Module 2: Matt's Story
MATT: I hear anti-LGBTQ language all the time. Like, it’s probably every day that someone says something like, “That’s so gay.”
JAY: It’s not even that those students are trying to be offensive. They’d probably just say they were kidding around or something.
KALLIE: When anyone overhears language like that, hopefully they say something direct, like “Please don’t use that word that way.”
MATT: Using anti-LGBTQ language is like disrespecting someone’s race. It creates a hostile environment that affects all students. So, when a faculty or staff member overhears something, I’m counting on them to intervene. This came up for me last week, in my Government and Law class...
MATT: Imagine you’re the professor and I’m int in the first row in class. We’re talking about the Fourteenth Amendment’s Equal Protection Clause, which says states must provide equal protection of the law to everyone. Then the teacher says...
PROFESSOR HAMPTON: Were there any reactions to the reading about the expansion of the Equal Protection Clause to areas beyond race—for example, gender, disability, national origin, age?
MATT: …when one student says:
JESSE: It seems like kind of a stretch when people use it for gay marriage. I mean, I’m fine with people being gay or whatever, but the amendment was written for race, not people’s lifestyle choices.
MATT (thinking to himself): Who I am isn’t a “lifestyle choice,” dude. This is how I was born… Someone better say something.
KALLIE: Because of that student’s comment, Matt and some other students don’t feel comfortable participating in the discussion. Now you’ll hear an example of Matt’s professor leading that conversation. Some tactics you might use: reframing biased statements to sound more objective, acknowledging the complexity of the topic, and asking for other input. At times, I’ll comment on what is said in the conversation.
Conversation Goal
- Diffuse the tension in class, so students will feel safe to speak up.
Weak Example of Conversation in which the goal is not achieved
PROFESSOR: Okay. Any other opinions on this, based on the reading from last night?
PROFESSOR: Yes, Amy?
AMY: Yeah, I kind of agree with him. I mean, the Bible says being gay is unnatural, and I think a lot of people in this country are religious and believe in family values, and I think it’s just wrong for the government to make a law telling a state that they have to accept gay marriage.
PROFESSOR: I agree, decisions on marriage should be left to the individual states. This country’s not ready for gay marriage.
KALLIE: Rather than share your personal opinion on controversial issues, which could alienate some students, lead your class to consider multiple perspectives. Let's see how the conversation would continue if he didn't say this.
PROFESSOR: Are there any students who can share a different perspective? (No answer) Anyone?
MATT (thinking to himself): Out myself and have the whole class attack me? No thanks.
KALLIE: It’s a good tactic to ask the class for other viewpoints. But you may have to defuse the situation before a student feels safe voicing a different perspective.
PROFESSOR: I’m sorry, I disagree. Besides, the church doesn’t have the best track record when it comes to forward thinking.
KALLIE: Instead of sharing your personal opinion, focus on promoting unbiased, respectful discourse. Lead your students to consider multiple perspectives--for example, “What are some historical similarities between the gay rights movement and other civil rights movements?”
PROFESSOR: So, let’s move on and talk about next week’s paper…
PROFESSOR: Sounds like you’re favoring a stricter interpretation of the Constitution.
JESSE: Uh… Yeah.
PROFESSOR: What do the rest of you thh2nk about this, based on the reading from last night? Yes, Amy?
AMY: Yeah, I kind of agree with him. I mean, the Bible says being gay is unnatural, and I think a lot of people in this country are religious and believe in family values, and I think it’s just wrong for the government to make a law telling a state that they have to accept gay marriage.
SALLY (thinking to herself): Uncle Bill’s been with Uncle Paul for 20 years. Anyone who says they don’t have family values is just wrong—but I’m not getting into it in this class.
PROFESSOR: It seems like what Amy’s saying is: the country seems to be divided on whether the states or the federal government should create laws to determine civil liberties.
AMY: Yeah, and the government should have more important things to do, like fixing the economy, preventing terrorism, not like, attacking the institution of marriage.
KALLIE: Reframing Amy’s statement into less biased language helped reduce tension in the class. But calling homosexuality “unnatural” and gay rights “unimportant” is biased language that creates a hostile learning environment. Let's see how the professor returns the class discourse to a respectful dialogue.
PROFESSOR: Your comments are a good reminder that these issues are complex, and religion and emotion do play into politics. So, let’s try to keep this discussion respectful, and consider some opposing perspectives. Can anyone think of a reason the Equal Protection Clause should apply to civil liberties like gay marriage?
PROFESSOR: Yes, Sally?
SALLY: I mean, if you look at the language, it says, “No state shall deny to any person equal protection of the laws.” It doesn’t say what that person needs to look like or who they need to be attracted to… that would be discrimination.
PROFESSOR: Okay. Matt?
MATT: Well, I think a lot of people feel like they were born LGBTQ, and they’re citizens, too, and just as entitled to life, liberty, and happiness. I mean, It’s un-American to say, “The laws don’t apply to you. You’re unequal.”
PROFESSOR: Thank you for sharing that opinion with us. History as recent as the Civil Rights Movement has shown us that sometimes, when a majority makes decisions on the behalf of a minority, oppression can occur.
PROFESSOR: Now, let’s look at what the Supreme Court has to say on the matter. Please turn to U.S. v. Carolene Products, specifically footnote 4…
Conversation Conclusion
MATT: So, at first, I thought there was no way I was going to participate in that discussion; it would have been too uncomfortable.
KALLIE: But eventually you did participate. What did the professor do to make you feel like you could contribute?
MATT: Well, when he reframed the biased comment so it was stated more objectively, it helped defuse the tension and made it feel like he wasn’t taking a particular side. It’s also good to ask if anyone has any other opinions. That gives students a chance to contribute without having to say they’re LGBTQ if they don’t want to. But if it ever becomes clear that a student has a problem with LGBTQ people, I really need the professor to step in and say that while debate is good, people’s opinions need to be expressed… you know, maturely, objectively, respectfully. That’s when I know I’m supported.
KALLIE: Most of my professors put a non-discrimination policy in the syllabus to let us know that we’re expected to use appropriate, respectful language in class.
JAY: It’s also important to be consistent in how and when you address inappropriate statements and behaviors around campus. Intervene every time, not just sometimes.
KALLIE: If someone uses anti-LGBTQ language, it’s like making a slur about race or gender: it’s not OK. And, if it ever gets to the point of harassment and student discipline is necessary, involve the appropriate administrators.
MATT: No matter your personal beliefs or experiences, hopefully you feel as strongly as we do that everyone deserves to feel safe and respected on campus.