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Sunday, May 31, 2015

Are Students A Captive Audience? Constructive Disagreement And Classroom Politics

The perfect teacher.
Recently I was reading a discussion of the relationship between campus speech codes, sexual harassment, and free speech doctrine.  Because I am not a legal scholar I won't dwell on the details, but the dilemma for educational institutions is this:  how might one seek to regulate classroom expression that creates a hostile environment for students in a protected class without infringing on freedom of speech? Such utterances by a teacher or another student might include:  "Students of color are only here because of affirmative action;" "Tammy sure is easy on the eyes;"  or "Learning disabled people get extra time for the test, but I don't believe that anyone deserves accommodation."  (I made all these up, but I once knew a male prof who was famous for saying to any female student who had a hyphenated last name:  "Your mother must be one of those feminists.")

The answer to the questions I began with is this.  While individual speech acts in a classroom might be found to violate the right to work or learn in an environment free from harassment, speech codes do violate the right to free speech, as well as academic freedom. Furthermore, speech acts are only taken seriously as discrimination when perpetrated by a faculty member against a student.  In 2008 a member of the Dartmouth faculty sued on the claim that her students had created a hostile environment, and was mocked by the national press as a result.

Faculty are, in fact, perceived as having an almost uniquely destructive power to harm their students intellectually by forcing their views on them.  One way of thinking about this is what is called in labor law "captive audience doctrine," by which employees are forced to listen to political, religious or discriminatory speech.  If said employees resist, or refuse to participate as part of an audience for such speech, and are threatened with reprisal as a result, the captive audience doctrine might be invoked. (Note:  since the National Labor Relations Board is a mere shadow of its former self, actually winning a discrimination case or a grievance under captive audience doctrine is very difficult.)

Sound familiar to you?  This is more or less the principle on which conservative groups like Students for Academic Freedom ("You can't get a good education if they're only telling you half the story") and Minding the Campus assert that so-called "liberal indoctrination" in the classroom establishes a hostile environment for conservative students.  As the Student Bill of Rights published by SAF states,

Professors are hired to teach all students, not just students who share their political, religious and philosophical beliefs. It is essential therefore, that professors and lecturers not force their opinions about philosophy, politics and other contestable issues on students in the classroom and in all academic environments. This is a cardinal principle of academic freedom laid down by the American Association of University Professors.


In an academic environment professors are in a unique position of authority vis-à-vis their students. The use of academic incentives and disincentives to advance a partisan or sectarian view creates an environment of indoctrination which is unprofessional and contrary to the educational mission. It is a violation of students' academic freedom. The creation of closed, political fiefdoms in colleges, programs or departments, is the opposite of academic freedom, and does not deserve public subsidy or private educational support.
Contained in this statement, which mirrors what might appear to be a worthy standard for professional pedagogy, is language that points to a growing source of resentment among students:  faculty often tell them things that don't support, and even contradict, the world view that they brought to college in the first place.  What many teachers see as factual information, such students perceive as "opinions" that they must pretend to replicate, even if they have another "opinion."  What faculty see as reasoned argument that is well supported in the literature, and requires equally reasoned and well-supported argument to rebut, students can perceive as "indoctrination."

The two paragraphs I quoted above set the stage quite neatly for an application of captive audience doctrine to the classroom.  In the second, the faculty member's "unique position of authority" is emphasized, a position that is buttressed by "academic incentives and disincentives" (grades) that can be used to reward students who accept indoctrination and punish those who don't.

But are students always a captive audience?  Do faculty always hold a position of unique authority?  Does the fact of grading itself mean that the faculty member's unique authority is always already abusive?  And what are the implications of all of this for a liberal arts education -- which ought to be about debate, disagreement and transformation?

These may not be important questions for teachers of math and science (I am sure commenters will inform me on this point), but they are for those of us in the social sciences and humanities.  They are particularly serious questions for teachers of feminism, race, colonialism, post-colonialism and queer studies, who are repeatedly harassed by students and conservative organizations, and risk having the institutional support for their work withdrawn, because their work challenges centrist and conservative (and perhaps even liberal) views about race, sex, gender and empire.  However, a central issue for all social sciences and humanities scholars, regardless of field,  is that our very work and identities are built around the idea of constructive disagreement as a path to knowledge.  Useful disagreement depends on the notion that truth is not always an absolute value, and accepting the possibility that those things that are obvious are not always true.  If students do not believe they are empowered to disagree with us, and if disagreement itself is viewed as destructive in a classroom context, in what context can students be transformed into scholarly thinkers?  Conversely, if all student views -- no matter how factually incorrect of interpretively flawed -- have to be deferred to for fear of being charged with "indoctrination," under what conditions might a class acquire a body of knowledge about a subject, or a set of intellectual tools that constitute a recognized approach to that body of knowledge, at all?

Want some recommended reading?  Try Robert I. Sutton,  The No Asshole Rule:  Building a Civilized Workplace and Surviving One That Isn't (2007)Reviewed here at Tenured Radical in July 2007.

Saturday, May 30, 2015

Recycling in Kindergarten

Today Kim O'Rourke came to speak with the kindergarten classes today about recycling. Her presentation titled "Michael Learns to Recycle" was about a young boy who learns how to recycle and why we should recycle.

Sunday Radical Roundup: (Don't) Ask, (Don't) Tell Memorial Day Edition

Congressional Dems Reach Down And Locate Their 'Nads: Will long-standing legal discrimination against gay and lesbian service people be struck down this summer? We at Tenured Radical certainly hope so. Although we are more than ambivalent about armed conflict, we are not in the least ambivalent about the right to serve in the military without discrimination because of race, gender or sexual orientation. As Janet Halley argued years ago in Don't: A Reader's Guide To The Military's Anti-Gay Policy (Duke, 1999), this has not been an overwhelmingly popular item for queer activism. The fight for marriage -- by which overwhelmingly white, well-to-do queers confer rights and wealth on each other just like straight people -- has been far more popular than the right to military service, which is often the path to citizenship, education and income for people who are working-class, immigrant and of color. And of course, many of these people who want to work hard and earn a decent living via the military are queer.

The marriage campaign has also been able to capitalize on lots of cute kids saying on camera how bad they feel because their moms can't marry like other kids' parents, possibly the yuckiest but most effective tactic among the bourgeois queers who have made this a top priority and kicked other more substantial economic and political issues aside. Indeed, queers in the military pose quite the problem for activists, because dollars to doughnuts, gay and lesbian soldiers are conservative queers. Maybe, if gay and lesbian activists talked to military people, the movement would even have to stop acting as though Andrew Sullivan is the only conservative queer around.

There are many things that have distressed me about DADT, aside from the fact that every generation of my family has served honorably (two cousins of the Radical as recently as Gulf I), acquiring careers and benefits as a result of their service that they would not otherwise have had access to. Ergo, I object in a very personal way to seeing this form of national service and citizenship barred to people who find it meaningful and useful. But what has distressed me most is that, as the argument has dissipated that queers are unsuited by "nature" for national security roles of all kinds, the argument against queer military service has boiled down to the most despicable dynamic that discrimination relies on: that it is the object of discrimination who causes the problem, not those who discriminate or tolerate discrimination. Thus, the gay man or lesbian becomes the thing to be eliminated if good order is to be maintained, not the intolerance and prejudice of those around hir. This is the implication of
this story (in case you needed clarity on this issue) in which queer soldiers raise concerns about whether they will be harmed by other soldiers if DADT is repealed. One noncom explains that it would be fine with him if men and women under his command were queer, as long as he didn't know about and -- what? Get grossed out?

This is why numerous GLBT students are being told by public school districts to stay home and complete their high school diplomas via distance learning: because if a queer kid is being bullied and tortured in school, the best thing to do is remove the kid, right? No matter that it is the school principal's job to ensure that no child is bullied or harmed -- just as it is the officer and NCO's job to ensure good order in any given unit.

Any officer or NCO who cannot lead when DADT is repealed should be relieved of command. It's that simple. S/he should be relieved of command because s/he cannot obey orders, and because s/he cannot lead others to obey orders effectively either. And you know what? I think this Radical may have greater faith in the officer and non-commissioned officer corps than the politicians do. Ours is the best trained military in the world, and our military personnel will do their job.

The United States military will have to undo generations of official homophobia to make this work, and they have no one to blame but themselves. I believe they can; I believe that the officer corps understands that it is their job to lead; and that they will make it happen. While there is no lack of racial discrimination in the military, there may well be less than there is in the society at large, since the principles of unit cohesion mandate resisting social forces and beliefs that undermine it (not the reverse, as conservative ideologues would have it.) But as the story I linked above points out, it is the ways in which the repeal of DADT opens the door to full citizenship and zero-tolerance for all kinds of discrimination against queers that has been the endgame all along. Much more than marriage, military recognition of gay rights will unravel structural discrimination against queers because military employment and production dominates our society -- particularly in those places, such as the south and California, where anti-gay initiatives have been used so cynically by the Republicans.


Just In Time To Repeal DADT: And by the way? If Zenith students aren't doin' it for themselves, their relatives are. Recent grad Peter Lubershane tells me that his cousin Josh Howard has made a documentary film from David K. Johnson's The Lavender Scare: The Cold War Persecution of Gays and Lesbians in the Federal Government called -- The Lavender Scare. And happy 85th birthday to gay activist Frank Kameny (pictured above, courtesy of Howard's website) -- you are as sexy as ever, and you outlived J. Edgar Hoover!

Summer History Blogging Fun:
Here's a terrific new history blog written by a former Zenith honors student named Molly Rosner. It's called Brooklyn In Love and War. As Rosner describes it, the blog is "about the nation’s history filtered through the well-documented relationship between my grandparents. I never knew Sylvia, but she and my grandfather, Alex, wrote hundreds of letters during the years that Alex was stationed abroad during WWII. Most posts will look at a letter that helps the story of these two people – who are both typical and unique – unfold." After leaving Zenith, Rosner went on to do a master's degree in the oral history program at Columbia University. She's a wonderful and imaginative writer, and you might want to put it on your favorites list. If you are a literary agent, you might want to get in touch with her: the blog would be a terrific platform for a book.

Friday, May 29, 2015

Releasing Butterflies

First graders have spent the past few weeks learning about the life cycle of the butterfly.  They got to experience the life cycle of the butterfly through their own eyes as they watched their caterpillars eat, get fat, turn into a chrysalis, then hatch into a beautiful Painted Lady butterfly.  Each first grade class hatched 5 beautiful butterflies!








First Grade Field Trip

First graders went on a field trip to the Lincoln Theater which is on the campus of University of Hartford.  They saw the play "Click, Clack, Moo".  It was a great trip!




Mentor's Picnic

Some friends from Macdonough were able to go on a picnic with their mentors on Friday!  They were treated to a DJ, a magic show, a BBQ, and some fun professional photography.  The rain held out so it ended up being a really nice afternoon!


Celebrating The Greatest Generation (Of Women)

In case you didn't know it, today is Rosie the Riveter's 68th birthday.  Berkeley Ph.D. candidate Samuel Redman is celebrating on The Berkeley Blog with a piece just published today,  "Norman Rockwell’s Rosie the Riveter and World War II in American Memory." Okay, Rosie's probably a bit older than 68, but why would you ask a girl her real age?

Redman's piece documents Rosie's national debut on May 29 1943 on the cover of the Saturday Evening Post with a feature announcing her contributions to the war effort.  Look at the muscles on that gal!  She needs them to control that phallic rivet gun that she used to knock out one prefabricated ship after another.  According to About.com's Kennedy Hickman, "US shipyards would produce 2,751 Liberty Ships. The majority (1,552) of these came from new yards built on the West Coast and operated by Henry J. Kaiser."
Operating four yards in Richmond, CA and three in the Northwest, Kaiser developed methods for prefabricating and mass producing Liberty Ships. Components were built all across the US and transported to shipyards where the vessels could be assembled in record time. During the war, a Liberty Ship could be built in a about two weeks at a Kaiser yard. In November 1942, one of Kaiser's Richmond yards built a Liberty Ship (Robert E. Peary) in 4 days, 15 hours, and 29 minutes as a publicity stunt. Nationally, the average construction time was 42 days and by 1943, three Liberty Ships were being completed each day.
Redman draws on one of the many fabulous projects being done at the Regional Oral History Office at the Bancroft Library, this one intended to document the WWII home front in the Bay area.  Giving a sample of a few real "Rosies" in the story, Redman notes that while our memories are shaped by triumphant images of this military turning point in the twentieth century, "Both men and women who lived through this time, as they advance in age, continue to wrestle with sometimes conflicting memories about the war."

Macdonough CHET Winners Dreamed Big

Two Macdonough students were among 93 state-wide winners of the 2013 CHET Dream Big! Competition. The contest encourages Connecticut students in kindergarten through fifth grade to share their dreams about life after college through drawings and essays. All of the winners were recognized at a ceremony held on May 16 at Rentschler Field in East Hartford.

Sam Maldonado, a fourth grader in Ms. Claffey’s class, and Jamil Sampel, a fifth grader in Ms. Ellis’s class, were each awarded a contribution to a Connecticut Higher Education Trust (CHET) direct-sold 529 college savings plan.

State Treasurer Denise L. Nappier, who serves as Trustee for CHET, was very pleased with the students’ efforts throughout Connecticut.

“We were impressed with the heartfelt essays and expressive artwork that our talented young entrants produced for this year’s competition. It was challenging to pick winners from among more than 2,200 submissions; all of the students put forth a great effort with their drawings and essays,” said State Treasurer Nappier.

Winning entries are viewable at: http://www.chetdreambig.com.

More Annals of the Great Depression: What Divides Us And Why

At Zenith University, like everywhere else, there are budget cuts. There were cuts last year; there will be more cuts this year; one imagines there will perhaps be more cuts next year. Everyone thinks of us as a rich little school, and compared to some we are: compared to many schools with which we are associated (Amherst, Williams) we are not. What compounds the problem (and I won't bore you with the details) is that up until about a decade ago, the combination of poor investing, insufficient fund-raising and living beyond our means meant that not only did Zenith's endowment not grow, it shrank dramatically from the bountiful era of owning My Weekly Reader, a period which shaped the expectations and thinking of several generations of faculty still working at the university. Assertions that we are very short of cash are met with varying levels of disbelief, even though we all also know that it is true.

To make a long story short (and not be revealing in ways that will make me even more unpopular at Zenith today than I was yesterday) budget talk reveals many things about the normative assumptions of one's organization. Chief among the assumptions under discussion in mine yesterday was that the "normal" Zenith employee has, or wants, children; and that the childless among us benefit in countless ways from their colleagues' desire to have and raise children. Another is the extent to which many of my colleagues believe, despite reassurances to the contrary and the ongoing scrutiny of the budget process by a committee of trustworthy people we elected, that any attempt to curtail faculty benefits and privileges (even those unequally distributed, as I will discuss below) is part of an ongoing conspiracy by the administration to proletarianize the faculty. This conspiracy has been in the works for decades, so its proponents believe, and is now being activated by the global financial crisis, which will allow the Zenith administration to do what they have wanted to do all along: strip us of every last right and privilege.

Loud protests that there is "fat" elsewhere that can be cut rend the land. No one who has made this claim has been specific as to where such cuts might be usefully made, or why, other than the fact that they do not represent direct faculty interests - from what I understand, budgets like financial aid, University Relations and student services are where "fat" can be found. Some colleagues make unproven claims of varying extravagance about how they only came to Zenith in the first place because of the benefit currently under discussion, or that they have turned down attractive offers from other, unnamed, institutions only because of promised benefits that Zenith now threatens to rescind. Still others assert that it is only the excellent benefits that allow people to take moderate-wage academic jobs in the first place, and that benefits cuts will send high quality potential scholars into other fields.

This, of course, ignores the fact that some academics (economists, scientists) are paid dramatically more than others (historians, literature professors); and that there seem to be, depending on the field in question, between ten and fifty well-qualified people for every position at an American college or university. Maybe I’m wrong; maybe all those people teach adjunct because they love the freedom and hate TIAA-CREF.

Of course only in academia would anyone imagine a set of conversations with a dean as a promise, or as some have claimed, a “contract,” to be kept in perpetuity regardless of the financial circumstances of the institution. Even unions have to negotiate their benefits periodically to reflect a new economic climate. In fact, anyone who has had their eyes open lately knows that, except for not getting a raise this year, the faculty has been the last place Zenith has targeted for actual cuts. All the administrative departments are letting people go and not replacing them, and Zenith administrators did receive what amounted to a salary cut last year when their annual performance bonuses were canceled. Offices like Admissions, for example, are doing more with less, processing more paperwork (financial aid requests have grown, as have applications to Zenith) with fewer staff.

So imagine my surprise when, in response to what has been framed as a temporary scaling back in Zenith's tuition benefit (in which the University proposes that it will continue to grow, probably not at the rate tuitions will increase, but constituting tens of thousands of dollars per dependent child) created a storm of unreasoning protest. Of all the benefits we have, this group of faculty declared, this was the one that could not be tampered with. Imagine my further surprise when, in response to a number of us who have no access to this benefit suggesting that we could support a cut in the tuition benefit equal to all other cuts being made, we were roundly scolded for being ignorant, uncaring, unfeeling and deluded.

This is a more civilized critique than those who questioned child-supremacy used to get: the child-free, regardless of why they were in that position, were until recently routinely spoken of as narcissistic, selfish, or child hating. Now we are just patronized because of our failure to understand why a continuing, although smaller, increase in a benefit we do not receive is something we should be willing to fight for while our own paychecks are frozen and our health care costs rise. That we are also appalled, distressed, and alienated at how quickly the child supremacists are willing to throw us under the bus to preserve a large benefit that we do not share; or that our primary human attachments might be to ourselves, or to members of a non-hetero/homonormative social formation, many of them find naive and morally questionable.

I would like to point out that the loose coalition of the willing that does not consider this cut unthinkable is made up of gay people and straight people; the coupled and the uncoupled; the married and the unmarried; those who have dependent (or formerly dependent) children and those who do not. I mention this because one of the first things people make sure to tell me in particular is that they are not homophobic (you know what? If you feel you have to say this, you are homophobic. I didn't bring it up, you did.) Several of the kinder scolds suggested that we who were not with the program would understand this issue better if we actually had children and better understood the sacred bond between parent and child. The most ignorant argued that the childless were not excluded from this benefit, and could access it any time we liked by having, adopting or inheriting children. Of all the unspoken assumptions, perhaps the one best masking itself as intellectual common sense was that we who are childless at Zenith do have a moral and ethical commitment to our colleagues' children, because it is these children who, as adult workers, will earn the professional wages to pay for our government benefits in retirement.

In other words, because I haven't had children, regardless of how much I have paid into Social Security over the years, I will become a welfare queen in old age. And as I sign my government checks over to the BMW dealership and the grog shop, it will not be just any children who support me in the style to which I am now accustomed, but the children of my Zenith colleagues. That I might have ethical obligations to children who are dependent on a network of adults for their education is not even worth arguing to these vigorous proponents of the nuclear family, nor that I might specifically wish to sponge off them in the future, rather than trust that my colleagues' children aren't going to use their fancy liberal arts educations to become itinerant folk singers. That this is a benefit that ought to be extended as part of an equal compensation package granted to every worker for whatever educational purpose s/he chooses (which might require capping the benefit at a certain amount per worker, or per beneficiary) is even more unthinkable to many of those who have Gone Nuclear even though, to date, two of my colleagues who are, I think, heterosexual, have articulated this position. My point is, either we have all earned it, or we all haven't earned it. Pick one, and that's where we can start the process of coming to consensus about this little plum in the budget.

No, they respond: nothing will do but an unlimited benefit reserved exclusively for the children of Zenith.

This ugly, divisive incident has reinforced my belief that one of the major, under-examined flaws of New Deal liberalism has been the extent to which it left intact the assumption that our fate, as human beings, should remain tied to so-called traditional notions of the family and the workplace. This was not, of course, an entirely unexamined assumption. One of the most graphic examples of how this played out was Social Security. Labor historian Alice Kessler-Harris's In Pursuit of Equity: Women, Men and the Quest for Economic Citizenship in Twentieth Century America (2001) has documented the lengths to which framers of the original legislation passed on August 15, 1935 went to limit women's secondary access to funds that were the legal entitlement of a male breadwinner. Kessler-Harris and Linda Gordon, among others, have written about the systematic exclusion of workers, primarily of color, who were specifically written out of Social Security legislation because they were employed in seasonal, at will, or non-organized workplaces.

Although legally these exclusions no longer exist, in fact, they do. Because one’s social security benefits are paid according to the amount and duration of what a worker has paid in, people who enter the workplace late, or work sporadically (often women) have fewer benefits. Because their work takes place in a home or a workplace that is lightly scrutinized by the authorities (a farm, a sweatshop) the immigrants and people of color who do what amounts to day labor often do not have social security contributions made in their names. And we who are prevented from marrying our partners and creating federally recognized families do not inherit a spouse's Social Security benefits, nor can we designate them to anyone who is not a dependent child.

An even knottier issue, from my perspective, is the extent to which New Deal social legislation, and reforms associated with post-war prosperity and the rise of workplace benefits, depended on the private sector to support middle-class expectations of comfort and security. From what I know about the New Deal state, this dependence had two broad origins. The first was ideological: southern Democrats vigorously resisted any shift of power and authority to the federal government that might eventually be used to overturn racial subordination. A more national political problem for the Roosevelt administration was the danger of totalitarianism that was becoming prominent in Europe and Asia in the 1930s, and the fear that New Deal initiatives would be perceived as socialist or fascist.

What has been less written about is the extent to which the New Deal state simply did not have the capacity to run a large social welfare system and turned to Fordism as a solution. An early prototype of national welfare, the Civil War pension system, was notorious for its inefficiencies and corruption, and because it only extended benefits to Union veterans, was never meant to be comprehensive or permanent. By the time the American state did prove itself capable of creating a fully functional national bureaucracy capable of large-scale taxation and disbursement during World War II, the ideological moment for the creation of a social welfare system had both passed and never arrived. I say passed, because the crisis of the Great Depression was finally ended by putting the nation on a war footing for the rest of the century, thus making prosperity the "norm" and effectively re-stigmatizing the poor. I imagine the ideological moment as never having arrived because, as Kessler-Harris and Gordon point out, the notion that what we now call “benefits” were permanently sutured to the notion that the normal condition of individuals was to belong to a patriarchal family living off a family wage that freed women to be full-time mothers and children to be full-time students. Furthermore, Cold War heterosexual parenting was articulated as service to the state, supported by an elaborate series of tax deductions, workplace benefits and enhanced public education designed to help (white) families become and remain middle-class. "Benefits" are part of that structure, even though we have come to think of them as something we are owed, separate from salary, because we so depend on them to remain middle class. They operate in part as an enticement when the labor market is competitive (not a stage of history we are in right now), and they are a way of shielding what are essentially salary bonuses from the Internal Revenue Service.

Whether the United States, as a cultural, political or economic formation, actually values children is debatable. But what remains relevant from my point of view is that little that has changed over the past several decades to alter the basic assumption among many liberals that workers who are married and/or have children actually deserve more benefits from their employer. Gays and lesbians are now included in this ideology because we are no longer always prevented from marrying and having children (even though these are much more difficult hurdles than the vast majority of heterosexual people understand.) I think this is interesting, because certainly at Zenith, years ago when many of us questioned why unmarried workers were not entitled to health insurance for their domestic partners, the very same people would shrug their shoulders and say some version of, "That's the way of the world, I guess," but they also refused the notion that unmarried workers were not being equally compensated. Now that we (the unmarried) actually have such benefits, they forget that they never supported them, or that many of them said openly that the flood of claims from the unmarried would overwhelm the system, causing a reduction in everybody's benefits.

And this is what they believe, but will not say, about the tuition benefit. They believe that if it is extended to every employee, there will not be enough left for them. All the rest of it is just smoke, mirrors and ideology my friends. But it is also pretty insulting, because it expands the dictates of the nuclear family to all of us who, frankly, do not benefit from it at all. Most important, it avoids the main point: the major systems that have made this country one of the most prosperous in the world have always been discriminatory. Now that they are in crisis, this is glaringly obvious, and falling back on families and family wage models to fix that crisis is mere tinkering with a system that was designed to fail in the first place.

Wednesday, May 27, 2015

A Meditation on Recent History, Belonging and Endurance

I was trying to think of something clever to add to Historiann's list of things to pack as you prepare to take off for graduate school. Medical marijuana? Nicotine patches (especially if you do not already smoke)? Extra courage?

And then I remembered this. In a collection of lectures entitled Writing in an Age of Silence (New York: Verso, 2007), crime novelist Sara Paretsky writes about entering the University of Chicago's Ph.D. program in history:

When I started my doctoral work, the head of the European field committee told entering students that women could memorize and parrot things back, but that we weren't capable of producing original work. In his history of Western Civilization, he included no accomplishments by women.

Thirteen women started the US history program with me in the fall of 1968. I was the only one who returned our second year, and that wasn't because I was a better scholar, or smarter -- it was because the other twelve women all figured out things to do with their time instead of enduring the department's relentless misogyny. I was simply too confused and depressed to work out an alternate career.
(56-57)

Paretsky, as many of you know, has gone on to write fourteen crime novels featuring gritty female private investigator V.I. "Vic" Warshawski, so I guess she wasn't as dumb as she looked, eh?

All kidding aside, it's hard to imagine saying something so terribly cruel and ignorant unless the purpose was to send a blunt message that women were not wanted in the program. Until 1972, long after racial segregation in education had become illegal, it was perfectly legal to discriminate against women applying for admission to graduate or professional school -- for any reason whatsoever. The reason that was usually chosen was one's low opinion of women's intellectual capacity as a sex; one's ideas about whether said women would put the education to good use; and/or assertions that men needed education more than women did because they supported families (women supporting families was not unheard of, but was to be avoided at all costs -- unless said women were of color and poor, and then it was desirable that they work at ill-paid labor.) In the late 1970s, when I was enrolled in an Ivy League university that had finally enrolled its first full class of women only four years prior to my arrival, it was not uncommon to hear male professionals and faculty justify their desire to exclude women from graduate and professional programs because "they are just going to marry and have children and they won't use the degree like a man would." The "fact" behind this stance was that demographically "most" women were married, were mothers and had dropped out of the workforce. As someone who had a horror of such a fate, even as a pre-feminist child (I could imagine myself saving damsels in distress but the idea of donning a wedding dress made me frantic), I would think, "Yes, but if they don't let you into medical/law/graduate school, then you would have to get married to make a living, right?"

And when I was at that Ivy League university, I knew half a dozen undergraduate women who were sleeping with professors who had not welcomed coeducation with open arms, but had been happy to open their beds (half of the female academics who tell you they did not have sex with that famous Oligarch post-structuralist are lying, I'm convinced of it.) A decade later, graduate education for women also created an opportunity to recruit highly educated second wives who were younger, and more fun to talk to, than the wives who had typed your dissertation back in the 1960s. As late as the 1990s, in a number of departments I was acquainted with it was not uncommon to hear both graduate students and faculty justify tenured male professors philandering with their female graduate students by pointing out that such relationships had a tendency to result in marriage -- after wife number one got the old heave-ho, of course. I said to one person who explained this rationale to me one too many times, "Yes, but have you noticed that most of them drop out of the doctoral program to have children and never complete the degree?" (since this would often require the awkwardness of recruiting a new dissertation advisor from the ranks of hubby's peers) and the conversation stopped abruptly, not to be resumed.

And have any of you (in real time now!) who slipped in the door of the club despite everything you saw and endured that should have made you run screaming for the nearest military recruiting center, noticed that still, when you are doing a search, and you ask the search committee why there aren't significant numbers (or any) women/people of color in your cohort or in the final candidate pool the most frequent answers are:

a. "There aren't any." (To be followed by liberal and conservative moaning about how few of these individuals in a given field are "in the pipeline.")
b. "There aren't any who are qualified." (Usually not followed by a cogent statement of what the qualifications were that were not met.)
c. "I don't believe in affirmative action."
d. Some comment to the effect that, by asking this question at all, you are revealed as racist/sexist.
e. Complete silence.

Academia is not the same club that it was back in 1968, to the extent that anyone who said what was said to Paretsky would know to keep such thoughts to himself and act on his contempt for women in another way. But it is still a place where belonging is a struggle for many of us, and one of the skills to develop as an academic is to cope with that. Sometimes, it will be so exhausting that, temporarily, you can't go on. You know you will soon, but not now, because you have reached the end of your capacity to endure slights and the ongoing suggestion that you do not belong.

And for moments like that, young graduate students, I recommend you pack a Sara Paretsky novel.

Tuesday, May 26, 2015

Positively 30th Street Early For The Train Cheesesteak Blogging

There has been radio silence for the past several days because, although she has many virtues and resources, the Mother of the Radical (MOTheR) -- with whom I have been visiting -- does not have WiFi. Fortunately, however, Amtrak now provides a WiFi connection in its Philadelphia station, and I have arrived here early enough for my Shoreline train to have a cheese steak sandwich for lunch. Hence, I am inspired, and wish to debunk the following three myths about what is known elsewhere as "the Philadelphia Cheesesteak Sandwich," or "Philly Cheesesteak."

First of all, there is no such thing as "the Philadelphia Cheesesteak Sandwich." It is called a cheesesteak, and the only place you can actually get an authentic one is in Philadelphia or its immediate environs. If you are anywhere else in the country -- with the exception, perhaps, of the portions of New Jersey that are in proximity to Philadelphia, and towns no further south than Wilmington, DE, what you are being offered is a simulacrum of a cheesesteak. But no one who actually lives, or has lived, in Philadelphia would call it a "Philly cheesesteak." The modifier is utterly and completely redundant: when you see it in use, you know you are dealing with a poseur of a restaurant (or more likely, a restaurant chain.)

Second, there are people -- most of whom have not been raised in and around Philadelphia -- who think that cheesesteaks are nutritionally unsound. This is crazy talk. The basic ingredients of the cheese steak are: American cheese; a portions of cow so tough and unwanted that they must be shaved razor-thin, frozen, fried and chopped up in order to be chewed at all; a white Italian roll with thick crust; salt; and grease. Lots of grease. I ask you -- under whose rules are these things not good for you? Particularly when you add fried onions and peppers, you have at least three parts of the food pyramid covered. In other words, you are practically done for the day in terms of nutrition, and should feel free to eat ice cream for all other meals.

Third, I have heard non-Philadelphians say that after a cheesesteak, you will be so full of calories you won't have to eat for hours. This is absolutely not true. You will need to eat again immediately. You will need a Tastykake for dessert.

This concludes today's advice from the City of Brotherly Love. Stay tuned for an item later in June on the nutritional value of Scrapple.

Our Person In Tegucigalpa: Zelaya Returns to Tegucigalpa, Honduran Police Violence Escalates

As the Obama administration clicks its worry beads over Iraq, Afghanistan, and the potential for a nuclear Iran, threats to democracy in our own hemisphere fight for attention as they often do. I call your attention to the fact that political violence in Honduras has escalated this week. Crowds gathering peacefully to demand that the President they elected be restored to office are being assaulted; some protesters have been killed, and many others have been arrested. The photo at left, taken in Tegucigalpa this week, is of a police surveillance helicopter. With new elections coming up in late November of this year, the stakes for democracy in Honduras are very high.

Many of you may recall that Manuel Zelaya was arrested by the military last summer, flown out of Honduras in his pajamas, and dumped like a bag of laundry. Roberto Michiletti, the choice of the country's oligarchy, assumed the presidency. While Michiletti has been strongly rebuked by the United States and the United Nations, pressure on the de facto regime has been feeble and ineffective. One possible reason that the Obama administration is not being more forceful is that Zelaya's regional allies include socialists like Venezuala's Hugo Chavez and Brazil's Luiz Inacio Lula Da Silva, who have worked effectively to counter US policy and corporate influence in the region.

On Monday, it was revealed that Zelaya had re-entered Honduras successfully (possibly with the aid of a military faction loyal to him) and sought sanctuary in the Brazilian embassy, which has launched the current wave of demonstration and violent repression.

Regional military intervention to end the violence and restore the regime does not seem to be an option, given a US attitude towards its neighbors in the Americas that has not progressed far beyond the principles of the Monroe Doctrine (1823) and the Roosevelt Corollary (1905). The propaganda campaign being waged by the regime against Zelaya this week (which highlights allegations of corruption and incipient terrorism) is calculated to make any intervention by the Obama administration on Zelaya's behalf politically costly, but it is also a calculated attempt to fill the US media market with stories that falsely portray Zelaya supporters as the kind of dangerous rabble that Americans have historically believed ought to be repressed, both abroad and at home (witness the lack of curiosity in the media about the police violence in Pittsburgh this week at the G-20 demos.)

Fortunately, Tenured Radical has an excellent and well-placed correspondent on the scene (who also contributed the photographs in this post.) On Tuesday, September 22, this dispatch arrived from our person in Tegucigalpa:

"Things here in Honduras have gotten very bad very quickly. As you may know, the democratically-elected president of Honduras, Manuel Zelaya, who was overthrown on June 28th, returned to the country yesterday and took refuge in the Brazilian embassy. He gave a speech anouncing that he had returned to open a dialogue with the de facto authorities, since they had failed to participate succesfully in the negotiations sponsored by the president of Costa Rica and backed by the entire international community.

"The de facto regime, rather than deal with this unexpected development peacefully, has reacted with great force. The authorities have spoken primarily in hyperbole and lies, pretending that the constitutional president has made statements about retaking power and revolution, none of which are true. They have shut down the entire country. We are on indefinite curfew, meaning anyone outside of their home is subject to immediate arrest. They have cut electricity to various parts of the city. They have closed the borders and airports. They have forced the opposition media outlets off the air and off the web. They have ordered the military and the police to attack the several thousand people who were peacefully camped out in front of the Brazilian embassy; they used pepper and tear gas, fire trucks and what appear to have been rubber bullets. Casualty totals are unknown at this point.

"I think the authorities´ willingness to shut down the entire country reveals more than anything the dictatorial nature of this regime. Their ham-handed response to a peaceful political development they cannot control reflects their willingness to stay in power no matter what the costs to society. They would rather the entire country grind to a halt than engage in dialog. They have no problem using force against people who exercise their constitutional rights in a way they don´t like. The elections they have scheduled for November 29th are just a manner of ensuring the continuity of their regime, as they have made clear their willingness to take any measure to prevent change of which they do not approve."


On Friday, September 25 we received the second dispatch:

"We're disappointed to report that the security forces today failed to respect the law and attacked unarmed protesters without provocation or legal justification. Thousands of marchers gathered on the Boulevard Miraflores for a peaceful march toward the Brazilian Embassy to express their support for the overthrown president, Manuel Zelaya. At the corner of Avenida Jerez and the Primera Calle of Colonia Palmira (the traffic light a block from the United Nations building) the marchers were stopped by a line of police and a line of soldiers, backed by two police anti-riot vehicles, a police helicopter, and a military helicopter. Prevented from reaching the Brazilian Embassy by these forces, the march continued peacefully toward the Parque Central. There was no conflict between marchers and security forces at that intersection. The march arrived in the Parque Central around two.

"The marchers entered the square and remained there chanting slogans and singing. There was no vandalism and the atmosphere was festive. Marchers were not blocking traffic, as all of them were able to fit within the square, and none spilled out into the adjacent streets.

"Several dozen police deployed across the street leading into the south side of the Parque Central at two forty-five. At three precisely, the police launched tear gas into the crowd and launched a baton charge into the park, hitting any number of people within their reach. They also trapped a number of men - I counted at least twelve - against the fence in front of the Cathedral, handcuffed them, and loaded them into two or three waiting patrol cars.

"As I mentioned, the police had no legal motive to do any of this. The marchers were not blocking traffic, nor were they failing to follow a curfew order, since the curfew didn't start until five and the police attacked at three. The marchers had no weapons (you can see from the photographs that they carried in their hands only parasols, if anything - no weapons or even stones) and were not engaging in any criminal activity nor were the police preventing any crime.


"Subsequently, as the marchers and everybody else who found themselves anywhere near the Parque fled north and west away from the tear gas, the army launched a sweep on the street westward leading to the Chile Bridge. Several dozen soldiers deployed across the street and walked toward the bridge hitting anyone they reached with wooden clubs. I also saw two people seized and detained. Again, these people were not committing any crimes nor violating any orders - indeed, they may not even have been marchers, since the area was already crowded with people returning home from shopping during the brief window in which the curfew was lifted. (I have to apologize that the picture of the bridge is so bad, but you can see the line of green-uniformed soldiers with riot gear just below the El Chile bridge sign in the photo).

"In addition, we just received news from Choloma, Cortés, that Carlos Turcio, the neighborhood association president of Colonia López Arellano in that city, was arrested at four o clock. Eyewitnesses said the police explained he was 'violating curfew' - again a legal impossibility, since curfew hasn't started yet - and 'lacking respect for authority.' He is currently being held in the Jefatura Departamental (número cinco) in Choloma."


Our correspondent, and Tenured Radical, ask you to contact the State Department and your representatives in Congress to express your concern at the de facto regime´s violence. Ask them to do everything they can to ensure that constitutional rule is restored in Honduras. The State Department´s number is 202-647-4000. You can also send emails to your senators and members of congress. Addresses of the Congress can be found here and here.

Isn't It Time To Bring The State Back In? Thoughts On The Recent Pew Report On Higher Ed

If you have a Google alert on "college," as I do, you will know that the last week has been filled with pundits weighing in on the question of whether college is a worthwhile investment.  This is because, on May 16, the Pew Center released a new report called  "Is Higher Education Worth It?  College Presidents, Public Assess Value, Quality and Mission of Higher Education." Highlight: although every feature of the report addresses the wreckage that privatization and cutting public education budgets has created over the last two decades, the report never suggests that getting the government back into the business of funding higher education would be a good start to solving any of these problems.

Now, although I always find what the Pew Center has to say interesting, as a researcher my first question about the study is this.  Putting aside the fact that there could be no demographics more narrow than "college presidents," or as imprecise as "the public," why was neither group asked what seems to be the most pertinent questions, which are: "Why do you think that the government stopped subsidizing higher education? Stopped taxing the wealthy, and corporations? Why did the government decide to shove the costs of becoming an educated citizenry onto a public that is, itself, being shoved into lower paying jobs so that corporations can make even larger profits that they will not be taxed on?" Another, and perhaps more scientifically framed, question that neither group was asked was:  "Do you think a robust, excellent and inclusive system of higher education serves a greater social and economic good, the benefits of which extend beyond the individual earner?  Would you agree to higher taxes for the wealthy so that your children could gain access to a quality college education at a low cost?"

I find this absence fascinating, since everyone in higher education, particularly college presidents, knows that these are the relevant questions.  The failure to ask them has, therefore, provoked a storm of pertinent but pointless articles about whether higher ed is worth it at all, and if it is, should entering first-year students head straight for the B.A. that has the greatest net worth, immediately and over time.  What are those degrees?  If you guessed "anything engineering!" you win; if you guessed "Petroleum engineer!" give yourself a gold star.  (It doesn't look like we are going green anytime soon.) 

The report is also full of intriguing nuggets that someone should follow up on.  For example,
A majority of Americans (57%) say the higher education system in the United States fails to provide students with good value for the money they and their families spend. An even larger majority—75%—says college is too expensive for most Americans to afford. At the same time, however, an overwhelming majority of college graduates—86%—say that college has been a good investment for them personally.
This same group believes that they make more money ($20K a year) because of their college degree and, conversely, that taking out the loans to pay for it has limited their life choices:
A record share of students are leaving college with a substantial debt burden, and among those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices (24%).
The landscape of higher education seems similar to Frederick Jackson Turner's 1893 lament about the closing of the American frontier.  People seem to believe in college, but it isn't within the grasp of those who actually might attend.
Nearly every parent surveyed (94%) says they expect their child to attend college, but even as college enrollments have reached record levels, most young adults in this country still do not attend a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to support a family. Also, 57% say they would prefer to work and make money; and 48% say they can’t afford to go to college.
The college presidents were asked almost no questions about money, although their view of what a college education was "worth" expressed a whole set of values that you could predict (it's priceless!)  But the two parts of the survey simply don't mesh.  If students overwhelmingly say they don't go on to college because of finances, college presidents overwhelmingly say that college students are ill prepared to make use of college.  There is a complex study in there, in and of itself:  do part of that 48% actually know they are so ill-prepared for success in college that they don't consider it a worthwhile risk?  Conversely, are many of those students who appear to be ill-prepared simply working too much to attend to their studies?

This latter question strikes me as quite urgent, particularly since it is perceived as a phenomenon largely confined to public schools and community colleges.  This is where it has its largest impact.  But it is also the case that I have been aware, in my almost twenty years at Zenith, that a large number of students who are poor work several jobs, not just to pay their own bills but to send money home to their families.   Indeed, paychecks from college jobs that are often packaged in as part of financial aid often go straight to family members.  Many of these students eat less, sleep less, and have less time to study. 

Now, no one asked the college presidents why they thought students were less well-prepared, and what they would do about it if they could.  No one seems to have linked lack of preparation either to escalating poverty or the funneling of education dollars into the pockets of testing companies, constant drilling to the test, and talented teachers fleeing the profession because of how badly they are treated by school systems, much of which has happened as a result of No Child Left Behind (2001) and its subsequent iterations under the Obama administration.

This is the curious thing about this report is that it dances around policy questions, but doesn't ask a single one directly, or name a single policy that has shaped the higher education landscape.  "The public" is asked to confine its thoughts to individual success; "college presidents" are asked to ruminate on the mission of college.  But the two are never articulated as part of the same system, or as having a mutual set of interests that are social and organically intertwined.  And this, I would argue, is because neoliberal government policies, and right-wing political demagoguery, have sold the ideology of "low taxes" and "small government" so successfully that the moral commitment of the state to nurture an educated citizenry has entirely evaporated from the equation.

If "college presidents" and the Pew Foundation don't understand that, why wouldn't "the public" be confused about the present and future state of higher education?

Monday, May 25, 2015

This Post Is Not About Henry Louis Gates Jr.'s Attempt To Enter His Own Home In Cambridge, MA

As news about Professor Gates' confrontation with the Cambridge Police Department was breaking -- or was it shortly after the President spoke so forcefully about it? -- a friend turned to me and said: "Do not blog about this."

That may be some version of what Michelle Obama was thinking as she saw her husband embark on what I thought was a humorous, candid and incisive commentary on the events surrounding a wealthy Harvard professor, his friend, being schooled by the police. (As an aside: if Obama were a blogger, he would have known not to use any derivative of the word "stupid." Feminist bloggers know the content of what they are trying to say dissolves as (male) conservatives leap to censure them for disparaging such noble whitemale institutions as American policing or the Varsity Sport That Must Never Be Mentioned.) If there had been a thought bubble over Michelle's head, it would have said something like: "Oh Barack, do not be honest with white people about this thing. They cannot handle it." And indeed, it seems that we cannot.

Black commenters have spoken eloquently about the class and racial dynamics attendant to Professor Gates' arrest, particularly here and here. I think white people have very little to add to some parts of this story, and so I would only like to thank the President for having said an honest and true thing. Why, even if I didn't agree, it's such a relief to hear a President do that! I don't even think the word "stupid" is a fatal flaw: my guess is that it was a place-holder for "racist" in the way people often substitute a non-descriptive word for the descriptive one when trying to speak about repetitive, painful events (Spouse: "How was the department meeting?" You -- a seething full professor who has just been treated like she knows nothing about her own field by a bunch of people not in her field -- "Oh, it was just stupid." And you say that because if you said "It was so sexist" you would have to experience that stab of knowing that nothing you do, ever, will cause them to stop treating you badly; that you will always have to endure it.) And of course, there were many layers of racism in this incident: from the anonymous white person who called the police in the first place, to the white officer unwilling to appear intimidated by a wealthy black Harvard professor's rage, to the news media choosing to depict Professor Gates in handcuffs screaming, or with a mug shot, rather than using any one of a number of portraits that are commonly available (In less than half a minute, I downloaded the one in this post from his academic web page.)

So I want to talk about and to that anonymous white neighbor. Because I am a white neighbor of black and brown people, one who lives in an urban university environment, and there are a few things I have learned.

Primarily what I have learned is that white people put black people in danger every day, an insight that was crucial to southern women's activism against lynching as early as the 1930s. I have learned that while many of us believe racially integrated neighborhoods are desirable, and some of us actively seek them out, no one talks to white people about their responsibilities for reigning in the racism that inevitably follows when white and black people come into proximity with each other. There is no doubt in my mind that white people put black people into danger all the time as a result of their good intentions, and that being aware of this is a full time job. I worry, for example, every time a close friend of mine I have known since college -- a major property owner in the neighborhood, with an Ivy degree, wealthy, and a football celebrity -- borrows my lawn equipment, because to your average cop he is just another _________ (fill in the blank) walking down the driveway and up the street with someone else's electric mower.

This kind of awareness is very painful to come to terms with, as was the time I was driving a black job candidate around Zenith, stopped to ask directions, and saw the white man in his pretty suburban yard hurrying his children into the house -- until he noticed that there was a white woman getting out of the driver's side. I could feel his relief as an almost physical thing between us. As one of my friends said later about the job candidate, "I guess it's something he should know about what it would mean to live here." Of course he did already -- it was me who had to learn it.

Coming to terms with slights, and ones that can turn into a dangerous situation in a heartbeat, is something every person of color in America deals with and knows more about than virtually any white person: I don't care if Republican senators like Jeff Sessions says it ain't so, it is so. Sonia Sotomayor is absolutely correct on this point. And to my mind, white people have a responsibility to come to an awareness about this. and act on it as a moral responsibility. To wit:

About two years ago, I was about to leave on a trip; my partner had taken the car somewhere else, so our driveway was empty. As I opened the door to a small hallway that leads to our back door with a bag of garbage in my hand, at that precise moment, a man standing at the door popped the lock with a screwdriver and stepped into my house.

I was, needless to say, surprised, and so was he. I said, "what the fuck are you doing in my house?" He said, very politely, "I'm so sorry," turned around, closed the door, and walked swiftly down my driveway. I came shooting out the door, shouting some version of what I had already said as he turned the corner of the driveway and disappeared. Needless to say, I was very frightened, and probably would not have behaved so aggressively if I had not been.

I called the police. It seemed to be the right thing to do at the time, since my neighborhood suffers from a lot of petty theft that I suspect is endemic to neighborhoods full of students from the 'burbs who can be pretty casual about locking up: laptops next to open windows disappear, bicycles are liberated from back yards and so on. I described the thief the best I could: around 5'8" (my height); medium-complected African-American; shaved head; round preppy glasses; middle-aged; dressed in a tennis shirt, pressed chinos and white sneakers. He looked," I said helpfully, "Like a college professor." What happened next was instructive: the investigating officer put the description out, and asked if I wanted to ride around and look at a variety of men who were being braced around the neighborhood for my inspection. I did, and with sinking heart, I saw "suspect" after "suspect" who looked absolutely nothing like the description I had given. They were tall; they were short; they were twelve; they were old; they were dressed like bangers; they were dressed in rags; to a man, they had full heads of hair, mustaches and beards; none were wearing glasses, and so on. Oh yes -- all of them were, as far as I could tell, Latino, which in Shoreline generally means Mexican or Puerto Rican.

As I tried not to be sick with shame all over the officer's front seat, I thought three things. One was, I hope to Heaven they have not picked up one of my friends or one of the next door neighbor's children (who were routinely picked up by the police after a purse-snatching in the neighborhood.) The second was, how easy it would have been for me to say, "That's him!" either in honest error or not and cause someone a world of trouble that was beyond humiliation: being taken to jail indefinitely, a lost job, being kept out of school, being found guilty of another misdemeanor. And the third was, this is what racial profiling looks like. Unless I or someone I know has been violently assaulted, I must never, ever call the police again for something so small if I am going to be a responsible citizen of this neighborhood. Letting someone get away with attempted robbery, a person who was completely non-violent (which experienced burglars are), is absolutely worth not humiliating ten other people who the police are using this opportunity to intimidate and shake down for evidence that they are committing some other petty crime.

This kind of event is, of course, part of what police mean by being in control, and what the officer was doing when he arrested Professor Gates who was guilty of nothing more than saying angry, nasty things at the top of his lungs as a crowd gathered. When a police officer makes an arrest like that he is saying, "See? I can do this. I can make your life a living hell for an hour, a day, or longer. I require deference." The desired result is how many black men describe living their lives: a constant state of uncertainty as to what the police will actually do in any given situation, resulting in the need for profound deference and elaborate forms of self governance at all times (don't run, wear too much jewelry, show money or speed when driving; make sure you dress nicely, cut your hair, avert your eyes, carry your company/university ID at all times.) A policeman intimidates so that he does not have to use violence (hence, making the risk of violence to his own person greater.) This can be best accomplished when a large number of people already believe that a policeman could become violent at any moment, for any reason at all. And why do the police not do this to white people as much as to black people?

Because, God help us, we white folks believe the police are our friends.

So Mrs. Cambridge White Neighbor, what should you have done? You should have stopped and asked the gentleman who was trying to get into the house if he needed help -- and did he want to use your cell phone to call a locksmith (hint: burglars don't jimmy the front door in full sight of everyone.) If he had no business getting into the house, he would have left. If he did have business in the house, he might have said, "No thanks -- I think I've got it!" Or, "We've had so much rain, are your doors stuck too? " Or, "Yes, thank you, I need to call my wife -- hi, I'm Skip."

But you didn't. Perhaps it was because you fear black male strangers, like so many white people, no matter how they are dressed. But my guess is that you were embarrassed. You thought, "This is probably a Harvard professor trying to get into his own house, but if I stop and ask, he's going to think I think he's a criminal just because he's black. And he might think I am a racist! I can't risk that. So just to be safe -- I'll call the police!"

And my point is, Mrs. White Neighbor: safe for who? Why safe for you! Because the police are not a neutral party in such matters. They are not paid to help you navigate the social awkwardness of identifying your neighbors in a racially integrated neighborhood. They are paid to intimidate people who are physically similar to Professor Gates on your behalf, which means you cannot call them and expect that there will be no damage. To save yourself embarrassment or fear, you put a neighbor in a position in which there was a high likelihood that he would be arrested, physically injured or killed. He knew that -- why didn't you? And this is something I have not heard anyone say as a possible explanation for why Professor Gates behaved as he did in this situation.

He was frightened. And if so, in my experience, he was right to be.

Sunday, May 24, 2015

Speaking Of Gender, Facebook Is Concerned About Mine

I read somewhere recently (and I thought it was the New York Times but now I can't find the story) that a great many women are removing their date of birth from Facebook because they are sick of getting gross and insulting ads about their bodies. It is simply true that nothing is free, even on the internet: everything one signs up for has some kind of questionnaire aimed at creating a marketing profile for you -- oh, excuse me, "opportunities" for you -- that can be squeezed in everywhere. You can always check the box that prevents them from selling your identity to every spammer alive, but what you can't prevent is advertising tailored crudely to those of your gender and age.

Yahoo! is terrible, although I realize that were I to agree to pay for email I could get rid of their ads in a heartbeat. Endless acai berry products are the best ones. I'm not sure whether my least favorite ads are the ones that promise weight loss, complete with pulsing, saggy body parts poking out of ill-fitting garments and dripping with puckered cellulite; the sponge that de-wrinkles a craggy woman as if by magic; or the mortgage ads with manic, dancing figures that command me to get a second mortgage now because President Obama wants me to.

To quote Britney Spears, "Lollypop, do you take me for a sucker?"

The Facebook ads are less gross, mostly because they are smaller, but it's the same theme: you grow old, you grow old, you shall wear the bottoms of your trousers rolled. Hot flashes, wrinkles, flab. This is your future. get used to it.

No! No! No!

Now I happen to be in pretty good shape, am quite athletic, and would never color the gray hair that I have. But middle age causes anxiety all the same. Add to that the specifically female afflictions that I am being hammered with, and the female shame that I am supposed to feel about aging, and it has been a constant irritation to this butch lesbian feminist.

What to do? I didn't want to remove my birthday, because I like the idea that people will wish me happy birthday (even though you will notice that I never look for or acknowledge yours; sorry, it isn't one of my strengths.) But I thought: how about if I remove my gender? Is it required information?

Why no, it isn't, and I did just that. Hooray! Suddenly the ads changed. Games! Continuing education! On-line accountants! Psychics! Horoscopes! Problem solved.

"Not so fast, Mister. Or Miss. Or whoever you are," some Facebook administrator muttered. Now I get a little message every time I click on my profile page that says:

"Which example applies to you? Right now your profile may be confusing. Please choose how we should refer to you. Click one:

Tenured Radical edited her profile.
Tenured Radical edited his profile."


Are you talking to me? Are you talking to me?

What a hoot. And I have to hand it to them, the tone is perfect: friendly, non-antagonistic, encouraging. I imagine it's how people might talk to me if I were on a four-day crying jag, or had had a terrible nervous breakdown, or were crashing after a methamphetamine binge. I imagine myself wrapped in lovely warm towels, on soothing drugs and in a pink room with soft music playing in the background. Nurse Ratched is smiling encouragingly with a big, whacking hypodermic in one hand, trying to encourage me in the least threatening possible way to remember what my gender is or to commit to a gender at least, even if it's not one we can agree on. "Because you see, dear," Nursie is saying in my imagination; "People may be confused...other people are, well, upset about this, and if you could just answer the question it would be so much better for them."

I am going to see how long I can tolerate the pop-up instead.