About Safe Zone
Contact Info
Training and Workshops
Resources
Any student, faculty or staff member at the University of Illinois at Springfield who is open to and supportive of LGBTQ students is eligible to be a UIS SAFE ZONE ally.
Participants are required to complete Phase I and Phase II of SAFE ZONE training sessions, complete an application form, and participate in monthly SAFE ZONE networking meetings.
SAFE ZONE networking meetings are designed to provide on going support and training to those identified allies within the UIS campus community. All training sessions and network meetings provides an opportunity to gain skills necessary to deal effectively with varying levels of LGBTQ issues. These educational opportunities will provide allies with effective strategies to communicate with individuals seeking a SAFE ZONE to discuss concerns. Participants will also gain a better understanding of their own strengths and limitations regarding LGBTQ issues.
Click here to see when the next safe zone workshops are going to be held.
Applications to become a SAFE ZONE ally are available in the Office of the Dean of Students in SAB 23. Or, click here to download a PDF copy of the application.
See below for additional information.
There are many different ways of being a safe and supportive ally in the lesbian, gay, bisexual, transgender, and questioning community. Listed below are just some suggestions:
Try not to make the assumption that everyone you meet is heterosexual. Try to be open to the fact that lesbian, gay, bisexual, transgender, and questioning (LGBTQ) people are present in every walk of life, in every community.
Use the words "gay" and "lesbian" instead of "homosexual." The overwhelming majority of gay men and lesbians do not identify with or use the word "homosexual" to describe themselves.
Use non-gender specific language. Ask "Are you seeing someone?" or "Are you in a committed relationship?," instead of "Do you have a boyfriend/girlfriend?" or "Are you married?" Use the word "partner" or "significant other'' instead of "boyfriend/girlfriend" or "husband/wife."
Do not assume the sexual orientation of another person even when that person is married or in a committed relationship. Many bisexuals, and even some gay men and lesbians, are in heterosexual relationships. And don't assume that someone who is transgender is gay or that the person will seek to transition to become heterosexual.
Do not assume that a LGBTQ person is attracted to you just because they have disclosed their sexual identity. If any interest is shown, be flattered, not flustered. Treat any interest that someone might show just as you would if it came from someone who is heterosexual.
Interrupt offensive language, mimicking behavior, or insensitive jokes. Let people know that the language, behavior, and jokes are unacceptable -- even between gay people.
Validate people's gender expression. For example, if a male-born person identifies as female, refer to that person as "she" and use her chosen name. If you are unsure how to refer to a person's gender, simply ask that person.
Review your department's publications. Suggest changes ensuring that documents are inclusive of all sexual orientations and gender identities. If appropriate create publications specific to the needs of the LGBTQ population (health services brochures, LGBTQ support materials, etc.) Doing this will show the LGBTQ and Allied members of the community that LGBTQ individuals are not invisible, that they are valued.
Educate yourself about LGBTQ history, culture, and concerns. Read LGBTQ publications such as The Advocate, or Out Magazine. See movies that are by and about LGBTQ individuals.
If you are a faculty member or facilitator, include information in your syllabi or handouts that show that you are an ally to all students, regardless of sexual orientation or gender identity. This can, and should, be done for any under-represented group and can be done in addition to University non-discrimination policies. Provide on-campus resources that are available.
Incorporate LGBTQ issues and individuals into course curriculum. Many historical and literary figures were gay, lesbian, bisexual, or transgender.
Raise LGBTQ issues, concerns, and experiences in your family, workplace, school, religious community, and neighborhood. Educate children about families that have two moms or two dads. Establish a LGBTQ welcoming committee in your faith community.
Continue to educate yourself about issues facing LGBTQ people. If you don't understand something, look to local or on-line resources, read an article or a book, participate in discussions related to LGBTQ issues and individuals.
Understand that the expression of homophobia is an attack upon the spirit, emotions, and sometimes the actual physical being of LGBTQ people. It is also a violation of every person's freedom and human right to be who he or she wants to be.
Provide information and referrals of resources for LGBTQ individuals. The UIS SAFE ZONE Project does not expect Allies to know everything or act as counselors (unless you actually are a counselor, therapist, etc.). Refer people to offices, individuals and other resources that have the information that they need.
