Gsa Advisor Handbook
GSAAdvisorHandbookfrom the national association of gsa networks
GSAAdvisorHandbookfrom the national association of gsa networksPhoto courtesy of Gay-Straight Alliance NetworkThe National Association of GSA Networks would like to thank:Graphic Designer:Yiqing Shao, yiqing.shao@gmail.comAuthors:Allison Buehler, Mazzoni Center, PASaben Littlefield, Outright Vermont, VTKathy Marsocci, LGBT Center of Raleigh, NCTim Michael, GSA For Safe Schools, WIKirsten Oshinsky, LGBT Center of Raleigh, NCDaniel Solis, Gay-Straight Alliance NetworkLaura Wadden, Gay-Straight Alliance NetworkEditors:Danielle AskiniRenee Bracey Sherman, Gay-Straight Alliance NetworkMarcus Busby, Gay-Straight Alliance NetworkAmanda Harris, Gay-Straight Alliance NetworkKelly Lewis, Gay-Straight Alliance NetworkJavi Pinedo, Gay-Straight Alliance NetworkElana Rosenberg, Youth Pride Inc., RIParticipants at the 2011 National Gathering of theNational Association of GSA NetworksAnd to all the countless advisors who gave input and sharedtheir experiences to make this handbook a success. Thank work.org/advisor-handbook
LetterDear GSA Advisors,The National Association of GSA Networks is a group of 33 state and regional networks ofGSAs. Our purpose is to support the growth of the GSA movement by connecting state andregional networks to each other for information-sharing, networking and peer exchange. Weknow that for most of you, playing the part of faculty advisor to a Gay-Straight Alliance is avolunteer role, a role that often adds extra hours to your work week. And a role that often addsexperiences and challenges that advisors of other clubs may not encounter. We, the members ofthe National Association of GSA Networks, deeply appreciate GSA advisors and the work thatyou do. We created this handbook to support your work and it has been a labor of love.We also know that many of you say “yes” to being a GSA advisor without prior knowledge ortraining on what the job will entail. Our goal in writing this handbook was to provide new GSAadvisors with a basic foundation on which to build, and more seasoned GSA advisors with newideas and suggestions to perhaps take their students’ club to a new level.This handbook includes an introduction to GSAs, sample activities, frequent issues that arise,and some thoughts on the various roles an advisor might play. We wanted it to be comprehensive while not overwhelming, and we made every effort to include many voices in compiling theinformation it contains. In addition to the staff of GSA Networks and GSA-serving organizations around the country, advisors and students, both current and former, were involved in thewriting and editing of this handbook.Research tells us that Gay-Straight Alliances and similar clubs play a crucial role inimproving school climate for lesbian, gay, bisexual, transgender, queer, and questioning(LGBTQQ) students in our schools: According to GLSEN’s 2009 National SchoolClimate Survey, the presence of a GSA in a school was directly related to more positiveexperiences for LGBTQQ students, hearing fewer homophobic remarks, missing schoolless because of safety concerns, less harassment due to one’s real or perceived sexual orientation or gender identity/expression, and a greater sense of belonging at school.Additionally, a student’s ability to name just one supportive staff member is directlyrelated to missing less school due to feeling unsafe, greater academic achievement, higherfuture academic aspirations, and a greater sense of belonging at school.As an advisor to a Gay-Straight Alliance, you may very well be the only supportive person tostudents at your school. Thank you for being that one person.We hope that you find this resource useful and that you will share your thoughts and feedbackwith us. We are very interested in making this handbook as helpful and accessible as possibleand we rely on you to help us achieve that goal.Thank you for all that you do.In Solidarity,The National Association of GSA Networks*Letter*See www.gsanetwork.org/national-directory for a full listing of members.1
Index1. About GSAsa.b.c.Page 3What Is a GSA?What Do GSAs Do?Role of the Advisor3342. Getting StartedPage 5a.b.c.d.First Things FirstFirst MeetingHow to Advertise Your MeetingsTroubleshooting56783. Your Role in a GSAPage 9a.b.c.d.e.Guiding Principles for GSA AdvisorsGSA Advisor General RolesCo-AdvisorsPossible Leadership StructuresFacilitation9101111124. What to Do in Your GSAPage 13a.b.c.Sample CalendarGSA ActivitiesStriving to Make Your GSA Inclusive1314155. Sustaining Your GSA Over TimePage 17a.b.c.Transitioning LeadershipFundraisingDocumentation1718186. Frequent IssuesPage 19a.b.c.d.e.f.Talking to Parents/Guardians/Families About the GSATalking to Administrators, Teachers, Counselors and Other StaffBringing in Guest Speakers and Outside GroupsConflict ResolutionReligion and GSAsLegal Protections1919192020207. ResourcesPage 21a.b.c.d.Job ProtectionsProtecting YourselfPhysical and Mental Health ResourcesScholarships212122228. AppendixPage 23a.b.c.d.LGBTQQ-Related Fiction Reading ListLGBTQQ-Related Nonfiction Reading ListLGBTQQ-Related Movie and Video ListLetter on GSAs from Secretary of Education Arne Duncan23252526
1. About GSAsIn this section:a.b.c.What Is a GSA?What Do GSAs Do?Role of the AdvisorWhat Is a GSA?What Do GSAs Do?GSA usually stands for Gay-Straight Alliance, but it can also stand for Gender andSexuality Alliance (which is a much more inclusive name). GSAs are school clubs inwhich students can talk and learn about sexual orientation, gender identity, and someof the issues that surround them. They’re set up just like any other student group, witha faculty advisor and regular meetings. Everyone is welcome—lesbian, gay, bisexual,transgender, queer, and questioning (LGBTQQ) students, as well as straight students,students with LGBTQQ families, and students who don’t have or need a label for theirsexual orientations or gender identities.GSAs play a vital role in making schools safer for LGBTQQ students by providing supportive and accepting spaces as well as doing broader organizing workagainst homophobia and transphobia in school.Depending on your GSA’s mission and goals, activitieswill change week-to-week, month-to-month and yearto-year. There are three common types of GSAs, whichall meet the different needs of youth in different types ofschool climates. Social GSAs are generally helpful for youth trying tomeet other LGBTQ & Ally students and make friends Support GSAs are for students who are trying to createsafe spaces to talk about the various issues they face Activist GSAs are for those youth who are activelyworking to improve their school climateAbout GSAs3
All of these types of GSAs make school safer for LGBTQQ youth. Many GSAs begin as social or support GSAs and over time start to do moreactivism. It is important to move toward doing more activism because it improves school climate and policies for current youth in the school, aswell as affects institutional change for future LGBTQQ youth.SocialA Social GSA is a club that focusesmostly on creating a fun and safe placefor students, on and off campuses, tomeet other LGBTQ & Ally students,make friends, and celebrate beingLGBTQ & Ally people.ActivistAn Activist GSA is a club that focusesmostly on educating students, teachers,parents and community members tocreate a safer and more accepting schoolfor LGBTQ students by changingschool rules & policies, trainingstaff & students, and helpingto stop harassment &discrimination.socialSupportA Support GSA isa club that focusesmostly on creating asafe space for LGBTQstudents to talk abouttheir feelings, questionsand issues they’re facing athome, at school and in theireveryday lives.SupportActivistWhere willyour GSA fiton this diagram?Role of the AdvisorAs the Advisor for your GSA, it is appropriate for you to help the students identify what activities and focus the GSA will have. In our experience, the most effective GSAs mix all three kinds of activities so as to meet the widest range of needs for both the students in the GSA, and tobalance creating a safe and fun space for students as well as helping to make policy and cultural changes in the school. At times, as the advisoryou will need to help facilitate discussions where the students talk about what they’re interested in working on and what needs they see not beingmet at the school. Remember to help them think beyond just the needs of the club members and to take a look at the school as a whole and whatchanges can be made to better support LGBTQQ students now and in the future.About GSAs4
2. Getting StartedIn this section:a.b.c.d.First Things FirstFirst MeetingHow to Advertise Your MeetingsTroubleshootingThere are many things to keep in mind when working with a new or existing GSA. This section covers such topics as, “First Things First”, “FirstMeeting”, “How to Advertise Your Meetings”, and “Troubleshooting”.First Things FirstKnow Your Justification for Starting a GSASome of the people you have to talk to along the waymay ask you why you want to start a GSA. That’s nota bad question to ask yourself. Under the law, youdon’t have to have a reason to start a non-curricularclub, but it’s important to be able to rationally explainyour reasons for wanting a GSA to people who opposeyou, or just want to know more about what the clubis all about. Is anti- LGBTQQ harassment a problem at your school and you want to stop it? DoLGBTQQ students or allies want a safe, supportive space where they can be themselves?Those are both really good reasons to starta GSA.Research the LawBe sure to research the laws for startingnon-curricular clubs and anti-discrimination inyour state. If you encounter any resistance later on, knowingyour legal rights to start a GSA and talk about LGBTQQ issues in school can go a long way to helping you overcomeit. Check out the local ACLU in your state or find a GSANetwork in your state. Remember that students have theright to form a GSA! See the letter from Secretary of EducationArne Duncan in the Appendix for more information (page 26).Follow GuidelinesStarting a GSA is just like starting any other school club. Geta copy of your student handbook, and look up your school’srequirements for student organizations so that you can besure to follow the rules carefully. If your school doesn’t haveeasy access to a student handbook, be sure to check in withyour Activities Director or Associated Student Body Advisor about the rules for startinga club. Some of the things you may have to do are find a faculty advisor or write a consti-Getting Started5
tution or mission statement. Be sure to doeverything you’re supposed to do according tothe school’s rules so as to avoid slowing downthe approval process.Prepare and Turn In AnyNecessary PaperworkMake sure you follow the rules thoroughly and correctly. This is a good timeto address any concerns or arguments youradministrator may have brought up earlier.Some tips as you prepare any paperworkor applications to start your group: Keep dated and signed copies of anyforms or other paperwork turned infor your club application. Keep notes regarding when youturned paperwork in, and to whom,as well as any conversations youhave with school officials aboutstarting the club. Keep record of all documentationthat has been returned to you. Thisshould include responses fromadministration in writing that havebeen signed by an administrator.If your school gives you any trouble laterabout starting your GSA, then at least theywon’t be able to say it’s because you didn’tsign a required form or made some othermistake with your application.Inform Administration of Your PlansTell administrators what you are doingright away and include GSA members/student leaders in that process. You may alsoconsider providing administrators a copy ofthe “Dear Colleague Letter” from the U.S.Secretary of Education (copy in appendix,page 26). It can be very helpful to have anadministrator on your side. They can workas liaisons on your behalf with other teachers, parent groups, community members,and the school board. If an administratoris resistant to the GSA, let them knowthat forming a GSA club is protectedunder the Federal Equal Access Act.Pick a Meeting PlaceYou may want to find a meeting placethat is off the beaten track at school andGetting Startedoffers some level of privacy or confidentiality. A high-profile meeting place maydiscourage reluctant participants who areworried about being outed as members ofthe GSA.“If anadministratoris resistant tothe GSA, letthem knowthat forminga GSA clubis protectedunder theFederalEqual AccessAct.”Advertisebisexual, transgender, queer or questioning” or “end transphobia” or “discuss sexualorientation” can be part of educating theschool and can actually make other students feel safer—even if they never attend asingle meeting.Remember that there are straight alliesin your school who may be interested inworking with your group. Don’t forget toreach out to siblings of LGBTQQ students,and students who have LGBTQQ parents/guardians. Remember to reach out tostraight allies as well. There are probablymany people in your school who don’t atall identify as LGBTQQ, but would still bewilling to help out. It can often be easier toreach out to these members, as well.See “How to Advertise Your Meetings”below for a variety of ways in which yourgroup may consider getting word aroundthe school about the GSA (whether it isa new GSA or a group that is looking formore ways to spread the word).Hold Your MeetingYou may want to start out with astudent-led discussion about why peoplefeel having this group is important. You canalso help students brainstorm things theclub would like to do this year. See “YourFirst Meeting” below for ideas on what youmight help your members do at your firstmeeting.First MeetingDuring the first meeting (or first fewmeetings) of the GSA, there are severalitems that should be discussed amonggroup members, in order to determine thetone and direction of the group. And don’tforget! Meetings should be run by thestudents.Group AgreementsSupport students in figuring out the bestway to advertise at your school. It may be acombination of school bulletin announcements, flyers, starting a Facebook Fan-page,and word-of-mouth. If the flyers are defacedor torn down, do not be discouraged. Keepputting them back up. Eventually, whoeveris tearing them down will give up.Besides, advertising for your groupand having words up such as “gay, lesbian,Many groups have group agreementsin order to ensure that group discussionsare safe, confidential, and respectful. Manygroups have a group agreement that no assumptions or labels are used about a groupmember’s sexual orientation or genderidentity. This can help make straight alliesand transgender students feel comfortableabout attending the club.6
Plan for the FutureHelp your members develop an action plan.Encourage students to brainstorm activitiesand set goals for what the GSA wants to worktowards. Having goals, short-term and longterm, will keep students motivated and focusedwhen the group meets.How to AdvertiseYour MeetingsInevitably, the question comes up: “How dowe get more students to attend GSA Meetings?”Below are several ideas to assist the GSAand who knows, more ideas may form fromtalking about these:Photo courtesy of Gay-Straight Alliance NetworkGet to Know One AnotherDuring the first several meetings of theGSA, it is important to allow students time toget to know one another in non-threatening,low-risk ways. Consider asking your studentleaders to bring a couple of ideas for icebreakers to the first meeting and then have themask group members to bring new activities forthe following weeks. Example: M&M Game- Bring a bag of M&Ms (or any other candythat has several different colors for individualpieces of candy). Ask each person to take asmany pieces of candy as they would like. Onceeveryone has taken their ideal amount, tellgroup members that for each piece of candythat is “x” color, they need to answer “y” question. For example, “For every yellow piece ofcandy, share a band that you really like” or “Forevery blue piece of candy, list a favorite articleof clothing that you own.”Determining What Typeof GSA You Want to BeEvery group is different and every grouphas different needs. However, determiningwhat type of group the students want to haveis an important step to building student buy-inwithin the group. This may also be helpful indeveloping a mission statement for the group.It is important for members to know whattype of group they are joining. If the group isGetting Starteda social group, but that is not made clear to allmembers (new and returning), a student whowants to focus solely on activism may becomefrustrated or irritated with the group becauseit is not meeting their needs. GSAs can alsodecide that they want to do different types ofactivities in all three of the categories: support,social and activist.“Having goals,short-term andlong-term, willkeep studentsmotivated andfocused when thegroup meets.”Group types may shift over time. It isimportant to keep a pulse on the direction ofthe group over the year. With each new year,the direction might change!Consider encouraging students to useGSA for Safe School’s Determining your“GSA Type” Activity (http://www.gsaforsafeschools.org/docs/Elements GSA.pdf ) with the group to help steer its direction. Provide food at your meeting Put an announcement in the daily bulletin or assembly, read over intercom Advertise at club day—have atable and pass out ribbons or lollipopswith a sticker with the name of yourGSA Participate in school pride or spiritweek at your school Set up an information table at lunch orspecial events in a visible place Reach out to straight allies – you’d besurprised how many there are Pass out rainbow ribbons or GSA buttons to GSA supporters Make flyers or posters about specificmeetings, topics, or events and postaround campus. Example: Make flyersdefining what a straight ally is withinformation about your GSA at thebottom Ask teachers to permanently post yourgroup’s general flyer in their classroom Hold a “bring-a-friend day” at yourGSA meeting Make presentations at other clubs’meetings about your group; invitethese clubs to make presentations atyour GSA meeting Send representatives to classes to makean announcement about your group’smeetings or activities Make a website, MySpace, or FacebookFan-page for your GSANote: Consider making fliers/signs on thecomputer so that they can easily be re-printed.7
TroubleshootingCommon Arguments Against GSAs—and Why They’re Wrong!“We can’t letour studentshave a club that’sabout sex.”“We can’t letoutsiders comein and startthis kind of clubin our school.”“If we let studentsstart a GSA, thenwe’d have to letstudents form anyother kind of clubthey want. Whatif they wanted tostart a KKK club?”GSAs are not about sex. GSAsare about valuing all peopleregardless of whether they’relesbian, gay, straight, bisexual,transgender, queer, or questioning. GSAs are like any otherclub; they offer students witha common interest a chance toconnect and give students a safeplace from the day-to-day grindof school. They’re about creating a supportive space wherestudents can be themselveswithout fear, and about makingschools safer for all students bypromoting respect for everyone.A GSA meeting is no more aboutsex than the homecoming danceor any other school-sponsoredactivity. Note that GSAs can andshould be a place where GSAmembers can learn and talk aboutsexual health that is relevant toLGBTQQ students. LGBTQQstudents don’t often get information that is relevant to them andthe GSA can be an importantplace to support students in finding that information or learningabout it in the GSA.“It’s just toocontroversial.”GSAs are not formed byoutsiders. GSAs are student-ledand student organized. Thereare a
Our goal in writing this handbook was to provide new GSA . advisors with a basic foundation on which to build, and more seasoned GSA advisors with new ideas and suggestions to perhaps take their students’ club to a new level. This handbook includes an introduction to GSAs, sample activities, frequent issues that arise,
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