 by not asking sexual orientation, gender identity, demographic questions. We are excluding a major group of minority students. I think one, you have to look at the message it sends when you don't ask those questions, which I think it kind of conveys the message that number one, either nothing outside of those predetermined boxes that you provide exists, which obviously isn't true. We wouldn't be here today. And two, that anything outside of those boxes just doesn't matter. We should just have that on. We've come so far, but we don't have that on our registration forms yet. We need these questions to be answered. We need these questions to be asked. We've already had LGBTQ people in the closet for so long. Why would you want to keep them there? And that's just another form of oppression. And that doesn't make your students feel very comfortable on campus. I wouldn't feel very comfortable if part of my identity wasn't recognized. It's to be able to know how marginalized groups of students are performing and to be able to know what services we need to be providing these groups. It can provide a better understanding of the community that's attending the college. It can gather data for, let's say, scholarships. Academic and creative programs for students. Clubs, speakers, hopefully have a diversity center or a cue center or anything like close to that. Just knowing that the people care enough to ask those questions takes you kind of out of that heterocentric atmosphere that you get at schools that don't. I think it's awesome, you know, just the fact that the school, you know, cares about that part of me. There's an option, even in the questionnaire, that gives the student a chance not to answer the question. We know that students thrive when they feel accepted and welcome. And, you know, every school wants their students to thrive. And it will show that our population is on campus. Like we're here, we're walking around, we're attending classes, we should have the opportunities as other students on campus. You know, why would you not want to have that available? I think that if we ask students these questions, then we can see, you know, data that shows that we have maybe a higher population of LGBT students than we originally thought. You know, you don't realize that you even have a guard up until you're in a place where you can let your guard down. It's a building block for where we want to get. And so this is absolutely essential to a healthy, positive culture, campus culture, to ask. I think it's important because, for one, it's data and it's a place to start. I'm a nurse scientist and I believe, so I do research of my own and I know the importance of having information such as this. I'm Noel Coley and I'm gay. My name is Matthew Schrader. I'm an effeminate gay man. I'm Carrie Blomberg and I am a bisexual female. My name is Stephen Sempkins and I identify as gay. My name is John Marata. I'm a gay male. My name is Rebecca Hudson. I identify as a straight female. I'm LaVarsie Milton. I attend Tacoma Community College. I identify as gay. And I go to South Fugit Sound Community College. I'm alumnus of South Fugit Sound Community College. I'm the ASCII Senator for diversity equity at South Fugit Sound Community College. I attend Highline Community College. I attend Highline Community College. I was a former student of Highline Community College. We need it.