Category Archives: Queer Professor

Working through #Orlando and The Symbolic Importance of Gay Bars

StopKillingUs

 

 

 

 

 

 

 

 

 

Yesterday, I woke up to the news “that someone had shot up a gay club in Orlando and there were many injured and killed.” I then went about my morning getting ready to go to a gay family picnic celebration. There would be snowballs, a jumping castle, and lots of games and fun stations set-up for kids to play.  The news hadn’t sunk in yet, and I didn’t look for details. There was some slight talk at the event and I had at least two interactions with folks that they were glad this celebration was taking place at a (and this is my description) “gated” park and reservation were previously made to attend. I like to think the reservations were so those organizing the event would know how many to plan for…but now I wonder. Dont get me wrong these reservations were made weeks ago…but here NOLA we still have closed family FB groups, and operate by rules some of y’all might think are from the days in which social tolerance was much lower.

My initial thoughts regarding Orlando were that this was some serious hate and I was sure it was planned and planned for Pride. The social psychologist in me guessed some perceived threat had likely led to this event. It was only after I had returned home that I started to learn the details and the death toll was rising.

There are so many angles and lessons to learn from this event, but for me I felt compelled to share my opinions on the symbolic importance of the gay bar to myself and the gay community to my FB friends and family. No doubt there would be a back lash coming that would judge the gay bar and blaming the victims–based on sexual orientation, lifestyle, and even just being at a bar.  The post lead to many responses to me personally via messages, texts, and also shares and from friends I haven’t spoken to in years. As such, I thought maybe I should share it here too with a few minor edits:

My post was spurred by these two tweets from Jeramey Kraatz:

JK1

 

JK2

 

I don’t usually write this sort of thing..esp on FB but…I feel compelled to comment today.

I tried to find a link to the gay night club mass shooting that wasn’t linked with terrorism but in any case, I really just wanted to make note of a couple sentiments that I think make this particularly impactful for the lgbt community including but not limited to the fact that this took place during Pride month and at a bar.

For many gay bars were and are, even though we love to make fun of them or dismiss them within the community or rarely go to them, the most accessible safe spaces for us. They have academically been compared to churches for the LGBT community–and just knowing they are there is powerful. Having access to safe spaces, and then not, or to now to be scared, because something has happened in your “house”…and during your holiday or time of celebration. I have gone years not really celebrating Pride, but on a day like this you realize why it is there and why we do it and why it is important.

Growing up a sexual minority means you were most likely raised by the majority script this means you likely weren’t taught the skills, or coping mechanisms to deal with your sexuality and most definitely homophobia while you were growing up or from your family. And, living in fear that those you love the most may not understand. Moreover, you go from one day being what you thought of as “typical” and having unrecognized privileges to coming out and in the next moments many of those things are wiped away. To then have to re-frame expectations for yourself and what you can do and what is possible..now…just because of a few words you said out loud. And, I am not even going to get into dealing with changes in relationships–friends, family, coworkers, whatever.

I had an amazing coming out and was so lucky that I didn’t lose those I cared about, but til this day I can say I also never came out to 2 people that I loved deeply because of that fear. Maybe I will tell my friend now since I am sure she knows as we are Facebook friends although we never speak of it. The other was my grandmother who is no longer with us…but I am pretty sure she knows.

Mural at Mary's

 

Some recommended reads and viewing:

The Long, Tragic History of Violence at LGBTQ Bars and Clubs in America

The Upstairs Lounge Fire: The Little Known Story of the Largest Killing of Gays in US History

Documentary: Small Town Gay Bar (2006)

Documentary: Screaming Queens: The Riot at Compton’s Cafeteria (2005)

Documentary: Stonewall Upraising (2010)

A Feel Good Movie for Pride: Pride (2014)

 

 

 

 

Professor Pet Peeves and Water Cooler Talk

I recently shared a tweet about Sociological Images’ Professors’ Pet Peeves. The tweet got an unprecedented number of favorites and retweets. I found this quite amusing as it clearly illuminated my twitter audience and offered a moment of professional “in solidarity.” As the pet peeves listed were so true and (stereo)typical. Lisa Wade did a great job with this list.

keepcalmreadsyllabusThe pet peeves listed are very common and always incite commentary among my colleagues. I would even go as far to say that these pet peeves are commonly known and discussed by professors around the globe. However, upon closer consideration, I began to questions the frequency of these offenses in my semester. The one that occurs most often in my world is by far the “unprofessional correspondence” and followed closely by what I would refer to as “stuff that’s on the syllabus.” I realized in thinking about how much I interact with students and the sheer number of students, it is actually fairly rare that more than a couple of theses offenses occurs in any given semester. Meanwhile, my water cooler talk, Facebook, and Twitter do “blow-up” quite frequently with incidences every month. I guess when you have one or two instances a semester across a large group of people it does make the problem seem rampant.

In my case, these incidences may not happen very often but in most cases when they do it is memorable. I would also say that there has been a definite shift in the last few years related to student-professor interactions in which those interactions have felt more casual and students seem bolder. I say this as a mere observation and do not mean to suggest this is either good or bad. I do also have to admit I wonder quite frequently if its me—did I not explain something adequately? Is it a change in student culture, perhaps a cohort effect related to the Millennials?  Or could something else be going on?  At times, it feels very hard to grasp as I, as a student, would never have thought to tell a professor I wasn’t going to be in class or point out that I missed a day. I definitely would not own up to not having read the syllabus, and I rarely went to the professor directly for information outside of the substantive material covered in class.

Perhaps, we have been indoctrinated into an academic culture in such a way that these skills seem so innate to us and when someone doesn’t know them it almost seems like an issue of common sense or this at times is how it is talked about. We think students should know or find it disrespectful if it is ignored or time was not take to learn these skills. After all, most of us spend the entire first day on our expectations, the syllabus, and if you are like me our individual pet peeves, preferences, and so forth. Thus, the annoyance when offenses occur because it is as if we were not heard.

But what if we also consider that not all students get everything covered in every class. In fact, few do.  While I do largely agree that many students do fully utilize their syllabi, I would also suggest that current students come from a culture of available information at the tips of the fingers and they ask questions. Not only do they ask questions, and some even operate by going directly to the source with their questions and concerns—aka the professor. All things I would appreciate/commend if it were about content or substantive coursework material. So why is it so annoying to us when it is about the logistics of the course?

We know how much work we put into our courses and classrooms. We hear how often we say these things, perhaps the annoyance. I often have to explain p-values, for example, a number of times to various students and often times I know I have explained it multiple times to the same student and will likely explain it multiple times more. I rarely get frustrated or consider that the student is being disrespectful or not listening in those cases, merely that they have not grasped the concept yet. Maybe we are creating a hierarchy of what is consider to be easier or harder concepts to grasp. Logistics we may take for granted as concepts to be taught. Also, logistics vary greatly across courses and professors and maybe inconsistently enforced from setting to setting or professor to professor. Nevertheless, we expect to explain multiple times content to our students…shouldn’t we expect to explain the logistics too?

watercoolertalkI don’t have a solution to offer beyond patience and setting clear expectations from day one (and possibly being prepared to reiterate those expectations), but I will say that one great latent function that comes from all of this for the professor and academic culture is the water cooler talk and social bonding.

It’s OK to Slack on Blogging

LifeTenureBalance

 

Blogging is not very impactful toward making tenure…thus I occasionally slack on it.

and, that’s ok.

On Queering Parenting and Gender-Neutrality

by: D’Lane Compton and Tristan Bridges

Cross-posted at Inequality by (Interior) Design and Social (In)Queery

Becoming a parent is fascinating, but becoming a parent who studies gender and sexuality, and—for one of us—identifies as queer… well let’s just say that creates a whole different level of awareness and curiosity.  river formation diagramPrior to becoming parents, we both had a fine-tuned appreciation of the ways that gender and sexuality structure our experiences and opportunities. Anne Fausto-Sterling draws a great metaphor comparing the onset of gender binaries to the process of water erosion.

At first, the erosion (read: gender) may not be visible.  Small watery tributaries begin to form—the arms of future rivers that could, at this stage, easily change route.  Gradually, streams emerge, slowly becoming rivers.  And before long, you end up with something like the Grand Canyon.  Yet, looking at the Grand Canyon disguises all of the crises that the fledgling streams navigated—a watery path whose flow, course, and geography were yet to be determined.  Gender, said Fausto-Sterling, is no different.  It takes time to learn to think of it as permanent and predetermined when it is actually anything but.

Just to put this in context, let us provide an example illustrating this issue as well as the sociological imagination of children at work. It involves a trip to the grocery store, a bold 3-year-old girl and her mother.  At the checkout line, the girl trotted up to Tristan’s cart with her mother, pointed at Tristan’s son, and asked her mother, “Is that little baby a boy or a baby girl?”  The mother looked at Tristan.  He smiled, revealing nothing.  “That’s… um… a boy, honey,” the mother responded, with a questioning tone (guarding, I’m assuming for the possibility of having mistaken a him for a her).  “Why?” the little girl asked.  Rolling her eyes at Tristan, the mother looked down and gave that classic parenting response—“Because!” she said.  “Will he always be a boy?” she continued.  The mother awkwardly chuckled, shrugging her shoulders, grinning and shaking her head at Tristan.  “Yes, honey,” she laughed, “He’ll always be a boy.”  And with that, they moved on.

The questions seemed odd to the mother, but the little girl clearly wasn’t joking.  And she learned something significant in the interaction, even if her mother wasn’t actively teaching a lesson.  In fact, some of the most important lessons we teach children are probably not on purpose—showing them what’s worthy of attention, what to ignore, what should be noticed but not discussed, and more.  This little girl learned one of the ways that we think about gender in this culture—as a permanent state of being.  To think otherwise, she learned, is laughable.  This little girl seemed to understand gender as a young stream capable of becoming many different rivers.  Her mother seemed equally sure that the stream had a predetermined path.  And here’s where things get tricky—they’re both right.  It’s likely Tristan’s son will identify as a boy (and later on, as a man).  Most boys do.

GenderBut treating this process as inevitable disguises the fact that… well… it’s not.  This question came out of a 3-year-old because she’s actually in the process of acquiring what psychologists refer to as “gender constancy”—an understanding of gender as a permanent state of being.  She’s not there yet, but interactions like the one discussed above are fast helping her along.  These beliefs are institutionalized throughout our culture in ways that don’t make interactions like these completely predetermined, but make them much more likely.

With the news of a new child, D’Lane feels certain she’s somewhere in the stream, while Tristan is beginning to see the emergence of branches that are beginning to feel more likely than others.  Yet, both of us feel the slow creep of the Grand Canyon.  We have lectured for nearly 10 years on how gendering begins prior to birth. “Do you know the sex yet?” is one of the top two questions asked by most people. As a part of a same-sex couple, D’Lane experiences these questions as even more telling.

boy or girlPrior to birth, we organize names, nurseries, and language to prepare.  One of the biggest reasons folks offer to justify their inquiries about the sex of babies before they’re born (when they do so) is largely gift-related.  And the market for parenting and baby supplies structurally invites the question in more than a few ways and is a powerful force in reproducing our cultural understandings of gender.

“Gender-Neutrality” and the Market for Baby Gear

A great deal of marketing research must have gone into figuring out exactly what parents mean when they say they want “gender-neutral” clothes, toys, diaper bags, and all variety of baby and parenting paraphernalia.  We’d guess that the meanings are pretty straightforward, and we’d imagine if you pressed parents, most would offer a sort of “Not too girly for a boy” response rather than vice versa (which—if true—would be interesting in and of itself). Through this process, colors like yellow and green have become the default “gender-neutral” colors. So, if someone has elected to not find out what their child’s genitals look like in the womb, there’s a line of products people can feel comfortable purchasing without worrying that they might have bought something “gender transgressive.”

And it’s not just colors; just about anything can acquire gendered meaning. Animals are clearly gendered. “Boy” clothes and objects display animals like dogs, lions, bears, dragons, any of the big cats or pachyderms.  Meanwhile, “girl” clothes and objects are littered with kittens, unicorns, horses, butterflies, and dolphins.

Ducks“Gender-neutral” lines that want to use animals end up selecting from an odd assortment of what’s left over—foxes, hedgehogs, owls, turtles, armadillos and an odd assortment of animals that don’t have enough of a cultural reputation for violence that might make them “boyish,” but are simultaneously not “girlie” enough either.  But, the prototypical gender-neutral animal is the duck.  In fact, if you ask for gender-neutral items before a baby shower, prepare yourself for ducks.

Patterns also become gendered. Through personal experience with gendered gifting, it follows that stripes are masculine, as is camouflage (unless it’s pink).  Stars and hearts are feminine, as are rainbows.  Results from a quick Google search show that geometric shapes and lines are considered masculine while polka dots, floral patterns, and scripts are feminine. There’s also a trend in bold colors vs. pastels for boys and girls respectively.

Gender-neutral clothes are easily available for the tiniest babies—presumably for those parents who elect not to “find out.”  Though there’s not a huge selection, and almost all of it is yellow and depicts ducks, most stores in which you can buy for babies 6 months and younger have a selection of objects whose gender is not immediately apparent.  As babies get bigger, however, gender-neutral options shrink—or perhaps more accurately, they migrate.  Toddler-dom, for instance, is a life stage at which it’s increasingly difficult to find much that doesn’t scream “boy” or “girl.”  It’s a niche that some of the more up-scale stores and labels have been keen to occupy.  This is one part of a slow process that those fledgling streams begin to ossify into more predictable paths.

And it’s not just our children that get gendered.  As parents, we’re also being re-socialized into new roles (mothers, fathers, and more) that subtly invite/compel us to take up certain gendered behaviors, roles, and gender-marked objects and clothing as well.  Parenting gear is increasingly becoming as gendered as the objects we buy for our children.

Gendering Parenting Paraphernalia

23fbd7d297b226423cea40729ed5ea50Parenting gear has only recently emerged as a more sex-segregated market.  New parenting “stuff” allows parents to consider how a diaper bag really reflects their own gender identity, and whether couples might require separate gear.  There also seems to have been a sudden increase in the diversity of parenting gear available at all.  This could be a byproduct of what feels like an increasing diversification of parenting philosophies.  There have always been different ideas about what’s “right” for babies and what the “right” and “wrong” ways are to raise a child—but it feels like these ideas are becoming more polarized and/or parents of different philosophies are subtly encouraged to be at war with one another.  And it’s significant that this is often referred to as the “Mommy Wars,” a label that casually implies that this is a war men seem to have been largely able to avoid.  This might partially be because, while we assume that women will have one of an increasing diversity of parenting philosophies, we presume that men parent in one way (if we’re lucky enough to have them parenting much at all).

As men have begun playing larger roles in the parenting process—or, at the very least, are culturally expected to—parenting gear for men has emerged as well.  Diaper bags, burp clothes, sippy cups, and more are now made with the consideration that men might have to lug them around too.  Our brief survey of available “Daddy-specific gear” found that it really comes in two varieties (which often overlap): it’s either less practical than the “feminine” gear to which it was created in opposition (which is, somewhat ironically, exactly the opposite of how it is marketed), and/or it’s simply offensive (and not just to feminists, or even women… it ought to offend men as well).

For instance, companies like Diaper Dude market bags specifically to men.  The website for Diaper Dude provides an origin story for the bag—and “movement,” according to the founder:

Diaper Dude, created by Chris Pegula, is a movement that began after the birth of the first of his three children by turning feminine-style diaper bags into ones that dads would want to carry. Pegula noticed that most diaper bags and accessories sold at retail stores were designed with women’s sense of style in mind.  Instead of carrying his baby-stuff around in a gym bag or backpack, Pegula created The Diaper Dude for dads.

diaper-dude

While the Diaper Dude appears to be a fairly reasonable option for parents who want colorful options without the “feminine” patterns, it is also a smaller bag. It will be great for those afternoon excursions or quick outings to the store, but appears to not be designed as an “everyday” diaper and childcare bag. Its size highlights a number of cultural assumptions, one of which is that dudes won’t be primary caretakers—at least in larger increments of time that might necessitate bigger bags.

51OgqxESrBL._SL500_SS500_There are other more extreme examples of masculinity in parenting gear. Using the diaper bag as a sort of case study, some of our examples include what we call the “Construction Bag” and the “Combat Daddy Bag.”  There’s more than one bag that fit each of these patterns and most are too expensive to only qualify as gag gifts.  Their existence led us to wonder what is being said through their purchase and use.

Combat Daddy Diaper BagConsider the Combat Daddy Equipment Bag, a product that implicitly draws a connection between childcare and going to war.  Indeed, it’s a cultural trope that’s amassed a small industry.  Vin Diesel’s portrayal of a Navy Seal forced into a his most difficult mission yet (becoming a parent) in Disney’s “The Pacifier” plays on this same cultural narrative.  That Diesel initially finds himself woefully unsuited to the task might superficially appear to honor the hard work that women do by illustrating that even a Navy Seal would struggle with the multitasking and time management required of good parenting.  Yet, the story is not of Diesel becoming a “mom,” but rather, of finding ways of masculinizing parenting so that he can deploy his Seal skills in a new setting.

9780316159951_p0_v1_s260x420Tristan is currently working on a collaborative project analyzing the content and imagery used in the new parenting books written explicitly to dads, and the metaphorical connection between parenting and warfare is a theme that’s emerged among the many new books marketed to men.

The idea that one may not know what they will be dealing with or what “equipment” might be needed, that a man couldn’t solve an issue without a shed of tools, and material on their backs as if they were going camping or to battle in dealing with children is offensive. Neither does this critique even consider the offensiveness toward all the women taking care of children whose men are unavailable due to actual military deployment.

Parenting products like these emerge out of a climate that asks women to “let him do it (t)his way” while subtly telling both men and women that “he” will seemingly inevitably parent differently from (and with less competence than) “her.”  In fact, prior to the emergence of parenting books for men, there was often a section for men in parenting books for women—or a section “about men” for women to read.  Advice in these sections often contains the notion that “he’s going to do things differently,” which may be perfectly true.  Yet, we’d question the notion that he is inevitably going to do things differently because he is a he.

“Men’s” parenting products help reproduce a cultural narrative that implicitly works to conceal the actual work that goes into care work by presenting some as naturally having it (women) and others as having to compensate for what are implicitly presented as intrinsic deficiencies with all variety of gadgetry.

Toward a Queer Revolution of Parenting

But what about parents who might not want the typical patterns of the classic “mom” look, but also might not want to be less functional or more kitschy daddy gear? Are there gender-neutral parenting paraphernalia options available? Can Diaper Dude fulfill their desires too?

Gender-neutral baby clothes and toys, just like the recent push toward “daddy” gear, relies on a partial understanding of how gender works.  Objects acquire a gender, but are also gendered in how we use, display, play with, and contest them.  So, calling a onesie “gender-netural” or referring to a diaper bag as a “daddy diaper bag” presents gender as though it resides within the objects themselves.  This calls our attention away from the fact that we reproduce these meanings in how we use and display these objects, and as a result, conceals our ability to challenge the meanings in how they are used as well.

There is a lot to say about how parenting objects and paraphernalia are used in ways that might challenge their meanings.  The construction diaper bag is a great example.  Comments on Amazon concerning the product indicate that items like this might often be a gift that women are buying for men (something that may be the case for a variety of new “men’s” products).  Yet, what would this bag mean if worn by a gay dad (inviting a comparison with the play on masculinity that made the Village People famous)?  What would it mean if worn by a woman?  Does the meaning change?  Is the product suddenly “queered” in how it’s been used?

Screen shot 2013-03-12 at 2.25.21 PMBut even things that are moving away from pink and blue can acquire different meanings when “queered” by the parents making use of them.  For instance, Timbuk 2 sells a diaper messenger bag (the Stork Messenger Bag) that is marketed with images of men and women whose gender displays are marginally transgressive. In fact, when D’Lane first saw it she was stoked that most of the pictures online showed a diversity of gender. She believed it might be something queer and they could even potentially be marketing to queer parents. Like gender-neutral clothing for children, the Stork Messenger Bag is being marketed to a specific group: the ad depicts only white parents and children and the cost implies that it’s being sold to middle and upper-middle class parents.  Screen shot 2013-03-12 at 2.33.07 PMThe video detailing the bag’s specifics, however—like most of the bags marketed to men—focuses more on practicality, including a joke about carrying around a beer for dad (referred to as “daddy’s milk” in the ad) in one of the many compartments. Here, the androgynous non-gendered bag, through language alone, becomes masculinized.

The images and the video are participating in marketing this product in two ways.  In some ways, the Stork Messenger is being marketed no differently than the Diaper Dude, Combat Daddy, or Construction Daddy—it’s being sold to men who might want a diaper bag that doesn’t make them feel emasculated. But, men alone aren’t the only ones who might desire a less feminine bag. Images of parents with more transgressive gender displays market this product more covertly to parents who might desire to create new models of care, working to illustrate that a capacity to engage in care work can come in a variety of different “packages”—or gender performances, if you prefer.  This subtle dual-marketing of the Stork Messenger is an illustration of our capacity to play with the meanings and gender of objects.

Thus, new products “for men” might be read as offensive in one light.  But, the agency of consumers allows for a queer revolution in parenting roles and identities in which these objects provide the raw materials.  Queering parenting is a cultural process that actively considers the ways in which parenting practices and identities can resist heteronormative assumptions that structure predominant parenting forms and relations. There is also an exciting potential embodied within these practices–aspects of which might become somewhat normalized within a  wider parenting culture–to become an agent of change.

In this age of consumerism, it’s hard to disentangle the processes at work, but it is clear that there are more options available giving us more opportunities for gendering, disrupting gender, and gender play.

Considering how this all relates to Anne Fausto-Sterling’s comparison is instructive when thinking about long-term change.  There are many ways in which we—and others—can intervene in the process of the formation of landscapes.  For instance, there are many things we can do to encourage young streams to flow in certain directions and avoid others, but we’re also capable of challenging, re-routing, and even halting massive rivers.  And we’re not alone.  If we’re metaphorically considering rivers as gender, we can also metaphorically consider consumers as beavers. Beavers are capable of dramatically altering the flow, look, use, and geography of rivers and lakes.  It’s what they do best. But it is also a slow and tenuous process. It takes time and incredible collaboration. Consider the largest known beaver damn, located in Canada’s Wood Buffalo National Park. Numerous families of beavers through several generations have worked on the damn construction since the 1970’s. Most well known for being visible from space, the damn is now approximately 2,800 feet long, more than 5 times the size of what is typically considered a larger beaver damn—and still growing. To quote one Discovery News article, “they’re re-engineering the landscape” and we should be taking notes!

How I Used Twitter and Ended Up Learning to Write

With Kate Drabinski

We write all the time. We’re academics, so it’s sort of our job. And then there’s twitter. Why bother tweeting? It isn’t real writing, and it will never make it in our tenure or promotion files, so isn’t it a waste of time? Not at all, we say, and here’s why.

1. Twitter keeps us thinking and learning. Real time online conversations keep us moving and going and thinking and seeing others being productive. It is a place where academics can feed for ideas and spurs our micro-creativity. Compared to the traditional academic timeline in which feedback and interests can be months or even years—let’s be honest, Twitter real time conversations enables real time feedback. This feedback and interest in what we, and others, are thinking about inspires our writing.

2. Twitter keeps our offline writing projects moving. Because of those real-time conversations, we stay motivated to keep writing and thinking when we log off. It can also help us to make decisions we might otherwise stew over. Twitter keeps us productive and can jolt us out of those negative phases when we get blocked or discouraged. Sometimes it just takes a single tweet to help get out of bed. Also, a response or favorite from a follower can help us to not feel so alone when we are discouraged or moving slower—to recognize it all as part of the process.  “@drcompton @kdrabinski I feel this!”

3. Twitter forces us to think about audience, something academics are notoriously bad at doing well. We both tweet to multiple audiences–academics, sure, but also activists, students, personal friends, family members, Ashley Judd, Dr. Ruth, fellow bicyclists in the case of @kdrabinski, and fellow sneaker enthusiasts in the case of @drcompton. Tweets go out to all these followers, and part of tweeting well is remembering this and writing in clear ways that will resonate with these different audiences at different times, but never with everyone at all times. These are important skills to remember as we write offline for similarly diverse audiences, and twitter makes us practice on a daily basis.

4. That tiny character count makes us be precise in our writing, another thing academics are notoriously bad at. We’ll leave it at that, for precision’s sake.

5. Being precise means revising, deleting, rewriting, and revising again, the very most important parts of writing well, and the parts too often left for later until forgotten altogether. 140 characters isn’t a lot, and rarely is our thought fully formed the first time we try to force it into that tiny space. We must focus, focus, focus—focusing on what is really necessary and important. We find ourselves deleting, trying again, figuring out what can be saved for another tweet, and what our central point really is. Twitter forces us to revise on the spot, and real skills are developed that translate to our offline writing. After all, a first draft is simply writing to the starting line. The real work is in the revision, and twitter won’t let us forget that.

 

Professor Stereotypes and Fingernails on the Chalkboard

I have always found stereotypes about professors humorous on a good day-especially within movies and the media.  So much so, in fact, that I have even embraced some of them just for fun. Yes, I do love to wear sweater vests. I wish I did own or have a need for a corduroy jacket with elbow patches. Oh, and tweed. I wish I could justify any purchase of tweed.  Sadly, I live in a hot place and most of the time a shirt with a collar and dark denim with dress shoes or chuck taylors becomes my professional attire. I will however, be requesting a leather shoulder bag from Santa this year…or buying one as my reward for tenure. My other stereotype I would strive to fit, if I were able to ever afford it, would be to live in a Frank Llyod Wrightesque home with amazing landscaping. I mean who wouldn’t–and of course it would be located on a quaint little street that is just close enough to my campus for me to stroll or bike to work and town, but also far enough from away so that I have extreme privacy for my concentration.

There are also stereotypes I hate. A couple I will not even mention as to not perpetuate them. One biggie that is talked about quite a bit in the media and to my face is how little we work. It is assumed that we work only a few hours a week, make big bucks, and have a cushy life where we just sit at coffee shops all day engaging in various intellectual debates about impractical topics with fellow elite colleagues, coffee shoppers, and if lucky students–which by the way can be very productive in that it stimulates us to think, learn more about what we know and don’t know, and may motivate us to act. All of which leads to new ideas for teaching and research interests and goals. There is also the absent-minded professor stereotype, one of the most common, and also potentially true for me at times. It is still annoying that the assumptions begins with something I would associate as carelessness.  Okay, so I do get so obsessed with my research and the fact that I should be writing whenever I am not, that I do run into objects.  However, I have never fallen into a well or been in a bone-breaking accident. I do usually remember my work and personal commitments and I do keep up on my hygiene. Further, I do like to think that I think of others…or at least their research projects.  If I appear to be resilient to feelings, this is really in large part because I care so much. Sometimes too much for my own health. So, the notion that I only care about MY research and pay little attention to anything else–my students, family, etc. becomes extremely offensive.

This long lead up regarding general professor stereotypes is actually developed out of a recent article I read about how “Pop Culture has Turned Against the Liberal Arts.”  The article largely focuses on the students and stereotypes of liberal arts majors  and I think it’s dead-on.  While I have noticed a great deal more of bias against liberal arts in the past few years, I just assumed it was because I was in the thick of it. I also assume that during economic hard times, liberal arts is often taken for granted. However, the above article re-reminded me of the greater culture students are living.

Thinking back 15 years ago to when I was a wee undergrad, it was mentally harder for me to come-out as wanting to be a liberal arts major to my family, than to come out about my sexual orientation. Also, it seems to be common knowledge among my undergrads and even graduate students that, “it’s ok to major in Liberal Arts if you are going to go on to law school” otherwise you will probably be poor and end-up working for minimum wage. (Side note: law school really seems to be the big fad right now and while I do have some suspicion as to why, my own friends experiences in and with law school coupled with  articles like this really scare me as student after student come into my office inform this is their back-up plan if they can not get a job out of their BA/BS).

The claim to fame most widely boasted for a liberal arts major is that it creates and contributes to skills of critical thinking and analysis–skills that can be applied across settings and time. Yet, at the same time coursework is often conceptualized as less serious, or even worse “easy.” I also think the narrative is quite problematic…in part because there is not one.  My students largely site their parents and family as leading concerns with being a liberal arts major. In fact, I would be as bold to state that most majors at some point in time have been asked “what are you going to do with that?” I know my own family and personal friends outside of academia recognize that I am a professor…but as far as what I really do…  well it just all goes rt back into that big pot of stereotypes.  I will continue this idea in my next blog perhaps titled something like “What I do and Why Liberal Arts Rocks!”

 

Your Professor has Moods, Deadlines, Bad Days, and Feelings too

It’s common for us to attribute doing well to ourselves and doing poorly to others and or the circumstances around us.  However, something it seems to me that students often fail to fully realize is that professors are people too. Which means we have feelings, moods, and just as many life disruptions as our students.

In college prep courses and tips online it seems to be common knowledge that students should let their professors know what is going on in their lives–when they are having a hard time, and so forth. This way the professor makes less assumptions and often times may have ideas that can help or contribute to easing a students negative emotional state.  In my view, if you are at a state where you are crying in a professor’s office, then there are bigger things going on…and those things really should be the central focus for the student over my class. This is one reason I offer a drop assignment, and for the big life events, we have Withdrawals, Drops, and Incompletes. I know to students these seem like the enemy and as bad things, but they really shouldn’t be viewed that way unless they are being abused. No one is perfect and everyone is affected by life at some point.

It is rarely talked about among academic circles and I would go as far as to suggest that it may even be faux pas for a professor to let students know about their issues.  While, I do let me students know when I will be traveling or have big deadlines, I generally try to distance any negativity going on in my personal world from my professional life and definitely from my students. I am sure my RAs can predict my moods and know when the best times are to approach me about various things…and when to not. Just off of the top of my head I know I can be “short” or what I consider to be task focused if Im on my way to the restroom/coffee, headed upstairs (which is equated with class or Deans and other faculty), or need to leave for an off campus appointment.

I know a professor (not at my school) who currently hates a particular day of the week because of a mandatory meeting s/her has to attend in the afternoons. It would be easy to imagine that this professor’s morning classes on this day are a different experience than on a different day of the week.  Likewise, this is why I strongly encourage making appointments for meetings even during office hours. If you want to have a 100% focus from your professor, it is good to let them know you are coming and what you are going to want to talk about. This way they can be prepared to fully help you out and schedule the appropriate time to interact with you.  I often have students show up in the last few minutes of my office hours, more so than at the beginning. I use to schedule my hours prior to my classes, but I found that I felt as if I had to rush the students.  Now, I put in a break, but this too is then often eaten into. I also worry about if it is a disservice to stay into “my time” for the student who now expects me to be accessible 24-7.  I know it is a disservice to my writing and family life.

This brings me to a conversation I overheard  at our student union this past week.  A group of caring students were extremely upset about a test they had just taken. They had prepared for the test studying notes, the book, etc. and from their perspective, very little of this was on the test.  These students, (students who worked and expected to make A’s) felt they had failed.  Additionally, they were very upset at the professor.  How could s/he do that to them?  So they were brainstorming their angry emails–which would surely have an accusatory tone.

For me it was clear there were a number of assumptions being made.  The first and most obvious was that they had failed.  I encouraged them to at least wait 48 hours and see if they felt the same after 2 days.  We can get a great deal of new information that really affect our feelings and understanding of situations if we can be patient for just 48 hours. Sometimes, issues can even be entirely resolved.

Or, to even give the professor a chance to return the exams and see what the situation really was–did they in fact fail? In my mind as a professor, there are a ton of things that could be going on or have gone wrong not at all related to the student. It brought to mind this one time when I accidently gave the wrong exam to a class–I had updated and changed a number of questions around specifically for their class and class discussions but then managed to print of the exam from the previous semester that had not been changed. I of course caught my mistake quite quickly and figured out an appropriate way to fix the scenario.  I am so thankful this test was on a Friday, it must have been on a Friday, because I was able to get out ahead of the issue before any students had emailed with concerns. Now, this was a rare case. However, I did make it right.

Often times space, time, and patience can answer questions and ease our concerns.  For me the most tragic assumption is that professors are out to get the student. I find this to be the most tragic, because I know this as a complete myth. Never have I witnessed or heard of this being the case.  I would believe in unicorns first.  I can reconcile that more easily over the above increasingly more common assumption. I have at least scene a goat at a circus that had one horn growing out of the center of his head or they may just be really good at hiding. But above all, believing in unicorns doesn’t put me on the defense, create more obstacles in my life, or waste my emotional energy.

 

 

 

 

Building Writing Skills from Day 1: Or How I Learned to Stop Assuming What Students Should Know

By J. Wheeldon*

September is the beginning of the school year and another chance for those of us who teach the next generation of scholars to think about what we might do differently this time around. As Profs finalize syllabi and update lectures, I want to suggest that the first few weeks of class is a good time to get a sense of how students understand the basic building blocks of writing. In my opinion these building blocks include: sources, structure, and citations.

Academic honesty has been much in the news of late. Whether it students at well-known schools or evidence of plagiarism by journalists and television personalities, a debate of sorts has emerged on the issue. Some see plagiarism as a function of technological advancements. Students today can copy and paste things from multiple sources, change a few words around (and the font!), and pass it off as their own. Others suggest stealing the work of others is hardly new. While technology may make it easier to cheat, the decision to cut corners amounts to a basic ethical lapse. For these commentators, it this moral question that must be confronted.

Based on a project I conducted while at George Mason University, this resource provides some more details on a step-by-step approach to assist students to plan, research, draft, and review academic papers. For now, I want to focus on the question of how to help students properly cite sources and integrate material into original work. In my experience teaching in multiple countries, states, and universities, one major issue is that students do not know what standard is expected of them. Should they use APA or MLA? Does the Prof want Chicago style or some other strange and/or personal approach to citation? The lack of clarity for students is a function of the lack of consensus among disciplines and the seemingly endless infighting that is a historic feature of the academy.

Punishing students for plagiarism requires first that Profs clearly articulate the standard required. This means including policies, tips, and techniques on syllabi and in lectures. It may include other approaches as well. For the last 4 years I have been using a citation quiz in the first week of all my classes. Students complete it, and we then talk about what the “best” answers might be and why.

The quiz is below and I encourage you to read through it and think about if and how it might be useful to your teaching. No doubt you will need to adapt it and I would love to see how you improve it. My biggest suggestion is this: Don’t assume. Yes, students should have learned this stuff in high school. Yes, their required writing course or some other departmental specific course should have prepared them. I assure you, however, most do not know as much as you think they should. A quiz is a good way to start a conversation about writing. In my experience, investing in this early in the term pays off later when the endless mountains of essays arrive to be graded.

Let’s help students learn about proper citation practices instead of blaming them for not knowing. Remember, once you build this into your coursework, no student can say they didn’t know how to properly cite sources, and/or that no one taught them. At least not in your class.

*Dr. Johannes Wheeldon (LL.M, Ph.D) holds degrees from Dalhousie University, the University of Durham, and Simon Fraser University. He worked at the Association of Universities and Colleges of Canada between 2002-2005 and has since worked for the American Bar Association, George Mason University, and the Center for Justice Law and Development.

He is currently a Postdoctoral Research Fellow at the Department of Criminal Justice and Criminology at Washington State University and teaches Philosophy to inmates at the Coyote Ridge Correctional Center. He can be reached at jwheeldon@gmail.com.

You can also follow Dr. Wheeldon on Twitter @JusticeLawDev

 

Additional Resources

www.Plagiarism.org

www.owl.english.purdue.edu

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices is available here: http://wpacouncil.org/node/9

 

Self Administered Citation Quiz

Part 1 Source Selection (True or False)

1. ___ Academic sources include articles from peer-reviewed journals, articles from University web sites, non-fiction books or chapters from those books.

2. ___ Its ok to use non-academic web pages, TV shows or movies, and wikipedia as academic sources as long as you cite them.

3. Rank (1 – best, 5- worst) the following sources in terms of academic reliability:

___  Newspapers and magazines

___  Peer Reviewed Journals

___  Wikipedia

___  Non-Fiction Books

___  Government funded websites

 

Part 2 Citations (True or False)

4.  ___ Copying a sentence or two without crediting the source is not plagiarism.

5. ___ It is not plagiarism if you use information or ideas without crediting the source as long as the exact words are not used.

6. ___ Using specific terminology used by someone else, even a unique word or two, must be set off with “quotation marks.”

7. ___ The author and year of any source used must be included in cases when you summarize, paraphrase, or directly cite the work of another.

8. ___  Page numbers must be provided whenever you paraphrase or directly cite the work of another.

 

Part 3 Bibliographies (True or False)

9. ___ All sources used in an academic paper do not have to be listed in a bibliography.

10. ___ The information provided in a bibliography should allow a reader to find the source you have used.

Part 4 Read through the Writing Website

Go to: http://classweb.gmu.edu/WAC/adjguide/academic_papers/references.html

  1. Based on the website what points on structure, citations, and style did you all ready know?
  2. What points did you not know?
  3. What aspect of the points raised will be the most challenging for you?

 

No Problemo

by @DrNicNack

At the end of May, my boyfriend and I took a very long awaited and much anticipated vacation to Puerto Vallarta, Mexico with two of our very good friends—the queerprof and her partner. They had been to Puerto Vallarta before and had told us that on their earlier vacation, some family members had noted that there seemed to be a large number of same sex couples vacationing in Puerto Vallarta. As a sociologist, gender and sexuality are topics that are frequently in the forefront of my mind and are subject to a great deal of analysis and discussion in my academic life, but also spill over into my personal life. Being a straight woman who has many lesbian friends, I have become fairly accustomed to being mistaken for a lesbian- there is something, after all, to be said for theories of homogamy in friendship.

Despite this topic being such a prominent part of my life, something happened on our trip to Mexico that I found both surprising and interesting. During one of our excursions to the market to buy some jewelry and other souvenirs, The Queer Prof and I got into a discussion with a shop owner, a man named Lionel Richie. We were shopping around and decided to buy some jewelry from him, and while we were talking and checking out he asked us if we were “good friends or girlfriends?” We replied, “good friends!” and he then proceeded to inform us that “in Puerto Vallarta, it doesn’t matter. Girl and girl, boy and boy, it’s no problem.” He kept talking about how in Puerto Vallarta, it was okay to be in a same sex couple and that it didn’t matter. It was, apparently, no problem. We appreciated his sentiment and laughed off his comments, and then proceeded to analyze the interaction as we were leaving the market. Not one minute later, we were approached by another shopkeeper who was trying to entice us to purchase some of his items, and we started talking to him as well. After a very short time, he asked us if we were girlfriends. We again said that no, we weren’t, to which he replied, “not yet?” and laughed. We said that no, we were just good friends, and nothing more. He told us that in Puerto Vallarta, being in a same sex couple is no problem and that “only God can judge.” We talked a bit more with him and then left, as we couldn’t wait to get back to our respective partners (who were eating oysters and drinking beer on the beach) to tell them about these crazy incidents.

As we were recounting the stories, we were then inclined to wonder what it was about us that led those two individual shop keepers to assume we were a couple, and then be so bold as to ask about it. Did we look like couples they had seen before? Did they think that someone who was fairly queer looking and someone who was more traditionally feminine looking must be a couple together? And what prompted them to both tell us that being gay was okay in Puerto Vallarta? We decided that the answer could only be one of two options: first, maybe they really were okay with all forms of sexual orientation and expression in Puerto Vallarta—at least in the shops. In fact, on a tour we had taken the previous day, we learned that there was a specific gay area in town called the “romantic zone” and we later ate dinner at a restaurant in the “romantic zone.” Rainbow flags were proudly displayed in windows and on balconies and while we were there we saw a variety of very stereotypically flamboyant gay men. Was it that Puerto Vallarta was a really accepting city, or was it more pragmatic than that? Like a heterosexual couple, same sex couples take vacations, and would be likely to take a vacation to Puerto Vallarta if that sort of destination struck their fancy. As a town that makes a living through the tourism industry, locals would obviously be well advised to be accepting of a group of people who are bringing business to the city and stimulating the economy. However, why these men felt the need to so vocally express their sentiments is something that we will continue to wonder about and as our friends later saw after we left the vacation early, girl and girl (or boy and boy) may not actually be “no problem.”

The Wrong Side of the Pier

By the QueerProf

Sitting at the same restaurant across from the shops on the beach as the day before, my partner and I saw a “problem.”  This problem began innocently enough and not as a problem. Two young girls were wading in the waves—holding hands.  In fact, we did not even consider issues of sexuality initially. There were a number of families and children playing in the water and these girls (most definitively not out of high school) could have been best friends, cousins, etc. However, eventually, hand holding turned to splashing which turned into wrestling which turned into kissing and then full on make-out kissing rolling around in the sand.  At this point most of the tables and families were watching.  Little was said at first, but then more and more comments and jokes came. I cannot speak directly to the comments and jokes as I do not speak Spanish so well and the loud crashing of the waves and music and general lively beach atmosphere muffled many of them.  I was actually a little impressed at how comedic the crowd found it, rather than disturbing—I mean the kind of disturbing that stems from repulsion and leads to violence. This couple was also quite persistent and enthusiastic. This behavior went on for a good long while at least 15-20 minutes without interruption. This type of PDA would have drawn a great deal of attention even for a cross-sex couple. I was actually impressed at how quickly many of the tables and families went back to their previous interactions.

The Lady in Red

However, there was one lady—the lady in red, who was extremely concerned. So much so that she went to get the police.  The police took their time in coming and they took their time in analyzing the situation. The frolicking was still taking place, although the passionate kisses had simmered down. Three police people showed up to address the situation from a nearby substation—two men and one woman. The female officer was a solid butch woman although we cannot speak to her sexuality, we identified her as a probable lesbian.  It appeared that the two men were there to supervise while the woman was there to “have the conversation.”  The men hung back with the lady in red, while the female officer approached and spoke to the girls. The men were light hearted about the situation and seemingly empathetic to the lady in red’s concerns. The three were smiling and chatty while they looked on as the female officer spoke with the girls. We were unable to hear what she was saying, but she did point toward the people on the beach and the families. She further pointed down the beach a few times. It seemed she was suggesting they go elsewhere and perhaps on the other side of the pier as she motioned down the beach and over something. The girls seemed surprised by situation and were in shock with how to deal with the interaction. Eventually, one of the male officers—who seemed to be the supervisor—also made his way to the girls.  He reiterated via hand motions that they should just move down the beach to the other side of the pier to what we later realized was in the romantic zone and soon to be established gay beach.  The girls still in shock and clearly effected by the situation, gathered up their clothes and walked down the beach in the opposite direction of the Romantic Zone.  I wish I could remember if they were still holding hands.  I do remember that their smiles were gone.

A million miles a minute…

This week I guest lectured in a colleague’s marriage and family course.  Assigned with the task of “discussing gay and lesbian families,” I wanted to cover gay/lgbt/queer families, issues of access to resources, social tolerance, methodologies, and of course you have to discuss the health and well-being of the children.  However, I only had on hour to build a rapport, to cover the foundational issues–why families are important social institutions, lgbt/queer terminologies, defining lgbt/queer families, and then get into the more substantive issues I wanted to cover. While I think I gave them some good information, especially foundational, I know I didn’t get to cover the things I most wanted to discuss like the ins and outs of the same-sex marriage debate, “families of choice,” heteronormativity, and more. Most of all, I think I left most unsettled because I failed to leave time for questions. My options were to speak a million miles a minute or trim…

Guest lecturing is a tricky thing. In many ways, it makes me think of job interviews except less formal.  Over the weekend, I worked on my lecture and spent a good deal of time thinking about what I wanted to wear. (Dress really affects my confidence in the classroom–and for a one time meeting/talk it is paramount that I feel good about what I’m wearing. I am not talking so much from a style point of view, rather a practical point of view in which I do need to look different from students, but more importantly I need to not be worried about if my zipper is down, tripping over chords–I’m a klutz–and how my shirt is hanging/tucked).

When guest lecturing, I always plan to have too much rather than too little to talk about. In fact, normally in this sort of situation I would have set up 2 half hour lectures. This way you can roll with the mood of the class and various levels of talkativeness. You can also taylor to their interests.

This past Monday, I forgot almost all these “tricks.”  To be honest, I think I was just eager to please and couldn’t wait to have some more in class interaction. It really kills me that we didnt get to have the Q&A at the end. I will never make that mistake again, even if it means setting the timer on my phone.