A Facebook friend posted a message about a required university course entitled "Racism and Sexism in the United States." The post was popular, inspiring 25 follow-up posts. I asked the poster, Ross Mitchell, for permission to repost his Facebook message here. He kindly granted me permission.
***
Ross Mitchell: When I went to _____ university, we were required to take a class called "Racism and Sexism in the United States" No, I'm not kidding you. And the class was the single biggest load of crap ever. On a personal level, I found it extremely offensive to all ethnic groups. The class did however teach me the most important skill in life, just say what people want to hear at all times, contain all actual feelings and you will be fine. "Know your audience."
Essentially the readings were: If you aren't white, you suck at life and should basically kill yourself because there is nothing you can do in life to improve tomorrow. If you are white, go kill yourself you dirty capitalist pig Nazi and try not to rape any women before you do it.
A second person posted: That class was the biggest waste of time, energy and paper.
Ross: PAPER! Yes! We waste SO much paper in this country and it's sort of sickening. Trees did not deserve to die for this class to exist.
A third poster: I was kicked out of that class once, and for no reason either.
Ross: Did you try to express your opinion?
Third poster: Yeah. I shared an experience I had.
Ross: Was it a story of you experiencing racism? If so, that's probably why. White people never experience any type of racism of any kind. As a Jewish kid, when I saw a swastika drawn on my locker in high school, you know what I did? Nothing, because I had a feeling there was no point. I have never told anyone that before in my entire life.
Third poster: Wow. The sad part is you're right. I mean, I don't know how your school handled things, but unless they knew specifically who did it, they'd probably do nothing about it. You would have gotten a, "If it continues to be a problem let us know, in the meantime go back to class."
Second poster: Your attitude is your best defense, Ross. Sadly.
Fourth poster: Were me & u that same class? Hmm...
Fifth poster: I took the honors section of that course. There were like 5 people in the class and we literally just watched films for every class.
***
I'm grateful to Ross Mitchell for allowing me to repost his thread here.
Ross is a former student of mine and a current friend. He is a great guy. He is not a racist or a sexist. He is just allergic to bullshit.
This thread speaks volumes.
Too often on college campuses today students are left with the impression that it is their job, not to learn, but to agree with whatever the teacher says.
Too often on college campuses today students are left with the impression that it is their job to condemn whiteness per se, maleness per se, American identity per se.
Somewhere along the line, the very important work of teaching students about historic events like the Civil Rights Movement was hijacked by some – not all – professors who want to use it to silence and indoctrinate students, rather than to educate and empower them.
I've taught the class, "Racism and Sexism in the United States." I tried to teach it in a way that was pertinent to all students. I tried to convey the excitement and universal value of the Civil Rights Struggle. I tried to communicate that neither oppression nor heroism are limited by skin color or gender or national origin.
In addition to learning about African American luminaries like Rosa Parks and Martin Luther King, as well as lesser known figures like Bayard Rustin, a gay man who experienced prejudice within the Civil Rights movement, we learned of white American Civil Rights heroes like Viola Liuzzo, Andrew Goodman, Michael Schwerner and Jim Zwerg.
I resolved not to trivialize students' lived experience. If a white male reported being the victim of discrimination, I gave him space to speak and respect.
On the very first day, I let students know that their final grade would depend on their ability to support their points in academically sound ways – with support from peer-reviewed material – not on whether they agreed with me or not. I made good on that, giving an A grade to students who disagreed with me vehemently.
It would benefit all, professors, students, parents, universities, if we took Ross' words, and the words of his friends, to heart, and used them to improve our teaching.
***
Ross Mitchell: When I went to _____ university, we were required to take a class called "Racism and Sexism in the United States" No, I'm not kidding you. And the class was the single biggest load of crap ever. On a personal level, I found it extremely offensive to all ethnic groups. The class did however teach me the most important skill in life, just say what people want to hear at all times, contain all actual feelings and you will be fine. "Know your audience."
Essentially the readings were: If you aren't white, you suck at life and should basically kill yourself because there is nothing you can do in life to improve tomorrow. If you are white, go kill yourself you dirty capitalist pig Nazi and try not to rape any women before you do it.
A second person posted: That class was the biggest waste of time, energy and paper.
Ross: PAPER! Yes! We waste SO much paper in this country and it's sort of sickening. Trees did not deserve to die for this class to exist.
A third poster: I was kicked out of that class once, and for no reason either.
Ross: Did you try to express your opinion?
Third poster: Yeah. I shared an experience I had.
Ross: Was it a story of you experiencing racism? If so, that's probably why. White people never experience any type of racism of any kind. As a Jewish kid, when I saw a swastika drawn on my locker in high school, you know what I did? Nothing, because I had a feeling there was no point. I have never told anyone that before in my entire life.
Third poster: Wow. The sad part is you're right. I mean, I don't know how your school handled things, but unless they knew specifically who did it, they'd probably do nothing about it. You would have gotten a, "If it continues to be a problem let us know, in the meantime go back to class."
Second poster: Your attitude is your best defense, Ross. Sadly.
Fourth poster: Were me & u that same class? Hmm...
Fifth poster: I took the honors section of that course. There were like 5 people in the class and we literally just watched films for every class.
***
I'm grateful to Ross Mitchell for allowing me to repost his thread here.
Ross is a former student of mine and a current friend. He is a great guy. He is not a racist or a sexist. He is just allergic to bullshit.
This thread speaks volumes.
Too often on college campuses today students are left with the impression that it is their job, not to learn, but to agree with whatever the teacher says.
Too often on college campuses today students are left with the impression that it is their job to condemn whiteness per se, maleness per se, American identity per se.
Somewhere along the line, the very important work of teaching students about historic events like the Civil Rights Movement was hijacked by some – not all – professors who want to use it to silence and indoctrinate students, rather than to educate and empower them.
I've taught the class, "Racism and Sexism in the United States." I tried to teach it in a way that was pertinent to all students. I tried to convey the excitement and universal value of the Civil Rights Struggle. I tried to communicate that neither oppression nor heroism are limited by skin color or gender or national origin.
In addition to learning about African American luminaries like Rosa Parks and Martin Luther King, as well as lesser known figures like Bayard Rustin, a gay man who experienced prejudice within the Civil Rights movement, we learned of white American Civil Rights heroes like Viola Liuzzo, Andrew Goodman, Michael Schwerner and Jim Zwerg.
I resolved not to trivialize students' lived experience. If a white male reported being the victim of discrimination, I gave him space to speak and respect.
On the very first day, I let students know that their final grade would depend on their ability to support their points in academically sound ways – with support from peer-reviewed material – not on whether they agreed with me or not. I made good on that, giving an A grade to students who disagreed with me vehemently.
It would benefit all, professors, students, parents, universities, if we took Ross' words, and the words of his friends, to heart, and used them to improve our teaching.
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