Please Do Not “Walk Up” to People You Think Might Murder You

I had a double mastectomy a week ago, which for the context of this article means two things: 1) I was unable to participate in the March For Our Lives yesterday, although I really wanted to; and 2) I’m not in a particularly charitable mood. You might even say, in fact, that I’m feeling extra protective of this fragile corporeal vessel I’m forced to inhabit.

Right before the mastectomy, during the National School Walkout on March 14, most of us were seeing nonsense on social media about “walk up, not out,”[1] meaning: instead of walking out of school to protest the fact that it’s not a safe place for kids and teens, why don’t you walk up to classmates you think might be the next Nikolas Cruz and talk to them in order to…this is where things get fuzzy. But presumably in order to keep them from becoming the next Nikolas Cruz.

I am no longer a child and I do not have children, but what I do have is two teenage siblings, and I will be absolutely, thoroughly god-damned before I instruct them, or allow anyone else to instruct them, to do something so equal-parts patronizing and dangerous.

Since I don’t have much to do these days besides read and monitor my surgical wounds, let me break this down.

Adults are historically terrible at dealing with social exclusion in schools

I’m not surprised that at the heart of this infuriatingly condescending meme lies a fundamental misunderstanding of social dynamics among children and teens, because adults (at least, the ones who don’t study this academically) seem to have always had difficulty grasping what most kids (yes, even the “socially awkward” ones) know intuitively.

When I was little, this manifested itself in ways such as classroom rules (formal or informal) about having to give a Valentine’s Day card to each student in the class, or invite each student in the class to your birthday party, so that nobody feels excluded. Never mind what a creepy message this ultimately sends, or how humiliating and uncomfortable it would be (and was, for me at times) to receive cards and party invitations from kids that you know hate you.

I don’t know if kids still give out Valentines, but I do still see headlines now and then about elementary and middle school students being forced to say “yes” to anyone who asks them to a school dance [2], or being banned from having “best friends” so that nobody feels excluded [3]. To these things I can only say: yikes, you guys. Yikes. Are the adults okay? Who hurt you? (Apparently, the kid in your 6th grade class who said no when you asked them to the dance.)

What kids know, and what many adults apparently quickly forget, is twofold: 1) Social exclusion will be a part of our lives in some way no matter what; and 2) if people want to exclude you, there is nothing—no rule, no requirement, no sugar coating—that will hide that fact from you, or make it sting any less. In fact, one of the most hurtful and memorable forms of bullying a child can experience is having their classmates pretend to like them, care about them, or include them (to the praise of parents and teachers, probably) only to yank that positive regard away. This isn’t a new thing. Hasn’t anyone seen Carrie?

Social exclusion isn’t a childhood phenomenon; it’s a human phenomenon that many adults also experience in their social groups, workplaces, and communities. There’s no simple answer to it, and any effective intervention would probably have to address the prejudices that people use to decide whom to exclude, rather than the exclusionary behavior itself. But that’s for another article, or rather, for another book.

All social exclusion is not made equal

Another mistake adults make when trying to mitigate social exclusion in schools is assuming that it’s all cut from the same cloth. Sure, on the surface, the behaviors can look the same—ignoring or avoiding certain students, laughing at them, refusing to sit with them at lunch. But the motivations behind these behaviors can vary a lot.

That means that on the surface, you can’t really tell if a group of kids is avoiding another kid because they think his hand-me-down clothes are ugly, or because he’s a pompous asshole who makes them feel small and dumb whenever they try to talk to him, or because something about him is just…off in a way they can’t articulate but that reminds them of when their parents told them to avoid that creepy old dude down the block because “we’ve heard stories.”

Kids, especially younger ones, don’t always know how to make sense of their feelings in that last case. So they sometimes act out those feelings by passing mean notes about that classmate or making fun of his dark baggy clothes or the music he listens to. It’s mean. But it’s covering up for something else that they haven’t been taught to name yet.

(I do wonder, though, how true that even is in today’s landscape. I do know that ten years ago when I was a high school student, I could never have even contemplated mounting the sort of campaign the Parkland students have, as have the many young people of color protesting gun violence during the past few years. I just didn’t have the schemas to understand it. Today’s teens are different.)

In any case, in situations where a school shooter was bullied or excluded prior to his acts of violence, it’s possible that the social ostracism was less a cause and more a warning sign. Maybe his classmates knew something was up, but they didn’t know what, and they didn’t know how serious it might turn out to be.

This means that when you encourage students to “walk up, not out,” you’re not just asking them to walk up to the new kid, or the disabled student, the girl who’s been made fun of ever since she got her period in gym class, or the gender-nonconforming young person. You’re also asking them to walk up to the young white man with violent lyrics plastered all over his locker, who nobody ever wants to talk to because all he wants to talk about are his guns and the need to keep the white race pure or whatever.

Imagine, too, being the new kid or the disabled student who suddenly has a bunch of kids “walk up” to you right after the National School Walkout, only to realize that they’re doing it because they’re afraid you’ll shoot them.

Bullying does not cause school shootings

The idea that the prototypical school shooter is necessarily a “troubled” young person who is cruelly bullied and excluded by their peers is not necessarily based on reality. Even in the case of Columbine, the typical example, it’s straight-up false. [4]

It is often very difficult to put all the puzzle pieces together after the fact and figure out whether a shooter was mistreated by their peers or not, especially if that shooter has committed suicide and isn’t around to answer questions.

Part of what makes it difficult is that social dynamics among kids and teens are extremely fluid and can change by the day. Very few kids are always the victims, always the bullies, or always the bystanders. If you examine random slices of my K-12 life, you will find times when I was mistreated and left out, times when I had a healthy, supportive group of friends, times when I stood by while my friends bullied others, and probably even times when I was the bully. If you read my teenage diaries, you might find some wildly conflicting evidence in there.

Here are some characteristics that many (possibly even most?) school shooters have in common, that aren’t being bullied or excluded: being white, being male, having a record of violence or harassment against women, having an interest or a record of participation in white supremacist/neo-Nazi/ethno-centrist groups. (Another item that doesn’t belong on this list? Mental illness.)

Really, if you wanted to prevent school shootings without having kids walk out of schools and march to demand action on gun control, it almost seems like the most effective strategy wouldn’t be making sure all the loners feel included, but that we intervene when we see young people developing strong sexist and racist beliefs. Almost.

There’s some value in encouraging kids to include each other

That’s not to say that the underlying message of “walk up, not out” is entirely bad. From a totally basic, uncomplicated point of view, sure, it’s nice to encourage children and teens to consider who might feel left out at their school and try including those people. I would endorse that statement in about the same way that I would endorse statements like “it’s good to eat vegetables” and “we should try to drive within the speed limit whenever possible.” That is, I agree, but I’m not about to put it on a bumper sticker or tattoo it on my body.

The generally uncontradictory nature of that statement is probably why many kids already do that. Most kids who are rejected and excluded by some classmates are accepted and included by other classmates. Most “unpopular” kids do have friends—friends who are often also unpopular and can relate to their experience. When I was getting bullied the most—seventh grade—I had a small group of loyal friends who liked me and hung out with me. They just weren’t necessarily in the same gym class.

Being concerned with including other students and walking out to protest gun violence are not contradictory. In fact, they go together. Our schools should be places where all students feel that they belong—if not in every single social group or with their entire class, then in a club or group of friends where they feel wanted and welcome. However, before our schools can be those places, they need to become places where children do not fear being murdered with a gun. Remember Maslow’s Hierarchy of Needs. [5] Which of these do you really think we should start with?

An illustration of Maslow's Hierarchy of Needs, with comments by me to show how it would apply to a school setting.
Here’s a handy visual aid, even.

.Kids and teens can be as biased and prejudiced as their parents, but they also often have very well-developed gut instincts when it comes to unsafe people—unless we shame them into suppressing those instincts. We should challenge the young people in our lives to approach uncomfortable conversations with other young people who are different from them, while drawing a very clear line between that and disregarding one’s own personal safety. We should read The Gift of Fear by Gavin de Becker [6], discuss it with young people, and then stop demanding that they ignore all the good advice in it.

We should ask ourselves, too, which images pop into our minds when we think about asking kids to “walk up” to someone they’ve excluded. Do we imagine the Mexican immigrant kids, the Black kids, the gender-nonconforming kids, the girls who got labeled “fat” or “slutty,” the boys who wear nail polish, the kids who need IEPs? Or do we imagine the white boys who give Nazi salutes and submit essays about why slavery is morally justifiable?

What labor are we asking young people to perform, here? Which problems are we asking them to solve that we ought to be solving for them? Whose voices are missing from this conversation?

And why are we having this conversation, exactly? Is it because we’re so very worried about social exclusion, or is it because this is easier to talk about than guns?


[1] https://www.cnn.com/2018/03/14/us/ryan-petty-walk-up-walk-out-stoneman-douglas-shooting-trnd/index.html

(Sidenote: I feel quite bad about trashing an idea that seems to have originated from the father of one of the Parkland victims, but unfortunately, losing someone to this type of violence doesn’t necessarily give you the psychological, sociological, or legal expertise to determine how to prevent it.)

[2] https://www.washingtonpost.com/news/education/wp/2018/02/13/a-school-made-children-say-yes-to-any-classmate-who-asked-for-a-dance-then-a-parent-spoke-up/?utm_term=.06576c7f05b5

[3] http://www.chicagotribune.com/news/columnists/kass/ct-met-best-friends-ban-kass-0119-story.html

[4] https://www.facebook.com/rebeccawald/posts/10156114680017429

[5] https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

[6] https://www.amazon.com/Gift-Fear-Survival-Signals-Violence/dp/0440226198


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Please Do Not “Walk Up” to People You Think Might Murder You
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The Collective Gaslighting of the Trigger Warning Debate

I consider emotions to be a valuable source of information. When I noticed that I was getting much more emotional about the trigger warning debate than about most of the topics I write about–sensitive and personal as they often are–I knew something was up.

Both the content and the tone of the debate has been making me feel very angry, frustrated, and hopeless. The anger is a different sort of anger than the one I sometimes feel when engaging with discussions about sexual violence, homophobia, or other issues–issues that affect me much more strongly and urgently than trigger warnings. That anger is one of passion; this is one of defeat.

I don’t even really need trigger warnings very much. I am no longer a student (thank literally every possible god), and in the situations where I do find trigger warnings very helpful, they are typically provided, because the people in my life care about accommodating people with trauma and mental illness backgrounds.

So why the anger and hopelessness? Why the “taking it personally,” as some 3edgy5u conservative dude would probably love to accuse?

I realized that the debate on trigger warnings has largely turned into a sort of collective gaslighting.

I don’t use that word lightly. Gaslighting means denying someone’s thoughts, feelings, or perceptions so that they end up doubting their own reality. It’s not the same as arguing with someone’s opinions or with their interpretations of their perceptions. If a patient sees a doctor and says, “I have a headache and I think it must be brain cancer,” it’s not gaslighting for the doctor to say, “Well, I doubt it’s cancer. Let’s check it out.” It is gaslighting for the doctor to say, “Oh, come on, you’re probably just imagining it. There’s nothing wrong with you.”

So before you jump in with Just Because We Disagree With You About Trigger Warnings Doesn’t Mean We’re Abusing You Oh My God, I’ll draw a very fine distinction.

Yes, not all anti-trigger warning arguments are gaslighting. For instance, it’s not gaslighting to say, “I hear that you want this accommodation, but we can’t provide it because [reasons].” It’s not even gaslighting to say, “I hear that trigger warnings help you, but the research shows that they may do more harm than good in the long-term.” I still disagree with that, because the classroom is not the place for exposure therapy and exposure therapy cannot proceed without informed consent and trigger warnings. But at least that doesn’t deny anyone’s internal experiences.

What’s gaslighting is when we say, “We need trigger warnings in order to be able to engage with content rather than automatically shut down,” and you respond, “You’re just trying to avoid engaging with difficult content.”

If people are telling you that they are trying to engage with trauma-related material and you insist that they’re actually saying that they want to avoid it–or literally ban it from being taught–you are gaslighting them. You are insisting that you know better than they do what’s inside their own heads. You are pretending that they said something other than what they actually said, making them doubt their own thoughts and words.

That gaslighting has affected me. I’ve spent months, years, however long this bullshit debate has gone on, wondering if I’m just being unclear, if something in the words I’m using somehow communicates “I want to ban trauma-related material from college classrooms and I want students to never engage with it,” because that’s what people keep telling me I’m saying. Literally, I would write out all these in-depth articles like I always do and people would comment “So you just want to stop professors from teaching anything that ‘triggers’ you” or “But it’s important to engage with challenging material.” As if I ever even implied that it wasn’t.

There is nothing wrong with my communication except perhaps that I’m too charitable. The problem is that people insist that I literally spoke or wrote different words than the ones I actually spoke or wrote. They don’t even say, “I know you said this, but I think you really meant [blahblahblah].” They simply proceed with the argument as if I’d said, “Professors should not teach material that may trigger students” or “Students should feel free to avoid any reading assignment they find challenging without any consequences.”

I also wouldn’t care that much if it were only happening to me, because then I probably would just write it off as a quirk of my writing style. But I’ve been seeing it all over the internet. It happens in comment threads on Facebook and it happens in opinion pieces published in major outlets.

#NotAll anti-trigger warning opinions are framed in a gaslighting way, but many are. And no, it’s not enough to claim “Well some students at [university] do actually want to ban everything triggering from the curriculum,” not only because I have yet to see any evidence that that’s happening but also because they aren’t who you’re arguing with. If you’re presenting me with a claim I disagree with, then I need to argue with the claim you made, not with another, barely-related claim. (In fact, the idea of including trigger warnings in syllabi is literally incompatible with the idea of banning triggering material from the curriculum. It makes no sense to advocate for both of those things. If someone is advocating for trigger warnings, then by definition there is something still there to be warned about.)

I am willing to grant that in many of these arguments, the gaslighting is probably unintentional because their reading comprehension is simply that bad. Obviously if you can’t understand what someone is arguing, you are liable to argue against something other than what they argued. But 1) it doesn’t have to be intentional to be gaslighting, and 2) I simply can’t believe that all of these journalists and professors are that bad at reading.

I also don’t want to imply that every time you misunderstand someone’s argument and argue against something other than what they said, that’s gaslighting. It definitely isn’t. But when someone is including their personal experiences as part of their argument–a perfectly valid thing to do when the topic concerns mental health and education–then you need to respond to their argument without denying their own experience.

If I say: “I need trigger warnings so that I can engage with material related to sexual assault without shutting down and dissociating,” here are some responses that are gaslighting:

  • “You just want to avoid difficult material.”
  • “So you’re saying that professors shouldn’t ever teach anything related to sexual assault.”
  • “Come on, I’m sure you’re making it sound worse than it is.”
  • “Yeah, well, a college classroom can’t be your therapy session.”

Here are some responses that are not gaslighting:

  • “That’s valid, but we can’t require professors to include trigger warnings because that goes against our policy.”
  • “I hear you, but my concern is that other students will use that as a way to skip readings not because of any personal trauma, but because they just don’t want to confront that subject.”
  • “Sure, sexual assault is a common trigger and easy to warn about, but how could we possibly implement trigger warnings that account for all of our students’ various traumatic experiences?”
  • “But some students say they find trigger warnings harmful. How would you accommodate them?”
  • “Is there any other way the university community could support you without requiring that professors implement trigger warnings?”

I don’t agree with all of these hypothetical responses, but they at least do not rest on a willful misinterpretation of what I said. If I say I need trigger warnings to engage with something, then it’s not your place to disagree with that unless you are a mental health professional working with me and you have strong evidence that I’m misinterpreting what’s going on, and even then that is a conversation to be approached very, very carefully.

(In fact, as a therapist, I often have to gently nudge clients into letting go of interpretations that are not accurate or helpful. But as a therapist, I also have access to a lot more information than most other people do. I don’t have to claim that my client is lying; I can just make observations about their own statements and behavior. For instance, if a client who has a substance use problem and has relapsed says, “Actually, I can control my use,” I don’t need to disagree with their experience. All I have to say is, “I hear that you feel in control of your use. I’m wondering how that fits with what you told me about last week, when you drank enough to black out and say some things to your partner that you regretted.” And guess what? If I have no evidence that they can’t control their use, then I nod and ask them to tell me more about that and keep my baseless assumptions to myself.)

You might disagree that this type of discourse is harming anyone, even though it operates as gaslighting. Maybe it hasn’t harmed me all that much, all things considered. But I still wonder why we shouldn’t aim for debates in which people respond to what was said rather than continuing to read from their own personal script that they wrote before even engaging in the debate.

That’s why I don’t argue about trigger warnings anymore. (No, this isn’t me having an argument with you. This is a blog post and my comments are still closed.) I’m tired of being gaslit and I’m not going to allow it to continue.


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The Collective Gaslighting of the Trigger Warning Debate

Why Kindergartners Need Sex Education

[Content note: mentions of sexual assault]

My latest piece for the Daily Dot takes “Princeton Mom” Susan Patton to task for her assertion that children do not need sex education, especially not in schools. 

College may be too late to effectively change the deep-seated attitudes that some people, especially men, learn about sex and other people’s bodies. That’s what makes early sex education so vital. Patton seems to draw a false distinction between sex education and teaching children not to touch people’s bodies without their consent:

I think what we’re talking about here is body awareness or bullying or verbal harassment or recognize what somebody else’s space is and don’t violate it and don’t touch it, and keep your hands to yourself. This isn’t sex ed, these are manners.

Teaching children about consent does not necessitate describing sex and rape to them in graphic detail, and nobody is actually suggesting that we do this. In fact, “developmentally appropriate” is a term that gets used a lot in these discussions, and while it can be a slippery concept to define, it’s clearly being taken seriously by advocates of early childhood sex education.

Teaching consent does necessitate explaining to children that only they get to say who can touch their body, and that it is wrong to touch someone else’s body without asking them first. Parents can model this in a number of ways, even with very young children—for instance, by asking them if they would like to be tickled, stopping immediately if the child says to stop, refraining from forcing their child to hug or kiss relatives, and reminding the child to ask other children before hugging or touching them.

However, it’s not enough to hope that parents will do this. Although Patton claims that this type of education has no place in schools, not all parents agree that they should teach it, either—and, crucially, not all parents have the capability to provide the frequent supervision and feedback that it might entail. Some parents are single parents. Some work two jobs.

This is where schools come in: teaching children the things they need to know to eventually become responsible, capable adults. In this regard, respect for consent and bodily autonomy is as important a lesson as reading and writing. Without it, there is no way to be an ethical person.

Read the rest here.

Why Kindergartners Need Sex Education

"Educate Me!" "Go Google It!"

A common dynamic online:

  • Person A is writing about or discussing Social Justice Things online.
  • Person B comes across Person A’s writing or discussions, perhaps on Twitter or Tumblr, and has a basic-level question about Social Justice Things–sometimes the particular ones under discussion here, or maybe just something else that Person A might know about.
  • Person B asks Person A a basic-level question, hoping to learn more about the topic.
  • Person A is annoyed at the request and responds angrily: “I’m not here to educate you!” “Go Google it!” “[link to Let Me Google That For You results]”
  • Person B feels embarrassed and hurt, and concludes that Person A doesn’t really care whether Person B understands Social Justice Things or not. Person B may develop a very negative opinion about Social Justice People and Social Justice Things, because that’s how cognitive bias works.

Here’s another common dynamic, perhaps an even more common one:

  • Person A has a blog or a Twitter account that they use to discuss Social Justice Things with like-minded folks. Person A posts something.
  • Person B comes across Person A’s writing or discussions. Person B is privileged relative to Person A on the issues being discussed–gender, race, class, etc. Person B feels annoyed at this discussion. They find all this Social Justice Stuff to be whiny and irritating and they don’t understand why people keep making such a big deal over such little things.
  • Person B asks Person A a basic-level question, perhaps worded in a way that reveals their irritation (“Yeah well, how are men supposed to meet women if we can’t even compliment a cute girl on the train?” “Okay so are you suggesting that white people just stop accepting job offers because a Black person should get them instead?”).
  • Person A is annoyed. They were just trying to discuss Social Justice Things with people they trust. They have answered these exact questions on their blog or Twitter dozens of times, as have many other writers. Maybe right now they don’t want to discuss basics like why street harassment is street harassment, or what affirmative action actually is. They are irritated at Person B’s entitled-sounding tone and the fact that Person B doesn’t seem to have done even the bare minimum to teach themselves about these issues.
  • Person A responds angrily: “I’m not here to educate you!” “Go Google it!” “[link to Let Me Google That For You results]”
  • Person B’s confirmation bias leads them to view this as yet another example of Social Justice People being awful rather than viewing this slightly rude response in the context in which it happened.

Here’s the problem: in practice, these dynamics can be almost indistinguishable.

I’ve been mulling this issue over in my mind for a while, trying to keep my own privilege in mind but also trying to understand the perspectives of everyone in this situation–the person who innocently asks a 101-level question hoping to learn more, the person who asks a 101-level question hoping to derail the conversation, the Social Justice Person tired of being expected to serve as a free tutor for anyone who asks, the other Social Justice People who feel that we have a responsibility to be kind to newbies, the people who are observing this dynamic from the outside and, more often than not, handing down edicts that they want the Social Justice People to follow without necessarily understanding our perspectives and situations.

Thinking about all this has led me to make a number of observations, some of which contradict each other, and none of which are going to please everyone.

  • Not everyone who talks about Social Justice Things online is doing it for the purpose of educating others.

A common assumption made by those who ask these basic-level questions if that if someone is blogging or tweeting about social justice, they are there to educate. Here’s the thing, though–for some of us, it’s just our daily lives, and we share them with each other because it brings us comfort and connection. If I post a tweet about how I’m really shaken up after a guy followed me down the block screaming sexual obscenities, some men may see this as an invitation to ask me why this is harassment or what the guy should’ve done instead or how exactly I suggest we fix this problem, just throw all the men in jail or what? But I wasn’t posting to educate. I was posting because I’d just gone through a traumatic experience and wanted people to know what I was dealing with and support me.

  • Not all online public spaces actually function as public spaces.

Recently there’s been a lot of conversation about this. For example, one thread of the conversation concerns the use of people’s tweets in news stories without their permission. After a controversial Buzzfeed story collected sexual assault survivors’ tweets without asking the person who has started and was leading the conversation (though the journalist did ask the authors of the individual tweets), media types all over the internet insisted that “Yeah, well, Twitter is public.” Technically, yes, but what does this mean in practice?

In practice, many people use Twitter to connect with others that they might not know in person. That’s the power of Twitter. Making our accounts private wouldn’t do the trick. In a recent Pacific Standard interview, Mikki Kendall discusses the “fetishization” of Black Twitter, which is exactly what it sounds like–Black people on Twitter connecting with each other and discussing things that are relevant to them, whether it’s the Eric Garner shooting or the latest episode of Scandal. Sometimes, clueless white people stumble onto Black Twitter discussions and expect the participants of those discussions to educate them about racism. They don’t understand that those people are there mainly to interact with each other, not to teach white people.

Twitter and Tumblr are public, but that doesn’t mean that everyone is invited to the table–just like if you see a group of friends talking at a restaurant, that is not an invitation to barge in and ask them questions, even though you are able to see them and hear their conversation.

  • Even discussions meant to be educational happen on different levels.

If I’m trying to explain to someone how the fight for same-sex marriage is actually marginalizing more urgent queer causes and essentially demanding that queer folks assimilate and act as straight as possible in order to receive their rights, that may not be the time to show up and ask how I presume same-sex couples could possibly instill good morals in their children. If someone is discussing how laws and police officers and incarceration is not a good solution for street harassment because it doesn’t get at the underlying problem and will only serve to further oppress men of color, that may not be the time to demand to know what’s wrong with telling a hot girl that she’s hot.

To do so would be the equivalent of bursting into a Physics 301 classroom and demanding to be taught basic mechanics. But people don’t realize this because they don’t see social justice as a discipline, a method, a field of inquiry that has many levels and layers of knowledge.

This is why some people refer to basic-question-asking as a form of derailment. The folks who get told they’re derailing often find this difficult to understand–how can just asking questions possibly be derailing? It’s derailing in the sense that you’re trying to get the person to stop talking about what they want to talk about and instead talk about what you want to talk about.

  • The reason many marginalized people don’t want to answer basic questions is because those situations often turn confrontational and nasty.

Yes, it always starts the same–someone asking a basic question. Sometimes I answer and they say, “You’re right.” Sometimes I answer and they say, “I don’t agree, but thanks for taking the time to explain your view.” Sometimes they say, “Huh, I’ll think about that, thanks.” But a disturbingly large percentage of the time, instead, I get drawn into a horrid gaslighting argument that may or may not include the use of personal insults and slurs, or even threats of violence.

I explain this the same way I explain street harassment. If you’re a nice guy who just wants to tell me I’m pretty, you don’t understand–because you have the privilege of not dealing with this on the regular–that so many of the guys who came before you followed that up with FUCK YOU, YOU UGLY SLUTTY CUNT. (Or worse.) If you’re a nice person who just wants to get some answers about some stuff you don’t understand, you may not realize that a bunch of the people who asked me those questions before have turned out truly nasty. And I can’t tell from reading a single typed sentence from you which of those you are.

  • However, people who don’t know much about social justice are unlikely to know/understand much of what I just wrote.

In that way, social justice is very, very unlike physics. If you don’t know much about social justice, you won’t know how ostensibly public platforms are functioning for marginalized people. If you don’t know much about social justice, you won’t know why I need support from people to process an incident of street harassment, or why a person of color might be looking for support to process a recent police shooting. If you don’t know much about social justice, you might not think those things are even a “big deal” in the first place. If you don’t know much about social justice, you might not know about the harassment and abuse that less-privileged people have to deal with online from people who initially come across just like you.

So when we get angry at people who ask basic questions because we think it’s obvious that the questions are not appropriate for the situation, we might be overestimating how much they really understand about what’s going on. Just like I might get angry at an American who shows me the middle finger, but maybe not at a foreigner who does the same. The foreigner might not realize that it’s a very rude gesture. Social justice spaces bring their own culture shock.

  • Meanness to newbies isn’t a Social Justice Problem. It’s a Human Problem.

Perhaps it’s people with an overinflated opinion of Social Justice People who assume that we are somehow magically immune to the flaws that plague the rest of humanity. But every bad thing you find in any group of people–sloppy thinking, meanness, tribalism, abuse, self-centeredness, sexism, racism, any other -ism–also exists among Social Justice People. Maybe slightly less for some of those, maybe slightly more for others–but it’s our virtually-universal human flaws that contribute to all of these issues.

Have you ever tried to post a basic question on a tech or gaming forum? Ever got told to “go read the fucking manual, idiot”? I have! That’s why I don’t post on tech forums when I need help with Python or HTML. Ever asked a professor a basic question and gotten snarked at? I have! I asked a psychology professor in college–a respected expert in her field–a question about APA citations, and got in response, “Are you even a psych major?” Ever posted a question on Facebook or Twitter and had your own friends condescendingly tell you to Google it? I have! And so it goes.

Are you also upset about tech forum admins telling newbies to “go read the fucking manual”? If so, great. If not, you are being hypocritical. And keep in mind that tech forums, unlike someone’s random Tumblr, often are explicitly meant for teaching and learning.

Anyway, I don’t think that being mean to newbies is a Tech Problem or a Gaming Problem or a Psychology Problem or a College Problem or a Miri’s Friends Problem; I think it’s just a problem. I think the irritation we feel when someone wants basic answers is understandable; I also think we should try to think rationally about whether or not it’ll help anyone–our own selves included–to express it.

That said, I’m extraordinarily unsympathetic to people who seem to have made it their mission to root out every example of Human Problems in social justice circles as though we are somehow exceptional in this regard. (The phrase “get your own house in order,” while admittedly unkind, comes to mind.) And while some might argue that we have some sort of “responsibility” to be better than others–well, I think we try. I think we often fail, because being a human is hard.

  • Googling is unlikely to yield a good social justice education.

That, I think, is the central problem of telling people to “go Google it.” The social justice information that is easily found through Googling is likely to be written by and for straight white able-bodied American middle-class people. We, as Social Justice People, know this and understand why it’s a problem; Hypothetical Newbie does not. Unless you want Hypothetical Newbie to receive their entire social justice education through Jezebel and white male writers, I’d advise against telling them to Google their question. (Remember, too, that Googling certain issues is also likely to land them on MRA sites. Nobody wants that.)

If you don’t know what you’re missing anything, you won’t know to look for what you’re missing.

  • Unfortunately, the response to being angrily told to educate yourself will rarely be to educate yourself.

(With the huuuuge caveat that a lot of what gets interpreted as “anger” when coming from women or people of color or women of color in particular is not actually anger, or wouldn’t be interpreted as anger when coming from white men. It would be considered being direct. But sometimes it really is.)

Anger can be absolutely 100% justified and still cause people to shrink and shut down and go away. That is, in fact, one of its purposes. For most people, getting yelled at is not conducive to the sort of mood–hopeful, curious, alert–that is conducive to learning. Many of us have had awful grade school teachers who yelled at us; some of us might still remember what that was like. I do. I didn’t learn squat-diddly-doo in that class, so focused was I on making myself small and unnoticeable and calming myself down.

(That class, by the way? It was English. The grade? Seventh. That was the year I started getting really, really into writing. I am thankful every day that out of all the ways that teacher wrecked me, destroying my love of writing wasn’t one of them.)

So there’s sometimes a difference between behaving in ways that are absolutely understandable and justifiable, and behaving in ways that are likeliest to get us the results we want to see. When I think about how to respond to someone online, I think about what I want to happen here, and how I can best make that happen. It sucks that we can’t always express ourselves fully if we are to achieve certain goals, but that’s part of being realistic and goal-oriented.

Where do we go from here? How do we resolve these tensions? If educating others is important to us, how do we do it without burning out, giving in to entitled expectations from others, or demanding that Social Justice People be stronger and smarter and better and kinder than everyone else at all times?

My only two suggestions are that if you ever feel like yelling at someone for asking you a question, first consider one of these alternatives: 1) ignoring the message, or 2) linking them to a good resource that might answer it for them.

To that end, it might help to start amassing a database of links for common questions. One incredible example is Aida Manduley’s Ferguson masterpost. Shakesville’s Feminism 101 is also great, though perhaps not entirely 101. Another, much more general one is my own. If you know of others, please link to them.

I try to encourage people to have compassion for each other. This means, fellow Social Justice People: I know it feels impossible, but we need to try to remember that not everyone who cannot be discerned from an asshole is an asshole. Not being willing to take the risk is perfectly okay, but I think it’s better to not take that risk in a way that minimizes hurt to people who did nothing wrong. For instance: ignoring/blocking. And, not-Social Justice People: try to remember that when we’re hurting and angry, it’s because of lifetimes of death by a thousand cuts that you can’t see because you haven’t learned to see them yet. I hope you find a way to learn, but in the meantime, try to cut us some slack for being upset.

To close, I’ll link to Ozy Frantz’s excellent post, “Certain Propositions Concerning Callout Culture.” Their piece is sort of about the general case of what I’ve discussed here, and I echo many of their views, caveats, and recommendations.

~~~

Here is a great article about a very similar problem plaguing another great community: Wikipedia. Although the situation is not analogous in many ways, hopefully it will serve as an example of both the harms and the occasional inevitability of Newbie Hate/Fear.

Official policies tell editors to tolerate newcomers’ innocent mistakes (“Please do not bite the newcomers”), but active editors often reverse newbies’ contributions without explanation. “Activists have been at it five and 10 years and don’t tolerate little mistakes,” says Jensen, an editor since 2005. He recalls running a workshop in which a well-known expert on Montana history tried to add a paragraph to the site, only to see it immediately erased.

Editors distrust newcomers for a reason: bitter experience. “Trolls come,” Jemielniak tells me in an interview. “If you spend time reviewing recent changes, after an hour or two you will have a feeling that the world is composed mostly of primary school students and cranks.” Some vandals simply replace an article’s text with random characters: destruction for its own sake. Instead of improving article content, editing often means acting as a human spam filter. Jemielniak and others may decry Wikipedians’ emphasis on edit numbers, but valuing lots of small changes, even out of testosterone-fueled competitiveness, has an unsung benefit: It encourages editors to discover and repair damage. Eternal vigilance keeps the site’s contents from decaying.

"Educate Me!" "Go Google It!"

Trigger Warnings Are Not "Censorship"

In unrelated news, I have a post up at the Daily Dot today about trigger warnings. Excerpt:

Students at various universities have been trying to take trigger warnings offline by requesting them in certain educational materials. Predictably, even professional and reasonable writers and journalists have responded to this by unleashing a hysteria about “censorship,” “dumbing down,” “suppression of discourse,” “hand-holding,” and other terrible things that will happen if we choose to warn students about potentially triggering material before they read it.

First, a clarification: nobody, to my knowledge, has asked that students be exempted from reading material that they find emotionally difficult. If a professor assigns reading and a student chooses not to do it, that student’s grades will probably suffer. Even if they don’t, though, universities function on the presumption that students are adults who must be allowed to make their own decisions about things like time management, amount of effort put into schoolwork, and so on. Trigger warnings on syllabi do not change any of this.

Much of the panic about trigger warnings in classrooms also focuses on the fear that privileged students will avoid material that makes them uncomfortable. So if you put “TW: misogyny, sexual violence” on a syllabus next to an assignment, male students might think, “Ugh, I don’t want to read about that” and avoid it.

But privileged students already avoid material that makes them uncomfortable; that may be one reason you see way too few white students in courses on African-American literature. Trigger warnings might make this slightly easier, but it doesn’t fix the larger, systemic problem of people choosing not to engage with material that challenges their worldview.

Further, avoiding trigger warnings for the sake of tricking privileged students into reading material on racism, sexism, and other unpleasant topics means potentially triggering underprivileged students by refusing to warn them that the upcoming reading assignment concerns traumatic things they may have experienced. People who lack privilege relative to others are constantly being asked to sacrifice their mental health and safety for the sake of educating those others, and this is just a continuation of that unjust pattern.

Read the rest here.

~~~

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Trigger Warnings Are Not "Censorship"

Unpaid Internships Are Exploitative

It’s that time of year when many people my age are starting to desperately look for summer internships so that they can eventually be qualified for an entry-level job and aren’t screwed and broke forever.

Too real? Maybe a little.

In many fields–journalism, politics, film, social services, and even many areas of academic research–paid summer internships are the exception, not the rule. Being paid to work full-time is the exception.

It is very difficult, almost impossible sometimes, to explain this situation to people in different fields, people who had paid summer internships starting with their freshman year of college, who got recruited and hired in the middle of their senior year, who started with a comfortably middle-class salary and good benefits in their first full-time job. “Just find a paid internship, then!” they advise me, unhelpfully.

Those of you who have never had to navigate this hell will just have to believe those of us who have.

People who otherwise support living wages (or, at least, wages) bend over backwards to justify unpaid internships. One frequent justification is that they provide valuable experience that looks very good on one’s resume. While that’s true, so do most (paid) jobs. Jobs look excellent on a resume and you often learn a lot from doing them. That doesn’t mean it’s reasonable to ask you to do them for no pay.

Unpaid internships are exploitative. I won’t go as far as some do and call them slavery or indentured servitude, but they’re exploitative all the same. Sure, nobody’s “forcing” people to intern without pay, but if you can’t get a job in the field without it, you’re as good as forced.

“Just choose another field” isn’t an answer. An excellent writer who can’t get a job in journalism because they can’t afford to work for free doesn’t necessarily have the skills to get a job in computer science. And why should only rich people be able to work in journalism, politics, activism, entertainment, or social services? (Don’t even get me started on the dangers of having only rich people working in journalism and social services.)

Sometimes people defend unpaid internships by saying that they did one and found it very fun and educational. That’s nice. I don’t mean that sarcastically; it really is. But that doesn’t make it non-exploitative. Enjoying something–finding it useful, even–does not mean that thing is not part of a system that devalues young people’s work and shuts the gates to certain professions to all but those with lots of resources.

I’ve also had people tell me that unpaid internships are great because that’s how they got jobs afterwards. Right, that’s the problem.

Unpaid internships, at least when run legally, can easily be rationalized as “fair.” The idea is that your supervisors expend a lot of time on educating you and don’t really benefit from your being there, at least not nearly as much as you benefit from being there. What does that sound a lot like? Yup, college, which most people who have to do unpaid internships have already done or are doing (and paying a lot for). Except that college students are often eligible for federal financial aid or scholarships from their schools. Very few sources of aid are available to unpaid interns. (College, by the way, is still vastly unaffordable and exclusionary.)

Sometimes unpaid internships offer academic credit in lieu of payment. However, it seems pretty rare that this credit can replace coursework and facilitate early graduation, and as I just noted, the financial support available during the academic year is often unavailable during the summer.

Regardless, in many cases unpaid internships are illegal–anytime there isn’t a substantial educational component. (Anecdotally, that seems to be most of the time.) I’ve heard people be like “Yeah well internships like that are illegal,” as though that matters. (It’s similar to how people try to use “Yeah well rape’s illegal” as an argument against rape culture.) What intern is going to completely destroy their career prospects and spend a fortune they don’t have on suing their employer? Nobody*. Employers know this.

Unpaid internships don’t just suck because it sucks to work without pay. They also suck because they keep important professions full of the sorts of people who can afford to not have to support themselves until their mid- to late-20s. That also means that they’re a self-perpetuating problem, because until more politicians, journalists, activists, social scientists, and social service workers take on this issue, it’s not going to get better, and the people who succeed in these fields tend to be people who didn’t have all that much difficulty working for free.

(We spend a lot of time in my social work program talking about how it’s still not diverse enough, especially not socioeconomically. Of course it’s fucking not. The cost of attending Columbia’s MSW program is $70,000 a year, plus all the unpaid internships it took to get accepted in the first place.)

I don’t know how to fix this problem. Right now, all the parties involved are acting pretty rationally. Of course organizations, especially non-profits, will opt out of paying their interns, cash-strapped as they often are. Of course interns will accept unpaid internships, knowing that’s their only shot at a job someday, although it’s often still not enough. Of course graduate programs and employers will choose applicants who have relevant work experience, even if it was unpaid, over those who spent their summers working as baristas and lifeguards and babysitters. Of course, of course, of course.

I do know that fixing a problem begins with recognizing that it exists. Recognize that unpaid internships are exploitative.

~~~

* Not actually strictly true anymore. Some interns have been filing lawsuits. Unfortunately, this seems to lead employers to stop offering internships altogether rather than to start offering paid ones.

Also, read Sarah Kendzior’s fantastic take on unpaid internships.

Also also, I’m going to give a shout-out to two organizations that offer paid summer internships despite being nonprofits: the Secular Student Alliance and the Center for Inquiry. If you know of other secular/progressive organizations that do the same, leave them in the comments.

Unpaid Internships Are Exploitative

How Sex Education Can Combat Sexual Violence

[Content note: sexual assault]

I have a post up at Secular Woman for their sex ed series! Here’s a preview.

Comprehensive, evidence-based sex education is usually framed as a remedy for the usual culprits: STI transmission, teenage pregnancy, having sex “too early” or with “too many” different partners, and so on. Although this sex-positive feminist bristles at the fact that one of the goals of comprehensive sex ed is to delay sexual initiation and reduce teens’ number of sexual partners, overall these programs are extremely important to promote, and they are effective at reducing STIs and pregnancy in teens—unlike abstinence-only sex ed.

However, I would argue that the goals of secular, scientific sex education should not end there. I believe that we have the responsibility to teach young people sexual ethics and to use education to challenge a culture that too often excuses or even promotes sexual violence.

How do we accomplish such a monumental task? The same way as we teach kids to do school projects: by breaking it down into smaller, more manageable parts.

Rape culture is an ideology that consists of a number of interrelated but distinct beliefs about gender, sexuality, and violence. These beliefs are spread and enforced by just about every source of information that a child interacts with: parents, friends, teachers, books, movies, news stories (on TV, in magazines and newspapers, online), music, advertising, laws, etc..

Traditional, abstinence-only sex education promotes a number of these beliefs in various ways. Here are a few messages that these programs send to teens either implicitly or explicitly, along with how these messages support rape culture:

1. It is a woman’s job to prevent sex from happening.

Abstinence-only sex ed is full of religious ideology, and one example is the idea that women are “clean” and “pure” and must safeguard their own chastity before men can strip them of it. This idea suggests to women that 1) men who keep pushing them for sex are not doing anything wrong, and 2) if they eventually get pressured into having sex, that’s not rape—that’s just the woman not being strong-willed enough.

2. Men always want sex.

A corollary to the previous message, the “men always want sex” meme implies that men who use coercion and/or violence to get sex are only doing what’s natural for them. It also erases male victims of sexual assault, because if men want sex all the time, how could they possibly be raped?

Here’s the rest.

How Sex Education Can Combat Sexual Violence

Making the Normal Abnormal

Much of progressive activism focuses on making things that seem weird, abnormal, and wrong to many people seem more ordinary, normal, and acceptable. For instance, activists have tried to show that being attracted to someone of the same gender is no different from being attracted to someone of the opposite gender, that eating vegetarian or vegan is no big deal, and that abortion is just another medical procedure that everyone should have access to.

Making the abnormal seem normal is a crucial part of activism, but so is the opposite, which is less talked about: making the normal seem abnormal.

Here is a “normal” thing in our society: a young woman walks down the street at midnight, one hand clutching her keys and the other holding her pepper spray with her finger poised on the trigger. Her heart pounds and she walks as fast as possible. Few other women are still out, but plenty of men hang around, walking freely down the street. A few of them shout sexual comments at the woman just for shits and giggles.

This is our normal. This is okay to many people. Not only do they think this is normal, but they might even advise this woman to do this whole keys/pepper spray/avoid certain streets/don’t show skin charade. They might even consider her stupid or foolish if she does not perform the charade well enough.

So what I want to do is to get people to look at this differently. I want them to see how weird, how artificial, how bizarre this actually is. I want them to imagine a sentient alien species visiting Earth and furrowing their brows (if they have brows) and wondering, “Wait, so, you divide your species in half and one half can’t walk down the block without getting harassed or threatened by the other half? And your solution to this is not for the ‘men’ to stop harassing and threatening, but for the ‘women’ to stop walking alone?!”

I want them to see how utterly fucking weird it is that one half of humanity has a socially-imposed curfew every evening because we won’t teach the other half to leave them the hell alone.

Here’s another normal thing. An 8-year-old boy likes the color pink, so he brings a pink lunchbox to school. He gets bullied mercilessly. People might agree that this is sad–the more liberal among them might even say that they wish things weren’t this way–but many will agree that responding to a little boy wearing pink by bullying him is normal, understandable, “natural.”

No. It’s not. It’s really fucking weird. Wearing or possessing something of a certain color makes you a target for abuse? And our solution to this is to teach children not to have or wear things of certain colors?

We created pink as a signifier of femininity. Girls are not born swaddled in pink blankets (and neither are boys in blue ones). This is not some all-powerful, hurricane-like force of nature that we just have to live with and plan our lives around.

But we throw our hands up and let children be abused by other children because of their aesthetic preferences.

One more example. In this country, unlike in many others, you have to pay inordinate sums of money to get an education that will allow you to have a job that you can actually support yourself and your family with (unless you’re Bill Gates, but most of us are not). And unless you are lucky to have a family with tons of money, you have to take out loans with horrible interest rates to get this education. Sometimes these loans will be 3 or 4 times what your starting salary will be. People will tell you that this is a “bad idea,” but you don’t really have much of a choice. No, being born into a rich family is not a choice.

Isn’t that kind of weird? We need people trained in all kinds of professions (not just business, finance, and engineering) in order to have a functioning society. But rather than making this training affordable to those who want it, we either discourage people from getting it or make them take out huge loans that they may default on. We shoot ourselves in the foot, and we wonder where all the good teachers and therapists and so on are.

When you start to see how abnormal many aspects of our day-to-day existence are, you realize that changing them is not optional.

People have a vested interested in seeing injustice as “normal,” not only because that frees them from the obligation to fix the injustice, but also because it spares them from the despair of realizing–really realizing, not just in the abstract, platitudinous, “yeah well life’s not fair” sort of way–that injustice exists.

Always remember that. And know that most people do not do this intentionally. Most people do not maliciously decide to treat terrible things as okay because they want others to suffer. And although intent matters when assessing an individual’s character, it doesn’t really matter when it comes to the consequences of that individual’s actions, especially not when viewed in the aggregate: many individuals making many little choices that all add up to create a society in which it’s viewed as “normal” that, for instance, a teenage girl should expect to be brutally gang-raped if she decides to hang out with some male classmates.

Whether or not anyone intended to create this society, it is nevertheless the one that we created. Debating intent diverts attention from the more important question: how do we fix it?

When someone says that rape is “just a thing that happens” or that “it’s only natural” for poor people not to be able to have healthy food and a safe home, what they’re doing is normalizing injustice. They’re constructing injustice as a regular, expected, run-of-the-mill fact of life, to be met not with anger and collective action, but with a resigned shrug of the shoulders.

Don’t let them.

Making the Normal Abnormal

Viewing History Skeptically: On Shifting Cultural Assumptions and Attitudes

I’ve been reading Odd Girls and Twilight Lovers, Lillian Faderman’s sweeping social history of lesbians in 20th century America (this is the sort of thing I do for fun). At the beginning of the chapter on World War II, Faderman makes this insight:

If there is one major point to be made in a social history such as this one, it is that perceptions of emotional or social desires, formations of sexual categories, and attitudes concerning “mental health” are constantly shifting–not through the discovery of objectively conceived truths, as we generally assume, but rather through social forces that have little to do with the essentiality of emotions or sex or mental health. Affectional preferences, ambitions, and even sexual experiences that that are within the realm of the socially acceptable during one era may be considered sick or dangerous or antisocial during another–and in a brief space of time attitudes may shift once again, and yet again.

This is probably the single most important thing I’ve learned through studying history and sociology in college. For many reasons that I’ll get into in a moment, many people assume that the cultural attitudes and categories they’re familiar with are that way “for a reason”: that is, a reason that can be logically explicated. This requires a certain amount of reverse engineering–we note our attitudes and then find reasons to justify them, not the other way around. We don’t want gay couples raising kids because that’s bad for the kids. We don’t want women getting abortions because fetuses are human beings. We don’t want women to breastfeed in public because it’s inappropriate to reveal one’s breasts. We don’t want women to be in sexual/romantic relationships with other women because that’s unhealthy and wrong. That last idea is the one Faderman addresses in the next paragraph (emphasis mine):

The period of World War II and the years immediately after illustrate such astonishingly rapid shifts. Lesbians were, as has just been seen [in the previous chapter], considered monstrosities in the 1930s–an era when America needed fewer workers and more women who would seek contentment making individual men happy, so that social anger could be personally mitigated instead of spilling over into social revolt. In this context, the lesbian (a woman who needed to work and had no interest in making a man happy) was an anti-social being. During the war years that followed, when women had to learn to do without men, who were being sent off to fight and maybe die for their country, and when female labor–in the factories, in the military, everywhere–was vital to the functioning of America, female independence and love between women were understood and undisturbed and even protected. After the war, when the surviving men returned to their jobs and the homes that women needed to make for them so that the country could return to “normalcy,” love between women and female independence were suddenly manifestations of illness, and a woman who dared proclaim herself a lesbian was considered a borderline psychotic. Nothing need have changed in the quality of a woman’s desires for her to have metamorphosed socially from a monster to a hero to a sicko.

“Nothing need have changed in the quality of woman’s desires”–and neither did lesbianism need a PR campaign–in order for love between women to gain acceptance during the war. All that needed to happen was for lesbianism to become “useful” to mainstream American goals, such as manufacturing sufficient military supplies while all the male factory workers were off at war. And since having a male partner simply wasn’t an option for a lot of young women, the idea that one might want a female lover suddenly didn’t seem so farfetched. And so, what was monstrous and anti-social just a few years before suddenly became “normal” or even good–until the nation’s needs changed once again.

Once I got to college and learned to think this way, I quickly abandoned my socially conservative beliefs and got much better at doing something I’d always tried to do, even as a child–questioning everything. I also started seeing this phenomenon all over the place–in the labels we use for sexual orientation, in the assumptions we make about the nature of women’s sexuality, in the  way we define what it means to be racially white.

Unfortunately, though, the way history is usually taught to kids and teens isn’t conducive to teaching them to be skeptical of cultural assumptions. (That, perhaps, is no accident.) The history I learned in middle and high school was mostly the history of people and events, not of ideas. In Year X, a Famous Person did an Important Thing. In Year Y, a war broke out between Country A and Country B.

When we did learn about the history of ideas, beliefs, and cultural assumptions, it was always taught as a constant, steady march of progress from Bad Ideas to Better Ideas. For instance, once upon a time, we thought women and blacks aren’t people. Now we realize they’re people just like us! Yay! Once upon a time we locked up people who were mentally ill in miserable, prison-like asylums, but now we have Science to help them instead!

Of course, it’s good that women and Black people are recognized as human beings now, and we (usually) don’t lock up mentally ill people in miserable, prison-like asylums. But 1) that doesn’t mean everything is just peachy now for women, Black people, and mentally ill people, and 2) not all evolutions of ideas are so positive.

This view of history precludes the idea that perhaps certain aspects of human life and society were actually better in certain ways in the past than they are now–or, at least, that they weren’t necessarily worse. And while very recent history is still fresh in the minds of people who may be wont to reminisce about the good ol’ days when there weren’t all these silly gadgets taking up everyone’s time and wives still obeyed their husbands, nobody seems to particularly miss the days when a man could, under certain circumstances, have sex with other men without being considered “homosexual,” or when people believed that in order for a woman to get pregnant, she had to actually enjoy sex and have an orgasm.

Societal factors, not objective physical “reality,” create social categories and definitions. I believe that understanding this is integral to a skeptical view of the world.

In a followup post (hopefully*), I’ll talk about some specific examples of these shifting cultural attitudes, such as the invention of homosexuality and the definition of “normal” female sexuality.

*By this I mean that you should pester me until I write the followup post, or else I’ll just keep procrastinating and probably never do it.

Viewing History Skeptically: On Shifting Cultural Assumptions and Attitudes

On "Sincerely Held Religious Beliefs" and Being a Counselor

Via JT, here’s a new bill that recently passed in the Tennessee State Senate Education Committee by a 7-2 vote:

Republican state Sen. Joey Hensley encouraged fellow senators to pass SB 514 to “prevent an institution of high education from discriminating against a student in the counseling, social worker, psychology programs because of their religious beliefs.”

Hensley’s bill would protect any student who “refuses to counsel or serve a client as to goals, outcomes, or behaviors that conflict with a sincerely held religious belief.”

Here’s another relevant quote:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…

I don’t have to cite this one, right?

Forcing public universities to allow their graduate students to use their religion to avoid doing what they’re supposed to do is absolutely “respecting an establishment of religion.” And, contrary to the apparent opinions of the seven senators who voted yes, allowing public universities to require their graduate students to do what they’re supposed to do does not constitute “prohibiting the free exercise” of religion unless you view your counseling work as a form of religious worship. Hopefully, nobody does.

All of this relates to the larger problem of people believing that the First Amendment gives them the right to do a crappy job at work without being fired. When you’re choosing a career path, you should consider, among other things, whether or not you are willing to do the things that your chosen job requires. For instance, I started out college planning to be a journalist, but I realized that pestering people (especially survivors of traumatic newsworthy events) for interviews went against my personal ethical code. Rather than expecting the profession of journalism to adjust itself to my ethical code, I found a different field.

If you are unwilling to help people simply because of who they love, don’t become a counselor.

If you are unwilling to drive a bus simply because it has an ad about atheism, don’t become a bus driver.

If you are unwilling to give someone their prescribed medication simply because it will prevent them from getting pregnant, don’t become a pharmacist.

If you are unwilling to perform an elective surgery on someone simply because it will change their assigned sex, don’t become a plastic surgeon.

If you are unwilling to teach actual science simply because it includes evolution, don’t become a science teacher.

When I was applying to my social work program, I read through the list of requirements for acceptance. I needed a B.A. from an accredited college/university, at least 60 credits in the liberal arts, a decent GPA, and so on. There was also a list of attributes that social work students should have: empathy, interpersonal skills, and a bunch of others. On the list was also this:

The social work student must appreciate the value of human diversity. He/she must serve in an appropriate manner all persons in need of assistance, regardless of the person’s age, class, race, ethnicity, religious affiliation (or lack thereof), gender, ability, sexual orientation and value system.

There you have it. It’s a requirement. If I’m unwilling to do it, I shouldn’t go into the field.

Of course, with counseling things can get a bit tricky. If a counselor realizes that their personal bias may prevent them from working appropriately with a given client, it is their responsibility to refer the client to another counselor. Not to just say, “Sorry, can’t help you,” but to try to ensure that they get the help they need somewhere else.

Furthermore, counselors should not attempt to practice outside of their expertise, so if a client shows up with problems that you have no idea how to work with, you should also refer them to someone else. That doesn’t necessarily mean that you should refer out every LGBT client who comes your way, of course, but if they’re struggling with issues like coming out, dealing with homophobia, or trying to have children, and you have no experience counseling LGBT individuals facing such issues, this is probably not the client for you and you are probably not the counselor for this client.

But there’s a fine line between being unable and being unwilling to do something. There’s a difference between lacking the training or experience you’d need to work with someone and simply not wanting to work with them because you disapprove of their “lifestyle.” There are plenty of “lifestyles” of which I suppose I “disapprove,” but all that really means is that I wouldn’t want to do the same thing and don’t necessarily understand why someone would. That doesn’t mean I can’t still affirm that person as a human being worthy of sympathy and help.

I don’t know how it is everywhere else, but in the programs I’ve looked at, graduate psychology students who are interning tend to work with clients on a sliding scale, which means that these interns are often the only type of counselor that some people can afford. The silver lining of a bill like this is that these clients, who may already be disadvantaged, will be spared from homophobic counselors.

However, the bill’s language does not suggest that it was written to protect LGBT clients, but rather homophobic counselors. And crucially, the bill contradicted advice from psychologists, social workers, and those who oversee graduate psychology programs. They noted that programs could lose accreditation, that part of the job of a counselor is to put their “sincerely held religious beliefs” aside when they do their work. But no, the Religious Right won out again.

Quotes from some Tennessee senators are very telling:

Sen. Stacey Campfield, R-Knoxville, couldn’t understand why psychology departments aren’t teaching their students how to pray away the gay with homosexual clients.

“So if someone were to, say, come in and—I’m just going to throw an example out there—say they were a homosexual and a person did not believe that was a natural act and they suggested, say, change therapy?” Campfield asked. “Would that be something you could allow a student to do?”

Sen. Rusty Crowe, R-Johnson City, said, “I would think that you should be up front and truthful and tell them if they are doing wrong and try to counsel them to do what’s right. That really disturbs me.”

I have sympathy for people whose sincerely held beliefs, religious or otherwise, make it difficult for them to do what they need to do. As I said, I’ve been in that boat. And a certain amount of accommodations for religious people at work and school is, I believe, reasonable. It’s not a huge deal for professors and employers to allow people to occasionally miss a day for a religious holiday or to wear religious garments. It is a big deal for them to exempt students and employees from a crucial part of their training or job.

Allowing people to freely observe their religion does not necessitate bending over backwards to allow them to keep doing jobs with which their religion clashes. Sometimes you just gotta get another job.

Besides, such counselors are free to go practice at any of the many religiously-affiliated counseling centers that exist in this country, which is a topic for another post.

On "Sincerely Held Religious Beliefs" and Being a Counselor