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A critical ethnographic evaluation was conducted to assess the impact of an LGBT Safe Zone project. Results of the study suggest that the project has had a positive impact on the visibility of LGBT people and issues on campus, and has increased support for LGBT people.
Research indicates that lesbian, gay, bisexual, and transgender (LGBT) students often find campus environments to be unwelcoming and even hostile (Evans & D'Augelli, 1996, Evans & Rankin, 1998). Without support, the development of a healthy identity is challenging and academic performance is often compromised (Slater, 1993). Because societal norms generally forbid open discussions about sexual orientation, it can be difficult to ascertain whether individuals are accepting of LGBT people. As a result, fear and anxiety are commonplace feelings among LGBT students (Buhrke & Stabb, 1995). These feelings lead to fear of disclosure, high levels of stress, and interference with academic achievement and personal development (D'Augelli, 1992; Hershberger & D'Augelli, 1995; Savin-- Williams & Cohen, 1996). Vehicles for indicating support are therefore crucial in creating learning communities that are inclusive of LGBT students.
To provide support for LGBT students, a number of institutions have instituted "Safe Zone" programs (Lucier, 2000; Poynter, 2000). These programs enable faculty, staff, and students to visibly demonstrate their acceptance of LGBT people via a sticker, button, or sign. Many of these programs attempt to address the development of heterosexual allies in addition to providing support for LGBT students (Poynter). Hothem and Keene (1998) described the development of one such program at Randolph-- Macon College and provided anecdotal evidence of its success in raising awareness of LGBT issues and in encouraging allies to become more active in their support of LGBT students.
Such programs can be controversial, however. Some individuals feel that they single out a specific population for "special" treatment (Miyares, 1998; Poynter 2000). Miyares also suggested that Safe Zone programs could be offensive to social conservatives. Schearer (1997) described a campus Safe Zone program as "a politically correct way to advance the homosexual agenda on campus" (p. 1).
Information about Safe Zone programs is largely Web based and no published research has demonstrated whether such programs are of value in creating a more welcoming campus climate for LGBT students. Because many institutions are...