The Vermont University administrators have noticed harassment and bullying of LGBT students on campus and in residence halls. They partnered with the Residence Hall Association and LGBT office to plan an anti-harassment program during the school's annual sex week. The day-long program includes a resource fair, pride club open house, and discussion panel. It aims to help students support victims, understand factors leading to harassment, and develop LGBT identities. Assessment surveys will evaluate if students gained knowledge around reporting incidents and supporting those experiencing harassment or bullying.

2. Harassment
& Bullying
HIED 66653: College
Student Development

3. The Problem
• The administrators at Vermont University, a
public recipient liberal view school, has
noticed a growing concern within the student
body, as a number of LGBT students are being
victims of harassment and/or bullying,
including cyber bullying.
• The school is set in a setting similar to Kent
State University.

4. Background Literature
• There are not recent studies specifically
looking at harassment and bullying of LGBT
students in college residence halls, only
publications looking at harassment and
bullying as a whole
• However, a recent publication written by
Vanessa H. Eisemann in 2013 described how
title 9 can be applied to the LGBT community.

5. Background Literature cont.
• Megan Lindsay & Judy Krysik, in 2012 published
an article about cyber-bullying in general and
made a note about how students who identify as
LGBT had experienced more cyber-bullying then
heterosexual students.
• Robert D. Reason and Susan R. Rankin provide
one of the most substantial views on harassment
within the LGBT population. Their research
concluded that campus environment plays a large
role in how people who identify or are perceived
to be LGBT are treated.

6. Program Audience
• The school has a population of 8,000 students.
• 3,500 of which live on campus.
• Approximately 50 of which are students that
school knows who are out as they are part of
the LGBT Pride club on campus.
• A larger number though are not out of the
closet and are being victimized by fellow
students about their perceived sexual
orientation.

7. Program Structure
• The Residence Hall Association’s annual sex
week is coming up in two months.
• The executive board was approached by
administrators about including some type of
anti-harassment/ bullying programing during
the week as one of the day.
• They agree to do so, but would like to partner
with the LGBT office for the day to be able to
reach the entire campus.

8. The Plan
• The Director of Housing, is giving the group
$2,000 for this day along to program with.
• Besides the RHA executive board, the Director
of Housing, Director of LGBT Center, the RHA
Advisors who are 1 of the Associate Directors
and 2 Hall Director, and 1 Grad. Assistant from
the LGBT office will be involved in the
planning.
• The students will actually run the program.

9. The Program
• The first thing that was established was the
theories that they were going to use and a
date for the program.
• They concluded that the theories would be
Schlossberg’s Transition theory, D’Augelli’s
Model of Lesbian, Gay, and Bisexual
Development, and elements of the social
identity theory relating to gender privilege.

10. Learning Outcomes
• The program was designed so that three learning
outcomes would be achieved.
• 1) Students will be able to identify their role in aiding a
victim of harassment/ bullying
• 2) Students will be able to identify factors that lead to
harassment/ bullying and how they can help students
transition who may be victims.
• 3) Students who identify as LGBT/ Curious will be able
to be aware of who they are as a person in the LGBT
community, what support options there are, and what
they can do to help others experiencing harassment/
bullying.

11. Program Outline
• The program will be help over the course of the
day, and broken up into different smaller
programs.
– At lunch time time, located outside of the Student
Center will be a resource fair providing information
from both on campus and off campus support groups.
– These include: The LGBT office, Housing office, Office of
Multicultural Affairs, the Pride club, Counseling services,
On-campus state police, Student conduct, Health
Services, & off campus support groups.

12. Program Outline Cont.
• The fair helps to achieve all of the learning
outcomes as the tables will provide information
in the form of brochures, handouts, & other
giveaways with information of them.
• In addition students will be able to sign the
pledge to to help stop bullying and harassment
and to report any incidents when it has
happened. This will be a big banner that will be
hung in the Student Center the following week.

13. Program Outline Cont.
• During the evening time the pride club will be
hosting an open house session before their
meeting. The open house will be open to
everyone, however the meeting will be closed
door to respect what is being said.
• In addition the Residence Hall Association,
Counseling Services, LGBT office, and Housing
Office, will be putting on a school wide open
dialog.

14. Program Outline Cont.
• The open dialog will open with a safety statement
saying that councilors are in the back of the room
if anyone needs them.
• The event will feature a keynote by someone who
was a victim of harassment/ bullying in which
they tell their story in hopes to provide others
with the knowledge and reasons why they should
help those who are being victimized. Students in
attendance will then be able to tell their own
stories.

15. Theory Connection
• The program is connected to theory in that
the activities relate back to the transition that
students experience when transitioning to
college, and the development that they go
through as a student who identifies as LGBT.
• In addition when connecting theory, the
students will be given examples of how their
actions both hurt and help someone who is
being harassed and/ or bullied.

16. Schlossberg’s Transition Theory
• Situational context for the program will allow
the participants to see how they intervene
and used experience to help others.
• The nighttime portion of the program is
designed to make students think about who
they are as a self, and how they individually
view others.

17. Schlossberg’s Transition Theory
• Support is a large role in helping victims of
harassment and bullying. With Schlossberg’s
support, the students will realize that there are
people who care about them.
• Strategies: To help students transition to a
positive situation, the program is designed to
show students resources that they can partake in
order to modify the situation they are in, but also
to allow them to be able to manage the situation
afterwards.

18. D’Augelli’s Model of Lesbian, Gay, and
Bisexual Development
• To connect to this theory, the program will allow
students to interact with other who are out on
campus, where these students will act as mentors
to those who are needing advice.
• By having the pride social and then club meeting,
it will allow the students to exsplore and become
better connect to the community. This is due to
LGBT students may be in different stages of
acceptance, but also since many need different
resources from their own peers.

19. Assessment
• To be able to run an assessment of the learning
outcomes there will be multiple surveys that students
will fill out.
– The resource fair will survey on resources, and making sure
that the students were able to gain the knowledge they
may need about where to get help, or what to do to get
help for someone.
– The night time program will be more relaxed and the
assessment will be more in the form of open dialog
between everyone. However, in addition there will also be
a survey for students focused on the whether or not
students have a greater knowledge on harassment/
bullying but also if students who identify as LGBT and/or
curious are able to find others to support them.

20. Program Outline
• Monday: Breaking Stereotypes Fashion Show
• Tuesday: Harassment & Bullying
• Wednesday: Condom Casino with Mocktails
• Thursday: Do you want to catch them all?
• Friday: All out dance party and movie
marathon.

21. Program Freebee’s
• T-shirts
• Condoms
• Safe sex pamphlets
• Water bottles
• Harassment/ Bullying
resource pamphlets
• Food & Drinks

22. The Story of Kyle

23. References
• D’Augelli, Anthony R. (1991) Lesbian and Gay Male Undergraduates’ Experiences of Harassment and Fear
on Campus. Journal of Interpersonal Violence. v7, n3 383-395. Retrieved from
http://jiv.sagepub.com/content/7/3/383
• Eisemann, Vanessa H. (2013) Protecting the Kids in Hall: Using Title IX to Stop Student-on-Student Anti-Gay
Harassment. Berkeley Women’s Law Journal. v15, n1, p125-160 Retrieved from
http://scholarship.law.berkeley.edu/bglj/vol15/iss1/5/
• Lindsay, Megan, Judy krysik. (2012) Online Harassment Among College Students. Information,
Communication & Society. v15, n5 p703-719. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/1369118X.2012.674959#.VG0OJ4fezbg
• Longerbeam, Susan D., Karen Kurotsuchi Inkelas, Dawn R. Johnson, Zakiya S. Lee. (2007) Lesbian, Gay, and
Bisexual College Student Experiences: An Exploratory Study. Journal of College Student Development. v48,
n2, p215-230. Retrieved from
http://muse.jhu.edu/journals/journal_of_college_student_development/v045/45.2stevens.html
• Rankin, Susan R. (2005) Campus Climates for Sexual Minorities. New Directions for Student Services.
v2005, n111, p17-23. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/ss.170/abstract
• Reason, Robert D, Rankin Susan R. (2006) College Students’ Experiences and Perceptions of Harassment on
Campus: An Exploration of Gender Difference. College Student Affairs Journal, v26, p7-29. Retrieved from
http://eric.ed.gov/?id=EJ902800
• Rhoads, Robert A. (1995) Learning From the Coming-Out Experience of College Males. Journal of College
Student Development, v36, p67-74.
• Stevens, Richard Allen. (2004) Journal of College Student Development, v45, n2, p185-206. Retrieved from
http://muse.jhu.edu/journals/journal_of_college_student_development/v045/45.2stevens.html