBT justice more broadly. In highlighting the disparities within
higher education for LGBT students, both organizations hoped, in part, to address some of the
larger socio-economic issues faced by LGBT youth as well.

Perhaps the two most dramatic results of such adversity are the prevalence of homelessness and
suicide among LGBT youth. The United States Department of Education reports that 20-40%
of the 575,000–1.6 million youth that run away each year identify as lesbian, gay, bisexual or
transgender. In Portland, Oregon, advocates believe that nearly half of all homeless youth are
LGBT. Many of these youth come from abusive homes. Indeed, 50% of youth report a negative
reaction from their parents after coming out. Of these youth, 26% were kicked out of their
homes, and one third experienced a violent physical assault after coming out (Remafedi. G.,
Pediatrics, 79, 326-330, 1987).

According to the US Department of Health and Human Services in 1989, sexual minority youth
were 2-3 times more likely to attempt suicide, and LGBT youth make up 30% of completed
suicides. Others have found that more than half of transgender-identified youth have attempted

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 Background

suicide (Davis, 1997; Israel & Tarver; 1997). All of this leads to an even
starker truth: suicide is the leading cause of death among LGBT youth. The
same factors that leave these youth more prone to suicide also make them
more vulnerable to mental health issues and chemical dependency than
their heterosexual peers.

The school climate for LGBT youth seriously affects their access to
education. According to one study, 28% of gay and lesbian students drop
out of school—a rate three times higher than the national average for
heterosexual students—due to harassment and discrimination (Remafedi, “I didn’t go to college be-
G., Pediatrics, 326-330. 1987). This may be explained, in part, by a cause I was afraid. High
lack of support within educational institutions. In one study, 4 out 5 LGBT school was hard enough.
youth reported that they didn’t know any supportive faculty or staff at I was the only gay teen
their school (Sessions Stepp, Laura. “A Lesson in Cruelty: Anti-Gay Slurs I knew and most of the
Common at School; Some Say Insults Increase as Gays’ Visibility Rises.” The jocks wanted to beat me
Washington Post 19 June 2001). up. I never went anywhere
alone. I had one of the
While few studies exist on the educational disparities of LGBT youth in best grade point aver-
Oregon, a recent report analyzed applicable data from the Oregon ages in my high school
Healthy Teens Survey. The Oregon Healthy Teens Survey is Oregon’s effort but after graduation I
to monitor the health and well-being of adolescents. It is an anonymous and just wanted to forget all
voluntary research-based survey, conducted among 8th and 11th graders about school.”
statewide, although sexual orientation is only asked of the 11th graders. Gay teen testifying
Statistics from the 2007 Oregon Healthy Teen Survey indicates that before the Oregon State
almost 12% of Oregon 11th graders identify as lesbian, gay, bisexual, Legislature
questioning (unsure of their sexual orientation) or say that they have had
same-sex sexual contact. Compared to heterosexual students, gay and
questioning students are:

• Two times more likely than heterosexual students to have been

victims of harassment in the past 30 days
• Twice as likely to smoke
• More than twice as likely to have been physically forced to have
sex
• Three times more likely to be assaulted by an intimate partner in
the past 12 months
• Nearly five times more likely to have attempted suicide in the past
12 months (this is higher than the national statistic provided by the
US Department of Health and Human Services in 1989)

Given all of this, the high dropout rate among LGBT youth is not at all

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 Background

surprising: unchecked harassment and a lack of support significantly impairs LGBT youth’s ability
to learn.

Despite the clear need to support LGBT students who do make it to college, only 100 of the 5500
US Colleges and Universities had LGBT student centers in 2003 (NGLTF Policy Institute 2003).
While educational institutions eagerly collect and publish data regarding racial and gender
diversity on college campuses, they rarely present information regarding sexual and gender
variant diversity or the intersections between indentities. LGBT discrimination is a major barrier to
access to a post-secondary education, which is an important component of full participation and
success in today’s society. Although the Oregon Equality Act was an important step for the LGBT
community, the OSERA/BREF Campus Climate Report demonstrates just how much further we need
to go.

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 Supportive Findings

A Few Steps Forward

The findings of the OSERA/BREF Campus Climate report show that Oregon colleges and
universities have already taken several steps toward making their campuses safe for LGBT
students. The findings also show that Oregon’s institutions of post secondary education are not
overtly homophobic and hostile. The majority of students—gay, transgender, and straight—accept
LGBT students, faculty and staff, and believe that their campuses should be safe communities for
people of all orientations. Although Oregon’s campuses are becoming more inclusive, the results of
this survey demonstrate the need for more action on part of administrators and legislators before
all students have equal access to the education Oregon’s post-secondary institutions have to offer.

Statewide Student Acceptance of LGBT People and Topics

• 79% of respondents believe that their college or university should play a

significant role in providing support, safety, and resources for LGBT students.

• 93% of respondents would feel comfortable taking a course taught by an openly

LGBT instructor.

• 96% of respondents would feel comfortable taking a class with an openly LGBT
peer.

• 93% of respondents would feel comfortable receiving student services from staff
who are openly LGBT.

• 90% of respondents would feel comfortable living in a residence hall with an

openly LGBT student.

Too Afraid to Learn

 Areas of Concern

Barriers to Post-Secondary Education

The high school climate around sexual orientation and gender identity
creates barriers to high school graduation and education performance by
LGBT respondents.

Almost 30% of LGBT students indicated that the hostile climate around
sexual orientation and gender identity in their high school created barriers
to graduating and going on to attend college.

LGBT respondents indicated that the hostile climate at their college or

university had a significant impact on their academic performance. Nearly
one in five cited frequent class absence and needing to take an extended
break from school, while one in ten cited not graduating in time (taking 5
or more years).
“Growing up in rural
Moreover, LGBT students who do overcome harassment in middle and
Oregon I saw many LGBT
high school go on to select colleges based upon how safe they will be on
students discouraged campus. Studying at an unwelcoming campus is a traumatic experience in
from participating in, for which many students feel unsafe even to attend class.
example, extracurricular
activities that would Nearly 75% of all LGBT respondents indicate that they considered the
have looked good on a campus climate around sexual orientation and gender identity to be a key
college application.” factor when selecting a college or university.
-Senior, PSU It is critical for college and university administrators to take this percentage
into account. In order to successfully recruit and retain LGBT students, the
campus must develop and maintain a positive, affirming and welcoming
climate. Moreover, this information must be conveyed to applicants in order
to ensure that LGBT high school students understand that they can find a
supportive environment on Oregon’s college campuses.

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 Areas of Concern

Concealing identities
Heterosexual respondents reported significant acceptance of LGBT people. However, LGBT
respondents indicated that homophobia and transphobia (prejudice and discrimination towards
transgender people) are still pervasive throughout the state. One of the most startling examples
is the fact that more than half of LGBT students surveyed concealed their sexual orientation or
gender identity for fear of personal safety, discrimination or rejection. Among transgender
students, this number rose to over 70%, clearly demonstrating that Oregon campuses are not
providing a welcoming or safe environment for students to openly express variant gender
identities.

Have you ever concealed your sexual orientation or

gender identity (on campus) for fear of personal safety,
discrimination or rejection?

Yes

No
51.96%
97.4%

LGBT Students Heterosexual Students

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 Areas of Concern

“My current roommate is
homophobic. It would be
nice if in the future I was
not randomly placed in such
an uncomfortable situation.
Maybe more care could be
put into the selection and
determination of living
arrangements.”
– Junior, Portland State
University
Housing
Nearly one in four respondents reported that they would not feel
comfortable sharing a living space with an LGBT student. The numbers
increase to up to 40% among schools where campus housing is the norm,
such as Oregon State University. This finding highlights the need for safe
housing for students, as well as training for residence hall advisors and
campus housing staff to address issues faced by LGBT students in housing.
I would feel comfortable sharing a living space with
a LGBT student.

Yes
27%
No

95% 73%

LGBT Students Heterosexual Students

Homophobia and Transphobia on campus

Overall, more than 60% of all students surveyed reported that they had
“In class I have heard witnessed instances of homophobia ranging from anti-gay remarks to hate
extreme homophobic crimes against LGBT students, faculty or staff. Respondents said that nearly
comments including half of These numbers indicate that instances of anti-LGBT language and
advocating killing hate crimes are prevalent on Oregon campuses, that they are repeated
homosexuals. I informed and that they are only sometimes interrupted.
the teacher. No action was
taken.”
–Sophomore, Mt. Hood
Community College

Too Afraid to Learn

 Student Profile

Matthew Rose
Senior, University of Oregon
Four and a half years ago, when I first attended the University of Oregon, I was a closeted
person of color. Going to college was going to be an opportunity to explore my identity in
a place that I thought would embrace my development and growth. Despite the relatively
liberal nature of my surroundings, words and phrases such as “faggot” and “that’s so gay”
were commonplace, and even when said in front of authority figures, there were little to no
responses. The homophobic environment made me think twice about coming out. I fight the
daily battle to challenge racism and negative stereotypes of Black Americans. I was not
ready to be in another fight, especially, when no one else was leading the charge. Finding the
support to deal with my identity in a healthy manner was difficult. The University of Oregon
does have resources for the LGBT community; however as a person of color these spaces do
not really resonate with me. I strongly identified with my racial identity and had only newly
come into my sexual identity; I felt there wasn’t a space where I could be fine with both.
The University of Oregon has the reputation for being an inclusive space for LGBT students;
however the reality is quite different. There exist some amazing resources through the Lesbian,
Gay, Bisexual and Transgender Education Support Service Program as well as through the
LGBTQA student group. Both these spaces suffer from lack of proper institutional support
when it comes to outreach and the quality of services that they can provide. A student has
to proactively seek these spaces out as a safe haven for them, but this can be risky if you
are closeted. In general, there was a lack of anonymity in seeking out these resources, which
is important when you are closeted. This meant that the only people who benefitted from
these services were out LGBT students. These are people hurting, lost and confused without
the access to resources to deal with their identities. Authority figures including professors,
administrators and teaching assistants silently condone the language of discrimination,
allowing bigotry to foster and develop on an invisible scale. The University should explore
further avenues that will be inclusive, open, comfortable, anonymous and protective to all
LGBT students and allies.
I know a number of queer students of color who feel uncomfortable in queer spaces on
campus, whether it is because the space is not welcoming or the space excludes their
participation. Resources are mainly focused on out, privileged, white students, effectively
excluding those outside of those categories. Queers of color end up hiding out in ethnic
student unions and if we are lucky we can find support through individuals there. Attempts
have been made to make established queer spaces friendlier, but more often than not, they
are token gestures without the sincerity and commitment needed to real change.
While the University provides space for LGBT people to claim that identity, support for
marginalized communities whose identities intersect with the LGBT community remains a low
priority. It is vital that we continue our struggle to be more inclusive and, more importantly,
take a stronger stance against the prevalence of homophobia on campus while taking into
account the intersections amongst identities.

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 Student Profile

Scott Schmitz
Junior, Oregon State University
One of the reasons I decided to come out as gay to my family, when I was nineteen rather
than thirteen, was because I was afraid of becoming homeless. When I did come out my
family pushed me away and made it explicit that if I didn’t change they wouldn’t talk to me
again. After telling them that my sexuality was not a phase, I was cut off from them. I did
not expect that they were going to stop supporting my education. I was not allowed home
for Christmas or Thanksgiving and the communication we had was limited.
I found support in three academic advisors who suggested I seek counseling. I met with the
clinical director of Counseling and Psychological Services and was immediately set up with a
counselor who I see regularly.
My parents would not cooperate with my education even though I tried to apply for financial
aid for myself. They refused to share their tax information with me, which is essential when
you are under 23 years of age and applying for financial aid. I was scared of not receiving
financial aid for the next year. I had to file for financial independence and during the process
was declined and told that it seemed I could still communicate with my family. The process
put me through so many hoops and I had to supply additional documents proving how
dysfunctional the situation really was. The time it took to get my application processed and
approved was three months.
My parents were uncooperative even after having multiple conversations with the Financial
Aid office about me not being able to fully complete my FAFSA without their tax information.
They avoided me constantly and my application was eventually declined. It was suggested
I talk to the LGBT Outreach Services at OSU. LGBT Outreach and Services provides safe
space trainings for faculty, support to the Pride Center, supports students and connects the
LGBT community with OSU. The Coordinator, Steven Leider, told me there was a way of
passing the FAFSA form by an appeal to “change dependency status.” After discussions with a
multitude of people I found that this was the only way I could get funding for school because
my entire financial aid award was through federal funding.
The appeal process consisted of submitting a form with three options: “loss of a custodial
parent,” “dysfunctional family” and “other/unusual circumstances.” Although a family
that refuses to interact with their child because they want to control him or her seems
dysfunctional, I choose “other” or “unusual circumstances” because it related to my sexuality.
I think that an understanding of Financial Aid issues surrounding LGBT students would be
beneficial. The form could include the same checkboxes and explain the option that would
pertain to students who have been disowned or create a new checkbox altogether.
Along with the form there were three additional required documents. One was a letter from
me and the other two were letters from outside parties, explaining my situation. I had started
the process in early February and I had all of my documents submitted by February 22nd. By
this time, I had scrambled to get my own taxes done and I was hoping to make the March 1st

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 Student Profile

deadline to receive work-study.

I did not hear back from the Financial Aid office until March 21st, 2008. My request was
denied because of a lack of information. The rejection letter briefly explained that I could
appeal their decision, however, it did not explain the appeal process and I gave up looking. I
finally made phone contact with the Financial Aid director and discussed how I could provide
additional documents for them to reconsider their decision.
Supplying more information was a challenge. I had originally submitted an additional
document after spring break in early April from my best friend’s mother. I grew up with my
best friend, who is also gay; his mother was supportive of him and of my choice to come
out. Her letter described how my parents’ intolerance made it difficult for me to live with
them. After the review of this, I was sent a letter saying my request for my appeal for an
independent override had been approved.
I had to supply a copy of my tax return and supply additional documents to the office. They
kept losing my documents and I had to resubmit copies to their office four times. One thing
that I would like to have changed is more inclusiveness for students and way of doing this
process electronically. I did not receive my financial award letter for the 2008-2009 school
year until one week before the fall term started.
Going through this during my sophomore year set me back in regards to my grades. When
I received the call telling me my aid was approved, I was conflicted because on one hand I
finally had money for school and on the other, this decision did not give me any time or help
me with my grades, let alone the frustration it had caused.

Too Afraid to Learn

 Transgender and Gender-Variant Sub-Report

Results From Transgender Respondents

Fully 100% of transgender and gender variant respondents reported

that they would feel comfortable receiving student services from staff
who are openly LGBT, taking courses from an openly LGBT instructor,
living in a residence hall with an LGBT student, sharing a living space
with an LGBT student and taking classes with an LGBT student. 95.6% of
respondents agreed or strongly agreed that the college/university should
play a significant role in providing support, safety and resources for LGBT
“Gender neutral restrooms students. Overwhelming, all respondents regardless of sexual orientation
are an absolute necessity. I or gender identity, strongly supported single-occupancy, gender neutral
would use them.” bathrooms.
– Senior, University of
Oregon However, transgender and gender variant responses diverged significantly
from gay, lesbian and bisexual students when it came to concealing identity
and witnessing and experiencing harassment. While 50% of gay, lesbian
and bisexual respondents concealed their sexual orientation for fear of
personal safety, discrimination or rejection, nearly 74% of transgender and
“I would use gender- gender variant respondents did so. And while 59% of lesbian, gay and
neutral single-occupancy
bisexual students reported that they or someone they knew had witnessed
bathrooms. I don’t see how
this would be a problem.” instances of homophobia, such as anti-gray remarks and hate crimes
–Western Oregon University against LGBT people, 78% of transgender and gender variant respondents
reported affirmatively. These respondents also reported a higher rate of
discrimination or hate crimes based upon gender than lesbian, gay and
bisexual students (78% and 67%, respectively).

Overall, transgender and gender variant students experience higher

rates of discrimination and harassment and receive fewer resources.
These students are living in fear on their campuses with a lack of social,
cultural or institutional support. The data collected by OSERA and BREF
demonstrates that campuses must become more inclusive. Oregon colleges
and universities must offer more resources and make accommodations
to ensure the safety and well-being of transgender and gender-variant
students. These students’ unique experiences are often marginalized or
ignored entirely. More comprehensive surveys should be conducted to
further assess the urgent issues faced by transgender and gender-variant
students at Oregon’s colleges and universities.

The results of the OSERA/BREF Campus Climate Survey indicate a strong

need for Oregon universities, colleges and statewide educational institutions
to actively promote a more inclusive environment.

Too Afraid to Learn

 Student Profile

Tash Shatz
Junior, Portland State University

As a senior at a high school in Colorado, I spent a long time deciding what university I would
attend. It was very important to me, as a transgender student, that the college I attend offer
a safe environment, institutional support, services and programs appropriate for students
like me. After much consideration, I chose to attend Portland State University because of its
exceptional reputation as a university which supports transgender people; I was specifically
drawn to PSU’s Queer Resource Center, Women’s and Gender Studies programs, openly LGBT
(lesbian, gay, bisexual and transgender) faculty and staff and positive references from other
transgender students. However, as a freshman I experienced discrimination and harassment.
Even at a university like PSU, which stands out in creating a safe environment for LGBT
students, there is still much work to be done.

As a freshman I was placed in a dorm and found myself in an unsafe environment. Other
students on my floor would harass me by tearing posters off of my door or calling me a
“faggot.” I concealed my identity because I was afraid for my safety; it was difficult to make
friends who I could trust, my work in class began to suffer and I began to abuse alcohol to
relieve stress and anxiety. Fortunately, the university’s housing program relocated me, but it
would have been a better situation if policies and procedures were in place to prevent the
harassment. Housing intake forms should take into account where LGBT students are being
placed and Resident Assistants should receive training on LGBT issues. My Resident Assistant
tried her best to help me, but she was not trained on these specific issues of harassment and
discrimination. In the following years, Resident Assistants have been trained on these issues
and the situation in student housing is improving.

In my role as Equal Rights Advocate with PSU’s student government from 2007-2008, I was
privileged to be part of the process as PSU’s Student Health and Counseling Services began
to deliver comprehensive health care for transgender students and to train their staff on issues
relevant to LGBT communities. This has been very effective and LGBT students are accessing
these student services more frequently with more positive feedback. I believe it is absolutely
possible and necessary to implement LGBT inclusive services and trainings for health and
counseling service providers on campuses across the state.

One important issue in need of much work at PSU is gender neutral facilities. Each day,
transgender people experience stress and discomfort due to the lack of gender neutral
bathrooms on campus. Students whose gender presentation does not fit into typically female
or male categories are routinely harassed in bathrooms. Personally I have been told to
leave the restroom or that I am in the wrong bathroom. In one instance, I was using the
male restroom and another student confronted me about my gender, I told him that I was
in the correct restroom and the situation luckily dissipated. But I continued to feel physically
intimidated and emotionally traumatized; as a female-bodied person, I was terrified of

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 Student Profile

violence. A seemingly unordinary event for most people, using the restroom can be an
immensely dangerous experience for transgender and gender variant people. My fear is very
real and rooted in the violence people who do not appear definitively “female” or “male”
experience. These experiences make using the restroom an emotional and physical event.
Many transgender people I know have also experienced verbal and physical harassment
in restrooms and there are not appropriate avenues to hold the people harassing them
accountable. Additionally, most LGBT students I know will not utilize the university recreation
facilities – such as the gym, weight room, and pool – because of the lack of gender neutral
bathrooms and showers. Every student has the right to use a safe bathroom and these single-
occupancy spaces also serve the needs of student parents, differently-abled students and
students with considerations relating to their faith.

In order to serve all students on a very basic level, PSU and other universities should offer
single-occupancy gender neutral restrooms, shower and locker room spaces. When students
do not have safe access to necessary facilities such as bathrooms, our educational experience
is detrimentally affected.

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 Recommendations

Ways To Make Our Schools Safer

1. Provide inclusive and informed services for LGBT students.

The survey found that 79% of students sampled believe that their college or university
should play a significant role in providing support, safety, and resources for LGBT
students. Therefore, this report recommends that Oregon colleges and universities
actively support and fund LGBT student unions and groups on campus. In particular,
campuses should establish and promote queer resource centers and ensure that these
facilities are accessible for commuter students.

2. Provide safe and inclusive housing for LGBT students.

Colleges and universities that provide housing should modify housing intake forms to
allow students to indicate whether they would feel comfortable living with an LGBT
student. Alarmingly, at least one out of four heterosexual identified students do not
want to share a living space with an LGBT student. By modifying housing intake forms
to include questions related to LGBT acceptance, these students will be affirmed in
their identities and their safety in housing will be actively protected. Alternatively,
Oregon colleges and universities could offer gender neutral or LGBT-specific housing
for students. This would allow LGBT and allied students to find accepting housing.

3. Create policies and legislation that protect LGBT students from bullying and
harassment in primary, secondary and post-secondary education.
On a statewide level, it is necessary to create an anti-bullying law which includes
sexual orientation and gender identity and that clear outlines the definitions of
discrimination and harassment, as well as the actions to be taken when that occurs.
Additionally, each campus should review current harassment policies to make sure they
are LGBT inclusive and ensure that these policies and procedures are accessible to all
students and faculty.

4. Institutionalize collection of LGBT-specific data.

This survey was created and distributed by students. While it presents an important
picture of Oregon campuses, it will be necessary to conduct a scientifically constructed,
professionally written and distributed survey which is funded and supported by
educational institutions. Our hope is that the current survey will provide an effective
starting point for an institutionally-driven survey and ongoing data collection.

5. Actively recruit and retain LGBT students, staff and faculty.

Through this survey, respondents demonstrated their willingness to receive services from
LGBT staff and faculty and to take courses taught by LGBT professors. However, many
colleges and universities in Oregon lack openly LGBT staff and faculty. Recruiting
and retaining LGBT individuals into these positions will vastly improve the environment
for LGBT students. Institutions should also offer LGBT Studies classes or programs. By

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 Recommendations

committing to safety, equality and representation through such recruitment, Oregon

institutions may also expect increased enrollment and attendance from students who
may have otherwise felt marginalized on campus.

6. Establish gender neutral facilities, such as bathrooms and locker rooms.

The vast majority of students support gender neutral facilities on campuses. These
facilities are a matter of personal safety for transgender students, and are also
important for students with children, differently-abled students and more. Additional,
colleges and universities that cite diversity as a priority will demonstrate commitment
to these issues by accommodating the diverse range of students who require gender
neutral facilities.

7. Ensure that all service providers on campus are educated on LGBT issues.
All service providers and staff interacting with students, particularly those dealing
with healthcare and housing, should be aware of how LGBT issues impact their work.
Ideally, Oregon institutions should be able to provide comprehensive health care
for LGBT students, and to address the specific needs of these communities. Housing
advisors and staff should be aware of LGBT issues in order to productively address
any housing conflicts around these issues.

Too Afraid to Learn

 Appendix

Methods
The 2008 Campus Climate Survey was distributed by the Oregon Student Equal Rights Alliance
(OSERA) in conjunction with Basic Rights Education Fund (BREF), between January and June 2008.
The student organizers of the survey were primarily OSERA board members and members of
student government. These organizers sought to collect data from all different types of students,
representing diverse sexual orientations and gender identities.

In order to survey a large and representative sample, surveys were distributed through
“convenient” outlets, such as email lists and social networking sites, as well as through direct
solicitation such as presentations and door-to-door canvassing. Students set goals and created
work plans to distribute and collect surveys on each participating campus.

Participating Institutions
9 post-secondary institutions participated in this study, including three state-funded community
colleges and six state-funded universities.. The total numbers collected per campus are outlined
below:

Portland State University

Oregon State University

Lane Community College

Mount Hood Community College

Western Oregon University

University of Oregon

Chemeketa Community College

Eastern Oregon University

Southern Oregon University

0 200 400 600 800 1000 1200

Survey Instrument
The OSERA/BREF Campus Climate Survey was created by the OSERA Board of 2007-2008. Lead
by twelve student organizers, the Survey ultimately included 50 questions, 22 of which asked
for demographic or contact information. In addition to distributing a paper copy of the survey
instrument, the survey was also distributed online over list servers and social networking sites. By
the end of the collection period, a total of over 3,500 completed surveys were gathered.

Too Afraid to Learn

 Appendix

Sampling Procedure
In order to better assess LGBT students’ experiences in colleges as compared to heterosexual
students’, student organizers varies their collection tactics. Students were the primary survey
administrators on every campus.

On campus canvassing: “Tabling”:

The survey depended heavily on the capacity to table. In order to obtain a more random and
representative sample, tabling occurred at high traffic areas on each campus. Students were
encouraged to step outside of their comfort zones to table in places they wouldn’t normally reach,
such as their school’s math department and bus stops.

Student Group/Unions Presentations:

In order to make meaningful comparisons between the experience of discrimination and
harassment among different communities, more selective sampling was required to reach people
of all sexual orientations, gender identities and ethnic backgrounds. In order to reach these
different communities, student organizers distributed surveys to identity-specific student groups
and unions.

In Class Presentations: “Class raps”

Student organizers delivered many class raps, or brief in class presentations. Students would
give a short description of the survey, distribute the survey, and collect completed surveys from
each person in the class. When scheduling class raps, students made sure to schedule across
departments; presentations were not limited to sociology, political science, gender studies or
other disciplines that may be sympathetic to LGBT inclusivity. As with tabling and canvassing, this
sampling method hoped to gather a varied and representative sample.

Door-to-Door Dorm Canvassing: “Dorm Storms”

Organizers at campuses with student housing used door to door canvassing to collect surveys from
on-campus residents. Students felt it was particularly important to collect information around the
climate in campus residential communities in regards to sexual orientation and gender identity.

All campus emails/servers:

When asked how students heard about the survey, they reported:

23% email/list serve/social networking site (Facebook)

67% paper (through tabling, class raps, dorm storms and group presentations)
4 % student group contacts
1% Oregon Student Association
3% Basic Rights Oregon
1% Friend

Too Afraid to Learn

 Appendix

Methodology Suggestions
It is essential to include a variety of options for respondents to identity within terms of sexual
orientation, gender identity and ethnicity. The survey also included a space for respondents to
write-in, or self-identify, within these categories and thusly provided a blank space entitled “self-
ID.” This space was provided for identities that may have not been included or encompassed by
the standard box options.

Initial analysis of the data received revealed that respondents who self-identified in these areas
responded in ways that were incongruent with other data. Analysts then looked at each identity
written by those who self-identified and determined how many of these identities were congruent
with our definitions of sexual orientation , gender identity or ethnicity. On average, less than 30%
of the respondents who made use of the write-in “self-identify” option identified within those
definitions. Out of 272 people who used the self-identity option for sexual orientation, fewer
than 55 identified as pansexual, bicurious or other options that had been separately offered
(such as bisexual, queer or trans) while the other 217+ respondents either did not answer or
wrote in responses such as “normal,” “human,” or “straight.” Similarly, only 23 out of the 86
respondents who utilized the self-identity option for gender identity actually identified as MTF,
FTM, genderqueer or androgynous while the other 58 responses provided no answer or responses
which did not fit the option. Finally, out of the 254 respondents who utilized the self-ID space for
ethnicity, fewer than 79 identified as Native American, Indian, Hispanic, Chicano, or multiracial.

Because of these disparities, the data was affected by ways that would have inaccurately
included non-useable demographics in specified analysis of sexual orientation, gender identity,
and ethnicity.

In order to keep the integrity of the data intact, analysts found that the best solution would be
to include those respondents who self-identified in the overall results, but to omit them when
specifically looking at how LGBT people, transgender people and people of color responded to
certain questions. Future surveys should include a vastly inclusive array of identity-based options
rather than a write-in space for self-identification.

Too Afraid to Learn

 This report has been made possible through the generous support of the following
donors:

Liberty Hill Queer Youth Fund

Spirit Mountain Community Fund
Equity Foundation
Pride Foundation
Terry Bean
Colin Higgins Foundation
Nordstrom, Inc.
Nike, Inc.

Basic Rights Education Fund would like to thank you for your commitment to the work
of equality in our state.

Too Afraid to Learn