Showing posts with label higher education. Show all posts
Showing posts with label higher education. Show all posts

Sunday, December 23, 2012

Wayne LaPierre's Catholic Education: Questions Worth Asking



At his This Cultural Christian site, Mike McShea notes that the Wikipedia biography for Wayne LaPierre, executive director of the National Rifle Association, does not provide any information about LaPierre's religious affiliation or religious stance, if, indeed, LaPierre has a religious affiliation or a stance. In fact, finding any information about LaPierre's religious affiliation or stance, or the lack thereof, seems exceptionally difficult.

Monday, April 30, 2012

Gender Gap in Higher Education in Utah: Women on Bottom



Writing in today's Salt Lake Tribune, Brian Maffly reports that for years now, women in Utah have not entered or completed college at the same rate as have men.  In 2008, 26 percent of Utah women had a bachelor’s degree, while 32 percent of Utah men did, according to a 2009 Utah Foundation study.  Women constitute 55 percent  of undergraduates nationally, but 45 percent in Utah.

Saturday, March 10, 2012

Paul Krugman on GOP Investment in Ignorance: Whys and Wherefores



Paul Krugman explains (very well) why one major American political party, the Republicans, have "made a hard right turn against education," and are seeking to undermine a longstanding American ideal of seeing education provided for all citizens: it's, quite simply, in the best interests of the GOP to keep people under-educated.  And ignorant.  

Tuesday, January 24, 2012

In Higher Education News: Bethune-Cookman University President Trudie Kibbe Reed Resigns/Retires



In the world of higher education, a very strange story now coming out of Bethune-Cookman University in Florida: as Michael Stratford reports  in the Chronicle of Higher Education yesterday, the university president, Dr. Trudie Kibbe Reed, has retired in the middle of the academic year.  At least, that appears to be the story.  But getting a clear picture of whether this is a resignation or a retirement or why it's taking place: that's another story altogether.

Tuesday, November 22, 2011

UC Davis Story Continues to Unfold, after Pepper-Spraying



A few updates on the story at UC Davis, following the pepper-spraying of student demonstrators last week: Chancellor Linda Katehi continues to hold her ground and is refusing to resign, stating that the university needs her.  But a petition at Change.org calling for Katehi's resignation is rapidly gaining numerous signatures, and students have reconstructed the encampment site that the university police had sought to disperse last week.  And through their Occupy UC Davis Facebook page, they continue to organize demonstrations, including (unless I'm misreading the page) an upcoming strike a week from yesterday.

Monday, October 24, 2011

Frank Rich on Occupy Wall Street and Long-Term Fixes



Frank Rich writes yesterday at New York Magazine about what Occupy Wall Street signifies long-term for American culture and its political process.  Two points strike me:

1. What's messed up in the corporate and financial structures of the U.S. (and the world) goes well beyond Wall Street, and fixing Wall Street is not likely to be a long-term fix for the systemic problems producing our current widespread misery. 

2. And second, the 2012 election will not resolve the problems, no matter who's elected, because our system, as it's now configured, is designed to produce stalemate.  No matter who's elected . . . .  

Saturday, October 2, 2010

Neil Patrick Harris and Lance Bass Address Teen Coming Out Issues; Many College Campuses Remain Unsafe for LGBT Students, Faculty, Staff



Another valuable online resource for teens dealing with issues of gender identity and sexual orientation, and adults hoping to offer support to these teens: actors Neil Patrick Harris and Lance Bass have produced videos talking about the experience of growing up gay.

Tuesday, July 13, 2010

NY Times on the Country-Clubization of American Higher Education: Money Flowing to Adminstrators' Pockets, While Students and Faculty Suffer



Sam Dillon's recent New York Times article about how college and university presidents are now spending their schools' money confirms a point I've made repeatedly on this blog: namely, that many top administrators in American higher education today are earning top dollars, while faculty needs--and the needs of students--receive short shrift.  As I've noted, higher education in the U.S. is modeled more and more on the corporate world whose representatives now dominate the governing boards of colleges and universities.

In the process, the importance of education is being lost sight of, as is the value of a liberal arts education rooted in the core values of the humanities, values necessary to sustain civil society.

Thursday, June 24, 2010

Gay and Lesbian Leaders in U.S. Catholic Colleges and Universities: Continuing the Discussion



Anne Hendershott has emailed me after my two postings (and here) questioning her recent claim that "[t]here are openly gay men and women in leadership positions at a number of Catholic universities and colleges."  She notes that there are published accounts stating that the dean of arts and sciences at St. Michael's College and the provost at Seattle University are both openly gay men.

I appreciate this information and Professor Hendershott's respose to my postings calling for further information about openly gay or lesbian faculty in leadership positions at U.S. Catholic colleges and universities. Ms. Hendershott indicates that she has other names about which nothing has been published, and she has concerns about outing these gay leaders in Catholic schools.

Monday, June 21, 2010

Anne Hendershott Addresses Marquette's Withdrawal of Job Offer to Lesbian Scholar, Claims Catholic Colleges Have Openly Gay Leaders



Wall Street Journal carried an article last Friday by Anne Hendershott of King's College in New York, rebutting the claim that Marquette University's recent decision to withdraw a job offer to out lesbian scholar Jodi O'Brien was based on O'Brien's sexual orientation.

Hendershott's essay makes a number of astonishing claims that directly contradict statements of members of the Marquette faculty, who find strong reason to conclude that O'Brien's sexual orientation (and her publication of articles in the field of queer theory and history) has everything to do with the rescinding of a job offer to her.  Hendershott attempts to make a nifty little step around the issue of sexual orientation by suggesting that it wasn't O'Brien's public identity as a lesbian or what she has written about that topic that led to Marquette officials' blocking her after they had offered her a contract.

Monday, May 17, 2010

Gays in Catholic Universities: A Stained-Glass Ceiling? Questions about Marquette and Seton Hall University

 
I wrote earlier today about a situation in the archdiocese of Boston in which the Catholic church’s longstanding practice of discriminating against gay and lesbian persons is being put to the test.  And in which there seems to be a discernible shift underway in how some lay Catholics, at least, react to decisions by Catholic leaders to continue anti-gay discrimination.

I’d like to address another situation that provides further evidence of the shift about which I blogged in my previous posting.  This has to do with a case at Jesuit-owned Marquette University in Milwaukee.  Tracy Rusch did a summary of this story at National Catholic Reporter last Friday. 

Tuesday, September 1, 2009

GLSEN on Bullying of Gay Youths: Worse Where Education Levels Are Low

And last but not least today: the Gay, Lesbian and Straight Education Network (GLSEN) has just issued a media release about an important GLSEN study showing that LGBT teens are more likely to experience hostility and harassment in schools in rural communities and those marked by poverty and low adult educational rates than in urban areas and communities with higher education levels.

I've noted previously on this blog that, in my view, gay activists in major urban areas need to pay more attention to the lives and experiences of those of us who do not live in places in which laws and social attitudes curb overt anti-gay hostility and discrimination. In my view, it's particularly imperative that the needs of gay young people in rural parts of the country receive more attention from gay leaders in the U.S.

I'm not in the least surprised to find that GLSEN has discovered a correlation between lack of high adult education levels in various communities, and the harassment that gay teens experience in the schools of those communities. To me, it seems intuitively obvious that much of the overt homophobia displayed towards gay family members, gay citizens, and--saddest of all--gay young people in some parts of the country has to do with lack of education. And where education levels are low, there's also likely to be poverty to compound the problem.

I've also noted on this blog my concern as an educator regarding the role colleges and universities need to be playing in educating students--and, in particular, teachers-to-be--to combat such discrimination when they enter the workforce. As it happens, many of the communities with the lowest levels of adult education and the highest levels of poverty in which gay teens experience significant harassment in schools also happen to be in my part of the nation, the bible belt of the American Southeast.

Many of the schools and colleges in my part of the nation are church-sponsored. And many of them have a deplorable track-record when it comes to educating students to understand and deal with issues of sexual difference. They are part of the problem and not part of the solution, vis-a-vis harassment of gay teens.

I've taught in colleges and universities in Florida, Arkansas, and North Carolina, and have seen manifest, ugly homophobia in the institutions in which I taught in these areas. In several of them, I saw people fired simply because they were gay or lesbian. And as I have noted, I myself was punished in a Methodist-owned university in Florida when I was asked to coordinate a program to compile resources for faculty and students engaged in social action projects, and when I added GLSEN to the list of resources. I was told that encouraging students and faculty of this Methodist school to look at issues of harassment of gay youth was putting my "lifestyle" in the face of the campus community.

And as long as the churches that sponsor these schools and the national and regional accrediting bodies that oversee them permit them to get away with overt discrimination on grounds of sexual orientation (often, while they claim religious exemption) and with using discriminatory norms in hiring and firing employees, not much is going to change. The Southern Association of Colleges and Universities (SACS) needs to be much more vigilant about discrimination on grounds of sexual orientation among the colleges and universities it oversees--including the many church-owned institutions in its bailiwick.

So does the National Council for Accreditation of Teacher Education (NCATE), which, though it has rubrics forbidding discrimination among accredited teacher education schools, does little to enforce those rubrics. Until we come to terms with the role higher education plays in sustaining homophobia in some regions of this nation, we will not solve the problem of gay-bashing in our school system.

And it needs desperately to be solved.

(For those who have experienced discrimination at a SACS-accredited institution, a reminder that, as one of its schools comes up for re-accreditation, SACS invites formal third-party comments about the school. If you can document a school's discriminatory behavior or failure to conform to SACS accrediting standards in other areas, I encourage you to take advantage of your legal right to file a third-party statement here. I certainly intend to take advantage of my own legal right to do so, when the two SACS schools at which I experienced discrimination and saw flagrant violation of accrediting standards come up for re-accreditation.)

H/t to Pam's House Blend for information about the GLSEN study.

Sunday, August 30, 2009

Getting Democracy Back: Sara Robinson on Education in a Fascist-Proof Society

As an educator, I’ve written extensively (most recently here) on this blog about my intent concern that American higher education is now failing the nation, as it adopts leadership models drawn from the corporate world. And as it substitutes the values of the corporate business world for the values of higher education—values that higher education has a serious obligation to communicate to students, if we want to keep democracy alive.

I’ve noted that American colleges and universities have a strong obligation to teach students to respect diversity, to collaborate with others across racial, ideological, religious, and national boundaries, to use critical thinking skills to understand the socio-economic and political world, and to draw marginalized communities into social structures. I’ve also noted that American institutions of higher learning—including church-owned ones—benefit largely from public tax dollars precisely because our culture has always understood that, in receiving such public support, universities and colleges covenant themselves to inculcate values necessary to sustain democracy, and to produce leaders for the future.

In my view, the shift to a corporate model of doing business in American higher education is seriously undermining its ability to fulfill this social contract. So I’m very interested to note that Sara Robinson’s recent list of steps concerned citizens need to take to make our society “fascist proof” includes rebuilding our educational system.

Robinson states,

We need to get serious about investing in education. It's well understood now that our broken health care system is right on the bottom of the barrel among industrialized countries; but most of us don't realize that our schools are in the same comparatively wretched shape.
Thomas Jefferson understood that liberal democracy is impossible without a literate, well-informed populace; and the endless parade of teabagger loonitude is precisely the kind of know-nothing nightmare he most feared. . . . .
Don't know much about history -- so the Christian right is busily rewriting it to argue that there's no such thing as a wall between church and state. Don't know much biology -- so fewer than half of all Americans think the theory of evolution explains our origins. Don't know much about the science book -- so we're ready to believe whatever junk science the corporate PR folks can conjure up. Don't know much about the French I took -- which has left the country insular, parochial and unable to work and play well with others in a world it purports to lead.
But the worst failure is that we went through a decades-long patch where we didn't teach civics -- and still don't much, especially in states where it's not part of the standardized tests. Which means that there are tens of millions among us who have absolutely no idea what's in the Bill of Rights, or how a law gets made, or where the limits of state power lie.
It's quite possible that if the conservatives hadn't undermined universal civics education, the right-wing talking heads would have never found an audience. Instead, what we have is a country where most people are getting their basic political education from Rush Limbaugh and Fox News.
If we want our democracy back, that has to change.

And:

We need to focus on restoring our basic liberal institutions. In 2005, Chris Bowers noted that progressive ideology has always been disseminated through four major cultural drivers: the universities (and related intellectual infrastructure); unions; the media; and liberal religious organizations. Knowing this, conservatives set out back in the 1970s to undermine all four of these institutions -- and over time, they've largely succeeded in blunting their historic capacity to disseminate and perpetuate the progressive worldview.

As I’ve noted before, if American higher education expects to have a viable future, if it wants to retain its traditional academic identity and not simply become a propaganda machine for the corporate business community, it needs to take another look at some of the founding figures of modern American higher education, including John Dewey, who made the democracy-education link explicit.

Or at Mary McLeod Bethune, founder of Bethune-Cookman University, who made that link explicit, and then deepened the analysis by applying the link specifically to one historically marginalized community, her African-American community. Bethune’s passion for education was driven by her vision of democracy as a network of social participation in which every voice was needed, and should be welcome. If you want a treat on this late-summer weekend in which it seems we’ve been bombarded for far too long with voices of hate and destruction rather than reason and hope, listen to Bethune’s contribution to NBC’s 23 November 1939 town meeting of the air on the question, What does democracy mean to me?

Thursday, August 20, 2009

Higher Education and the Money Racket: Continued Abdication of Leadership

I’ve written frequently on this blog about the extremely destructive effects that the adoption of a corporate CEO style of leadership is having on academic life in the United States. Click on “higher education” and “leadership” at the end of this posting, and you’ll find a well-documented trail of postings dealing with these themes.

As the posting to which I’ve just linked states,

As I’ve noted repeatedly, my entrée point into discussions of overcompensated CEOs is my experience in academic life, where the adoption of a corporate leadership model has resulted in a trend to gross overcompensation of university presidents and CFOs, as faculty salaries remain flat or fall. This trend has been radically destructive of important values essential to the mission of universities.

The corporatizing trend in university leadership rewards big men and big women at the top who all too often lack any real understanding of what academic life is all about, and any profound commitment to academic excellence and collegial pursuit of the truth. Increasingly, the leadership structures of many universities is top-heavy and top-down, as the corporate model is imposed on academic life.

My essays on these themes note that university boards of trustees bear great responsibility for creating (and sustaining) a situation in which concerns about money are trumping (and even obliterating) concerns about academic integrity and values. More and more, trustees of universities come from the business sector rather than the academic world, and they have brought with them to the schools they serve a CEO model of leadership that is antithetical to what academic life is all about.

Since I have written extensively about this topic and have encouraged the new federal administration to monitor what is happening in American higher education, because colleges and universities are key to building democracy and sustaining its core values, I’m interested to read today an article in Diverse: Issues in Higher Education, which focuses on the responsibility of trustees to exercise more oversight in colleges and universities they govern.

The article begins by quoting Dr. Larry Handfield, chair of the board of trustees of Bethune-Cookman University, who notes that the responsibilities of trustees are growing more acute. Dr. Handfield notes that boards today are increasingly expected to oversee policies and their implementation in the schools they serve.

Good message. But, unfortunately, the article itself underscores precisely the problem I keep pinpointing—a problem which, as it grows more acute, spells trouble for the nation at large, given the role universities have historically played in producing leaders and transmitting values.

Search the article for the word “money,” and you’ll find it appears three times. Do a search for the word “fund,” and you’ll see it used seven times in the article. The word “dollar” shows up once, and the word “business” appears twice.

Guess what never gets mentioned even once? “Academic” and “values.”

Note that I’m not disagreeing with what Reginald Stuart, the article writer says. He’s clear that money is the bottom line in academic life today. He’s describing accurately what is there and what he sees.

But in doing so, he’s also exposing a very serious problem, one that needs much more attention than it’s getting in our society today. As long as money is the bottom line, and as long as boards of trustees think of their responsibilities largely in fiduciary terms, university trustees are doing a tremendous disservice to the institutions they lead.

Academic integrity and academic excellence are what it should be all about. And values. And boards that do not recognize this and take steps to assure that a school’s values are front and center, and that a school’s leadership promotes academic integrity and excellence first and foremost, are grossly abdicating their responsibility to lead.

Saturday, August 1, 2009

The Revolving-Door Syndrome: More on the Hazards of The Corporate CEO Model of Educational Leadership

I said earlier that I had made my final post for the day--but I should know better than to say that anything I plan or do is ever final. I'm logging in now to share some thoughts provoked by a Huffington Post article today linking to a story by Christian Rexrode at the McClatchy website, which announces that three more of Bank of America's board of directors have just quit. That brings the total of those who have resigned from the 2009-2010 class of directors to nine--half of the board.

This story of pronounced organizational instability jogs my memory to post something that I intended to say in a story about the sociopathic CEO and the application of that concept to leaders in higher education.

One of the negative consequences that those who study leadership in higher education are tracking in colleges and universities which adopt the corporate CEO style of leadership is the destruction of collegiality by presidents acting like CEOs on many college campuses. The corporte CEO style of leadership in universities is corrosive to the ties that bind a college community together--and, in this respect, it's corrosive to everything that colleges and universities are supposed to be about.

The concept of "collegiality" stresses the calling of a community of scholars and students to "bind together" in the pursuit of truth. The word "collegiality" comes from Latin roots meaning "bind" and "with."

The corporate CEO style of leadership disrupts collegiality, by imposing on institutions that are meant to employ a model of shared governance a top-down, and often autocratic, governance model. In the corporate world, CEOs are by their nature top dogs, the ones who make the decisions and hand them down to those "beneath" the CEO, who are expected to implement the decisions without questioning.

This model of leadership is a bad fit for higher education because higher education depends, at its most fundamental level, on a concept of leadership that values collaborative decision making involving the whole university community. This model of leadership sees decision-making as a shared venture, in which a community of scholars and students collaborate to generate ideas, discuss them, and then craft institutions to facilitate the implementation of those ideas.

At its worst--when a university president-as-corporate CEO moves toward that sociopathic edge described by Hartmann in the posting I discussed yesterday--an autocratic university president who views herself or himself as a CEO can create total insability throughout an entire institution. When his or her power is unchecked by governing boards who see no incompatibility between the corporate CEO style of management and university leadership, an autocratic university president can produce a revolving-door syndrome in the institution she or he leads, such that key offices see one person after another moving through them, causing serious instability in the whole organization.

That kind of instability, especially when it occurs in key university positions, undermines continuity, leading to institutional chaos, since the rules are constantly shifting, the chain of command is new every day, and no one knows to whom to report or what the expectations of the new supervisor might be. Such organizational chaos, induced from the top by autocratic leaders employing a corporate CEO style of management antithetical to the core values of higher education, seriously impedes a college or university's mission. It siphons off precious energy the college community needs to devote to the pursuit of its mission, since that energy has to be devoted, instead, to constantly adapting to new supervisors and new ways of doing business.

The loss of energy for the university's mission, in turn, causes misssteps that can lead to problems with accrediting bodies, whose primary function is to assure that universities have a clear mission, pursue that mission with integrity, and have strong processes of self-correction when the mission is not being pursued successfully. And when accrediting bodies begin to look askance at a university that is faltering in its pursuit of its mission due to autocratic leadership, donations from granting bodies and the university's stakeholders begins to dip, as well, since donors are hesitant to give funds to a university that seems to be spinning out of control with organizational chaos, a revolving-door syndrome in key offices, and loss of energy and focus for its mission.

It is the responsibility of a governing board, of course, to rein in leaders whose leadership style induces constant organizational instability and chaos, a revolving door in key offices, and a loss of energy for a university's mission, with consequent loss of credibility by the university. Unfortunately, in some institutions, the governing board is the source of these problems, in that it deliberately enables the out-of-control, or even sociopathic, autocratic university leader because she or he appears to be a tough, decisive CEO in the corporate style.

To the extent that the governing boards of American colleges and universities continue to refashion institutions of higher education around ideals and models drawn from corporate experience, which are ill-suited to the mission of higher education, and to the extent that boards choose and keep empowering leaders who employ those corporate models even when strong evidence suggests that such leadership is harming colleges and universities, we're in trouble, as a culture. We're in trouble because we depend, all of us, on the ability of our institutions of higher learning to produce leaders with values and skills necessary to keep democracy alive.

And that's not the goal of corporate culture, in most of its embodiments--not in any shape, form, or fashion. As the "Spiritual Autobiography" of a significant leader of higher education in the 20th century, Mary McLeod Bethune, who founded Bethune-Cookman University, repeatedly notes, higher education has a crucial role to play in sustaining democratic institutions, by inculcating in students the core values necessary to keep participatory democracy alive. When we allow the values of corporate culture to dominate our institutions of higher learning, we court trouble for our culture as a whole.

Monday, June 1, 2009

"Maurice" (1987) and the Gay Journey to the 21st Century

An e-friend and I were discussing the 1987 Merchant-Ivory film “Maurice” recently. For those who may not have seen this movie or read the E.M. Forster novel on which it’s based, it’s a loosely autobiographical gay love story that Forster wrote in the World War I period, but which he never published. Maurice was published posthumously in 1971.

Maurice touches on themes central to Forster’s fiction, including the furtive code within which those living unacceptable sexual relationships had to function in post-Victorian Britain, the lethal hypocrisy that the English class system expected of its upper and middling ranks, and the appeal that working-class men had for closeted gay men of the upper classes who perceived the lower-class approach to sexuality as franker than that of their class.

I get to see "Maurice" at least once a year (and then, usually several times) because an elderly friend who visits us yearly adores “Maurice” and insists on our renting it for him when he’s with us. I suspect that some of the themes in the novel are autobiographical for our friend. He was born just as Forster was writing “Maurice,” grew up in an aristocratic Polish family which expected him to go a-soldiering and forced him to go to Paris and take a law degree before he entered the army, though his inclinations were strongly towards art.

After he finished school, he joined the Polish army and found himself captured by the Germans during the second war. He led a fascinating life after this, which took him to Italy, where he was able to fulfill his boyhood dream of studying art, and where, I gather from many stories he tells, he found working-class Italian young men very alluring—and so he began his life of gay sexual encounters while he lived a strictly closeted, and devoutly Catholic, life.

Somehow, our friend has managed to keep all this together—the strong, right-leaning and rigidly “orthodox” Catholicism, the free-wheeling gay life, the aristocratic presuppositions and expectations, the closet. And he finds his experience mirrored back to him in the story Forster tells, and can’t get enough of the movie, watching it over and over when he’s with us.

When I mentioned to my e-friend Janet in a recent email that I expected to be watching “Maurice” again with our visiting friend, she wrote back to say that she remembered watching the movie with her lesbian daughter when the daughter was a teen, and this was the first time she and her family had ever seen a gay character in a movie. Janet adds, “How things have changed. That is no longer considered bold and isn't THAT good?!”

Janet’s absolutely right. A world of things has changed since 1987, and anytime I watch “Maurice” again, I, too, think about those changes.

I have a sharply incised memory of my first time seeing this film. I had begun teaching theology at Xavier University in New Orleans two years earlier, as I completed my dissertation. When I took that job, as far as Steve and I knew, the start of our vocational lives would definitively separate us, and we would perhaps have to go our own ways professionally and otherwise, since the chances of our both getting teaching positions in the same place were small.

Then, to our surprise, a year later, Steve found a job at Notre Dame Seminary in New Orleans, and we were able to resume our life together while teaching theology at two different Catholic institutions in New Orleans. We were—it goes without saying—closeted, as we had been in graduate school

There was no other option, not one about which we had the slightest clue. As far as we knew, not another soul in school with us was gay or trying to determine his or her sexual orientation. And it wasn’t that sex was a taboo topic, in our Catholic theological school. It’s that gay sex was specifically taboo as a topic of conversation.

We knew of priests studying theology with us, who were conducting more or less open affairs with laywomen or nuns, as they pursued their degrees. Quite a few of our lay classmates led fairly free-wheeling sexual lives—but free-wheeling heterosexual lives—and no one raised any eyebrows about this. In fact, in some respects, their candor and their flaunted heterosexuality earned them brownie points with our professors, some of whom were themselves involved in the free-wheeling activities with their students, and who were capable of withering insinuations about those assumed to be queer.

But of gay sexual lives or gay sexual encounters: nary a whisper. Total silence. In which Steve and I colluded. I can remember, really, only two occasions in some six years of study in which anyone ever even mentioned the topic. One was when a friend of mine, a brilliant theologian whom I much admired, who was a married man, recounted a story from his early married days, in which he and others came to know that one of their friends was gay because the friend sought to commit suicide when the man he loved jilted him.

My friend told this story without sympathy for his friend who turned out to be gay, and the coterie of fellow students to whom he told the story received it without sympathy. The point of the story was that gays were that way—hyper-emotive, fragile, pitiful creatures who could be counted on to go over the edge when those they imagined they loved did the right thing and scorned them. This was hardly an atmosphere conducive to coming out of the closet—as the other tidbit I recall from those years, the retching sounds another friend made when someone mentioned homosexuality, further suggests.

There were no gay people—not myself, not Steve (though we had been living together intimately for some thirteen years by the time I left graduate school to take a job), not anyone else, including a handful of classmates who have now come out of the closet, but in those years, never breathed a word about their sexual orientations or natures to anyone. There were no gay role models, no gay stories to be told—insofar as I knew—in that post-Vatican II Catholic theological environment which had successfully incorporated the idea of sexual freedom for heterosexual people, including even vowed religious ones or ordained clerical ones. And where married heterosexual students used birth control as a matter of course, though the ethical norms that prohibit artificial contraception are precisely the same, in Catholicism, as those prohibiting homosexual acts.

And so to “Maurice,” a scant two years after I finished my graduate studies—and a year after Steve and I reunited in New Orleans, both of us teaching theology, both of us closeted. Because we knew no other option. And because we knew that coming out of the closet would spell the end of the professional vocational lives we had just begun. And because we were, fatuously and unbelievably, still lying to ourselves even at that late date, telling ourselves stories about the “phase” we had been going through, which would one day end and free us to marry a woman.

When “Maurice” arrived in New Orleans soon after its release, we were, of course, eager to see it. In my year alone in New Orleans, I had seen—for the first time in my life—two films, both on television, featuring gay characters. Both were AIDS-themed.

One of these was “An Early Frost,” in which a young gay man played by Aidan Quinn is forced to come out to his mother because he was HIV+. The other was a biography of Rock Hudson that explored the open secret of his life—his gayness—which was definitively revealed when the public discovered he had AIDS.

I remember weeping—heavily, constantly—through both films, but in particular through the Hudson movie. What hit me especially hard in his story was his recognition that the secret—the open secret—he had so closely guarded, and for which he had sacrificed so much, was farcical. His life was already an open book to millions of people. His AIDS only made public what many people already knew—and so the tragedy of those years of hiding and shame and pretense, when he could have been living with dignity and some self-respect, if he had only realized how transparent the walls of the closet in which he lived actually were.

How could I not identify with that story, living as I did in my own transparent closet—in a relationship of over fifteen years (by this date), with the same man, both of us all the while pretending to be lifelong bachelors disappointed in love? It is important—crucially so—that people living as we had lived for so long find stories that fit their lives and echo their experiences. It was important that we discover we were far from the only gay persons in the world.

How could we fail to see “Maurice” as soon as possible when it came out in 1987, then? When a friend of ours with whom I taught at Xavier—who also happened to be HIV+, though he had told few people other than Steve and me at this point—invited us to see the movie, we quickly accepted.

But we knew as we did so that this could be a dangerous act, something so innocuous and simple as going to a movie. With a closeted gay man whose gayness was something of an open secret on the campus of the Catholic university at which I was teaching. In a very Catholic city whose Catholic community was, in some ways, an overgrown, gossipy small town, where it was particularly dangerous for someone teaching in a seminary—as Steve was—to be seen at such a movie. A gay movie.

We went. We were enchanted. We saw ourselves in the film, something that almost never happened in movies at that time, and we felt our love affirmed. And then the movie ended, and whom should I see standing in the back of the theater than someone who taught in my own theology department at Xavier. With her husband, also a theologian who taught at another Catholic university in New Orleans.

There was no avoiding the encounter. My colleague had planted herself at the exit door of the theater in order to force me to see her—to force me to see see that she had seen me. That she knew. And that she would use that knowledge, now out in the open, so to speak, to her advantage.

I knew already that this colleague was deeply homophobic while she professed to be tolerant and inclusive. She was an ex-nun, her husband an ex-priest. The community of those teaching theology in Catholic universities in New Orleans was dominated—as it was elsewhere in the nation at that time—by married former priests and nuns, many of whom had left the priesthood and religious life during Vatican II, often to marry, with theology degrees in hand paid for by the church.

I did not find—I have not found—this community at all welcoming of gay people. There is a constant undercurrent within this professional theological community, which now dominates many theology departments in Catholic universities, which maintains that “normal” people were systematically driven out of the priesthood and religious life during and after Vatican II, as the church gave preference to and winked at the growing presence of gays in the seminary, in rectories, and in convents.

My colleague was among those who believed, and who stated, this. She did so frequently and vocally. She maintained that the hierarchy has an animus against married layfolks, and that gays have it easy within the church, because so many bishops are, she thinks, closeted gay men.

Though Steve and I had scraped very hard to find money to put ourselves through graduate school, working at any job we could find to make ends meet as we studied, and though her education and that of her husband had been paid for by the church, she believed that she and her husband were placed at a disadvantage by the church, while doors opened for gay folks. Though she and her husband found immediate employment—and in the same city—at Catholic universities, when they left the priesthood and religious life and married, and though Steve and I had no such certainty of finding jobs together, and almost certainly would not have been hired had it been known we were a couple and/or gay, she persisted in believing that the church treats gay folks with conspicuous favoritism.

That’s my memory of seeing “Maurice.” Looking back, it seems ludicrous that going to a movie with the man I loved, in the company of another closeted gay man, should have been a dangerous act, an open declaration of something the schools at which we taught would not countenance.

And yet it was precisely that, and the way in which my colleague in the theology department at Xavier used her knowledge that I had been at this movie proved precisely that. In a year or so, Steve found himself out of a job when he was unilaterally denied tenure by his seminary’s rector, though faculty and students had voted for him to be tenured. When he applied for an opening at Xavier, the colleague who had seen us together at “Maurice,” and who was convinced in the face of abundant evidence to the contrary that gay men are privileged in the church, blocked Steve’s attempt to get that job, precipitating our move to another place, where we found ourselves both booted again in the course of a few years—and where we, thanks be to God, finally dispensed with the dysfunctional closet game.

And so perhaps that homophobic colleague was a vehicle of grace for us? Perhaps. I surely would not want to be closeted any longer, not for all the world and its pomp and ceremonies, nor would I want to be teaching at a school at which I was expected to remain in the closet.

But some of the hard knocks, the assault on my faith, the attacks on my human dignity, the loss of jobs with no explanation when we have both worked exceptionally hard within Catholic institutions that claim to respect human rights? Those I would gladly have foregone. Except that without them, I probably would not be telling this story now.

Friday, May 8, 2009

Leadership and Kairos: The Gay-Rights Tipping Point and Moral Implications for Leaders

Sharon Olds says, “When you speak from your real spot, people are not indifferent,” and Thoreau (Walden) notes, “Our whole life is startlingly moral.”

And I realize as I think about both quotations that my previous reflections on the moral basis of leadership and its connection to securing human rights for gay persons as the civil rights challenge of our time contain a number of assumptions that are never clearly spelled out, and which may cause some readers to miss my point. Because I haven’t articulated the “real spot” from which I’m speaking . . . .

And here’s that real spot: lately, I’ve been watching the horrifying fragmentation of a leader I once admired and supported, the demise of her effectiveness as a leader, the eclipse of her reputation—all rooted in kairotic decisions this leader made about gay persons intimately connected to her as a self-professed transformative leader. At a critical turning point in her career as an academic leader, this administrator was faced with a life-altering decision either to stand by her gay friends and supporters, or to repudiate them. To stand up for what she claimed to believe about gay people and gay rights, or to prove herself false in making those claims.

She chose the latter. And her career is falling apart as a result. The decline in her ability to provide sound, effective leadership in the academic institution she serves is rooted—absolutely so—in crucial choices she has made first to ditch and then to attack a number of gay persons who had been among her strongest and most persistent supporters.

In making the decision to behave this way, this leader gave a clear signal to those she leads that her leadership rests on shaky moral foundations, and the considerable support she had managed to build up for her vision and her strategic plan because people bought into the values underlying both began to evaporate. She is now at a point at which she is embattled on all sides, unable to garner support from almost any quarter, and subject to constant scrutiny and critique, no matter what she does.

People now talk about this leader as someone who would be willing to do almost anything to anybody, no matter how vicious, to save her own skin. If she could treat her friends who happen to be gay the way she chose to treat them at the turning-point moment in her career, while professing to oppose homophobia, what might she do to anyone who has the misfortune to incur her wrath, they ask.

What makes this situation horrifying—tragic, to be precise—is that it could have been avoided. This leader could have come to the kairotic crossroads and walked down the other path, the path consistent with what she claimed to value in academic life: opening doors for the dispossessed, creating an inclusive dialogic community of scholars, helping that community engage the culture at large through public discussions of important issues, and so forth.

Tragic, too, because I happen to know that a number of this leader’s strongest advocates—including the gay persons she kicked to the curb when it was expedient to do so—begged her to take the path she did not take. And warned her that, in taking a path leading to moral bankruptcy, she would tear apart everything she had sought to build as an academic leader, and would destroy her reputation.

In some cases, it clearly makes a huge difference—all the difference in the world—when leaders undermine the moral foundations of their leadership. Granted, this has not always been the case, when gay lives are at stake.

There have been times, in fact, and there are still places, in which leaders actually consolidate their leadership by marginalizing gay persons. The leader whose demise I’m watching works in a church-related college. She is one of several female leaders under whose administrations I was happy to serve in church-owned colleges or universities, precisely because these were women leaders. I think it’s extremely important to create social institutions that provide women as much opportunity as men have to fulfill their talents and exercise leadership.

Because this academic leader works for a church-related college, some of her counselors have persistently cautioned her to take a cautious gradualist approach to gay issues. Some of these counselors have told her to keep silence about gay issues, because those issues are too volatile for most church-affiliated folks to deal with today, and she will impair her reputation if she becomes too identified with gay people and gay causes.

And that approach has worked effectively in any number of church-affiliated colleges and universities for years now: force gay colleagues and employees to remain closeted, and threaten them with punishment if they come out of the closet. While claiming to stand for love and justice, seek to destroy the reputations of gay colleagues and employees who have displeased you, by insinuating every base thing possible about them, knowing that they have little legal recourse to defend themselves in many areas of the country and in many church-related colleges.

And when one thinks about the way power has been stacked (and used) in many church-affiliated colleges for years, one can see how close to impossible it has been for gay members of academic communities to fight and win: I have seen church-related institutions in which leaders use surveillance devices to spy on those they target, and armed guards to intimidate them; in which they compile bogus dossiers full of manufactured documents to support their case against employees they have targeted; in which fancy attorneys earn huge salaries while assisting in the destruction of the livelihood and reputations of gay persons, even as they have to know that their behavior, as advocates of justice, is despicable. And in which boards of trustees sit by in silence as all of this takes place . . . .

However, the climate in American higher education today is rapidly moving away from such homophobic practices. The clear trend in higher education is to open the door as wide for gay persons today as the academy has sought to open it in the past for people of color and women. Though churches and their institutions continue to drag up the rear, it is increasingly difficult to be a persuasive, well-regarded leader in American higher education today, even in church colleges, and to keep silence about gay people and gay issues, or, worse, to engage in overt discriminatory behavior against gay persons.

I want to sketch a context here for a sea-change in some cultures, in which it becomes a moral imperative to oppose homophobia, to break silence about the lives of gay persons and about how saying nothing in the face of injustice implicates one in injustice affecting those lives. Up until recently, the prevailing wisdom in many political quarters, including among many liberal Democratic leaders, is that one would be exceedingly foolish to say too much about gay people and gay issues, or to align oneself too closely with gay lives and causes. The price of solidarity was too high . . . .

That wisdom is becoming dross before our eyes. The sea-change that I have described in American higher education, which made it unwise for the leader who undermined her leadership by repudiating her gay supporters to refuse solidarity with these supporters, is happening right now in American culture at large, and in American political culture in particular.

Perhaps it was wise even a year or so ago to approach gay people and gay lives gingerly in the political realm. Following Kerry’s defeat, there was all sort of whispering in Democratic circles about how the Democratic party had shot itself in the foot by advocating gay rights at a time in which the prevailing trend in American culture was against enlarging the sphere of rights for gay persons.

In my view, we are now at a tipping point in our culture in which leaders who fail to see the extremely important moral implications of gay rights at this point in history will undermine their effectiveness as leaders, if they do not speak out now. Right now. Not down the road. Now, when speaking out matters tremendously, because it decisively helps to tip the balance.

The understanding of what is moral, when it comes to gay issues and gay lives, is rapidly shifting, right at this moment, in our culture. A religious right which only a few months ago continued to celebrate its exclusive ownership of the word "moral" when it comes to consideration of gay issues is finding that the word has slipped from its hands and now belongs, in the mind of many Americans, rightfully to those who support and defend gay human beings, far more than it does to the morally bankrupt leaders of the religious right.

I began this reflection by sketching a kairotic moment in the career of someone I once admired, in which her savage treatment of her gay supporters doomed her career. I am using the word “kairotic” deliberately here.

The prevailing "wisdom" that is rapidly coming to be unwisdom in our cultural and political life is the wisdom of chronos, wisdom dependent on taking the long view of history, calculating this or that trend against the backdrop of gradually unfolding time. Political wisdom often depends on making sound prudential judgments against precisely such a backdrop.

But within the gradually unfolding, long span of chronos, there is also occasionally a significant interruptive moment, the moment of kairos, in which our pragmatic judgments are put to the test, and we must choose: this path or the other? To take a stand or to remain silent?

Kairotic moments demand a choice. We really have no option except to respond to them, yea or nay. It is in their nature to demand a response. Martin Luther King, Jr., realized that point brilliantly when, against the prevailing wisdom of many advisers, he chose—because he had no choice—to break silence and condemn the Vietnam War. Even though he was told that doing so would doom the civil rights movement, by diluting the concentrated force of its zeal for rights for people of color, by bringing issues of war and peace into the picture.

Lyndon B. Johnson saw kairos staring him in the face, too, when he became president, and, against the advice of many wise counselors who told him that the Democratic party would pay a steep price in the South if he promoted civil rights, he did what was right rather than expedient—the only thing he could do—and led the nation finally out of the legal segregation that persisted in many areas of the country despite decades of opposition to segregation.

The only thing he could do, that is, if he wished to exercise any leadership at all, in any area at all, because in the final analysis, leadership is always moral, always susceptible to the intrusive demands of kairotic moments—and how could it be otherwise, when “our whole life is startlingly moral”?

Tuesday, April 21, 2009

Secretary of Education Arne Duncan on GLSEN Day of Silence

On 25 March, I reported on this blog (here) that the new Secretary of Education Arne Duncan met on 23 March with representatives of Gay, Lesbian and Straight Education Network (GLSEN), an organization devoted to challenging homophobia in American schools. GLSEN sponsors the annual Day of Silence to combat school bullying based on sexual orientation. This year’s Day of Silence was held on 17 April.

I’m now pleased to read a report by Jenna Lowenstein at 365Gay (here) noting that Arne Duncan mentioned the Day of Silence on his Education Department blog (here) on 17 April. Mr. Duncan’s blog states,

Yesterday, many Americans paused to remember the senseless death of 32 students at Virginia Tech in 2007. Today, many Americans will honor the Day of Silence called for on behalf of victims of harassment and bullying around issues of sexual orientation, including a recent suicide who would have turned 12 today.

As Jenna Lowenstein reports, Secretary Duncan’s decision to make note of the Day of Silence on his blog is significant, since he is the first Secretary of Education to acknowledge this annual event.

As I’ve noted in a number of previous postings, I have a strong interest in this topic as an educator who has worked in church-sponsored universities with an historic commitment to preparing future teachers. I’ve also noted (here) that I was punished at a United Methodist-owned university for even mentioning GLSEN in a list of many organizations that faculty and students interested in civic engagement might consider studying.

As the Bilgrimage posting to which I’ve just linked, along with many other postings on this blog, notes, universities can and should play a key role in combating school bullying and prejudice based on sexual orientation in American classrooms. They can do so by preparing teachers who understand the mechanisms of discrimination, who are committed to opposing prejudice, and who are proactive about preventing bullying based on sexual orientation.

Church-related institutions should be leading the way here. Sadly, they are often not doing so. Instead, as Martin Luther King noted re: churches in the American South during the Civil Rights struggle, they are functioning as the taillight of necessary social change, rather than the prophetic headlight.

It’s time for our church-related universities to stop promoting homophobic prejudice. The new Secretary of Education is pointing the way, and universities that produce teachers for the American classroom—including church-owned ones—would do well to follow his lead.

Wednesday, April 8, 2009

New York Legislation Opposing School Bullying: Implications for Church-Owned Universities

Pam Spaulding’s House Blend blog is reporting (here) today that the New York house has just passed a Dignity for All Students act which promises all students in the state—including those who are gay, lesbian, bisexual, or transgendered—a learning environment free of bullying.

This is an important initiative, and it strikes me as significant that the legislative measure comes right at the same time that Julie Halpert has published an essay in Newsweek about the difficulties her daughter, who is a lesbian, faces as she searches for a university to attend this fall (here).

Halpert notes a survey by the Gay, Lesbian and Straight Education Network (GLSEN) last October finds that 86 percent of LGBT students report being verbally harassed in high school, and 44 percent report physical abuse. As she notes, this makes the search of gay young people for safe and accepting college campuses imperative, since youth who have experienced harassment in high school do not want to step into an unwelcoming environment at the college level.

However, as she notes, though a handful of universities now publish information about gay support groups or the campus environment for LGBT students, many campuses continue to overlook the need for such information (and even for support for their gay students).

As I’ve noted on this blog, these challenges matter to me not only as someone concerned about bullying of gay youth, but as a professional educator whose service has been in church-owned universities. It’s our universities that produce the teachers who then go into the classroom at the elementary and high-school level.

When our universities are silent about the presence of gay students (and faculty, staff, and administrators) on their campuses, of, even worse—and this is the case with not a few church-owned universities—when they actively punish faculty or staff who call for an end to such silence and a safe environment for gay students, they do a huge disservice to all of us. By their refusal to address gay issues, they help to shape educators for our school system who will transmit the same silence—or, even worse, outright prejudice—towards gay youth.

It’s time for our churches and church-owned universities to stop being part of the problem here and to become part of the solution. It’s time for churches to assure that the universities they sponsor do not protect homophobic administrators who punish gay faculty, staff, and students. It is time for church-owned universities to create networks to assist gay students, who deserve to pursue their college educations in environments free of prejudice and harassment.

As I have noted in previous postings about this issue, church-owned institutions ought to lead the way here, not drag up the rear. Churches are committed to healing social wounds, not making them deeper.

And as I have also noted (here), church-owned institutions would do well to follow the lead of the prophetic African-American educator who founded Bethune-Cookman University, Dr. Mary McLeod Bethune. Dr. Bethune once noted that she regarded every little girl she met on the street as a future Mary McLeod Bethune.

No young person who comes to an educational institution—whether at the elementary, high school, or college level—deserves to be treated as anything other than a human being full of promise for a bright future. The continuing refusal of many church-owned universities to create environments welcoming to gay students (and faculty, administrators, and staff), and to educate students about tolerance and inclusivity in a pluralistic society, is a betrayal of all that churches ought to stand for, if they read the gospels with open eyes.