Teaching While White

I’ve been thinking a lot about race and racism in the classroom, about microaggressions and why anti racist activism is needed now more than ever. We’ve been having more of a conversation about it at my own university, so I decided to write up a list of the kinds of things I do and think about when it comes to teaching.

This is a working document, not final, but I think it gets at a lot of the issues that trip me and others up when creating a racially inclusive classroom.

I also want to reiterate, in no uncertain terms, that these thoughts do not reflect the thoughts or policy of the university which employs me, but only represent my own personal thoughts on the topic. (There is a reason, after all, that I have not named said university.)

Thoughts on Creating an Inclusive Classroom: Focus on Race – Helen Boyd Kramer

  1. When presenting art or music or literature that is racist, there are hugely different ways to do so. Version 1: “Here’s some racist art but we’re going to focus on the brush strokes/melodies and not talk about how racist it is” is NOT going to do the trick. “Here’s some racist art and let’s talk about why it’s racist, what makes it racist, and what it means that this kind of art is still hung in museums and galleries while black artists still struggle to be taken seriously.”
  1. Talk about how you, as a teacher and scholar, negotiate whatever kinds of art may be oppressive to you personally. Ask yourself, if you’ve never thought about it: as a woman, how do I negotiate references to rape and sexism? As a gay man, how do I address homophobia in culture? As a Jewish person, how do I negotiate anti-semitism? I don’t mean in your life, but in the ways that as a person who has studied subjects wide and deep: talk to students about how you have decided to make sense of how upsetting it can be to discover these kinds of microaggressions in the work of artists you personally love, and how it’s more upsetting precisely because you love them otherwise.
  1. I use this statement on my syllabi these days:

Safe Space/Trigger Warnings: Due to the nature of the reading material, I will issue no trigger warnings about specific readings, precisely because any or all of this material may be difficult. That said, I am more than willing to excuse you if necessary, although you will have to do a make-up assignment/readings. My intention, and the intention of most gender studies courses, is to address issues that cause oppression and violence in order to empower and create change. In order to do so, it is vital that we discuss, research, and analyze these topics but that we do so from an intellectual, not an emotional, place. That said, do make time to process, make appointments with counselors, or otherwise find support if any of these topics are deeply personal and troubling.

Finally, an educational atmosphere cannot be safe space in the truest sense, but I do ask that you follow these four rules:

  • Assume the best intentions.
  • Don’t assume you’re more right than anyone else in the room.
  • Listen to learn.
  • Criticize ideas, not people.
  1. Take trauma seriously. When introducing those rules, I usually talk about how some kinds of trauma aren’t well represented; that people assume TWs are always about sexual assault when in fact articles about lynching, transphobia, gay bashing, etc., are also triggers for students. I tend to talk more personally about how, as a NYer who lived through 9/11, I have to gird myself when it comes up even in intellectual spaces – and that it’s been a decade since that happened, and yet I will be not quite right for a few days after the topic comes up when I wasn’t expecting it. Relate. Try to. Figure out a way to understand what trauma is, how it feels to the traumatized, and remember that everyone relates to trauma differently.
  1. If you’re white, assume you’re racist. I often tell my students that flat out – that the first important step for any white ally is to acknowledge that we are all raised to be racist – if not by our family of origin, by our culture. Admit out loud to students that you are aware of some of the racism you were raised with, and that you know becoming less so is a process but a good goal. You can always use Peggy McIntosh’s “Invisible Knapsack” article if you’re not sure how to go about acknowledging skin privilege: https://www.deanza.edu/faculty/lewisjulie/White%20Priviledge%20Unpacking%20the%20Invisible%20Knapsack.pdf
  1. Accept that race doesn’t exist but that racism does. Race doesn’t exist biologically, genetically, or in any other scientific way; that race is a social construction that has helped people organize and categorize other human beings, usually in a way that oppresses, enslaves, or disempowers them. If you believe there is something innately different between you and a black person, you haven’t done your reading. Check out Coates: http://www.theatlantic.com/national/archive/2013/05/what-we-mean-when-we-say-race-is-a-social-construct/275872/
  1. If you’re white, learn something about the Four Enlargements of Whiteness, and find out if any of your own ancestry wasn’t considered white at some point. The definition of Whiteness has changed over time in the US, so much so that Irish Americans and Italian Americans, Jewish Americans, were not considered white at some points in history. This helps demonstrate that whiteness is (realness, Americanness) – a social construction. Here’s Abagond on the Fourth Englargement: https://abagond.wordpress.com/2014/06/26/the-fourth-enlargement-of-american-whiteness/ or you can check out Painter’s History of White People itself: http://www.amazon.com/History-White-People-Irvin-Painter/dp/0393339742
  1. Read a LOT more by black authors. I recommend Abagond and Black Girl Dangerous (online). Make sure you’ve read at least some of the basics of black literature / critical race theory (variable list, but I’ll add mine at the end). My short list: Malcolm X’s Speeches at Harvard, Ellison’s Invisible Man, James Baldwin’s everything and anything, Nella Larsen’s Passing and/or Quicksand, something by Toni Morrison, Teaching to Transgress by bell hooks (along with many others of hers), Said’s Orientalism, Franz Fanon’s The Wretched of the Earth.
  1. Be aware of stereotype threat – what it is, how it works. See Claude Steele’s original work and some of the follow-up research on it. Short version: Stereotype Threat is a situational experience for those in marginalized groups who are invested in a field of study but are reminded that they are often representing the group. That is, male students can fail individually. When female students fail, “girls are bad at math”. Whistling Vivaldi is the book, and here’s a short interview with Steele about it: https://www.youtube.com/watch?v=failylROnrY
  2. If a student says something racist in the classroom, or if you do, stop the discussion and take a minute to attend to it. Do not brush it off. Do not call the student out individually. I usually try to take a minute to say, “OK, did we all just hear that? I’m not sure who said it but I’m sure other white people in the room were thinking something like it, so let’s not criticize the person who did say something out loud. Instead, let’s talk about what that word/expression means and why it’s not good for any of us. After class, send an email to the class as a group and invite any students who had a hard time with what was said to an office meeting to process it a little more. Black students will often say they’re okay with white students coming to said meeting, but usually they’re not. Again, ASK. I use the line “It’s all about what you need from me, so tell me what works for you.” And DO IT. Bring it up again in the next class meeting; remind the whole class that racism is often unintentional but still very serious, and that you’re happy to spend more time discussing it privately with anyone who needs to talk more.
  1. When you’re coming to do a topic that may be difficult for some students, give counseling services a heads up, and let your students know that you have. I do this whenever we do readings on sexual assault, lynching, homophobia, transphobia. You don’t need to know if anyone sees a counselor about these issues raised in class, but they do appreciate knowing you’re aware that this material can be emotionally hard. Again, as in my “Not a Trigger Warning” statement, I remind them that while we discuss things intellectually in the classroom, there are emotional ramifications – some expected, some unexpected – that may result, and that’s normal – just not for the classroom.
  1. Don’t be scared of your black students, and don’t assume they are all the same. They come with a huge range of life experiences, world views, ways of dealing with being black in America. Never ask a black person what they think about gangs, drugs, Spike Lee, jazz, or whatever is unconsciously coded as “black” in your head. Maybe sit down and think about what things you think are “black” so that you are aware of that. Also, don’t be surprised when they love Adele or some other white performer. White people like black music, black people like white music. Tolstoy was the Tolstoy of the Zulus, after all (Coates).
  1. Simultaneously, do recognize that your student IS black. Pretending to be “post racial” or “colorblind” is wildly insulting. You are disappearing an important and significant aspect of a person by pretending you don’t “see” race or ethnicity. People are proud of where they’re from no matter where they’re from.
  1. Be okay with being ignorant. Believe me, don’t fake it. If you haven’t read anything by a person of the student’s cultural group, just SAY THAT. Most of us aren’t well versed in queer chicana art and if your student is, they’re happy to tell you what they know and love about it. Meet up with them during office hours to get recommendations. But also, read more, expose yourself to more. Remember as white people we are deprived of whole schools of art, music, literature, and history; we should feel robbed that we only know the works and world view of white people. So boring. Which goes with…
  1. Get comfortable with discomfort. It’s okay not to know things. Most people don’t. As faculty we have a tendency to know everything, or know someone who does, and to intellectualize emotional responses. But race is an uncomfortable topic for white people. Being aware of race isn’t about feeling guilty or anything like it: it’s about stepping up to make the world a little less racist, and that’s all it is. Recognizing privilege goes a long way toward that goal.
  1. Validate your students when they come to tell you something racist happened, whether it was on College Ave, in another class, or at home. Validate that they felt hurt. Telling students to toughen up, or “it could be worse” or anything like that just lets them know you’re not the one to talk to. Don’t equate your experience of oppression with theirs – “because I’m a woman I understand” but do tell them you’re sorry racism happens and that you recognize how hurtful it can be to experience.
  1. If they confront you over something you did, check with The Toe Rule – when someone tells you that you stepped on their toe, you just say sorry: you don’t explain why you did, you don’t get upset with them, you don’t ask for evidence that you did, and you don’t tell them to be nicer about it. You just apologize.
  1. Learn to appreciate the scare quote, or air quotes, to indicate words or phrases that are unacceptable or suspect to you but that authors may use otherwise. As a white person, don’t ever say the N word out loud. Just don’t. It’s not yours. My general rule of thumb is that if a word has a history of violence, and you’re not someone who would experience that violence right after hearing it, don’t use it. “Faggot” or “dyke” isn’t for straight people. The N word isn’t for white people to use. “Bitch” or “Cunt” by men. You get the idea.
  1. Don’t assume someone who doesn’t look __________ isn’t ____________. Lots of black people “look white” (whatever we mean by that) and so do multiracial students. Don’t ask African American students where their people are from because slavery means they usually don’t know. Simultaneously, asking anyone where they are from, especially where they’re “really” from, is a microaggression unless there’s a good reason for it. If anything about the way you’re asking implies “I’m white and American, but you don’t seem to be” you’re doing it wrong.
  1. Whenever you see the term “politically correct” replace it with “treating people with respect and using terminology for them and their identity that they prefer”.

WI Book Fest – Resources

Awi book fest trio (2)s promised, a few of the resources I promised to people who came to the Love, Always reading yesterday at A Room of One’s Own.

My online group for partners of trans people: https://groups.yahoo.com/neo/groups/engender_partners/info

Our online forum for trans people and their partners, friends, family, and allies: http://www.myhusbandbetty.com/community/index.php

You also might want to check my posts tagged resources and/or trans partners.
(Photo credit to Violet Wang)

Trans*Literate Conference – NYC, 3/29 & 30

I’m going to be speaking and running a panel on family and partners of trans people at the Trans*Literate Conference that will take place in NY on March 29th & 30th. It’s a trans symposium out of Hunter College, and this year’s keynote will be Dylan Scholinski, which to me means: yay, I get to hang out with Dylan! He’s awesome.

But otherwise it sounds like there will be a lot of great workshops for social workers, therapists, and other people who work with trans people and their families. According to the website,

the Trans*Literate symposium will educate, inform, and expand dialogue on the topic of working clinically with the transgender communities and understanding transgender experienced through psychoanalytic theory. Mental health clinicians are invited to submit proposals for workshops, papers, and presentations on the topic of how issues related to trans* experience has informed complicated, and illuminated their work in individual, group, and family clinical practice.

Seems like it’s going to be very, very useful to mental health practitioners. You DO have to register to attend (although some small # of walk-ins will be welcome).

Gender Neutral Bathroom App

So now, there’s an app for that. Where once there was (& still is, actually) safe2pee.org, now there’s Refuge Restrooms, which helps you find bathrooms with the least amount of hassle. Here’s a question from an interview The Advocate did with her about it which gives you the basic idea:

The Advocate:  What exactly is the function of Refuge Restrooms, and how does it work?

Teagan Widmer: Refuge Restrooms is a web application that indexes and maps safe restrooms for transgender, intersex, and gender-nonconforming individuals. At its core, its goal is to be a place where you can go, type in an address and find the nearest refuge when you really need a place to use the bathroom. Already, the application has over 4000 bathroom listings all over the world (mostly thanks to the data provided by the now-defunct Safe2Pee site) and will only continue to grow as users add new safe bathroom listings.

Additionally, searches are able to be filtered by ADA accessability and unisex designations. That’s part of the service, too, because some bathrooms may not be gender-neutral, but are still safe — i.e. at the local LGBT center.

& In the meantime, students on my campus currently have a petition asking for at least one gender neutral bathroom per building.

Guest Post: Trish Mifflin

Trish Mifflin recently wrote a short review of the book True Selves that she posted on our community forums, and I thought it was worth posting here for others to read. Do you agree? Disagree? I know this has been a very important book for many people, but I’d love to hear more about what people think of how it has, or hasn’t, held up. – hb.

True Selves Revisited – by Trish Mifflin

When people are trying to learn about transgender issues, they’re often referred — by IFGE  and others — to a 1996 book called True Selves: Understanding Transsexualism for Families, Friends, Coworkers, and Helping Professionals, by Mildred Brown and Chloe Rounsley. It’s gained something of a reputation as a “Rosetta stone” for explaining transgender issues to people.

I’ve owned True Selves for years, but for one reason or another, I never got around to reading it, until last week, when — on a whim — I pulled it from the shelf and started going through it.

Well. To put it nicely, I don’t think it holds up. I guess, being generous, I would call it “quaint.”

To put it not-so-nicely, I think it’s a terrible book to give to anyone who has a loved one who is transgender, or to someone who may be transgender, transsexual, gender-queer or otherwise non-binary conforming.

True Selves — and I know I’m oversimplifying here — pretty much says that unless we’re seeking genital surgery, we crossdressers (I’m one) and gender-queers are disordered people with sexual fetishes.

And if we are seeking permanent gender re-assignment, True Selves tells us we will have strife-filled, heart-breaking, miserable lives.

These are not exactly the messages I would want to give my family and friends if I wanted them to understand my feelings. Continue reading “Guest Post: Trish Mifflin”

Lambda Legal’s Trans Rights Program

According to their website:

“Lambda Legal has a strong commitment to litigation and public education around issues of gender identity and gender expression, and I look forward to advancing and expanding the scope of the organization’s work,” said Dru Levasseur, Transgender Rights Project Director. “We are excited to have the “Know Your Rights: Transgender” resource available online to help transgender people understand their rights and make sure they are respected. Based on the calls to our Legal Help Desk, we know that transgender people—whether they are being harassed by the police or discriminated against at work—need to be able to access information about their rights and the laws in place to protect them, as quickly as possible. This new mobile-friendly resource will give transgender people across the country critical information at their fingertips.”

Impressive, thorough, well-organized, good information. The categories include identity documents, restroom rights, trans youth, trans seniors, trans marriage and parents, health care, and transphobic violence. What a fantastic new resource.

Non-Op Resource

There is very little out there for those trans people who don’t medically transition – for various reasons – or who straddle a non-binary gender identity and expression. But today someone sent me a link to this website, which collects both resources, like their Trans 101, and stories of either non-op transitions or non-transitioning trans people.

From the site:

What there is a lack of, is information for people who don’t want to change their bodies for whatever reason.

I’m going to preface this by saying that I fully support transition. Transition is a valid option for people who experience severe dysphoria, many of these people need to transition.

What I don’t support is the pressure the law, society, and even the transgender community puts on people to get expensive medical treatment they may not want. It’s extremely hard for non-transitioners (or non-ops) to find support or resources for the unique problems facing them, and I’m hoping to fix that.

What a very cool thing. If you have any other resources like this one, feel free to post links below or email them to me.

Chicago: Lurie Children’s Hospital Adds Gender Identity Clinic

Here’s some great news for the Midwest: a gender identity clinic that will treat children:

The clinic, which is up and running but has yet to officially launch, is the first of its kind in the city and one of few resources for gender-variant kids younger than 13. Through the clinic, children dealing with gender identity issues will have access to everything from endocrinology to psychology.

“As a unit, the family is not always ready to embrace terms like ‘LGBT’ or ‘transgender,'” said Dr. Rob Garofalo, director of the Center. “I think coming to Lurie allows people to come to a place where services are hopefully increasingly culturally competent, without threatening the developmental trajectory that these families have to go through.”

Garofalo created the clinic out of a patchwork of specialists already working within Lurie, a move that both has both staffed the clinic and furthered understanding about transgender lives within Lurie, he said. The Center will also employ a psychologist and a social worker.

In past years, Chicago families with transgender kids often found medical and mental health services piecemeal. While many of the city’s LGBT organizations offer youth services, most of those services are designed for kids ages 13 and older.

Some families flew to Boston Children’s Hospital or Children’s Hospital Los Angeles, which both have gender clinics for children. But for families without the time or means to travel, finding specialists that understood gender issues and kids presented a serious challenge.

So very, very cool. The world IS changing.