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LGBTQ+ Campus Pride Index

A benchmarking tool for universities

Campus Pride Index

"Since 2007, the Campus Pride Index has been the premier LGBTQ national benchmarking tool for colleges and universities to create safer, more inclusive campus communities. The free online tool allows prospective students, families/parents and those interested in higher education to search a database of LGBTQ-friendly campuses who have come out to improve the academic experience and quality of campus life.

The Campus Pride Index sets the bar higher for LGBTQ-inclusive policies, programs and practices. The index is owned and operated by Campus Pride, the leading national nonprofit organization for student leaders and campus groups working to create safer, more LGBTQ-friendly learning environments at colleges and universities. The index is supported under the Campus Pride Q Research Institute for Higher Education as well as benefits from strategic partnerships with professional organizations in higher education and related LGBTQ nonprofit organizations."

The index is divided into 8 areas of campus life:

  • Policy Inclusion
  • Support & Institutional Commitment
  • Campus Safety
  • Counseling & Health
  • Academic Life
  • Student Life
  • Housing
  • Recruitment & Retention Efforts

Questions + Membership

For questions or to become a member of the LGBTQ+ Advisory Council, email us at today!

Emily Vardell

Assistant Professor
School of Library and Information Management

Rochelle Rowley

Associate Professor
Department of Sociology, Anthropology, and Crime and Delinquency Studies


Campus PRIDE Index Findings at ESU

Colleges and universities are scored and details about ratings are available through the Campus Pride website.

Here are ESU's 2017 results.

2017 Campus Pride Index – Executive Summary

Campus PRIDE Index - Executive Summary

August 6, 2018

The University Diversity and Inclusion Alliance (UDIA) subcommittee for the Sexual and Gender Acceptance Community (SAGA) (e.g. LGBTQ+) met on June 15, 2018 to review the previous Campus PRIDE Index answers and determine the best manner in which to divide the evaluation work. Results of each section index was analyzed by the co-chairs and a master prioritized list of recommendations created and provided to the sub-committee on July 17, 2018. Feedback from the committee was used to create the following executive summary, which is divided into sections based on projects in progress, short-term goals, and long-term goals. The suggested responsible parties are provided in parentheses at the end of each suggested improvement.

The Campus PRIDE Index is divided up into eight areas including: policy inclusion, support and institutional commitment, academic life, student life, housing and residence life, campus safety, counseling and health, and recruitment and retention. Overall, the committee found that Emporia State University has implemented several procedures and plans for improvement in the inclusivity of the SAGA community in several areas (i.e. inclusive restrooms plan, an active student organization, new course offerings on SAGA topics, housing, and application forms). However, there are many opportunities for Emporia State University to improve.


The following recommendations from the committee are in-progress by various organizations, committees, and departments:

The committee found that faculty and staff are lacking in training on SAGA community issues.

Create training for faculty that will focus on diversity issues and encourage inclusion of sexual orientation and gender identity/expression topics within the curriculum. (UDIA)

Include sexual orientation and gender identity/expression topics within orientation programs for new faculty/staff/administrators. (UDIA)

Create university recognized student organization(s) or ongoing groups that primarily serve the needs of LGBTQ people across the following intersections of identity: LGBTQ people of color (e.g., Queer People of Color group), faith, with disabilities, and international students. (PRIDE)

PRIDE is inclusive of all people of color, faith, disabilities, and international students; however, the advisor of PRIDE will introduce a restructuring of the student organization to represent this inclusivity in a more direct manner by creating Co-Presidents (President of Diversity and Inclusion, President of Recruitment and Retention, President of Finance, and President of Communications) all responsible for the success of the organization and inclusivity of all groups in the SAGA community (i.e. Queer People of Color, Transgender People).

Develop an LGBTQ mentoring program to welcome and assist LGBTQ students in transitioning to academic and college life. (PRIDE)

While PRIDE has historically welcomed all people, mentoring has lacked in recent years. Therefore, the PRIDE advisor will introduce a mentoring piece where “seasoned” PRIDE students will match with new PRIDE members to provide that personal connection.

Short-Term Goals (Immediate Attention - 3 years)

Several opportunities present that the university can implement in the short-term. Additionally, some of the following recommendations were viewed as vital to improving the inclusivity of the SAGA community and require immediate attention.

Immediate Attention Recommended:

The Statement of Non-Discrimination must be updated to be consistent across documents and include gender identity and gender expression. Some examples are provided below; however, this is by no means suggested to be an exhaustive list. (HR, Faculty Senate, department chairs, and directors)

“Emporia State University Student Health Services seeks to care for all patients without regard to age, race, color, religion, gender, marital status, national origin, handicap or disability, veteran status or sexual orientation.”

Equal Employment Opportunity, Equal Educational Opportunity and Nondiscrimination Policy (FSB 98015 approved by President 4/16/99; FSB 00005 approved by President 11/14/00; amended 9/02/08; updated 6/22/2010; updated, approved by President 8/2/2011; FSB 15004 approved by Interim President 11/13/2015).

3D.01 AFFIRMATIVE ACTION PLAN (revised by Affirmative Action Officer 2/03; revised by Affirmative Action Officer 1/04) 3D.0101 POLICY STATEMENT.

This one does NOT include gender identity or expression.

Immediate Attention Recommended-- Offer students the ability to have preferred names/pronouns on class rosters (Instructional Design in collaboration with Canvas).

Immediate Attention Recommended -- Send a group of key people (decision makers) to the 2019 Midwest, Bisexual, Lesbian, Gay, Transgender, Ally College Conference: Beyond the Rainbow and to the Stars in Wichita KS February 15-17.

Immediate Attention Recommended -- Provide training for public safety officers on SAGA experiences and concerns, which includes specific awareness about anti-­LGBT violence and the ability of transgender students to use gender-­specific facilities that are in keeping with their gender identity. (Campus Safety)

Have campus police/public safety office do annual outreach to LGBTQ people and/or meet with LGBTQ student leaders/organizations each year. (Campus Safety)

Create an easily accessible, visible and known procedure for reporting LGBTQ-­related bias incidents and hate crimes that is distinct from generic reporting procedures (Jason Brook’s office - to include all kinds of bias and hate incidents).

The Care Form is not known to many students, faculty, or staff. The recommendation here is for a specific incident form for reporting ANY type of prejudicial/discriminating behavior.

Create an annual Lavender or Rainbow Graduation (i.e., a special graduation ceremony for LGBTQ students and allies). (PRIDE with help from Director of Diversity Student Programs)

The campus needs to include LGBT issues, concerns, and/or representations of LGBT people in:

admission applications materials. (Admissions)

alumni materials, enrollment, participation, and publication. (Alumni)

Create an active, visible LGBTQ alumni group supported by the institution’s alumni office. (Alumni)

Create an LGBTQ faculty/staff organization which meets at least twice an academic year.

Provide resources for identifying LGBTQ-friendly employment and workplace information for internships, career services, and job opportunities. (Career Services)

Offer private locker and shower rooms that are readily available to transgender students in Intercollegiate Athletics, Intramural/Recreational Sports Facilities, and Fitness/Sports Center (Athletic Director).

This recommendation should be integrated into the inclusive restrooms plan already in place through Physical Plant.

Long-Term (3-5 years)

While the committee agreed all recommendations need to be completed as soon as possible, we also recognize the need for funding, implementation processes, and changes to state or KBOR policies, which take time. Therefore, the following recommendations may require additional time to implement, but are by no means viewed as less important.

Provide an LGBTQ-focused living space, LGBTQ theme floor and/or LGBTQ/ally living­‐learning community program (Housing-Schallenkamp Hall).

Increase LGBTQ academic offerings (i.e., courses, certificates/ concentrations, minors, majors).

Future teachers are currently required to take two courses from specialized areas including Ethnic and Gender Studies. This is an opportunity to create additional courses that would satisfy those requirements with a focus on LGBTQ topics.

Currently, Introduction to LGBTQ+ Studies is offered through the Sociology Department every even-numbered year in the Spring (started Spring 2018). Intersectionalities and Identities is offered every odd-numbered year in the Spring (starting Spring 2019). Social Stratification is offered in the Fall each year and incorporates sexual orientation, gender identity, and gender expression topics in regards to inequalities and stratification.

Offer a student health insurance policy which covers ongoing counseling services, initiation and maintenance of hormone replacement therapy, and gender confirmation (“sex reassignment”) surgeries for transgender students who need such counseling, as consistent with the World Professional Association for Transgender Health’s Standards of Care (Human Resources).

Offer at least one employee health insurance or HMO plan which covers ongoing counseling services, covers the initiation and maintenance of hormone blockers and/or hormone replacement therapy, and gender confirmation (“sex reassignment”) surgeries for transgender employees, as consistent with the World Professional Association for Transgender Health’s Standards of Care (Human Resources).

Provide annual scholarships specifically for LGBTQ students.

In the interim, the university should create a listing of nationwide LGBTQ-focused scholarship opportunities for students to pursue. (Office of Financial Aid)

Offer trans students the ability to change the gender designation on their campus records and documents (e.g., official transcript) with only a request to do so from the student, regardless of if they have had gender confirmation/reassignment surgeries, without documentation.

Employ a full-time professional staff member or a graduate staff person who is employed to support LGBTQ students and increase campus awareness of LGBTQ concerns/issues as 50% or more of the individual’s job description.

In conclusion, the UDIA subcommittee on SAGA issues specific to the Campus PRIDE index recommend several short-term and long-term goals to improve the inclusiveness of the SAGA community at Emporia State University. In keeping with best practices when creating change for a community in which decision makers do not identify with all members of that community, it is highly recommended that members of the SAGA community are included in the decision making process.