Q. What is Safe Zone? How do I find information to start a heterosexual ally program on my campus?

A. Often heterosexual people are called on to be advocates for gay, lesbian, and bisexual people on campus. Unfortunately, these heterosexual allies will have few skills or resources available to them and no information to guide their own development or to help others become better advocates for the gay, lesbian, bisexual, and transgender student population. Heterosexual staff and faculty can have a significant effect on creating a positive culture on a college or university campus.

Heterosexual allies are people who are supportive of gay, lesbian, and bisexual people. Washington and Evans (1991) define an ally as "a person who is a member of the dominant or majority group who works to end oppression in his or her personal and professional life through support of, and as an advocate with and for, the oppressed population" (p.195). Allies of different groups of people, including racial/ethnic minorities, have been instrumental in affecting positive change in the dominant culture.

Currently, little empirical research exists on the identity development of heterosexual allies and developing educational interventions. A few pioneers have begun to research the development of allies (Broido, 1997; Poynter, 1999; Pearlman, 1991) while Gelberg and Chojnacki (1995) have theorized specific developmental stages from the experiences of heterosexual career counselors. However, a great deal of research is available on the negative attitudes heterosexual people have toward GLB people (D'Augelli, 1989, 1990; Herek, 1988; Simoni, 1996).

A number of college and universities have implemented educational interventions with names such as Safe Zone, Safe Space, Safe Harbor, and Safe On Campus. Although it is unclear who first conceived of the "Safe" idea, the earliest found is the Ball State University program called SAFE On Campus (1992) or Staff, Administration, and Faculty for Equality On Campus which was implemented during the 1992-1993 academic year by the Lesbian, Bisexual, and Gay Student Association. Since published information has been previously unavailable then these "Safe" programs have probably been based on little knowledge or experience. The hallmark of these "Safe" programs is the public identification of allies by placing a "Safe" symbol, usually incorporating a pink triangle or rainbow, on office doors or within living spaces.

Nancy Jean Tubbs compiled a list of campuses which offer some sort of safe zone program.

Student affairs professionals, administrators, and faculty only recently have begun to recognize the potential the development of heterosexual allies has for making the culture of a college or university campus more tolerant towards gay, lesbian, bisexual, and transgender (GLBT) students. Program interventions designed specifically for allies, such as Safe On Campus (Poynter & Schroer, in press) and Safe Zone (Hothem & Keen, 1998) are attempting to address the development of heterosexual allies while providing support to GLBT students. Typical components of these ally programs consist of a resource manual and sticker or sign. Some programs go as far as to require an orientation or training session(s) of varying length. Other components may include a listserv, advisory board/committee, web page resources, assessment, periodic socials, and identifying objects such as key chains, buttons, and pens.

As Hothem and Keene (1998) so aptly put it:

There are no prepackaged safe zone kits for purchase; there is no "Center for Safe Zone Training" a staff person can attend; training models will be unique to each campus depending on the expertise and resources available to those creating the network* (p.367).

However, with a little searching, the resources needed to implement a "safe" ally program on your campus can be found. Some universities are utilizing the World Wide Web to share their ally programs. We don't have all the information but here is a listing of what schools have shared with us that they have a Safe Zone type program.

	Western Michigan University provides a complete description their training outline, as well as other helpful information on their Safe On Campus web page (http://www.salp.wmich.edu/lbg/GLB/default.html).
	The Texas A&M Allies program's comprehensive website (http://allies.tamu.edu/) is also worth checking out. It includes information on their training workshop and discusses the benefits and responsibilities of being an Ally. They also have the contract that every Ally has to sign before posting their placard, and a wealth of other information.
	The Iowa State University Safe Zone web page (http://www.dso.iastate.edu/lgbtss/safezone/) contains information about the assessment of their program and how it has positively affected the campus. In addition, it explains how the Safe Zone was implemented. Please note they do not make stickers for their program available off of their own campus.
	Indiana University has a website for their Safe Zone project as well. It includes a description of the program and how one gets involved.
	The Virginia Commonwealth University Safe Zone web site includes informmation about their Resource Handbook. The program includes items such as: How Homophobia Hurts Everyone: A Theoretical Foundation; Ways that Heterosexism and Homophobia Hurt Lesbian, Gay and Bisexual People; Becoming an Ally;51 Ways to Support Students on Your Campus; and a Bibliography.
	The University of Washington's Safe Zone program, sponsored by their Queer Resource Center, offers a great website The site describes the program and vocabulary overview, upcoming trainings, guidelines, training resources and related links.
Some other colleges have smaller scale sites about their Safe Zone projects:
	A SAFE ZONE Program was started by G.L.A.R.E. at Emporia State University.
	Safe Zone Virginia is a network of campus allies for the gay, lesbian, bisexual, and transgendered individuals of schools in Virginia. Their site includes questions and answers about their program.
	Volunteer101 (sponsored by the Florida Office of Collegiate Volunteerism) provides an overview of Safe Zone programs and how to get one started.

Where can we get stickers or buttons for a Safe Zone Program?

The Association of College Unions International (ACUI) sells Safe Zone stickers, pins, and magnets. To access their site, you need to register and get a free user name and password. These may be ordered by sending an email to acuiordr@indiana.edu.

Some campus use Donnelly/Colt as their source for safe zone stickers:

Donnelly/Colt
P.O. Box 188
202 Station Rd
Hampton, CT 06247
(203) 455-9621

A good alternative is to design your own signs and stickers and go to a local printing company (or campus print shop) who can produce them through a color xerox process. Look for a LGBT owned print shop!

Contact Point offers a page with a variety of symbols you can consider adapting for your own safe zone icon.

Nancy Jean Tubbs compiled a list of campuses which offer some sort of safe zone program.

What are some political considerations that should be addressed when developing a "safe" ally program?

An attempt should be made to include administrators in the development of the program. Students often take it upon themselves to develop a "Safe" ally program assuming that the university administration will not be supportive. In this case it may be surprising the level of support that can be found by simply asking. Possible administrators to approach may include the Dean of Students, Vice President of Student Affairs, Director of Housing/Residence Life, Provost/Vice President of Academic Affairs, and even the President. Students should organize a committee or advisory board of faculty/staff that have previously shown their support in other ways. This committee will be crucial in providing support and recruitment of members in addition to legitimizing the program. In the end, at least notifying the administration insures that no bridges are burned. Of course any university office or department would want to follow this basic concept through their own established protocols when developing new programs.

There may be some resistance to posting a sign/sticker that is only for GLBT people. Some people, mainly faculty or staff, may say this is a "special" program and should include all people in a "safe" space. Questions may arise asking if racial and ethnic minorities are part of your "safe" program. Others may refuse to hang your sign/sticker or to be any part of the program because it is only for GLBT people. Still, some people will say "Are we going to have a sticker for every group of people on this campus?" One has to wonder why there is not a sign already posted in an office/department decrying racism and advocating inclusion in their office if it is such a big issue for them. Homophobia and heterosexism are also coming into play when hearing these remarks. The best way to respond to these remarks is to point out that the individuals that are posting your sign/sticker are pledging their support and understanding for GLBT people and that you are not asking for a department wide posting. It is important that the program not allow people that are not supportive of GLBT people. Posting a "Safe" sign/sticker really does convey a strong message of support as opposed to a blanket watered down statement of inclusion that probably already exists in the university anti-discrimination statement. Some colleges or universities, such as Indiana University (http://www.indiana.edu/~out/safezone) have avoided this issue all together by designing a program that is inclusive of everyone on campus.

Can you screen religious conservatives who want a sticker so they can "save" the students when they come to their offices?

The simple answer to this is yes. Some ally programs simply hand out their signs/stickers to whoever wants them assuming that they will hang them only if they are supportive. This may be the case, however, there have been instances where a conservative religious person posted their sign in order to attract GLBT students. This person may have genuinely thought that they were doing the right thing, but obviously this was not the intent of the program. The positive to simply handing out signs/stickers is that coverage of the ally program may be much wider than requiring that new members attend a training or orientation session. This wider coverage may outweigh any negative aspects of those with ulterior motives. Despite lower numbers by requiring an orientation session, you can assure that all the members are true allies because they are investing their time to attend the session. In addition you have the opportunity to have them sign a values statement where they affirm their support and affirmation of the identity of their GLBT students.

Does this sort of training make a difference?

Dann Hazel writes a column entitled, "We're All Friends Here." One installment is a a wonderful personal testimony of his experience attending a training for allies. It is called "Your Lives Will Change." It also includes a brief description of a guided imagery exercise using index cards.

youthresources.com has a virtual safe zone on-line. It provides resources of LGBT and questioning youth, websites of those participating in this safe zone, information on schools with safe zone programs, and more.

What about a Safe Zone program for the Greek system on my campus?

Lambda10 offers the Greek Safe Zone Ally Resource Guide for a mere $4.95. In it, you will find resources on how to develop a Greek Safe Zone Ally program and learn how to create a welcoming and supportive campus environment for LGBT students, faculty, and staff by creating a visible network of allies. This brief resource guide provides a collection of interventions previously published in Out on Fraternity Row and Secret Sisters. They also offer a Rainbow Pack for $45.95, which includes two large 11x17 posters, two medium 8x11 posters, five small 5x8 posters, twenty-five bookmarks, and fifty small stickers. In addition, they offer a Greek Safe Zone Ally T-Shirt ($22.95 each).

Helpful Resources

Hothem, K. B., & Keene C. D. (1998). Creating a safe zone project at a small private college: How hate galvanized a community. In Sanlo R. (Ed.) Working with lesbian, gay, bisexual, and transgender college students: A handbook for faculty and administrators (pp. 363-369). CT: Greenwood Press.

Poynter, K., & Schroer S. (1999) Safe On Campus: A program for allies of lesbian, gay, and bisexual students. Michigan Journal of College Student Development, 3 (1), 6-8.

References

Broido, E. (in press). Ways of being an ally to lesbian, gay and bisexual students. In V. Wall & N. Evans (Eds.), Toward acceptance: Sexual orientation and today's college campus. ACPA Media.

D'Augelli, A. R. (1989). Homophobia in a university community: Views of perspective resident assistants. Journal of College Student Development, 30, 546-552.

D'Augelli, A. R., & Rose, M. L. (1990). Homophobia in a university community: Attitudes and experiences of heterosexual freshman. Journal of College Student Development, 31, 484-491.

Evans, N.J. (2002) The Impact of an LGBT Safe Zone Project on Campus Climate. Journal of College Student Development, 43, 522-539.

Lesbian, Bisexual, and Gay Student Association (1992). Safe on campus informational manual. Ball State University, Muncie IN.

Gelberg, S., & Chojnacki, J. T. (1995). Development transitions of gay/lesbian/bisexual affirmative, heterosexual career counselors. The Career Development Quarterly, 43, 267-273.

Herek, G. M. (1988). Heterosexuals' Attitudes toward lesbians and gay men: correlates and gender differences. The Journal of Sex Research, 25, 451-477.

Pearlman, S. F. (1991). Mothers' acceptance of daughters' lesbianism: A parallel process to identity formation. (Doctoral dissertation, Antioch University, 1991). Dissertation Abstracts International, 52-03B. (University Microfilms AA69123878)

Poynter, K. (1999, March) Heterosexual allies: Their role in the learning community. Paper presented at the annual conference of the American College Personnel Association, Atlanta, GA.

Simoni, J.M. (1996). Pathways to prejudice: predicting students' heterosexist attitudes with demographics, self-esteem, and contact with lesbians and gay men. Journal of College Student Development, 37, 68-78.

Washington, J., Evans, N. J. (1991). Becoming an Ally. In N. J Evans and V. A. Wall (Eds.), Beyond tolerance: Gays, lesbians and bisexuals on campus. Alexandria, VA: American College Personnel Association.

Submitted by Kerry Poynter. He may be reached at kpoynter@duke.edu. Some additional campus and resource descriptions and updates were added by Dr. David Barnett.

NOTE: Visit our list of campuses which offer safe zone/ally programs.

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