MC Pride

对性别、性别认同、性别表达以及性取向和情感取向的多样性有了新的认识。获取资源和推荐信息，练习课堂或办公室讨论或意外披露的沟通技巧。你可以选择在课后多显眼多活跃地成为一个盟友。

通过接受安全地带的培训，你有助于为女同性恋、男同性恋、双性恋、跨性别或质疑身份的学生营造一个受欢迎的学术环境。LGBTQ学生在学校常常感到不安全，导致出勤率降低，以避免风险、欺凌或偏见。此外，你可以帮助学生应对无知或歧视，在同龄人中建立社区，并专注于他们的学习。

Safe Zones is an informative and experiential training that allows participants to explore their knowledge and assumptions about LGBTQ+ people, to learn about the needs and wants of LGBTQ+ students, and to understand core concepts and vocabulary, homophobia and heterosexism, and the coming out process. The training empowers participants to be able to support LGBTQ+ staff and students with campus, local, and national resources and to intervene in a situation of discrimination or harassment. The training is 6.5 hours, and you will receive professional development credit for that amount of time. There will be a brief lunch break.

Upon completion of the workshop series, participants will

1. 对性别、性别认同、性别表达以及性取向和情感取向的多样性有了新的认识。
2. 获取资源和推荐信息，练习课堂或办公室讨论或意外披露的沟通技巧。

Register for Safe Zone Training on MC Learns through Workday.

Next training dates:

• Friday, August 19, 2022, 9:00 AM-4:30 PM, Rockville Campus, MK 122
• Friday, September 16, 2022, 9:00 AM-4:30 PM, Rockville Campus, MK 122
• Saturday, October 29, 2022, 9:30 AM-5:00 PM, Rockville Campus, MK 122
• Saturday, November 19, 2022, 9:30 AM-5:00 PM, Rockville Campus, MK 122

Register on Workday!new window

Montgomery College Safe Zone Membership Pledge

I, ________________________________ acknowledge that I am an Ally for and with lesbian, gay, bisexual, transgendered and questioning members of the MC community and am committed to providing a safe, confidential support network for LGBTQ students, staff and faculty.

My participation in the Safe Zone project means that I am committed to being a safe person to whom individuals who have concerns about LGBTQ issues can speak.

I will strive to educate myself and others about LGBTQ issues and confront homophobia and heterosexism in the MC community. Furthermore, I realize that my actions as a LGBTQ ally have little meaning if I participate in other forms of oppression.

I acknowledge that I may make mistakes and that it’s okay if I don’t have all the answers. I realize that I have a network of fellow Safe Zone allies, and I will rely on them for support and assistance just as they can rely on me for support and assistance.

Finally, I am committed to treating everyone with the dignity and respect that they are entitled to as human beings.

Signature: _____________________________________________________ Date: _________________________

Trainer Signature: ______________________________________________ Date: _________________________

张贴“安全区域”贴纸可能会从你周围注意到它的人那里带来各种各样的反应。安全区标签可能会让一些人感到不舒服。有时可能有人会找你去争论安全区的目的，或者在与LGBTQ人群有关的一般性问题上与你对峙。你不需要与那些试图挑战你的人、“安全地带”或LGBTQ人群进行讨论。你的职责是提供支持和资源信息，而不是为问题辩护。

While it’s helpful to be aware of these possibilities ahead of time, the following consequences are even more likely. You may expect to:

• Find that LGBTQ people censor their speech less and are more open with you so that there is more genuine communication between you.
• Find that students and colleagues are more at ease, anticipating a non-judgmental atmosphere in your workspace.
• Find people turning to you for support or information about LGBTQ issues and concerns.
• Perhaps not notice any difference in the interactions you have with others, but to know that you are making a difference.
• 要知道你正在为改善校园环境做出个人贡献。

Note: report any defacing of signage to the CEIO, Sharon Bland, and to Public Safety.

Anticipating Situations and Responses(PDF,)

When to Refer an LGBTQ Student to a Mental Health Professional

Most of the students you will encounter are seeking support, advice, or information. Occasionally, you may see a student who is experiencing psychological distress. This may be evident in the following:

1. When a student states they are no longer able to function in their normal capacity within their classes; when they have seen a drop in grades or academic performance.
2. When a student can no longer cope with their day-to-day activities and responsibilities. A student may state they are no longer going to classes or they have been late for their job and may be fired soon if this continues.
3. A student expresses depressive symptoms such as: sleep disturbance, sudden weight loss or weight gain, crying spells, fatigue, loss of interest or pleasure in previous enjoyable activities, and/or inability to concentrate or complete tasks.
4. A student expresses severe anxiety symptoms such as: feelings of panic, shortness of breath, headaches, sweaty palms, dry mouth, or racing thoughts.
5. A student expresses suicidal thoughts or feelings.
6. A student has no support. They have no friends or have no friends with whom they can talk about their sexual orientation or gender identity. This person may not need counseling, but could benefit from a support group and the Counseling Center can make that assessment and referral.
7. good guideline to use if all else fails: If you are feeling overwhelmed or worried about a student, refer them to a counseling professional!

Personal Counseling

The Montgomery College Counseling and Advising Centers’ Counseling and Disability Support Services (DSS) faculty assist students with academic, personal, and career concerns. The primary emphasis is on supporting students to achieve their educational goals. Counselors do not provide ongoing therapy services to students, but can provide brief personal counseling on a short-term basis to deal with an immediate concern. Brief personal counseling is defined as any sessions regarding a concern that is not academic in nature. Counselors will also refer students to local community counseling resources which can provide further support and treatment for ongoing mental health needs.

Visit the College's Personal Counseling websitenew windowfor additional information.

Student Health and Wellness Center for Success

Your health and wellness can have an impact on academic success. TheStudent Health and Wellness Center for Successnew window(SHaW Center) identifies, provides, and connects students to resources that support success. Some common challenges students face are access to health care, housing, food, mental health support, and personal safety. Montgomery College's network of community resources helps remove those obstacles to support your academic success. The SHaW Center also provideMental Health Resourcesnew windowto students.

• Washington, DC Area LGBTQ Resources(PDF,)

• 25 LGBTQ Addiction & Mental Health Support Resourcesnew window

• Bisexual, Nonbinary, and Transgender Umbrellas(PDF,)
• LGBTQ is an Acronym(PDF,)
• Non-Binary Pronouns(PDF,)
• Terminology(PDF,)
• Third Gender Tablenew window

• Do Not Use These Words(PDF,)
• LGBTQ-Inclusive Language Dos and Don'ts(PDF,)

• Flags and Symbols(PDF,)
• 彩虹旗是如何成为LGBTQ骄傲的象征的?
• The Rainbow Flagnew window

• A History of LGBTQ+ Representation in Filmnew window
• Coming Out in the Arts(PDF,)
• Queer Representation in Film and Televisionnew window

• 21 Most Memorable Coming Out Stories by Hollywood Starsnew window
• Celebrities Share Their Coming Out Storiesnew window
• GLAAD:Where We Are Today(PDF,)
• LGBTQ+ and Popular Culture(PDF,)

• An Overview of LGBTQ+ History in the US(PDF,)

• Demographic Portrait and Research Challengesnew window

• Navigating LGBTQ+ Identities and Religionnew window
• Pew Research Center - Chapter 6: Religionnew window
• 圣经是怎么说同性恋的?new window
• 圣经是怎么说跨性别者的?new window

• Asian Americans and Religion Resourcenew window
• How To Stop Arguing about Religion and Make Your Pointnew window
• LGBTQ+ Faith Resourcesnew window

• Christianity and the LGBTQ Experience(PDF,)
• Resources on Religion(PDF,)
• Revelations(PDF,)
• The Last Prejudice(PDF,)

• LGBTQ+ People Color(PDF,)
• The Many Paths of LGBTQ+ Student Development(PDF,)
• Sexual Identity / Group Membership Identity Development(PDF,)
• What's the Difference Between Gender and Sexuality?(PDF,)

• Gender Identity Development in Childrennew window

• Coming Outnew window
• Coming Out Handbook - Trevor Projectnew window
• Coming Out: Living Authentically as Lesbian, Gay and Bisexual+new window
• Coming Out: Living Authentically as Transgender or Non-Binarynew window
• Coming Out Suggestions: Students on Campus(PDF,)

• Aspects of the Complexity and Diversity of LGBTQ+ Experience(PDF,)
• The Ultimate LGBTQ+ History and Culture Extravaganza: Recording & Training Toolkitnew window
• Trans Resources & Policiesnew window

• The Coming Out Experience

• A Guide to Responding to Microaggressions(PDF,)
• Homophobia, Biphobia & Transphobianew window
• How Homophobia/Biphobia/Transphobia Impact LGBTQ+ People of Colornew window
• How Homophobic-Transphobic Campus Can Hurt LGBTQ+ Students(PDF,)
• How to Respond to Microaggressoins(PDF,)
• Measuring Multiple Minority Stress: The LGBT People of Color Microaggressions Scale(PDF,)
• Personal Assessment of Homophobia(PDF,)
• Personal Self-Assessment of Antibias Behavior(PDF,)
• Responding to Microaggressions and Bias(PDF,)
• Sexual Orientation Microaggressions Youth(PDF,)
• What is Homophobia, Transphobia, Biphobia, and Acephobia?new window
• Who Am I? The Costs of Homo(and bi and trans)phobia and Heterosexism(PDF,)

• Cisgender Privilege(PDF,)
• Heterosexism and Homophobianew window
• Heterosexual Privilege(PDF,)
• Heterosexual Questionnaire(PDF,)
• Privilege Introduction(PDF,)
• Privilege Worksheet(PDF,)

• Being an LGBTQ+ Ally(PDF,)
• Cultural Questionnaire(PDF,)
• Is Your Workplace LGBTQ Friendly?(PDF,)
• Rate Yourself As a Workplace Ally(PDF,)
• Safe Zone Allies Checklist(PDF,)

• Advising Trans Student - The Trans Umbrella(PDF,)
• Communities of Colorsnew window
• Cultivating Respect: Safe Schools for All(PDF,)
• Results of National Surveys About Students' and Advisors' Experiences in Gender Sexuality Alliance Study Clubsnew window
• San Diego State University Safe Zone Training Manual(PDF,)
• Suggestions for Creating a Non-Homophobic Campus Environment(PDF,)
• Supporting The Mental Health Of LGBTQ+ High School, College, And University Students(PDF,)

• Teaching LGBTQ+ History(PDF,)
• LGBTQ Supportive Teaching Brief(PDF,)