Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gAIMDuX12737; Mon, 18 Nov 2002 17:13:56 -0500 (EST) Date: Mon, 18 Nov 2002 17:13:56 -0500 (EST) Message-Id: <3.0.6.32.20021118170859.00f51280@mail.psnyc.com> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Mariann Fedele <mariannf@lacnyc.org> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2417] Re: teacher self-disclosure X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 5827 Lines: 121 Hello All, I think the question of how much self-disclosure is appropriate for the lgbt instructor is a tricky one and one that varies given the particular context that s/he works in. As was implied in Bernadine's post, any disclosure about an lgbt instructor's sexuality may be construed as inappropriate. Not knowing the particular circumstances of the complaint she is reffering to it is not possible to judge wether it is founded or unfounded. But, I would speculate that there is a much lower threshold of what might be considered "inappropriate" if it references the life, choices and struggles faced by lgbt people. So, the same student who is not offended (or might not even think twice) when hearing about a heterosexual teacher getting a back rub from her/his spouse at the end of a difficult day may be offended when hearing about an lgbt instructor getting a back rub by her/his same-sex partner. The student's particular set of values and beliefs will dictate their reaction. This is, ofcourse, highly subjective and as a mechanism for setting program norms and protocols for classroom interaction creates an unreasonable double standard for the lgbt instructor. Instructors do have a responsibility to stay on course and on topic in the classroom. However, in the adult ed. classroom we often use the life experiences of students as the basis for literacy and language instruction. So, for example, it is fairly common practice in an ESOL classroom to ask students about their family, their living arrangements, etc... to begin topics of conversation and toward language learning. In an ABE or GED writing class we may ask students about difficult choices they have had to make or difficult circumstances they have overcome as a basis to stimulate writing. This very reasonably (and often) leads students to ask similar questions of the instructor. For the heterosexual instructor this may or may not be uncomfortable, but it certainly doesn't pose the same potential repercussions as for the lgbt instructor. So, ideally no amount of disclosure would be inappropriate if the standard were the same for all instructors, and if it were done (both for lgbt and straight instructors) in the spirit of helping students reach their learning golas. That said, it does pose a choice for lgbt instructors to make that could have very profound implications including but not limited to job lose. Recently I convened a group of GLBT Adult Education Practioners in NYC for what will hopefully become a working group (we have only met once at this time). In discussing potential goals for the group, one of the conversation topics was whether and how to come out in class. This issue was raised since all instructors attending shared the experience of having been faced with the choice in a classroom setting. In some cases students made innocent queries about an instructor's marital status and in another case an instructor was confronted directly with a question about his sexuality. While the experience of having to make this choice was common to all in attendance, what was not common was the choices they made, reasons why they made them, how they handled the disclosure and the results of doing so. Again, context was everything. Alot of the choices came down to the working environment and support they felt in the program, the relationship they had with students, and their comfortability with being out to the students. Because the risks may be so great individual lgbt teachers (just like lgbt students) are selective and take in to consideration many factors when deciding wether or not to come out. This is not to say that this choice, by virtue of being common, is a fair and just burden that individual teachers should be left to bear alone. Programs can go a long way in making the working environment supportive, secure and free of bias for all teachers by: *Having an explicit anti-discrimination policy that includes protection from discrimination based on sexual orientation *Offering Domestic Partnership benefits *Including inclusive language in circulated documents and announcements (for example for the Holiday party ask staff members to bring their "partners" or "significant others") Sincerely, Mariann At 03:19 PM 11/17/2002 -0500, Daphne Greenberg wrote: >I think that Bernadine is touching upon a very important topic-how much self-disclosure is appropriate for instructors? Does anyone have any thoughts about this? >Daphne > >Daphne Greenberg >Associate Director >Center for the Study of Adult Literacy >Georgia State University >University Plaza >Atlanta, GA 30303-3083 >phone: 404-651-0127 >fax:404-651-4901 >dgreenberg@gsu.edu >>>> skowroba@email.uc.edu 11/15/02 19:34 PM >>> >So far this conversation has primarily focused on the identification of >students that are lgbt, and I'd like to ask a serious question that twists >the focus around: What do you suggest students do when the instructor >identifies him/herself as lgbt during class and regularly (meaning every >class meeting) makes references to his/her sexuality in course through >statements and anecdotes that are totally off the course topic? > >As I typed the above I realized that it is likely, as Andres and others >have pointed out, that non-lgbt instructors may do this on a regular basis >as well - but I haven't experienced or been told about said instructors >sharing intimate details about back rubs or insurance choices (among other >things). > >I appreciate all suggestions either to the listserv or to my email address: >skowroba@email.uc.edu > > >Bernadine > > >Bernadine Skowronski >skowroba@email.uc.edu > > > > Mariann Fedele Coordinator of Instructional Technology Literacy Assistance Center 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf@lacnyc.org www.lacnyc.org
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