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Student Diversity Grant Proposal
Section 1 (cont.)
Project Director:
Michael J. Barrett
Apt. 410 / 28 Wendover Road, Trumbull, CT 06611
203-209-4026
07_mbarrett@stagweb.fairfield.edu
Project Associates: Lauren DiGiovine
Off Campus: 85 Beacon View Drive, Fairfield, CT 06825/29 Catherine
Avenue, Reading, MA 01867
781-985-1044
07_ldigiovine@stagweb.fairfield.edu
Michelle Holmberg
Claver 106 / 15 Windy Hill Road, Oak Bluffs, MA 02557
774-563-536
08_mholmberg@stagweb.fairfield.edu
Frank Fraioli
TH 13 / 400 Second Avenue, 2nd Floor, Pelham, NY 10803
914-438-7431
08_ffraioli@stagweb.fairfield.edu
Section 2: Major Field of Applicants
Michael J. Barrett (’07) – Psychology & Communication
Lauren DiGiovine (’07) – Politics & English
Michelle Holmberg (’08) – Psychology & Women’s Studies (minor)
Frank Fraioli (’08) – Politics & Economics (minor)
Section 5: Funding
Total Project Funding:
Materials
Printing
Software
Video Equipment
(Documentary)
Programming
Money Request
Approx. $300,
Incentives $250
Approx. $150
Approx. $250
Details
Published survey
Approx. $550
Sexuality Studies Minor, Mentoring, Wellness and
Prevention (AIDS week, Coming Out Day, etc.),
Conferences (Queer Issues at Jesuit Schools);
money will spent on securing speakers, publicity &
other materials, refreshments
Total monies requested: $1500
Total monies requested from other sources: TBD
Total Project: approx. $1500
Survey software license
Tapes, Media Center
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Section 6: Title of Project
The Collegiate Closet: Exploring GLBT Issues at Fairfield University
Section 7: Brief Description of Project
This project will explore the climate for GLBT (Gay, Lesbian, Bisexual and Transgendered)
issues at Fairfield University. The project has three primary and distinctive components: data
collection, data dissemination, and policy recommendations. The first goal of data collection
will be achieved through a campus-wide survey and will be comprehensive in its address of
GLBT issues. The survey will be available to students, staff, and faculty. Survey findings will
be disseminated in a document that will offer a comprehensive overview of the climate for
GLBT students, staff and faculty on campus. The survey data will also be used to generate
recommendations from the team about how to create a more inclusive campus community.
Finally, the survey findings will also be used to create a video documentary and related
programming that will allow for a multi-modal presentation of research data. Policy
recommendations aimed at creating a less hostile environment for GLBT students, faculty and
staff will be included as part of the data presentation.
Section 8: Narrative Description of Project
The need to understand the climate for GLBT members of the Fairfield community is
paramount for reasons both specific and general. Specifically, in April 2005 a forum on
marriage equality for gay and lesbian couples was cancelled by the University Administration
and resulted in much debate on campus. While much of the rhetoric surrounding this
controversial decision was based on anecdotal information supplied by various members of the
University community, it became readily apparent in the ensuing discussion that there was no
empirical data available about the GLBT population on campus. Regardless, a perception of
blatant homophobia persists to this day.
More generally, it is a common occurrence to overhear phrases such as “That’s so gay” or
“What a fag” while simply walking across campus. While on the surface, these appear to be
simple colloquialisms, they are indicative of a larger problem which exists. According to Evans
(2001), three-quarters of GLBT students in a nationwide campus climate survey reported such
instances of verbal abuse (185). As an “invisible minority,” the GLBT population at Fairfield is
one that routinely still suffers from both real and perceived discrimination. Evans (2001) reports
that GLBT issues are hardly addressed on college campuses, thus leaving students an
unimportant demographic (188). Unquestionably, it is a question of diversity that is not easily
discussed, much less solved, on such a homogenous campus. Homophobia is also, notably, one
of the last accepted and public forms of discrimination on Fairfield’s campus.
Past research on the campus has shown that there does indeed exist a bias against
members of the GLBT community. Project Associate Michelle Holmberg revealed in fall of
2005 through a pilot study survey that there exists a great deal of discomfort regarding everyday
interactions with members of the GLBT community. Furthermore, the survey also revealed that
there is a greater bias against members of the GLBT community than other minority groups.
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Project Director Michael Barrett studied the nature of language as related to sexist and
heterosexist attitudes on campus. Results showed that students were more inclined to use
derogatory phrases such as “That’s so gay” or “Don’t be such a woman” in response to
interacting with others using the same vocabulary. Results also revealed that these phrases are
seen as offensive and derogatory, yet ultimately people find the use of such vocabulary
humorous. Team members have also prepared a conference paper on the intersections of student
experiences, queer issues, and Ignatian pedagogy for the October Jesuit Feminist Conference.
This present study aims to systematically document hidden and overt homophobic biases
which may exist on the Fairfield University campus. Based on results from the campus climate
survey we aim to remedy any bias by fostering an open and accepting atmosphere and create
educational programs which may facilitate a dialogue regarding GLBT issues, in accordance
with the Jesuit mission statement of an institution of “well educated justice and solidarity.” The
main goal of this study is to encourage the entire Fairfield community to be well-educated people
and to pursue justice, embracing the Jesuit sense of intellectual, spiritual, and social growth.
The first aspect of our study will be the campus climate survey. The climate survey will
encompass questions related to views on the GLBT community. The survey questions will be
based upon past studies and new comprehensive analysis. Two examples of survey questions are
as follows:
What would your comfort level be with regards to living with somebody of a different sexual
orientation?
What would your comfort level be with regards to being taught by a member of the GLBT
community?
The responses to these questions will be rated on a one through five rated interval scale.
This survey will be distributed electronically and/or a distributed hard copy. An incentive for
doing this survey is yet to be determined (e.g. win Stagbucks, a gift certificate, etc.). Qualitative
data, including personal stories and narratives, will also be included as part of the data collection
of the project.
After this survey is completed, the results will be tabulated and distributed in hard copy
form to administration, department chairs, and other members of the University community. The
report will also be available upon request. Along with data from the survey, the proposed report
will include a narrative overview of the campus climate for GLBT individuals, and steps that
interested parties can take in creating a more inclusive community. Policy recommendations will
range from academic to student life spheres, touching upon both campus learning and living.
The second phase of our project will be a documentary based on the results of the survey.
The documentary will include interviews with volunteers who wish to discuss the results of the
survey and to give their opinion about GLBT issues and community members. These volunteers
may include students, administrators, and professors. Other aspects will include personal stories,
reactions to the cancellation of the Same-Sex Marriage Forum and other on-campus issues, an
interview with Health and Wellness faculty, and other GLBT issues not directly related to
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Fairfield (e.g. Matthew Shepherd, same-sex marriage, etc). We would like for the documentary
to be viewed at certain events such as a FYE speech, the Martin Luther King Jr. Convocation,
etc. The documentary is a way of presenting data gathered through the campus climate survey in
a more accessible form to a wider audience.
The third phase encompasses funding for programming. Possible academic programming
would include a push for an interdisciplinary Sexuality Studies minor (already available at other
Jesuit institutions) and courses provided by Health and Wellness regarding GLBT health. We
would also like to facilitate a confidential crisis group and safe-haven oriented programming.
Faith-based initiatives would include possible mentoring programs as an outreach to GLBT teens
and inner-city crisis center volunteerism. We also would like to propose a diversity conference
in conjunction with other Diversity Grant winners and related campus organizations.
This project is designed to not only reliably assess the current situation on campus in
terms of sexual orientation diversity, but it also aims to educate the wider campus population
about the issues pertinent to the GLBT campus population. Our primary goal is to educate the
Fairfield community on ways to make our campus a truly more diverse and welcoming
community. The personal obstacles a GLBT student faces must be explored and the level of
preparedness this community has in assisting these students must also be documented. This study
is rooted in the basic tenets of social science as much as it is the tenets of Ignatian inquiry.
Section 9: Project Timeline
May – August 2006:
 Collect past research
 Get materials
 Create contacts for documentary
o Professors
o Students
o Administrators
o Staff
 Create contacts
o Potential on-campus speakers
o Sexuality Studies minor (professor of interest)
 Outreach centers (support groups for students)
 Wellness and Prevention
September 2006
 Finalize proposal and specific initiatives
 Produce survey
 Produce abstract and visual aids for October presentation
October 2006
 Present at Jesuit and Feminist Education: Transformative Discourses for Teaching
& Learning Conference, Fairfield University (October 28, 2006)
 Distribute survey (2 weeks)
 Tabulate results
 Network with other winners of Grant
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November 2006
 Write full report
 Contact printing and graphics
 Begin work for documentary
o research
o line up interviews
December 2006
 Begin filming with assistance of Media Center
 Distribute report (encourage professors to facilitate discussion at the end of the
semester)
January 2007
 Begin filming interviews and other segments
 Begin service activities related to outreach program
February 2007
 Complete filming and edit
 Consult needed parties to produce a showing of the documentary (DiMiennaNyselius Library, Quick Center)
 Propose distribution to specific classes
March 2007
 View documentary
 Group discussions in classes, forums, etc.
 Continue outreach programs
 Check status of academic minor
 Publish a story in The Mirror
April 2007
 Final report due
 Propose future plans
Section 10: How does your project fulfill the mission of Fairfield University?
The Jesuit ideal nurtures students to think critically about real world issues in pursuit of
social justice and to be men and women for people of all walks of life. Through our work we
hope to foster the same humanistic ideological approach to education. As expressed in the
Ignatian Residential College, we aim to make the classic questions “Who am I? Whose am I?
Who am I called to be?” applicable to GLBT issues. We aim to foster unity through these
questions, as we do through our services in campus ministry and in the classroom. There is a
connection between the Jesuits and their work on behalf of marginalized communities and our
mission as students at a Jesuit institution to continue in that tradition. While there is recognition
of the Catholic Church’s specific views on GLBT issues, we aim to embrace the ideals of the
Jesuit perspective “cura personalis.” As stated by Peddicord (1996) the Catholic tradition, in
coherence with the Jesuit identity aims to a new century for human rights, dignity, and respect
for the GLBT individual in the Catholic tradition (vii).
Another aspect of the Jesuit identity relates to the nature of the individual working for the
betterment of others. A GLBT student may want to reach out to his or her community, however,
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may not attain a sense of fulfillment if he or she may not feel welcome on this campus. While the
issue of GLBT rights incites much controversy, the student at a Jesuit university must execute
independent thinking, or rather St. Ignatius’ philosophy of “agere contra” or “go against” the
societal views, to remove bias and accept diversity on this campus. The context of doctrine vs.
the contemporary reality must be explored in the social, academic, and spiritual realm on our
campus.
Section 11: Related Work by Applicants
Michelle Holmberg – Diversity is When We All Wear Different Colored Ugg Boots, Right?: A
Look at Diversity at Fairfield University
Michael Barrett – Words Do Hurt: Sexist and Heterosexist Attitudes Revealed Through
Language
Lauren DiGiovine – The Current State and Aspirations of the Gay Rights Movement
Michael Barrett, Lauren DiGiovine, Frank Fraioli & Michelle Holmberg – The Collegiate
Closet: Holistic Education and the Case of GLBT Students (to be
presented at Jesuit and Feminist Education: Transformative Discourses for
Teaching & Learning Conference – October 28, 2006)
Notably this project ties together academic and social interests of many of the project’s team
members. Not only have various team members already conducted academic research in this
area, but many of us are currently working with various organizations, including Alliance, in
order to create social change outside of the classroom. This project, in other words, has concrete
linkages between theory and action.
Section 12: Resources (not funding) available to applicants contributing to the planning and
execution of the project
o Support of Fairfield University Alliance (team members are currently office holders for the
Alliance)
o Dr. Sandy Billings, Alliance advisor
o Center for Multicultural relations – Mr. Larri Mazon
o Fairfield University Library
o Health and Wellness Prevention Office – Ms. Jeanne DiMuzio
o Various faculty support, including Dr. David Gudelunas, project advisor
Section 13: Description of Evaluation Procedure for Project
Hypothesis: We predict that there will be a bias against members of the GLBT community on the
Fairfield University campus. We also predict that there will be both findings that
are overt and subtle (micro-assaults) towards the GLBT community.
Other Goals: To create an educational documentary featuring the varied opinions on GLBT
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issues on the Fairfield University campus. Furthermore, to have existing groups
(i.e. Office of Health and Wellness Education) support community outreach based
programming towards the GLBT community. We also aim to facilitate group
discussions and to organize possible conferences to encourage discussion about
diversity. We intend to make policy recommendations that take into account
existing resources on campus and how these resources and programs (Health and
Wellness, FYE, etc.) can be used to create a more inclusive campus community.
Evaluation: To evaluate the university’s awareness of homophobia on campus, there will be
feedback surveys after the documentary screenings, feedback on the helpfulness
of the report that is distributed, and interviews with the GLBT students at the end
of the following academic year to get a sense if they believe things are better or
even more open for discussion. If possible, our aim is to perform a small post-test
with a group of students who are included in the initial survey to see if attitudes
have shifted.
After conducting the survey, there will be an evaluation of the qualitative and
quantitative aspects of our study (qualitative being the open-ended questions and
quantitative being the questions based upon an interval scale). Possible issues
with this survey could be a poorly designed interval scale, number of respondents,
a sample not representational of the general population, inter-rater bias on the
open-ended questions, and issues with external validity (or apply results to
represent the entire Fairfield community). Problems with the documentary may
include “keeping face” bias with interviewees, unwillingness to volunteer, not
representative of the full views on GLBT issues, and a lack of time to produce a
quality documentary.
Budget Narrative
1. PERSONNEL (Honoraria): Not Applicable
2. TRAVEL: Gas for transportation, if necessary
3. SUPPLIES: Data-based entry software, video equipment (i.e. video tapes), movie editing
software (if needed)
4. PURCHASE/RENTAL: Printing and Graphics, Media Center, facility for documentary
presentation (location pending)
5. OTHER: community based programming
Works Cited
Evans, N. J. (2001). The Experiences of Lesbian, Gay, and Bisexual Youths in University
Communities. In A. D’Augelli & C. Patterson (Ed.), Lesbian, gay, and bisexual identities
and youth (pp.181-198). New York: Oxford University Press.
Peddicord, R. (1996). Gay and lesbian rights: A question: Sexual ethics or social justice?
Kansas City: Sheed & Ward.