Theory to Praxis

Deliberation Guide for Addressing Hegemonic Masculinity in Davidson Greek Life and Eating Houses

Posted on by Former Student

Title

A Deliberation Guide for Addressing Hegemonic Masculinity in Davidson Greek Life and Eating Houses

Central Question

How does Davidson Greek Life and Eating Houses embody and perpetuate hegemonic masculinity and unequal gender relationships? And how can Davidson Greek Life and Eating Houses begin to address and dismantle hegemonic masculinity within its institutions?

Intended Audience:

Davidson Greek Life organizations including all the college’s fraternities and sororities as well as Eating House members. I will abbreviate this group using the abbreviation (DGL&EH).

Organizations that fall under DGL&EH include:

  • Alpha Kappa Alpha Sorority, Inc.
  • Delta Sigma Theta Sorority, Inc.
  • Lambda Pi Chi Sorority, Inc.
  • Connor Eating House
  • Rusk Eating House
  • Turner Eating House
  • Warner Hall Eating House
  • Alpha Phi Alpha Fraternity, Inc.
  • Kappa Alpha Psi Fraternity, Inc.
  • Kappa Sigma Fraternity
  • Lambda Theta Phi Latin Fraternity, Inc.
  • Phi Delta Theta Fraternity
  • Phi Gamma Delta Fraternity
  • Sigma Alpha Epsilon Fraternity
  • Sigma Phi Epsilon Fraternity

General Format:

DGL&EH represents a considerable number of students at the college so this deliberation would need to take place in a large space. However, as someone who has gone through large group orientations, such as Davidson’s first year orientation, I can speak to how students disengage very quickly in these contexts. For that reason, I propose this deliberation to take place over a series of events that would take place over the course of a week. I propose that the DGL&EH themselves host these events and oversee running them. That way, the DGL&EH members will not feel like they are being talked at (which leads to disengagement), but rather will be responsible for talking with their fellow DGL&EH members about these important issues. That means that every DGL&EH organization will be responsible for putting forth three members who will form part of three Leadership Teams (1, 2 & 3) that will oversee that the sessions go as planned.

Specific Format:

The deliberation will be broken up into separate sessions. Each session will be no more than 2 hours so that they minimize interfering with people’s schedules. The first will be devoted to defining hegemonic masculinity so that everyone can be on a level playing field when it comes to discussing how it manifests in DGL&EH in the second sessions. This will involve DGL&EH members intermixing and splitting into groups of 20 members to review materials that define hegemonic masculinity and how it operates. Each group will then be responsible for creating their own definition of hegemonic masculinity and writing it on a shared document that will be used by all those participating in the deliberation. This first session will take place in the Lily Gallery and the first floor of Union which means there will be two simultaneous sessions so that there is adequate space. Members of the Deliberation Leadership Team 1 will be in charge of splitting up into two groups and leading the sessions at the two locations.

The secondary sessions will entail DGL&EH organizations each giving a 10-minute presentation on how their institution embodies and perpetuates hegemonic masculinity. Every member of each organization may not end up being able to speak during the 10-minute presentation but will be required to be present, nonetheless. Leadership of each DGL&EH organization will be in charge of ensuring full attendance. These presentations will be hosted in the Duke Performance Hall so that every non-presenting DGL&EH member can attend each presentation. Attendance will again be overseen by the leadership of each DGL&EH organization. Additionally, I propose putting together a review panel of faculty and students interested in offering follow-up questions and feedback for each of these presentations. Deliberation Leadership Team 2 will be in charge of ensuring that the presentations run smoothly and stay within their time limits.

The final session will entail each DGL&EH organization preparing a report on hegemonic masculinity. These reports will entail an organizational definition of hegemonic masculinity and an organizational response to the results of an anonymous form on instances and experiences of hegemonic masculinity (which every Davidson student would be able to contribute to). The report will also include an internal reflection of how the organization has embodied and perpetuated hegemonic masculinity as well as a section devoted to steps towards addressing and dismantling hegemonic masculinity within the respective organization. Leadership Team 3 will be in charge of compiling these reports and building a rudimentary website on which the reports will be posted for everyone to see.

Background & Shared Language:

What is hegemonic masculinity?

According to the Oxford Dictionary of Sociology, hegemonic masculinity involves “the configuration of gender practice that embodies the currently accepted answer to the problem of the legitimacy of patriarchy– which guarantees (or is taken to guarantee) the dominant position of men and the subordination of women.” The definition also contends that “there are also subordinated or marginalized masculinities” with the existence of hegemonic masculinity. Thus, hegemonic masculinity not only subordinates women but also marginalized masculinities, gender identities and sexualities. That being said, there is no fixed image of a hegemonic masculinity, rather hegemonic masculinity is a relational concept that can change based on who is involved in the creation of an unequal gender relationship, which is the true basis for hegemonic masculinity. The term was coined by Australian sociologist Raewyn Connell in her 1987 book Gender and Power. Connell reformulated her concept with sociologist James W. Messerschmidt in 2005 to emphasize the relational nature of hegemonic masculinity and that “that this relationship is a pattern of hegemony—not a pattern of simple domination—that legitimates unequal gender relations.”

Why is it important?

Since hegemonic masculinity legitimizes unequal gender relationships, I contend that is a particularly important concept to address and dismantle. I also think that because of its relational nature, any work towards addressing hegemonic masculinity will require an examination of entire institutions and systems that perpetuate unequal gender relationships rather than individuals who might embody “dominant” forms of masculinity.

Why do sororities and eating houses have to participate?

According to sociologist James W. Messerschmidt, “all participants constituting an unequal gender relationship are collective orchestrators of hegemonic masculinity.” For this reason, sororities and eating houses, which are comprised primarily of women, should participate in this deliberation, as hegemonic masculinity not only impacts their membership but can also be “orchestrated” by their members through their participation in unequal gender relationships. One area where this could be explored would be cases where eating houses host joint events with fraternities.

Conversation Agreements:

While every member of DGL&EH organizations are required to attend each of these sessions, it should be acceptable for members to opt out of conversations that have the potential to bring up traumatic topics.

Members should demonstrate respect towards one another, and members of the leadership teams should collectively define what this looks like to maintain the collective nature of this deliberation.

These will be fairly public events, but members should agree towards keeping personal stories in the conversations they were shared in only.

Questions for Consideration:

  • How did hegemonic masculinity manifest itself at Davidson College before it began to accept women in the 1970s?
  • What are people’s current conceptions of hegemonic masculinity and where do they come from?
  • What is the difference between hegemonic masculinity and dominant masculinity?
  • Why is it, or why is it not, important to emphasize hegemonic masculinity in discussions around unequal gender relationships?
  • Is it possible to dismantle hegemonic masculinity?
  • Is hegemonic masculinity too narrow of a concept when considering unequal gender relationships?
  • Does everyone have the same understanding/conception of gender?

Reflections and Follow Ups:

After each session, participants should be encouraged to reflect on these questions. Perhaps there can be an award system for the most thoughtful responses:

What have you learned about hegemonic masculinity?

What are some manifestations of hegemonic masculinity in your Greek Life or Eating House organization?

What steps can be taken to address hegemonic masculinity at Davidson College, but specifically in its Greek Life and Eating House organizations?

Discussion Guide: Sex Workers and their Current Fight for Legality in North Carolina

Posted on by Former Student

Format for Deliberation

Before the Deliberation

1.  Read this document’s Background, Shared Language, Expected Outcomes and Conversation Agreements section.

  • If you encounter words or concepts that you are unfamiliar with or have questions about, refer to the Shared Language section that provides some discussion and definitions of key terms related to gender and sexuality

2. (Optional) Review the sources listed in the footnotes of this document

During the Deliberation

  1. Shared Language – 5 mins
  2. Expected Outcomes and Conversation Agreements – 5 mins
  3. Introduction and Personal Stake – 10 mins
  4. Gaps and Solutions – 30 mins
  5. Reflections – 10 mins

Background

From North Carolina Prostitution Offenses and Penalties

Prostitution is the act of “performing, offering, or agreeing to perform vaginal intercourse, any sexual act, or any sexual contact for the purpose of sexual or another gratification for money or other consideration.”

It is important to note that this law has only been updated twice in recent history: once is 2013, and the last time being 1919. As such, there is archaic language and traditional marital roles present within much of these laws. For instance, one can be charged with “patronizing a prostitute” with anyone “who is not his spouse.” Not only does this assume older individuals seeking sex workers are married, it assumes they are male. On top of those assumptions, it assumes they are heterosexual as well. Making the clarification of “vaginal intercourse” instead of simply stating “intercourse” clearly demarcates how some legislators define sex as vaginal intercourse between a man and woman. Additionally, even if the participants were heterosexual, it excludes anal intercourse from this specification. Still, the wording and referring to the readers as “his” indicates a misogynistic viewpoint that only men pursue prostitutes.

From Safer Sex Work – NC Harm Reduction Coalition

The North Carolina Harm Reduction Coalition defines a sex worker as someone that “provides sexual or sexual related services in exchange for money, drugs, other favors” explicitly as a form of income/work. This article addresses the myth that “all sex workers are women” or that “sex workers can not be raped.” In this page, the coalition also gives advice on avoiding STIs and date violence all while using common vernacular to explain their reasoning. 

Shared Language- 5 minutes

Language to Consider Adopting/Preferred Terms

  • Intercourse
    • Intercourse can be the emotional or physical acts of engaging in sex. It is not limited to vaginal intercourse and is not dependent on the participants’ gender or sexual orientation. 
  • Sex worker > Prostitute
    • Prostitute is a notoriously derogatory term for sex workers and is similar to “lady of the night.” It demeans their work with a socially negative connotation and falsely separates sex workers in categories between prostitutes (physical sex workers in cities) against pornography stars or strippers. 
  • Sex Trafficking versus Choice
    • While it possible that many sex workers acquired this profession via sex trafficking, there are many individuals that chose this line of work and being respectful of this choice is imperative to continue. 
  • Solicitor > John
    • While the North Carolina Harm Reduction Coalition refer to all sex worker clients as “John,” to avoid gendered language it would be beneficial to use “solicitor” or “client” instead. Calling all clients “John” ties back to the heterosexual myth that all sex workers are women and their clients are all men; both sides come with a range in genders. 

Dynamics to Consider

  • Many sex workers consider “prostitute” and “lady of the night” to be demeaning terms. These terms are also gender-exclusive which is why saying “sex worker” is preferred to the former options. Not all sex workers are cis gendered women, so it is imperative to use this distinction.
  • Despite the rise of technology, and the increasing use of platforms such as OnlyFans, we will only be discussing sex work when it comes to physical intercourse, stripping, and pornography. Although OnlyFans is new, its complex interface and user interaction are too expansive for this discussion. 

Expected Outcomes and Conversation Agreements- 5 minutes

Expected Outcomes

Given the complexity and religious as well as economic nature of this topic, the purpose of this forum is not to come to a formal agreement or declaration about any policies related to the legality of prostitution within North Carolina. Instead, the North Carolina Harm Reduction Coalition will take ideas generated from this forum to be utilized in committee meeting discussions and planning for future political decisions and lobbying.

Conversation Agreements

In entering into this discussion, to the best of our ability we each agree to:

  1. Be authentic to our experiences and be respectful of others’ experiences shared.
  2. Be an attentive and active listener for all parties involved–whether or not you agree with their stance on prostitution.
  3. Be a purposeful and concise speaker. 
  4. Approach fellow deliberators’ stories, experiences, and arguments with curiosity, not hostility.
  5. Assume the best-and not the worst-about the intentions and values of others, and avoid snap judgements.
  6. Demonstrate intellectual humility, recognizing that no one has all the answers, by asking questions and making space for others to do the same.
  7. Be open to answering others’ questions to the best of your ability; however, be aware it is not your job to educate others.
  1. Critique the idea we disagree with, not the person expressing it, and remember to practice empathy. 
  2. Note areas of both agreement and disagreement.
  3. Respect the confidentiality of the discussion
    1. When referencing specific individuals, whether part of the sex work industry or not, no names or identifying remarks will be shared outside of this group
  4. Avoid speaking in absolutes (i.e. “All people think this,” or “No educated people hold that view”).

Introduction and Personal Stake- 10 minutes

  1. Who are you, how old are you, what are your pronouns, what do you do for work, and what do you hope to gain from tonight’s discussion?
  2. What about the legality of sex work is important to you personally and for our broader community? 
    • If willing, please explain sex work’s economic impact on your livelihood.
  3. What immediate issues, if any, do you see regarding sex work in our current North Carolina social sphere?

Gaps and Solutions- 30 minutes

Gaps (15 minutes)

1. Based on the background materials or your own personal experiences, what do you think are the most pressing needs related to the sex work industry in North Carolina?

2. Living in an idealistic world, what would sex work look like in North Carolina in the future if we adopt change?

3. Now more realistically, what goals do you think are most achievable in the short and long term?

Solutions (15 minutes)

1. What solutions do you think have the greatest potential for positive change in North Carolina? Do you think these solutions can be applied nationally? Why or why not?

2. Which proposed solutions do you think would have a detrimental effect and/or negative unintended consequences? Why are you concerned about them?

3. Many of these actions will require different levels and combinations of time, political influence, and broad institutional support. Do these differences factor into your priorities for change, and if so, how?

Reflections- 10 minutes

  1. What was your biggest takeaway tonight?
  • How do these conversations begin larger discussions in the political atmosphere?

2. What perspectives aren’t in the room that would be important to consider?

  • What perspectives would be best to lead these conversations on a legal floor?

3. Is there any other future step you would like to take related to tonight’s discussion?

Posted on by Former Student

                   THEORY TO PRAXIS: DELIBERATION GUIDE 

Title: 

 Deliberation on the participation of transgender athletes in college sports  

Before the Deliberation: 

  1. Read this document for the understanding of the subject matter in detail   https://en.wikipedia.org/wiki/Transgender and https://www.plannedparenthood.org/learn/gender-identity/transgender 
  1. Read this article regarding the recent laws against the transgender school and college athletes in North Carolina https://www.nbcnews.com/feature/nbc-out/n-c-lawmakers-file-bill-ban-transgender-athletes-sports-n1261958 and  https://www.wunc.org/politics/2021-04-15/north-carolina-anti-trans-athletes-bill-debated-high-school-sports   
  1. Analyze this graph on the public opinion on transgender athlete and their participation in college sports https://www.statista.com/statistics/1238594/college-transgender-athletes-by-age/ 
  1. Be familiar with Davidson NCAA policy on transgender athlete participation    https://www.davidson.edu/offices-and-services/diversity-and-inclusion/lgbtqia-resources/gender-identity-resources 

Introduction: 

Everyone has their own gender identity depending upon the internal understanding of oneself as either male, female, or neither. Apart from our own gender identity, our gender expression helps us express our gender through the way we dress, pronouns we choose to be referred to, style, dressing, etc. Society’s understanding of gender construction as only male or female since birth has failed to recognize transgender people in the community. Similarly, in today’s world societies gender construction have mixed opinions on whether a transgender athlete should be able to compete in sports. 

The survey of the public opinion on whether a transgender athlete should compete in college sports in the United States as of April 2021, by age shows that only 20.2 % of the entire population support transgender in competing in college sports whereas the rest of the population is unsure and are against it (Reference). As a result, the debate on whether transgender people should participate in college sports in accordance with their gender identity has been a polarizing issue. Through this deliberation, I will include the several perspective and opinions of the entire Davidson community to provide a suitable conclusion for the Davidson college transgender athletes community in relation to their participation in sports. 

 
Background:  

North Carolina Republican lawmakers introduced a bill that hinders transgender students in schools and college from competing in sports. There have been 84 bills filed against transgender people mostly focusing on school and college sports. Mark Brody, one of the bill’s sponsors, Republican, introduced a bill in the North Carolina House of Representatives which argues how transgender dominance in sports has pushed out cisgender athletes from school and college sports. Such has affected their records and scholarships The North Carolina argues how such laws were introduced to protect the integrity of sports competition. 

Such laws limiting transgender people to school and college sports have had a significant impact on the mental health of transgender people. In response to such bills, statistics from a national survey of LGBTQ youth from Trevor Project (a non-profit organization on crisis and suicide prevention services) state that 40% of LGBTQ respondents, with more than half of transgender and nonbinary youth, seriously considered attempting suicide.  

This has been a highly debatable topic in college sports. Similarly, the Davidson college recently follows the NCAA policy on transgender athlete participation. Such a policy emphasizes the medical treatment of testosterone. 

  1. (FTM) A trans male assigned birth as a female receiving medical exception treatment with testosterone may compete on a men’s team but is no longer eligible to compete on a women’s team without changing that team status to a mixed team. 
  1. (MTF) A trans female assigned birth as a male receiving medical exception treatment with testosterone may continue to compete on a men’s team but may not compete on a women’s team without changing it to a mixed team status until completing one calendar year of testosterone suppression treatment. ( Reference) 

 
Similarly, any transgender student-athlete not taking hormone treatment related to gender transition may participate in sex-separated sports activities in accordance with his or her assigned birth gender. 

  • A trans male (FTM) student-athlete who is not taking testosterone related to gender transition may participate on a men’s or women’s team. 
  • A trans female (MTF) transgender student-athlete who is not taking hormone treatments related to gender transition may not compete on a women’s team. ( Reference)  

Central question: 

 
To what extent should Davidson college intervene in transgender athletes participating in sports.? 

 Intended audience: 

 I acknowledge the fact that the collaborative voice of the entire Davidson college community is highly valuable and matters to improve the understanding of this topic in detail. As a result, an entire Davidson community along with some professionals will be directly or indirectly involved in this deliberation. It will include the voice of every Davidson member and each opinion, discussion and perspective will be highly valuable for suitable outcome in relation to the transgender athlete and their participation in college sports. I will invite lawyers and the North Carolina athletic director as participants in the deliberation. 

General Format: 

The event will be held in person at Duke Hall. Although it is extremely difficult to include the voice of all1983 students and the faculty members at a single event at once, everyone will somehow contribute to this deliberation through an online survey, petition, and a form to include their voice and perspective. The event will be highly monitored by the invited professionals such as lawyers and the North Carolina athletic director who will play an important part in the evaluation and conclusion process. Below will be the general format of the deliberation.  

Part one: – Introduction and discussion of the background material (10 minutes).             

– Presentation of the facts, article, laws, collected data, and research (10 minutes) 

Part two: –    Anonymous survey and petition (5 minutes) 

                  –   Identification of the pros and cons (5 minutes) 

                  –   Discussion of the main topic in detail (15 min) 

        –    Discussion on the current policy NCAA Policy on Student-Athlete Transgender.                                    

                 –    Debate to evaluate important considerations and opinions (10 minutes) 

                 –    Deliberation: generating and evaluating ideas to transcend (15 minutes) 

 
Part 3:        Reflection (15 min) 

 
Question of consideration: 

 
1. What do you mean by “transgender athlete “? 

2.  what are the current policies in the United States in relation to the transgender athlete and their participation in college sports? 

3. To what extent do cisgender athletes get affected by transgender athletes? 

4. To what extent do transgender athletes get affected by cisgender athletes?  

6. Should Davidson College preserve or amend the NCAA Policy on Transgender Student-Athlete Participation after the bill on not allowing transgender athletes to participate in college sports is passed? 

7. Does excluding transgender athletes protect the integrity of sports competition. 

8. What are the main arguments in Favour of the transgender athlete participating in college sports? 

9. What are the main arguments against transgender athletes participating in college sports? 

10. Should the North Carolina house committee pass the bill that would exclude transgender rights to college sports? 

11. What are the pros and cons of allowing transgender athletes in competing for college sports? 

12. How it is or not fair to allow the transgender athlete to college sports.  

13.  What are the ways in which both transgender and cisgender people can participate in sports while protecting the integrity of college sports competitions. 

14. How will Davidson college respond to the issue of not allowing transgender into college sports? 

14. What are the ways in which Davidson college can provide a fair and comfortable environment for transgender athletes in sports. 

Reflection and Follow ups: 

For the reflection, all the data, research, opinions, perspective, and recommendation of the entire Davidson community will be evaluated to provide an insight to make a new understanding of Davison college transgender athlete and their sports participation. Everyone’s opinions will be highly valuable. The gathered information will be evaluated to create a suitable environment for both transgender and cisgender athlete in the Davidson college sports. The evaluation will help determine if Davidson college should continue to implement and follow the NCAA policy on transgender athlete participation or amend it in relation to new demands and policy.  

Confidentiality will be maintained. All the discussions among the parties involved along with the required documentation will be confidential unless a person makes a specific request. All the information regarding the collected data, information, and documents of the transgender and cisgender students including their identity and medical information will be kept confidential.  

 Following that, each will provide some feedback and suggestions at the end of the meeting for any future deliberations on this topic. Such opinions will help accumulate different plans, amendments, and changes. The Davidson athletic community will play a vital role and each transgender and cisgender athlete will be able to share their understanding, concerns, and questions. After the discussion and gathering of data, the invitee such as lawyers and the North Carolina athletic director along with Davidson college’s president and president of the athletic department will produce suitable conclusions to this subject matter in detail. 

 
 
 
References: 

https://www.wunc.org/politics/2021-04-15/north-carolina-anti-trans-athletes-bill-debated-high-school-sports

https://www.nbcnews.com/feature/nbc-out/n-c-lawmakers-file-bill-ban-transgender-athletes-sports-n1261958

https://www.davidson.edu/offices-and-services/diversity-and-inclusion/lgbtqia-resources/gender-identity-resources

Discussing Gender-Neutral Bathrooms At Davidson: A Step by Step Guide

Posted on by Former Student

Central Question: How might gender-neutral bathrooms on campus affect students’ wellbeing and comfortability?   

Introduction: After the passing and ultimate repeal of House Bill 2 by North Carolina legislature, which excluded transgender citizens from discrimination protections and prohibited them from using public restrooms aligned with their gender identity, the debate of gendered bathrooms has become polarizing topic. Arguments against HB2 argued that transgender Americans are entitled to safety and comfortability, while argument for the bill claimed that choice in restrooms breads predatory behavior and should be something to fear. However, the topic is now expanding to influence not only include trans, but non-binary people as well. A study by the Trevor Project found that one in four LGBTQ+ members of Gen Z are nonbinary, falling outside the traditional categories of “male” and “female.” This begs the question, how do the increasing number of genderqueer youth complicate the topic of public bathrooms? And specifically at Davidson, what are the potential impacts of gendered versus gender-neutral bathrooms on student wellbeing and comfortability? 

Intended Audience: Students of all gender identities should participate in this discussion, as they will all be impacted by decisions in bathroom policies. Trans and gender non-conforming students must be supported and encouraged to voice their opinion in this conversation, as they have been historically excluded from discussion of their own bodily autonomy. Thus, Queers&Allies could be a potential group to pull participants from. Those who have experienced gender-based harassment should also have a say in their comfortability in these public spaces, thus reaching out to Students Against Sexual Violence also might add a valuable perspective. Additionally, staff members from the Center for Diversity and Inclusion should also be included since they yield power to affect bathroom policies and infrastructure on campus that influences students’ everyday life and safety. Counselors from the Center for Student Health and Wellbeing who specialize in LGBTQ+ concerns would also provide a level of expertise on how this issue affects mental and physical health. Finally, the PCC E-Board must also be present in this discussion, since eating houses and frats continue to be among the only buildings without bathroom options for gender non-conforming students. 

Background: Trigger Warning: References to Self-Harm and Sexual Abuse 

To understand the relevance of gender-neutral bathrooms at Davidson, first one must be aware of the consequences of limited bathroom options for people of all gender expressions. Bathrooms can be one of the most stress inducing places on college campuses for trans and gender non-conforming students. According to the American Medical Association, when TGNC students are denied access to bathrooms that match their gender identity, they are at risk of numerous negative health outcomes, as well as verbal and physical harassment. Nearly 70% of transgender youth surveyed by the AMA reported verbal harassment and 9% reported experiences of physical assault in gender-segregated bathrooms. In a journal published by the National Institutes of Health, among the TGNB youth who experienced bathroom discrimination, 85% reported depressive mood and 60% seriously considered suicide. 

In arguments for using bathrooms aligned with ones prescribed “birth gender,” people cite the potential saftey risk for cis-gendered students. However, in reality, TGNC students are the most vulnerable in binary restrooms. According to the Harvard T.H. Chan Schools of Public Health, 36% of TGNC students with restricted bathroom access reported being sexually assaulted in the last 12 months. 

However, some TGNC students avoid public restrooms altogether. In a Human Right Campaign survey of 12000 LGBTQ teenagers, 65% of trans youth reported that they try not to use the bathroom in school. This avoidance can have serious medical consequences, including recurrent urinary tract infections, as well as the possibility of more serious health complications, including chronic kidney disease. 

In light of these findings of harassment and emotional distress caused by gendered restrooms, many college campuses have begun exploring the alternatives. At Boston University, 43 restrooms distributed evenly across campus were converted into all-gendered spaces. The University of California, one of the first colleges to write a comprehensive policy on gender-inclusive restrooms, cites 5 lessons when converting bathrooms in gender neutral areas.

  1. Converting existing single-occupancy restrooms is the most cost-effective solution
  2. Deciding how to label gender-inclusive restrooms is a more important decision than you might think (certain labels can be confusing, exclusive, or even offensive) Here is a link to bathroom signs that affirm gender diversity.
  3. Ensure gender-inclusive restrooms are distributed evenly across campus (This maximizes the number of students who can reach them)
  4. Converting gendered restrooms into gender-inclusive ones may affect compliance with laws and building codes
  5. Consider student privacy when making multi-stall restrooms gender-inclusive (Students are often most comfortable using this type of restroom if each toilet and urinal has a floor-to-ceiling stall)

Shared Language: Each individual coming into the discussion will have varying perspectives and knowledge on the topic of genderqueer identities and experiences. Thus, it is essential to provide inclusive, affirming language that can be used throughout the discussion. 

Language to Avoid:  

  • Using the word “transgender” as a noun. E.g. “She is a transgender.” Instead, use transgender as an adjective E.g. “She is transgender.”  
  • “It” as a pronoun. If unsure of someone’s pronouns, simply ask or opt for “they/them”
  • “Transvestite” and “Transsexual” (While some elder members of the LGBTQ+ community may self-identify with these words, transgender is a more commonly accepted term that is not seen as offensive)

Important Definitions according to Medical News Today: 

  • Gender: A person’s gender is how they identify internally and how they express this externally. The World Health Organization (WHO) notes that gender is a social construction that people typically describe in terms of femininity and masculinity. In Western cultures, people associate femininity with women and masculinity with men, but this social construction varies across cultures.
  • ​​Sex: A person’s sex is typically based on certain biological factors, such as their reproductive organs, genes, and hormones. Like gender, sex is not binary. A person may have the genes that people may associate with being male or female, but their reproductive organs, genitals, or both may look different.
  • Gender-neutral Bathroom: a restroom that anyone of any gender can use. Gender-neutral restrooms can be single occupant or multi stall.

Common Gender Identities as Defined by The Trevor Project: 

  • Cisgender: A cisgender person identifies with the sex that they were assigned at birth.
  • Nonbinary: A person who does not experience gender within the gender binary of “male” or “female”
  • Transgender: This is an umbrella term that encompasses all people who experience and identify with a different gender than that which their assigned sex at birth would suggest.
  • Genderqueer/Gender Non-conforming: A person who has a gender identity or expression that is not the same as society’s expectations for their assigned sex or assumed gender.
  • TGNC: transgender and gender non-conforming
  • Genderfluid: A person who has a gender identity and presentation that shifts between, or shifts outside of, society’s expectations of gender.
  • Two Spirit: an umbrella term that encompasses different sexualities and genders in Indigenous Native American communities.
  • Agender: A person who does not identify with any particular gender, or they may have no gender at all.

Conversation Agreements: Listening to students’ lived experiences surrounding bathrooms is the best way to ensure that their needs are made the number one priority. This is why there needs to be procedures in place to protect all voices and foster an environment of respect while having this challenging conversation. 

Therefore in the deliberation it is imperative that ALL participants must: 

  • be empathetic to the experiences of students regardless of how they identify.
  • be willing to challenge their assumptions and previous knowledge on bathroom preferences.   
  • engage in active listening while others are speaking 
  • understand that not everyone (not every trans/genderqueer, not every woman/man, Davidson student, etc) shares the same feelings, and experiences in regards to public restrooms. 

Deliberation Format:

Introduction: 5 min

Shared Language: 5 min

Conversation Agreements: 5 min

Background: 15 min (Participants will read to themselves and will be given extra time for individual research if needed) 

Small group discussions: 5 min (Discuss initial reactions, opinions, and questions to background information)

Large group discussions: 10 min (Discuss initial reactions, opinions, and questions)

Deliberation on Gender-Neutral Bathrooms at Davidson: 30 min

Reflections and Action Plans: 15 min

Group Discussion Questions to Consider: 

  • What are your impressions of the HB2 Bill? 
  • What were your first reactions to the background information provided? 
  • Have you thought about this topic before/have experience with gender-neutral bathrooms? 

Guiding Questions for Deliberation on Gender Neutral Bathrooms at Davidson: 

  • Do you know where the gender-neutral bathrooms are on campus? If not, pull up the map here. 
  • Who might have easy access to these bathrooms? Who might not have access? 
  • Do you think there are enough to sustainably provide for all gender queer people on campus, or people uncomfortable using gendered bathrooms? 
  • What might be the effects of the current gender-neutral bathrooms in the basement of Chambers/Belk? Consider how making these spaces separate might increase stigma/discrimination.  
  • What might be some perks of gender-neutral bathrooms for cis-gendered students and faculty? 
  • Discuss the implications of creating single-occupancy vs multiple-occupancy restrooms that are open to all genders? Think back to the background information and the University of California bathroom suggestions. What might the effects of more private floor-to ceiling stalls be at Davidson?  
  • What might be some economic costs/spatial limitations of constructing new bathrooms? How might we overcome these? 

Reflections and Action Steps:  In order to collect student and faculty opinions about the deliberation, each participant will write down their thoughts on the following questions below. If they answer yes to the last question, they will be included in an email thread that sends more information, a possible petition for more bathroom options, and dates for future meetings about this issue.

  • What is something new that you discovered in this deliberation? 
  • Did you challenge any of your previous assumptions about gender identity, student wellbeing, gender-based harassment, etc? 
  • Who else could be included in this conversation? Is there a perspective that was not considered? 
  • How could students rally support for more gender-neutral restrooms? 
  • Would you like to research and discuss this topic further?

UWC Deliberation guide: How has colonialism impacted us?

Posted on by Former Student

Instructions for facilitators

This guide is designed for a 1.5-hour session, for small groups (6-8 participants) of UWC students. The United World Colleges is a group of 18 schools that offer the IBDP to international students of diverse backgrounds. These boarding schools gather students from 150 different countries (some students come are undocumented or hold refugee status), offering financial assistance for 80% of students to ensure accessibility. Students usually are 16-19 years old, and are proficient in English. Therefore, facilitators should expect students to bring different understandings of colonialism, especially considering that participants have gone through different educational systems. 

The session aims to be the beginning of a longer conversation. More specifically, this session is designed to introduce a difficult topic for students to take to their residences and academic spaces, so as to raise awareness of the impacts that Colonialism has in the way we see our world and how we interact with each other. No materials have been assigned previous to the session. 

The session is structured as follows:

  • Introduction and agreement – 15min
  • Initial discussion – 20m
  • Themed discussions – 40m
  • Reflection – 15m
Continue reading “UWC Deliberation guide: How has colonialism impacted us?” →

Brandon Reid Theory to Praxis: Deliberation Guide

Posted on by Former Student

Title:

An Open, Honest Deliberation About Positions on Abortion

Central Question:

To what extent should the U.S. government intervene on the issue of abortion?

Intended Audience:

For this deliberation on the United States government’s intervention (or lack thereof) on the issue of abortion, Davidson students will be invited to participate. I am interested in helping Davidson students articulate a clear stance on the U.S. government’s intervention on abortion. Although students who are confidently supporters of the polar pro-life or pro-choice positions might be initially most prepared for this deliberation, I want this deliberation to be accessible to all students. With that said, student’s whose views align somewhere else on the pro-life/pro-choice spectrum will be encouraged to participate too. Additionally, I want experts on the issue of abortion to participate, so that there is a greater understanding of the issue that can be achieved. Those experts will include doctors, activists, and legal experts from across the ideological spectrum.

Continue reading “Brandon Reid Theory to Praxis: Deliberation Guide” →

Should we or should we not “say gay?” 

Posted on by Former Student

The issue is: queer representation in elementary curricular media. How does “Queer representation” differ from sex ed? Is sex different from sexuality? What are the roles of the home v school in conversation of sex and sexuality at the elementary age?

Answers to these questions depend on religion, definitions, trust in our education system, opinions on youth development and desire for control. While the experts on this topic are parents, youth educators, and the Queer community at large, the discussion falls within the walls of political institutions and is the fuel of outrage in young adults protesting policy decisions on the issue. All are stakeholders in this discussion. Invisibilized stakeholders are Queer youth living in the state passing policy to eliminate queer representation from extracurricular media. In particular, trans youth are excluded from the discussion and invisibilized by the umbrella term “gay.” Teachers are other invisibilized stakeholders. The conversation is dominated by parents and policymakers, while the actual material impact falls on youth and educators. For this discussion, I would organize a group of students from my high school in Fayetteville, Arkansas. FHS is an extremely large public high school, so it won’t be hard to organize a concise yet diverse group of students from organizations such as Model UN, Debate, “Dog Crew,” Q&A, and “Ambassadors.” It would be great to have one representative from each extracurricular organization. We will also include faculty and parents who are interested in participating. I choose high school students because while they are not in elementary school, there is still a feeling of connection to your elementary years before you graduate high school. Simultaneously, they are at an age of maturity which permits them to have difficult, “adult” conversations.

Potential Perspectives from participants include:

  • Queer representation is anti-christian; indoctrination
  • Queer representation is sexual; elementary age is pre-mature to sexual exposure
  • Elementary teachers aren’t equipped to discuss matters of sex or sexuality with students; (ultimately, this perspective reinforces heteropatriarchy as teachers will continue to represent heterosexual relationships in their teaching)
  • Queer representation is not sex; sexuality and sex are different; representation should be visible
  • Queer representation incites ideas of sex; should be discussed along with consent and autonomy

I have identified many potential perspectives on the topic; however, there are two critical opposing sides: those who want Queer representation in elementary education and those who oppose it. Those in favor of Queer representation are predominantly Queer people and allies along with institutional democrats who will do anything to oppose republicans. Those in opposition to queer representation have varying reasons for doing so; this array of opinions will need to be unpacked in order to reach a greater understanding of the whole problem. This process will be tedious and supports having the three broad, interlocking questions noted above. It is important to have those most frequently unheard speak first in this conversation. Beginning with question one and moving in a circle, each person will share their perspective on the question and respond to the person(s) before them and any additional previous perspectives that have been shared in a constructive manner which builds mutual connectivity. After every few people, we should take a pause to summarize the sentiments shared so that everyone is on the same page with where the conversation stands. As the conversation moves around the circle, we create a mind map that resembles a circular loom. 

Three important boundaries to set before entering the conversation:

  1. No attacks on personal qualities
  2. No direct attacks to any particular person in the conversation
  3. No generalizations of a particular population of people

Initial agreements and deliberative dispositions:

  1. We hold the safety and intellectual development of children at the forefront of priorities in our public education system (whether or not this is true, this must be the goal when discussing what should and shouldn’t be present in education). 
  2. Every child deserves equal opportunity and access to safety and development (1) no matter their gender, race, class, religion, size and sexuality. 
  3. Each speaker is entitled to their own experience and should not make assumptions about another’s experience without reaching a mutual understanding with that person. 
  4. Each participant should listen generously. That is, each participant should attempt to understand and reconcile where another speaker is coming from in their sentiment. 

Background Knowledge:

The conversation will situate around the “Don’t Say Gay Bill” recently signed into law in Florida. Before the conversation, participants are encouraged to read the bill: https://www.flsenate.gov/Session/Bill/2022/1557/BillText/er/PDF.

Two more precursor readings will be opinion pieces from youth: https://www.nytimes.com/2022/03/12/opinion/florida-dont-say-gay-bill.html

And studies of teachers’ opinions: https://www.npr.org/2022/03/30/1089462508/teachers-fear-the-chilling-effect-of-floridas-so-called-dont-say-gay-law

Definitions will be discussed in-group, as our first two questions rely significantly on definitions. As mentioned previously, the discussion format will flow circularly. After each circle, we will go around once more to vocalize responses to others’ statements. If people would like to respond more than once, they can do so, but it is likely that deliberation will dwindle to a particular set of people. We will attempt to spend 30 minutes on each of the three questions above. Participants will know these questions ahead of time and be able to have informed thoughts based on the pre-readings before approaching the discussion. If participants wish not to speak on a particular question, they may pass to the next person. We will pass a talking piece around the circle and respect the speaker with the talking piece by listening generously.

Theory to Praxis: Combatting Period Poverty at Davidson and in Charlotte

Posted on by Former Student

One public health issue that falls within the realm of gender and sexuality studies -particularly reproductive justice- is period poverty. Insufficient access to menstrual supplies or environments that allow safe changing of products means that people who experience periods face additional challenges to their everyday hygiene, which has a direct impact on other aspects of their life. For example, a survey of U.S. teens found that 4 out of 5 individuals “either missed or knew someone who missed class time because they did not have access to period products” (Capozzi). In addition to encompassing the lack of menstrual products available to people that need them, the term period poverty also references the lack of health education because of stigma around periods, lack of funding and resources, or other reasons.

Period poverty is often cited as an issue for developing nations, and while this is true, it is also a pervasive problem for people in many situations where their needs cannot be met. Not everyone who needs period products is a woman, but since they are marketed towards women, they are unnecessarily expensive (llano). In the United States, this means that people living in poverty or experiencing homelessness are especially susceptible to period poverty. It is important to note that youth experiencing homelessness are disproportionately LGBTQ people of color (Griffith), so period poverty is not just a women’s health issue, but a very intersectional one.

Two ways Davidson can make menstrual care less stigmatized and more accessible for the community are by increasing the availability of period products in public restrooms and providing opportunities to support menstrual justice in the greater community.

  1. Many of the public women’s restrooms on campus have free tampons available in them- Wall, Union, the library, and Chambers are a few examples. However, they are often out of stock, which eliminates any benefit of them being offered there. In addition, they are only ever set out by the sinks in the women’s restrooms, but not the men’s. Increasing options for gender-neutral restrooms is something we have discussed in class and other students have brought up in their proposals, and I would argue that offering free menstrual products in all public campus restrooms would be a small, good first step to implement towards that goal.
  1. Davidson has the wealth to provide widespread access to menstrual products in public restrooms, but this kind of accessibility is unfortunate not the norm. To encourage action on this issue, I propose putting up posters about period poverty in restrooms. These would include a definition of what period poverty is, as well as a QR code that leads you to the links of organizations to support. For example, Flo Charlotte is an organization that collects and distributes menstrual hygiene supplies to those in need around Charlotte. Their mission statement emphasizes that they “focus primarily on families experiencing homeless, but [they] also support domestic violence shelters, schools, and safe havens for LGBTQ+ teens and young adults” (Flo Charlotte). They accept donations of menstrual hygiene supplies, but also monetary donations, so the posters could even have a QR code that links straight to their PayPal. It would be great to have these posters up in the bathrooms of public buildings on campus to inform people of all genders about this issue and what they can do to combat it.

References

Capozzi, Lindsay. “Period Poverty: The Public Health Crisis We Don’t Talk About.” Children’s Hospital of Philadelphia Policy Lab, 6 Apr. 2021, https://policylab.chop.edu/blog/period-poverty-public-health-crisis-we-dont-talk-about.

Flo Charlotte, https://www.flocharlotte.com/.

Griffith, Daiana. “LGBTQ Youth Are at Greater Risk of Homelessness and Incarceration.” Prison Policy Initiative, 22 Jan. 2019, https://www.prisonpolicy.org/blog/2019/01/22/lgbtq_youth/.

llano, Alejandra De. “The Pink Tax: Why Are Feminine Products More Expensive?” CavsConnect, 10 Mar. 2021, https://www.cavsconnect.com/opinion/2021/03/10/the-pink-tax-why-are-feminine-products-more-expensive/.

Theory to Praxis: Reforming Sex Ed On-Campus and in Local Schools

Posted on by Former Student

The clear truth, as we have all experienced, is that improper and outdated sexual education lessons do not just appear when we enter institutions for higher learning, but have followed us as early as 6th grade. In fact, if we want to improve the entire conversation of sexual health and wellness and revamp it to be inclusive and universal, we must start with earlier teachings of it. In order to take action in changing the current dialogue that is being taught in schools, there are several routes to be taken. 

Through my conversations, both within small and large group discussions during class, and through speaking with all of my friends growing up, it is unanimous that we have felt left in the dark on many topics. For example, the week-long, once a year lesson plans growing up in South Carolina were exclusively for cis, heterosexual partners only. In fact, the major takeaway that I remember is simply hearing that abstinence is key, and that this is essentially the answer to everything. Very little details were stated on STIs/STDs in comprehensive ways, there were zero inclusions on any type of sex that was not between a cisgender man and a cisgender woman, and, arguably most concerning, there was absolutely no emphasis placed on the need for enthusiastic and specific consent between people. Combined together, the lack of these very real topics becomes incredibly concerning. It gives way too much room for students to formulate harmful, underrepresented images of what sexual health and wellness means and looks like. 

Firstly, I believe we have enough fostered support among students here at Davidson to start a Improving Sex Ed in Schools Club (ISEC). Once we have a group formed, we can figure out a mission statement and, if necessary, assign subgroups. For example, we could have one group of 3-5 working within Davidson to improve the Sex Ed training on our own campus (is there any accountability if a student does not complete the Sex Ed online course? Is there a way to have group seminars/discussions about the content afterwards so it is not forgotten?) We could have a larger group of 8-10 centered on reaching out to middle or high schools in Davidson or Mecklenburg County to see if there are any current efforts to reform Sex Ed, or if they would be open to a group of Davidson students writing or helping to lead that conversation. 

A subgroup within the Planned Parenthood Generation Action club on campus attended sexual education training and is now able to actually give the lessons within schools and organizations. I believe this has the potential to be a phenomenal opportunity for students our age to make a difference and to become a fresh voice for younger students who are just beginning to learn about sexual health and wellness. Before joining PPGA, I did not know we were able to become certified trainers in sexual education. We could spread the word, inform students on set training dates offered, and see if this garners even more interest. 

I imagine that the impacts of having open-minded, inclusive, and respectful attitudes surrounding sexual health and wellness, paired with updated and comprehensive lesson plans, will be astounding for younger students. I hope that, starting with Davidson and then spreading to middle and high schools within the area, we can make this positive change.

Theory to Praxis: Asian Representation

Posted on by Former Student

While taking my GSS101 course this semester, I noticed that there was little to no Asian and/or Asian American representation. I propose the development of an interdisciplinary course that combines Asian Studies with Gender and Sexuality Studies. The goal of this course is to provide Asian/ Asian American representation within the field of Gender and Sexuality Studies by introducing Asian/ Asian American theorists and the discourse revolving around Asian/ Asian Americans and gender and sexuality. This course will provide students with a perspective that deviates from the dominating white narrative.

Theory to Praxis: Addressing Sexual Assault on Campus

Posted on by Former Student

As a freshman at Davidson, coming to college opened up a world of experiences for me. I was excited to explore new opportunities and discover more about myself. While Davidson does more than the public schools I’ve previously attended to support different groups of people, there are still many ways the school can support marginalized and underrepresented voices to create a healthier environment on campus. 

Unfortunately, sexual assualt is prevalent in college, even at Davidson, but I have yet to witnessed this issue being addressed by administration. If someone, typically a woman, comes out about having been sexually assaulted, nothing seems to be done about this. This reluctance of disclosure about something uncomfortable or traumatic can be due to the normalization of ignorance about such subjects at institutions, which mirrors rape culture. It normalizes something that is in fact a huge deal, and people should be able to reach out and feel supported during a time like this. A step in the right direction would be implementing a program or even creating a social media account through the college that is open for anonymous messages for victims of sexual assault, or an anonymous chat room for victims to speak about their experiences and connect with others so they don’t feel alone. This could also expand to people who want to talk about other issues we have learned about in GSS, such as questioning sexuality, adjusting to a PWI, or discovering one’s social identity. Simply talking about troubles and worries anonymously with others students who are feeling the same way can be reassuring and validating of their experience. This can help them feel heard and understood. I also think it could be beneficial if at least one of the counselors specialized in aiding sexual assault victims so they can effectively help students who want to talk about their experiences. Pairing this with an administration that addresses issues of sexual assault would create a much more comfortable and supportive environment for victims.

Something else that should be addressed that comes even before what I’ve mentioned above, is how sexual assault can be prevented in the first place. Although all first-years must complete modules about drugs, alcohol, and sexual assault, I think it is important to keep this relevant to all students throughout the year, not just the summer before they arrive. Similar to alcohol-related posters often displayed in dorms or bathrooms describing how much is appropriate to drink and resources for help, one way to maintain awareness could be to hang posters like this concerning consent – how to show it, enforce it as best you can, and be safe if it goes too far. Davidson could offer more talks or information for resources that can help students be more informed and aware of how to be as respectful and safe as possible. In order to make these resources well known, the college must spread the word effectively and let all students know what is available to them, which hopefully can soon be more. 

Generally, I think there are many ways that Davidson can implement, even small, but effective, means of support and aid for sexual assault victims, and minority groups on campus, and these are only a few.

Theory to Praxis: Public Health Policy to Increase STI and HIV Resources on Campus

Posted on by Former Student

To begin, I want to acknowledge that my interest in this subject began from learning about HIV/AIDS activism in GSS101 and in PBH395: Public Health & Film. I learned that HIV/AIDS activism was a movement where individuals, mainly from the lesbian and gay community, radicalized and advocated for expedited research on treatment and quality healthcare even through the stigma. Furthermore, I learned the impact of HIV/AIDS activism on healthcare and drug development, as well as the development of pre-exposure prophylaxis (PrEP) to stop HIV transmission. However, a recent study on college students reported that 73% of students do not use condoms during sex and 43% of students have never received HIV testing (Stutts et al., 2020). Students who did get tested for HIV were more likely to be women, students at public schools, upper-year students, and students with higher HIV and PrEP knowledge (Stutts et al., 2020). Meanwhile, Davidson College is a private liberal arts college with a balanced student body in terms of gender and class year. 

When I first arrived at Davidson College, I heard about the free and confidential, monthly STI and HIV testing provided by the Mecklenburg County Health Department and Davidson Health Education Office. However, I learned this semester that this was no longer a service that was offered. Furthermore, while Davidson College offers a sexual health education course during orientation and resources (condoms, dental damns, lubricants, etc.) to improve sexual health behavior, it does not provide HIV education or resources, including education on and access to pre-exposure prophylaxis (PrEP).  Thus, for my theory to praxis assignment, I would like to create a comprehensive policy to reinstate the free and confidential monthly STI testing clinic and implement health education and resources for HIV. 

First, Davidson College should partner with the Mecklenburg County Health Department (MCHD) once again to provide free and confidential STI testing to students. Currently, STI testing requires scheduling with a nurse clinic and paying $105 for a Gonorrhea/Chlamydia swab test, $35 for a Syphilis blood sample test, or $170 for a HIV blood sample test. Clearly, these costs may present a financial barrier to some students, and many students are not aware that MCHD offers free STI testing. Since at least one study has shown that college students do not use condoms often, STI testing is the crucial next-line of prevention. Thus, Davidson College should partner with MCHD once again to increase access and affordability of STI testing to all students, and at the very least, list MCHD as a resource to students.

Second, Davidson College should implement HIV health education and resources on campus. The HIV health education can take place during orientation to help students deconstruct preconceived biases and notions because HIV can be contracted by anyone who is sexually active. Furthermore, HIV health education should discuss PrEP as an effective HIV medication and prevention measure since students are not actively getting HIV testing. Access and affordability may be barriers to receiving PrEP, so it will be important to inform students of the Ready, Set, PrEP program funded by the US Department of Health and Human Services as some students may qualify for free PrEP medications. 

Overall I hope that this comprehensive policy can assist Davidson College from simply stating “Protect Yourself From STIs: 1 out of every 2 sexually active people have an STI by age 25” to enacting policies that truly improve student health and well-being.  

References

Stutts, L. A., Robinson, P. A., Witt, B., & Terrell, D. F. (2020). Lost in translation: College students’ knowledge of HIV and PrEP in relation to their sexual health behaviors. Journal of American college health : J of ACH, 1–7. Advance online publication. https://doi.org/10.1080/07448481.2020.1757679 

​Free Community STD Testing Locations. (n.d.). MECKNC.GOV. Retrieved December 10, 2021, from https://www.mecknc.gov/HealthDepartment/CDControl/HIVSTDSurveillance/Pages/Community-Testing-Sites.aspx 

Ringle, G. (n.d.). FREE STI TESTING. Davidson. Retrieved December 10, 2021, from https://www.davidson.edu/media/937/download 

STI Testing Nurse Clinic. (n.d.). Davidson. Retrieved December 10, 2021, from https://www.davidson.edu/offices-and-services/student-health-and-well-being/health-services/sti-testing-nurse-clininc 

Ready, Set, PrEP. (n.d.). Ready, Set, PrEP: Find Out If You Qualify to Enroll for Free PrEP Medications. Ready Set PrEP. Retrieved December 7, 2021, from https://readysetprep.hiv.gov/ 

Theory to Praxis: Steps to Changing Rape Culture at Davidson College

Posted on by Former Student

I have learned about so many new things this semester and I am grateful that I have a greater awareness of many issues in society today. One thing that is really important that I was able to learn a lot about was rape culture. Unfortunately, we did not have enough time in the semester to discuss rape culture far in depth, but we were able to discuss it for a class period, and I was still able to take away a lot. I found our in-class discussion very valuable to add to what I had learned on my own from my book for the book review. 

For the book review, I read the book Rape Culture on Campus by Meredith Minister. After reading this book for class, I became really invested in rape culture in general, but especially on college campuses since it is a very relevant topic to Davidson that pertains to everyone here. Through doing some digging around Davidson’s website and pulling from my previous knowledge, I, like many others on this campus, see a need for greater sexual assault resources. I would like to propose many steps that the college could take action on to implement more resources for not only sexual assault survivors, but also in preventing sexual assault on campus. Currently, I find that the prevention efforts are minimal on campus and I would like to lay out a plan for how to proceed in doing more sexual assault prevention on campus. 

Currently, there is a petition going around campus online for the Davidson community to sign that would require Davidson College to hire a second Title IX coordinator, in addition to a few other measures. The link to this petition was shared via email with our entire GSS 101 class recently. I contacted the creator of the petition, and she said that currently the petition has about 750 signatures, just over half of the required number of students of 1,322. Getting this petition to its goal would be a huge step in the right direction, however it will take some time to get to that many signatures. I have looked into and thought of a few ways that staff and faculty on campus can do better to provide a safer place for students regarding sexual assault. 

My first thought was in regards to the required courses on Moodle that freshmen now must complete before they arrive at Davidson. Since the Summer of 2019, freshmen have been required to complete two “Davidson Close-Up” courses that were created in association with students, faculty, and staff around campus. The two courses are Alcohol & Drugs and Sexual Health & Sexual Misconduct. I think that this is a great starting point for educating students as they begin their lives at college; however, being a current sophomore, I will tell you that I honestly do not remember most of what was in those courses. They were educational, but brief,  which is beneficial to a certain extent. Unfortunately, the college does not reinforce these things once students arrive on campus. Serving as an Orientation Leader this year for the incoming freshmen, I can tell you that the discussion with the health center in general was very short, and sexual assault was rarely touched on again once everyone was all moved in. I think that not only should the Davidson Close-Up course be required each returning Summer for students, but that a large assembly should also be held for those who want to attend where people can learn more about resources, prevention efforts, and ask questions should they have any. This would create a more open and reassuring atmosphere. 

In looking through the resource pages for Davidson College, I found that Campus Police actually offers Rape and Defense (R.A.D.) classes where students can learn tecniques for self-defense. I did not know this and I have never heard of this. This seems like a great program, but I had never heard of it until now and you have to contact Campus Police to learn more about taking the program. I am assuming that since I was unaware of this program, many others are as well. This led me to wonder why Campus Police does not just offer these classes for people to sign up for every couple of months? The skills learned in a class like this would be beneficial not just only on this campus, but outside of the Davidson bubble as well. I think without a class like this being offered, this is an important preventative resource that is hidden away and unused. 

One other thing that I found to be problematic with the college’s response to sexual assault is that I can tell many of the web pages have not been updated in a while. On at least three different Davidson web pages, I found Georgia Ringle’s name listed as someone to contact with questions or for help. For those who do not know, Georgia Ringle worked as the main health educator on campus through the Center for Student Health and Well-Being for years. She retired this past year and now there is a temporary person filling her shoes this year, but last I heard they are still looking for someone to hire long-term. Since she is no longer employed at the college, she is another resource lost for students. These web pages can be considered out of date since they have not been updated in about six months and campus is now lacking even more outlets for students in regards to sexual assault. 

To compile my thoughts, campus needs to do better to educate students yearly to keep up to date with prevention and resources for sexual assault, the health center needs to hire more staff, including a health educator, which means updating many online resources for information, and to promote more ways the college can help in protecting students. I think that all of these ideas I am proposing are practical and simple fixes; however, this will require the support of the college and require Davidson to recognize the ongoing issue at hand. By Davidson doing nothing to support students in this way, they are contributing to the continuation of rape culture on college campuses. Change and intervention will help break the cycle of rape culture around Davidson College’s small campus. 

*Also, if you have not signed the petition I discussed in my proposal above, please do! Here is the link: https://forms.gle/dNhujsTScpNccRaX6

Works Cited:

Javed, Ikra. “Davidson Close-Up: Sexual Health & Sexual Misconduct.” Davidson College Digital Learning, 10 Jan. 2020, https://digitallearning.davidson.edu/digitalprojects/davidson-close-up-sexual-health-sexual-misconduct/. 

“Sexual Assault.” Davidson College, https://www.davidson.edu/offices-and-services/public-safety/safety-resources/sexual-assault. 

“Sexual Misconduct.” Davidson College, https://www.davidson.edu/offices-and-services/dean-students/sexual-misconduct. 

“Three-Year Summary of Sexual Misconduct Reports.” Davidson College, https://www.davidson.edu/offices-and-services/dean-students/sexual-misconduct/three-year-summary-sexual-misconduct-reports.

Theory to Praxis: A New Cross-Listed Course at Davidson College

Posted on by Former Student

One thing that has stood out to me after taking GSS101 this semester is how feminist and queer theory is inherently inaccessible to the average person. Theory has been kept in the realm of academia and most do not ever interact with or see feminist and queer theory until college, if ever. In my experience, I never learned about any theory in any of my years in public school and I had never heard of most of the scholars we discussed until reading their work in class. This course has been eye opening for me and I feel a more informed person after taking it. I personally think that it is important for everyone to, at the very least, know the basics of feminist and queer theory because I believe it informs critical thinking and social awareness. 

I am interested in the development of an interdisciplinary course that would be a part of the educational studies department and the gender and sexuality studies department at Davidson College. This course would cover how we can incorporate theory into elementary and middle school education. A focus would be on how we can create a standardized curriculum that would educate students on feminist and queer theory but in accessible terms so that it is easy to understand. Examples of projects in the course would be: to pare down Michel Foucault’s “History of Sexuality” into a simpler, easier to understand format, to develop a lesson plan that teaches about the waves of feminism and how they have shaped women’s rights, or to incorporate bell hook’s theory from “Black Women Shaping Feminist Theory” into a presentation and assignment suited for different grade levels. Throughout the development of this course and then into how this course is taken into the real world, it will be important to ensure that the information covered is intersectional and inclusive. 

Young students that do not feel like they fit in society’s definitions of gender or labels of sexuality will see early on that they are valid and that the whole concepts of gender and sexuality are ever changing and fluid. Introducing these ideas at a young age will cultivate a generation that will break down the gender binary, sexuality labels, and will create a more inclusive and accepting society.