Only the Fertile Need Apply

Until recently, the interests of graduate students have largely been ignored by university “family friendly” initiatives designed to meet the needs of women on the tenure track who aspire to be mothers as well as scholars. So it shouldn’t be surprising that Stanford University announced its new Childbirth Policy for women graduate students with fanfare, nor that it was positively received by the national news media. What’s puzzling  is how little attention has been paid to the huge gap between Stanford’s aspiration and its accomplishment.

The rationale for the policy is exemplary: “Stanford University is committed to achieving a diverse graduate student body, and facilitating the participation of under-represented groups in all areas of research and graduate and postdoctoral training. To increase the number of women pursuing … advanced degrees … it is important to acknowledge that a woman’s prime childbearing years are the same years she is likely to be in graduate school, doing postdoctoral training, and establishing herself in a career.”

Unfortunately, the policy itself --  which provides accommodation in the form of paid leave, extension of deadlines and reduced workload to graduate students “anticipating or experiencing a birth” -- sends an entirely different message.

While the phrase “anticipating or experiencing a birth” seems expansive enough to cover “anticipating” the birth of an adoptive child, that is not Stanford’s intention. Associate Dean for Graduate Policy Gail Mahood was brutally frank on this point: “The policy does not apply to women who adopt children.… Women can always put off adopting,” she told a reporter.

Apparently Stanford prefers grad students who create families “the old fashioned way,” leaving others to sink or swim without institutional support. So much for the message of inclusiveness and diversity! In creating this restrictive policy, Stanford seems to have lost sight of its original goal, confused means and ends, and conflated biology (childbirth) with social issues (family formation).    

Ordinarily, women become pregnant as a means to start a family, not to “experience childbirth.” Other ways to accomplish this goal are adoption, surrogacy and becoming a foster parent. Absent some as-yet-undisclosed study linking female fertility to academic talent, it seems odd that Stanford would decide that only fertile women able to carry a fetus to term deserve institutional support for their decision to start a family during graduate school.    

The privileging of birth mothers over adoptive mothers is as illogical as it is offensive to families who have struggled with infertility prior to adopting. Under the literal terms of this policy, whose avowed purpose is “to make sure that we retain in the academic pipeline women graduate students who become pregnant and give birth,” a graduate student who gives her child up for adoption immediately after birth could request accommodation, while the adoptive mother who cares for that newborn could not.   

Equally, if not more disturbing, is the policy’s failure to support graduate student couples who want to share the task of balancing work and family, thereby promoting a traditional heterosexual family structure that has proved detrimental to women’s achievement. Recognizing that “[t]aking care of an infant is time-consuming and sleep-depriving so advisors need to have realistic expectations about rates of progress on research,” the policy denies the same compassionate recognition to other graduate student caregivers who might be equally in need of help -- e.g., biological fathers, gay couples,  adoptive parents or biological mothers who used a surrogate to carry the fetus to term.   

Thus, the only graduate student families who will benefit from the childbirth accommodation policy are those who choose to conform to the traditional gender role model of mom stays home to bond with baby while dad goes to work. This patterning of gender stereotyped roles is unlikely to prove advantageous to the woman’s future career.  

One would have expected Stanford’s policymakers to heed the counsel of the late Chief Justice Rehnquist (a Stanford alumnus) on the importance of gender-neutral family leave benefits, in a 2003 case:

“Stereotypes about women’s domestic roles are reinforced by parallel stereotypes presuming a lack of domestic responsibilities for men. Because employers continued to regard the family as the woman’s domain, they often denied them similar accommodations or discouraged them from taking leave.  These mutually reinforcing stereotypes created a self-fulfilling cycle of discrimination that forced women to continue to assume the role of primary family caregiver, and fostered employers’ stereotypical views about women’s commitment to work and their value as employees.”

Finally, by excluding everyone but the birth mom from accommodation, the policy may even override the woman’s own preference in the matter: Stanford seems not to have envisioned the possibility that the birth parents might both be graduate students, and that a new mother-scientist at a critical research juncture might choose to return to her lab right away, if only the policy were flexible enough to accommodate her partner’s desire to stay home and tend to the newborn.

Stanford deserves some credit for being the second nationally prominent graduate school to attempt any accommodation for grad students who become parents. (MIT was the first.) But the progressive impulse  that spawned this “breakthrough” has been undermined by using “childbirth accommodation” as a proxy for easing the burden on new mothers. If the goal is truly to achieve diversity by increasing the number of women pursuing advanced degrees, surely a Class I research institution can craft a policy more likely to fulfill its intended purpose -- one not limited to the “June Cleavers” in its grad student population, but generous enough to encompass 21st century parenthood in all its diversity. 

Charlotte Fishman
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Charlotte Fishman is a San Francisco lawyer known for her expertise in the areas of academic discrimination and gender stereotyping. She is Executive Director of Pick Up the Pace, a nonprofit organization whose mission is to identify and eliminate barriers to women’s advancement in the workplace.

Duke's Poisoned Campus Culture

In response to the scandal surrounding the men's lacrosse team, Duke president Richard Brodhead has initiated a "conversation on campus culture." The first installment provided little insight. To Mark Anthony Neal, a professor of African and African-American Studies, recent events showed that "we need an innovative and brave curriculum that will allow our students to engage one another in a progressive manner." It's worth remembering that only two years ago at Neal's institution, a department chairman jokingly explained the faculty's ideological imbalance by noting, "If, as John Stuart Mill said, stupid people are generally conservative, then there are lots of conservatives we will never hire." It seems rather unlikely that Duke's curriculum lacks a sufficiently "progressive" nature.

Indeed, far from needing a more "progressive" campus culture, the lacrosse scandal suggests that a considerable portion of the Duke faculty and student body need to reread the Constitution and consider the accused -- regardless of their group identity -- innocent until proven guilty. Moreover, if, as Duke officials have claimed, Brodhead seriously desires to use this event as a "learning opportunity," he needs to explore why voices among the faculty urging local authorities to respect the due process rights of Duke's students seemed so overpowered by professors exhibiting a rush to judgment.

In early April, prior to his peculiar commentary on campus culture, Professor Neal joined 87 other Duke professors in signing a public statement about the scandal. Three academic departments and 13 of the university'ss academic programs also endorsed the statement, which was placed as an advertisement in the student  newspaper, The Duke Chronicle, and is currently hosted on the Web site of Duke's African and African-American Studies program. That 88 faculty members -- much less entire departments -- would have signed on to such a document suggests that whatever plagues Duke's campus culture goes beyond the lacrosse team's conduct and the administration's insufficient oversight of its athletic department.

Few would deny that several players on Duke's lacrosse team have behaved repulsively. Two team captains hired exotic dancers, supplied alcohol to underage team members, and concluded a public argument with one of the dancers with racial epithets. In response, Brodhead appropriately cancelled the team's season and demanded the coach's resignation. Yet the faculty members' statement ignored Brodhead's actions, and instead contributed to the feeding frenzy in the weeks before the district attorney's decision to indict two players on the team.

The 88 signatories affirmed that they were "listening" to a select group of students troubled by sexism and racism at Duke. Yet 8 of the 11 quotes supplied from students to whom these professors had been talking, 8 contained no attribution -- of any sort, even to the extent of claiming to come from anonymous Duke students. Nonetheless, according to the faculty members, "The disaster didn't begin on March 13th and won't end with what the police say or the court decides." It's hard to imagine that college professors could openly dismiss how the ultimate legal judgment would shape this case's legacy. Such sentiments perhaps explain why no member of the Duke Law School faculty signed the letter.

More disturbingly, the group of 88 committed themselves to "turning up the volume." They told campus protesters, "Thank you for not waiting and for making yourselves heard." These demonstrators needed no encouragement: They were already vocal, and had already judged the lacrosse players were guilty. One student group produced a "wanted" poster containing photographs of 43 of the 46 white lacrosse players. At an event outside a house rented by several lacrosse team members, organized by a visiting instructor in English Department, protesters held signs reading, "It's Sunday morning, time to confess." They demanded that the university force the players to testify or dismiss them from school.

The public silence of most Duke professors allowed the group of 88 to become, in essence, the voice of the faculty. In a local climate that has featured an appointed district attorney whose behavior, at the very least, has been erratic, the Duke faculty might have forcefully advocated respecting the due process rights of all concerned. After all, fair play and procedural integrity are supposed to be cardinal principles of the academy. In no way would such a position have endorsed the players' claim to innocence: Due process exists because the Anglo-Saxon legal tradition has determined it elemental to achieving the truth. But such process-based arguments have remained in short supply from the Duke faculty. Instead, the group of 88 celebrated "turning up the volume" and proclaimed that legal findings would not deter their campaign for justice.

When faced with outside criticism -- about, for example, a professor who has plagiarized or engaged in some other form of professional misconduct, or in recent high-profile controversies like those involving Ward Churchill at the University of Colorado -- academics regularly condemn pressure for quick resolutions and celebrate their respect for addressing matters through time-tested procedures. Such an approach, as we have frequently heard since the 9/11 attacks, is essential to prevent a revival of McCarthyism on college campuses.

Yet for unapologetically urging expulsion on the basis of group membership and unproven allegations, few professors have more clearly demonstrated a McCarthyite spirit better than another signatory to of the faculty statement, Houston Baker, a professor of English and Afro-American Studies. Lamenting the "college and university blind-eying of male athletes, veritably given license to rape, maraud, deploy hate speech, and feel proud of themselves in the bargain," Baker issued a public letter denouncing the "abhorrent sexual assault, verbal racial violence, and drunken white male privilege loosed amongst us." To act against "violent, white, male, athletic privilege," he urged the "immediate dismissals" of "the team itself and its players."

Duke Provost Peter Lange correctly termed Baker's diatribe "a form of prejudice," the "act of prejudgment: to presume that one knows something 'must' have been done by or done to someone because of his or her race, religion or other characteristic." It's hard to escape the conclusion that, for Baker and many others who signed the faculty statement, the race, class, and gender of the men's lacrosse team produced a guilty-until-proven-innocent mentality.

Baker's attacks on athletics added a fourth component to the traditional race/class/gender trinity. It's an open secret that at many academically prestigious schools, some faculty factions desire diminishing or eliminating intercollegiate athletics, usually by claiming that athletes are lazy students, receive special treatment, or drive down the institution's intellectual quality. In fact, with the exception of the two revenue-producing sports (men's basketball and football), the reverse is more often true at colleges like Duke, Vanderbilt, Stanford, or the Ivy League institutions.

I admit to a bias on this score: My sister was a three-year starter at point guard for the Columbia University women's basketball team. Seeing how hard she worked to remain a dean's list student and fulfill her athletic responsibilities gave me a first-hand respect for the challenges facing varsity athletes at academically rigorous institutions. In addition to the responsibilities sustained by most students (challenging course loads, extracurricular activities, often campus jobs), athletes in non-revenue producing sports have physically demanding practice schedules, in-season road trips, and commitments to spend time with alumni or recruits. They play before small crowds, and envision no professional careers. It's distressing to see that many in the academy share Baker's prejudices, and view participation in college athletics as a negative.

With the most vocal elements among Duke's faculty using the lacrosse case to forward preconceived ideological and pedagogical agendas, it has been left to undergraduates to question some of the district attorney's unusual actions --  such as conducting a photo lineup that included only players on the team, sending police to a Duke dormitory in an attempt to interrogate the players outside the presence of their lawyers, and securing indictments before searching the players' dorm rooms, receiving results of a second DNA test, or investigating which players had documented alibis. In the words of a recent Newsweek article, the lawyer for one indicted player, Reade Seligmann, produced multiple sources of "evidence that would seem to indicate it was virtually impossible that Seligmann committed the crime." To date, the 88 faculty members who claimed to be "listening" to Duke students have given no indication of listening to those undergraduates concerned about the local authorities' unusual interpretation of the spirit of due process. Nor, apparently, do the faculty signatories seem to hear what The Duke Chronicle editorial termed the  "several thousand others of us" students who disagreed that "Duke breeds cultures of hate, racism, sexism and other forms of backward thinking."

The Raleigh News and Observer recently editorialized, "Duke faculty members, many of them from the '60s and '70s generations that pushed college administrators to ease their controlling ways, now are urging the university to require greater social as well as scholastic discipline from students. Duke professors, in fact, are offering to help draft new behavior codes for the school. With years of experience and academic success to their credit, faculty members ought to be listened to." If the group of 88's statement is any guide, this advice is dubious. Even so, Brodhead has named two signatories of the faculty group to the newly formed "campus culture" committee. Given their own record, it seems unlikely that their committee will explore why Duke's campus culture featured its most outspoken faculty faction rushing to judgment rather than seeking to uphold the due process rights of their own institution's students.

KC Johnson
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KC Johnson is a professor of history at Brooklyn College and the City University of New York Graduate Center.

It's More Than the Photos

There's been a fair amount of attention over the last week to the issue of hazing and women's college sports teams. The Web site badjocks.com published a number of photos depicting the Northwestern University women's soccer team conducting an initiation for new players. The women are shown being forced to chug beer, give lap dances to members of the men's soccer team, all while various words and pictures are drawn on their bodies.  Then the same site followed up with pictures from a dozen other colleges and universities, almost all of which focus on hazing/initiation rituals involving various women's sports teams. All of the colleges involved have anti-hazing policies, and all (naturally) prohibit underage drinking.

In the national media, the faces of the women involved are obscured, but on badjocks.com, they are in full view. Though it was obviously foolish for the teams involved to photograph their hazing rituals and post the pics on the Internet, I grieve for the embarrassment the young women involved must now be feeling, and I have no interest in staring pruriently at the various details of their humiliations. We must remember the intent of those who uploaded the photos to sites like webshots.com; these pictures (often showing students in their underwear) were for the enjoyment of a select few, not a huge national audience. Foolishness on the part of those who don’t know better doesn’t excuse leering on the part of those who do.

What I've seen tells me what I already knew: the kind of hazing that takes place on contemporary college campuses is more or less identical to what happened when I was an undergrad 20 years ago. The essentials, then and now, are these: forcing the pledges/initiates/rookies/frosh to undress (at least to their underwear); forcing them to consume large amounts of alcohol; asking them to "perform" sexualized dances in front of members of the opposite sex. The Northwestern women were required to give lap dances in their underwear in front of members of the men's soccer team -- while the Quinnipiac College men's baseball team is shown on the site stripping and dancing for a group of unidentified women.

As an adult who struggled with problem drinking for years, I am of course greatly concerned by any ritual that requires that folks consume large amounts of booze in a short period of time. I have no sympathy for those who see binge drinking as an essential rite of passage; I've seen the damage it can do to lives and bodies.

As a feminist, I'm grieved to see that ritualized sexual humiliation is still such a vital mainstay of initiation practices. It's not new, of course. When I was a freshman at Cal, I flirted with the idea of joining a fraternity (one to which my grandfather, a great-grandfather, and numerous uncles and cousins had belonged). In the end, I decided not to, both for reasons of principle and because I worried that I wouldn't fit in with the fraternity culture. I had lots of friends in the Greek system, however, and I heard their initiation stories. One of my former wives was a Pi Phi in the late 1980s; she told me that she had never gotten over her hazing. She recalled being stripped to her underwear, at which point all the "actives" (members) of her sorority took magic markers and wrote on her body -- circling areas that they thought "needed work" and writing commentary about her attributes. She said she laughed at the time -- but years later, she would still sometimes gaze at those parts and think about the criticisms and obscenities she had seen written there.

I'm a fierce fan of intercollegiate sports.  With the possible exception of golf, I love to watch men and women play any NCAA sport. I know the good that sport has brought to my life, and I've seen it bring discipline, health, camaraderie, and character to a great many young people. I'm not one of those professors who "goes easy" on the jocks, but I'm not someone who wishes that intercollegiate athletics would disappear, either. And as a fan of sports -- and former athletic department tutor at UCLA --  I've got at least a passing understanding of how vital it is to build close community on a team.

I think initiation rituals can be very valuable. Requiring frosh or rookies to go through a series of steps before they are accepted as full-fledged members of the team is healthy. It is axiomatic that to suffer together is one way to build community. But not all suffering is the same. Forcing the frosh to run extra laps or do extra push-ups or go through a weekend of brutal fitness camp can build community and fellowship just fine -- all without a drop of alcohol and without a single lap dance. Requiring frosh to put on silly skits that don't involve vulgar humor, nudity, or intoxication (or asking them to memorize all the verses of an ancient school fight song) can have a similar bonding effect. The problem is not with the nature of sports teams/fraternities/sororities, or with initiation rituals -- the problem is with a culture that connects that valuable process of initiation to ritualized sexual degradation and binge drinking.

Too many university policies (such as Northwestern’s) confuse the positive effects of team-building exercises with destructive and humiliating hazing. As quoted on the badjocks Web site, the NU policy reads in part:

The university defines hazing as any action taken or situation created intentionally, whether on or off university premises, to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Such activities and situations may include but are not limited to paddling in any form; creation of excessive fatigue; physical and psychological shocks; quests, treasure hunts, scavenger hunts, road trips, or any other such activities carried on outside the confines of the university; wearing apparel that is conspicuous and not normally in good taste; engaging in stunts and buffoonery; requiring sleepovers or morally degrading or humiliating games and activities.

Banning all treasure hunts, quests, and road trips along with underage drinking and strip shows demonstrates a complete disregard for the potentially positive aspects of initiation rituals. There are countless physical challenges that can be offered to frosh that allow them to retain their clothes, their dignity, and their sobriety -- all while pushing them beyond their limits. Hazing can degrade, but healthy and constructive games and rituals go a long way to building that precious sense of camaraderie which is such a vital part of the college experience.

But a call to recognize the positive aspects of some traditional initiation rituals is not a defense of what we apparently see in the pictures from Northwestern. This sort of hazing troubles me so much is because it is so fundamentally antithetical to what sports can be in women's lives. The beauty of sports for women, at the high school or college level, is that it teaches women that their bodies are not merely decorative objects to be gazed at. It teaches women that their sexuality and their potential reproductivity are not their greatest assets.  Sport -- at its best -- teaches girls that their bodies are strong, and powerful; it teaches the athlete that she can transform and control her flesh for her own delight as well as for the good of the team. It turns objects into subjects, turns the passive active. I've seen sports from softball to track to soccer to basketball do that for countless women and girls in my life, and I rejoice in it. And thus I grieve when I see young female athletes forced to use their bodies so differently -- as objects of public, sexualized ridicule -- all for the sake of creating community that could so easily be created in a different way.

Hugo Schwyzer
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Hugo B. Schwyzer teaches history and gender studies at Pasadena City College. He teaches and blogs about such issues as the interplay of faith and sexuality, American history, and masculinity.

The Duke Case in Perspective

Roiling the blogosphere with opinion mostly favoring the Duke University lacrosse team players, the aftermath of the now notorious party has shaken up Duke with charges of sexism and racism on one side and outraged declarations calling for campus administrators to support "our students" on the other. The furor has distracted attention from the misogynist sexual culture on display at the party. Regardless of the outcome of the legal case against the indicted players, the question raised by an administrator regarding whether Duke intentionally or unintentionally promotes "a culture of crassness" remain.

In its coverage a Newsweek reporter wrote: "It is hard to know just how deep the culture of crassness runs at Duke, but one wonders after reading an e-mail sent from one of the lacrosse players' address an hour or so after the party." In this now infamous e-mail the author told his buddies that after the party he wanted to hire some strippers and skin them and kill them while he ejaculated in his Duke-issue spandex.

Leaving aside the question of whether a sexual assault took place at the party or whether the district attorney botched the investigation in ways that may have forever hurt both the accuser and the accused, there are some undisputed facts in the case that do not speak well for gender and racial parity in the Duke student culture. A large group of white male students at a wealthy prestigious university that claims to teach students to respect one another didn't give a moment's thought to hiring two minority "exotic dancers" to perform for them. One of the women attended the historically black college on the other side of town. The degrading e-mail message sent after the performance mirrors an evening of excess and debauchery. Based on my studies of gang rape on college campuses I suspect that there is a grain of truth in the messenger's fantasy about reliving the excitement of the evening.

The eye-witness accounts of campus gang rape I present in Fraternity Gang Rape and A Woman Scorned provide powerful testimony of the depth and breadth of the problem, including the degradation of women, the bragging, and the urge to make a record for future reference. The unfettered expression of male sexual dominance first came to my attention in the winter of 1983 when a student in one of my classes at the University of Pennsylvania who had a drinking problem went to a fraternity party where she was raped by a number of brothers in what they labeled an "express" in the minutes written for their next meeting, playing on the word "train" used for group sexual activity in which males mount a woman sequentially. According to various eyewitness and hearsay accounts of what happened that night, Laurel (pseudonym) was incapable of consent due to her drugged-drunk condition. The next day, based on what she had observed of Laurel's behavior at the party a woman friend of the brothers angrily told them that it was rape when they bragged to her about their sexual escapade the night before. The local DA for sex crimes came to the same conclusion after hearing the facts of the case.

Few of the males involved in this and the other cases that I have studied know or even care to know that legally if a woman cannot consent to sexual intercourse, it is rape. Males who feel sexually entitled see nothing wrong with taking advantage of a woman's physical helplessness or inability to consent.  A woman who gets drunk is "asking for it." This is true despite the fact that they may have made the woman's drinks "really strong to loosen up some of those inhibitions." Fraternity brothers have told me that the goal of their parties is to "get em drunk and go for it."

All of this would be classified as a felony in the Pennsylvania rape law, which states that a person who engages in sexual intercourse with a person "who is unconscious" or who "has substantially impaired the complainant's power to appraise or control his or her conduct by administering or employing, without the knowledge of the complainant, drugs, intoxicants or other means for the purpose of preventing resistance," commits a felony of the first degree.

Rape is not necessarily the only offense committed in the group sexual degradation of women. I know of cases in which there was no rape but there was sexual abuse. I am not surprised that the rape charges were dropped in the Duke case in light of the absence of DNA evidence. Indeed they should have been dropped much earlier. While rape is defined exclusively in terms of "vaginal intercourse" a sexual offense refers to everything else including touching, using objects, or anal intercourse. It is noteworthy that the sexual offense and kidnapping counts have not yet been dropped.

Another case I followed closely parallels the charges in the Duke case in that it also involved members of a lacrosse team, a black complainant, alcohol, kidnapping, and sexual offenses short of rape. This case was widely referred to in the news as the "St John's Lacrosse Team Sex Assault Case." Getting a woman drunk to have sex in a show staged for one's buddies was tragically evident in the testimony heard in a Queens courtroom in 1991-2 after indictments were issued against six members of the St. John's University lacrosse team for acts ranging from unlawful imprisonment and sexual abuse to sodomy. A seventh defendant pleaded guilty and agreed to testify for immunity.

The complainant was a young black student. I call her Angela in A Woman Scorned, a book devoted to the legal and cultural history of sexual culture in the United States. She had imigrated to the U.S. with her parents from Jamaica when she was in elementary school. A student at St. John's, she accepted a ride home from school from a male friend, Michael. On the way, he stopped at the house he shared with members of the St. John's lacrosse team, ostensibly to get gas money, and he invited her inside. At first she refused to go in but upon his insistence accepted the invitation. Inside she met his roommates. Left alone in a third floor bedroom, she accepted a drink from Michael. The drink tasted terrible. Based on the symptoms she displayed throughout the evening, many involved with the case suspected that the drink was spiked with ketamine, a drug that other rape cases demonstrated caused a separation of mind and body so that the ability to feel and control one's body is blocked, but this was never proved.

After Michael plied her with three drinks, which she could barely swallow, Angela passed out.  Testimony in the courtroom revealed that Michael then proceeded to engage in oral sodomy watched by three house members. After Michael finished, these three took their turns while visitors invited over from another lacrosse team house watched. Angela was unconscious through most of it.  When she awoke, it seemed like there were five or more boys in the room. She was propped in a sitting position, but her head wouldn't stay up. The leader, who was addressed as Walter and was later prosecuted as was Michael, held her cheeks to force her mouth open so his friends could slap their penises against her face or put it in her mouth. She tried to get up several times. Once, her nails scratched Walter. He slapped her hands. She passed out again. When she came to, she screamed.  When Walter put his hand on her neck, she knew that she had to be careful not to upset him. She didn't know what he might do to her. Dazed she fell back on the couch. She felt Walter pushing her down on the sofa. One of the guys in the room left and she heard someone say, "Her pupils are dilated. She doesn't know what's going on." She was then taken to another lacrosse team house. There, for the first time in the gruesome experience, one of the players challenged the others and told them to stop.

The steps taken by the St. John's administration after Angela went to a trusted member of the administration were unusual at the time. The university turned the matter over to the police and suspended the alleged abusers, pending the legal outcome of the case. At the end of the legal proceedings, which resulted in a number of convictions, St. John's took the additional step of expelling all but one of the students who asked for reinstatement, on the grounds that they had violated the student code and displayed, in the words of the university's president, "a serious lack of respect for others and even one another." The one student whose request for reinstatement was granted had cooperated with the authorities.

Although separated by more than a decade and differing in details the overarching commonality in these cases is the use of a visibly incapacitated woman as a tool for male bonding in a game of sexual dominance.  Alcohol played a central role in all three cases.  At the Duke lacrosse party both of the exotic dancers were given cups of "a drink" after they arrived at the house while they were in the bathroom getting ready for the strip show. Only one drank the contents. The other dancer gave the cup to her partner who began acting strangely soon after.  According to the dancer who did not take the drink the accuser was sober when she arrived at the house.  It was when they began their strip show that she "began having trouble," she later told the press.

The scenario is one of privileged males proving their manhood by staging live porno shows for one another involving a wounded young woman. She is the duck or the quail raised and put in place for the hunter. Who she is doesn't matter and she is quickly forgotten after it is all over – sloughed off like a used condom. The event operates to glue the male group as a unified entity; it establishes fraternal bonding and helps boys to make the transition to their vision of a powerful manhood -- in unity against women; one against the world. The patriarchal bonding functions a little like bonding in organized crime circles -- generating a sense of family and establishing mutual aid connections that will last a lifetime.

The gender picture that emerges from these cases mirrors the double standard of the 19th century: Nice women wait to get married and elite males sow their "wild oats" on party girls who are demeaned as the males demean their own sexuality. If the males are prosecuted they defend themselves saying "she asked for it;" "she is a woman scorned;" or "she wants money." Most commentators in the blogosphere, on news programs, and in the media are convinced that the latter motivated the actions of the Duke accuser. I'm not so certain. I am inclined to think that her impaired memory and immobility provides evidence that she was incapacitated.

It is a shame that the commentary focusing on the legal issues and the alleged ethical violations on the part of the DA has obscured the broader cultural issues such as the impact of alcohol in this case and more broadly on college campuses. It is now well known that there is a high correlation between campus rape and alcohol. The 2004 study by the Harvard School of Public Health involving 119 colleges and 23,000 students establishes this beyond a reasonable doubt.  Another important finding of this study indicated that the highest rates of rape are found on campuses with a lax alcohol policy.

In its report the faculty panel charged with reviewing the Duke lacrosse culture stated that "alcohol is the single greatest factor involved in the unacceptable behavior of Duke students in general and members of the lacrosse team specifically, both on-and off campus." The report indicated also that "the university's ability to deal fully with the problem of alcohol is undermined by its own ambivalence toward drinking and the conduct it spawns." The report expressed "deep concern" with this finding saying that by its "lack of leadership in this area" the university is "implicated in the alcohol excesses of lacrosse players and of Duke students more generally." This kind of honesty provides the sort of moral leadership that can turn the tide on campus from the culture of crassness into the culture of character and gender parity.

Peggy Reeves Sanday
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Peggy Reeves Sanday is a professor of anthropology at the University of Pennsylvania. This week, New York University Press issued a new edition of her book Fraternity Gang Rape: Sex, Brotherhood, and Privilege on Campus.

Counting Ponytails

The Title IX debate has gotten truly tedious.

Every time a college drops an athletic team, and every five-year anniversary of the law, the cycle starts up again. Newspapers publish a spate of stories, some praising and some condemning the law. Someone files a lawsuit or a federal complaint. A few Web sites and radio shows weigh in. Right now, we’re just past the 35th anniversary of Title IX, and you need only turn to Google News to see where we are in the cycle.

The points are always the same. Proponents say that Title IX of the Education Amendments of 1972 -- which bans sex discrimination at educational institutions receiving federal funds -- is written clearly and merely needs to be enforced to ensure equity for women without endangering men. Opponents say the government has created incentives for colleges to drop men’s teams in sports like wrestling and and the regulations for the law are based on unrealistic expectations of women’s interest in athletics.

Proponents say that if colleges just didn’t spend so much money running football teams and hiring high-dollar coaches, a whole raft of sports for men and women would be affordable. Opponents say that the market should dictate what sports colleges offer, and that many more men are interested in varsity sports than women. Proponents respond with the “Field of Dreams” argument -- “if you start teams, women will come.” Opponents want to know why colleges should be forced to dash the dreams of dedicating young men to give hollow opportunities to women who don't really want them.

This argument then gets circular or it gets vicious, and either way, I’m tired of it. On the one hand, I’m frustrated at seeing so many of the track teams I raced during my college years dropped. On the other and much more pertinently, my eight-week-old daughter is trying to settle down to sleep in the next room, and I want to know how this debate is going to help her realize the benefits we all know come from participating in sports -- youth sports, high school sports, and perhaps at the college level.

Right now, the situation is getting us nowhere. Ultimately, all we ever talk about is the number of men and women playing sports at a given institution, and whether the women's number is as high as it ought to be. Raw participation numbers occupy a pretty small portion of the U.S. Department of Education's Title IX regulations, but the overwhelming majority of news stories, debates, and lawsuits filed in this area -- as well as recent research published by the Government Accountability Office -- can be reduced to counting ponytails. Meanwhile, disparities between men's revenue sports and all other sports continue to grow, while participation opportunities for women have stagnated.

Enough. Parents, coaches, and athletics administrators need to take a fresh look at what gender equity really means. Rather than focusing on participation statistics, it would be helpful to remember that Title IX forbids denying anyone the benefits of such a program or subjecting them to discrimination on the basis of gender, not merely excluding them from participation. If policy were based on the assessing the benefits of participating in sports -- measuring the quality of participation opportunities, not merely the quantity -- we could move a long way toward fulfilling the promise of Title IX.

We in higher education aren't very good at assessing student outcomes, and we're desperately worried that someone (i.e., the government) is going to make us start. In athletics, though, any institution can take a discrete group of students and test the hypothesis that participating in sports teaches skills and shapes attributes that can be invaluable in later life: teamwork, self-discipline, confidence, and leadership skills, to name a few. I know I learned those traits as a college athlete, as did my teammates.

Nobody has developed, or at least popularized, a credible way of assessing whether a given coach is actually teaching these lessons to his or her athletes, or how well a particular athletics department is doing in this regard. But one of the key issues should be whether women are getting meaningful experiences in athletics, not merely participation opportunities.

To this point, both critics of Title IX and athletics directors note the difficulty in finding women to compete. Women, they say, won't stick with a team if they aren't starting or in key roles, while men are happy to stand on the sidelines as fourth-stringers. Some teams, however, do have success in attracting and keeping women, even those in non-starting roles. I interviewed a coach once who regularly had 30 women or more on a varsity soccer team, and this coach told me about valuing the contributions of each one.

We need to figure out what makes teams successful at providing positive and meaningful experiences for young women--as well as for young men. It may well be that different styles of coaching, different college and departmental environments, or different recruiting methods and philosophies produce more or less successful experiences for athletes. We don't know, because these issues have not been studied systematically on a large scale. There have been some descriptive studies that touch on these issues, notably that published in The Game of Life and Reclaiming the Game, both written by William G. Bowen and his former colleagues at the Andrew W. Mellon Foundation, and the unpublished SCORE and GOALS projects conducted by the NCAA.

Where we find differing outcomes for male and female athletes, we will find Title IX issues, and these issues are likely to go beyond head counts of athletes. We would find inferior coaches for women's teams. We would find disparities in equipment budgets, practice schedules, and facilities. In short, we would find the many everyday instances of discrimination that are overlooked in favor of debating ponytails.

More to the point, we also would find what makes the best coaches as good as they are, generating pedagogical research that would benefit other sports and indeed many faculty members, if they would deign to recognize that they have much to learn from their colleagues in athletics.

During research for a book on Title IX a few years ago, I found countless examples of sports becoming a job -- for girls and boys alike. At the high school level, kids compete on school teams, club teams, perhaps in Olympic development programs, and with private coaches, all for a shot at the all-important college scholarship. The time commitment can run to 40 hours a week or more, on top of school, and that doesn't count driving all over town in rush hour.

This does not seem to be the model that best teaches all the skills and traits we want to give young athletes. It may (or may not) be good at developing elite athletes, but we see too many players being run off in favor of the next hot recruit. Too many kids quitting sports cold when they get to college, out of exhaustion or burnout. Too many colleges making decisions on coaches, game schedules, and other athletic operations based on marketing potential rather than athlete welfare.

Higher education needs to learn how to assess student outcomes, and athletics programs need to learn how to assess athlete outcomes. The good part is that some mechanisms in athletics are already in place for this kind of work. First, of course, are graduation rates, which despite the NCAA’s best efforts to obfuscate them are the most obvious measure of collegiate success. Many if not most athletics directors conduct exit interviews with outgoing seniors, and academic tutors and life-skills counselors get to know athletes quite well over the course of an athletic career. What is needed is a way of systematizing this knowledge and using it intentionally to evaluate coaches and operations. This would be a good opportunity for scholars of education and management to work with athletics to improve and document practices.

This is the road to gender equity. The more we base decisions on improving the experiences of individual athletes, the more we come to see men and women as students in different classes in our athletics programs.

This may sound ridiculously naive, but it isn't. Colleges won't stop throwing good money after bad in the quixotic pursuit of prominence in football and men's basketball, and non-revenue sports for both men and women will continue to suffer in the current system. In the short term, my proposal can't address problems like sports being dropped, rosters being capped, and the ongoing disparities for women. In the long run, however, coaches, athletics directors, and college presidents will learn which athletes are benefiting from their experiences and which ones aren't, and hopefully why.

That knowledge can help improve the experiences of current athletes and, over time, cement beliefs the educational value of participating in sports. With an increasingly skeptical public and Congress, the best chance we may have of preserving college sports is to apply rigorous standards for education and equity.

As parents, my wife and I aren’t going to push our daughter into anything. But as athletes ourselves and as students of Title IX, we’re going to make sure that she knows her options and, hopefully, that she can tell the good options from the bad. And that she won't be counted merely as a ponytail.

Welch Suggs
Author's email: 

Former journalist Welch Suggs wears many hats, but the most relevant here are as author of A Place on the Team: The Triumph and Tragedy of Title IX (Princeton University Press, 2005) and as a Ph.D. student at the University of Georgia’s Institute of Higher Education.

The Future of Spousework

“Spousework” is my term for a range of tasks that the spouses of college presidents perform or may perform. There is the involuntary role (being seen as an ambassador for the institution the partner leads). Every spouse is stuck with this. There are voluntary roles that could also be delegated to many people other than the spouse -- helping the leader by performing tasks that impact the couple (such as planning events at the official residence, running the leader’s personal errands) or helping with institutional efforts that do not directly impact the leadership couple (such as serving on the recycling committee). There are also voluntary roles that only a select few people could fill -- acting as a confidante, sounding board, extra pair of eyes and ears, source of new ideas and different point of view. And there are voluntary roles that no one other than the leader or the spouse can play, such as lobbying for the needs of the family and of the couple, jointly and individually.

The most fundamental kind of spousework, just like housework, will never go away. It comes with the territory when you share your life with an academic leader. And as long as we spouses are seen as living logos of the institutions our partners serve, we will need to adapt our behavior in certain ways. We are not pledged to serve, but it is, and always will be, incumbent on us to preserve the good name of the institution.

With regard to the other types of spousework -- the artful kind, which implies supporting the leader in a skillful, intelligent way, and the active kind, which implies a significant commitment of time -- the future may not be so secure. Artful, intelligent spousework, for me and for many others, is the good stuff. It is complex and challenging, and the work can become its own reward. It is what some of us instinctively hoped for, even if we couldn’t exactly define it. It is what we searched for until we discovered it, or it discovered us. And that’s the problem. Though this kind of spousework has been around a long time, it remains a quiet, unrecognized achievement. I have no doubt that some people wrap up their years in the spouse’s role without ever suspecting that there was a whole level of spousework they never glimpsed.

In the past spouses were women who were locked into marriage and out of personal careers. They had little choice but to persevere in the spouse role, and I suspect many of them became skilled in giving artful, intelligent support. Today women spouses have more options and can put their energies elsewhere, without ever learning what spousework might have to offer them. As more women are appointed to leadership roles, the number of male spouses is burgeoning. These men are not generally expected to make themselves available. Since a certain level of engagement is almost a prerequisite for intelligent spousework, many male spouses could also miss out on its rich possibilities.

This type of spousework could flourish, I believe, if academia came to recognize what it entails. One welcome byproduct would be that an institution that hires a leader who does not have a spouse would be in a good position to analyze the kind of support it might want to offer that leader.

About active spousework -- taking on tasks that either the couple or the institution needs to get done -- I'm less sanguine. Personal career choices will always impinge on active spousework. Fair enough, I say. More problematic is the lingering culture of expectation. Some decades ago a sociologist named Hanna Papanek, writing in the American Journal of Sociology, coined a phrase, “the two-person single career.” The two-person single career is a “combination of formal and informal institutional demands which is placed on both members of a married couple of whom only the man is employed by the institution.” You would think that the women’s movement would have killed this phenomenon dead by now. Not so. The “formal and informal institutional demands” still lurk in the corners.

At many institutions today, search committees and boards of trustees assure incoming spouses that their active participation will not be taken for granted. But there can be problems with these assurances. Some of us find that expectations are still harbored elsewhere. The word that spouses are free to choose hasn’t yet reached all campus stakeholders; their attitudes are conditioned by their experiences with spouses from the past -- perhaps a very distant past, in the case of older alumni. Recently I have met people, members of one constituency or another, who expressed surprise that I had chosen to be “involved”; they honestly did not expect it. But that liberated attitude, though refreshing, is still exceedingly rare. In addition to the problem of lingering expectations there is the fact that some spouses still feel pressed to take on unwanted tasks. Many leaders find there is simply not enough support staff to help take care of the house and/or the entertaining load that come with the job. They may not have time to run their personal errands or to help with family responsibilities. Spouses step into the gap, sometimes with reluctance; they become actively involved under duress.

Expectations -- the kind that weren’t supposed to be around any more -- can make us feel trapped, particularly if they are ones we really don’t want to fulfill. Quite naturally, we want to escape. Sometimes escape seems too complicated, causing more trouble than it might be worth, so we cave in. I have done this many times, but not so readily now that I recognize that, by doing so, I am helping to perpetuate the culture of expectation. I am only making it harder for the person who might follow me. How we spouses deal with the lingering culture of expectation will have an impact on the future of spouses’ participation.

When unwanted expectations are a problem and saying “no” doesn’t seem to be an option, some spouses find ways of taking themselves off the available list. They take new jobs or throw themselves more completely into their own careers.

They may decide to live separately. Other kinds of difficulty can also cause spouses to veer away from active involvement in their partners’ careers. An official residence that affords little comfort or privacy, the realization that their partners are not going to have much time to share with them in the foreseeable future, feelings of isolation -- these things also drive spouses to look for solutions that, in the end, take them away from active involvement. Some of these coping mechanisms, while helpful, are Band-Aids applied to problems that need to be addressed. Even worse, a particular solution may address one problem while it creates another, and in the final analysis it is not always clear that there has been any net gain. And when spouses make deliberate efforts to distance themselves from institutional life because of some discomfort with the situation in which they find themselves, the institutions themselves are diminished.

Personally, I remain committed to an active role. I help with the entertaining and the management of the residence. I show up at all kinds of functions on campus and accompany my husband on some of his travels. I do my homework before I meet new members of the various constituencies. I stay involved in these ways even though it cuts into the time I might devote to my own interests. I stay involved even though I am an introvert who would rather curl up with a good book than attend an event. I stay involved even though it irritates me when I am treated like a non-entity or a figurehead. I do it to help my husband. I do it so we will be closer as a couple. Somewhere in my brain the pros and cons, with regard to my own well-being, are under continual, if unconscious, assessment. The positive experiences that have accrued from active spousework continue to outweigh the tedious and unpleasant ones. I know that if I had dropped out years ago, as I once was sorely tempted to do, I would have missed many wonderful friendships, many memorable experiences. I believe that dropping out would have, in the long run, damaged my marriage.

I am continually amazed by the slowness with which the culture of expectation is changing. Conditioned attitudes are part of the problem, but I think there is something else that is less innocent. From the institution’s point of view, those of us who cooperate willingly in the “two-person single career” model of academic leadership, who take up the tasks that leaders simply can’t manage, are handy folks to have around. It may appear that the academy has a good deal going, and why, then, should the impetus for change come from that quarter? I would argue, however, that it could have an even better deal going, that institutions are not profiting as much as they might. The spouses are a talented group, and in many places their talents are being squandered on mundane things, their energy depleted by the exasperation they feel when their partners aren’t provided with the support staff that is needed. Since the academy is the biggest loser when spouses drop out or never get involved in the first place, it might well start looking at how to keep them engaged.

Institutional Care for the Spouse. Some spouses love their situation, some are passably comfortable and others put up a good front. Some are, for career or family reasons or purely as a matter of choice, completely out of the picture. There will probably always be a mix of this sort. The spouse group is, as I said at the start, a very mixed bag. But boards of trustees need to realize that spouses can start out with friendly feelings toward the institution and end up exasperated, resentful, even hostile. That is not a healthy state of affairs for institution, leader or spouse. Boards must be truly attentive to the spouses, as opposed to merely courteous; real effort is required. Spouses will not be openly candid in response to a casual “How’s it going?” Like the leaders, they quickly learn to say what they think the constituent wants to hear. They will be more patient and trusting with interlocutors who can exhibit some understanding of the issues that spouses face.

Early intervention is always the best, and in this regard institutions can get off to a good start by developing a direct relationship with the spouse. In The President’s Spouse, David Riesman suggested that, when a new leader is coming from outside the institution, the search committee should work with the incoming spouse until after the leader has been installed, usually a period of some months. Alternatively, a special transition team might be given this responsibility. I think that’s a terrific idea; I wish I knew how to foster its implementation!

Spouses who are brand new to their roles should receive special attention. From the start they are one huge step behind. Their partners, the leadership candidates, become well-acquainted with the institution’s history, its hopes and its needs during the interview stage. They develop a good understanding of what the job is going to entail. They have been building the requisite skills for years, if not decades. The spouses, on the other hand, have probably not been prepping themselves for the new life that now looms before them. Their personalities may suit them well for the role of leader’s spouse -- or perhaps not. As job candidates are interviewed their spouses may be kept on the sidelines, with little opportunity to learn about the institution and the job at hand. If the search committee brings them into the negotiations at all, it is usually in the final stages of the search.

I have often thought that trustees should offer to assign one of their body to act as a liaison to the spouse during the transition period, especially if he or she has no prior experience as the leader’s spouse. Personally, I would have welcomed that sort of connection, especially if the trustee was someone who, through experience or study, had a good understanding of the impact of an academic leader’s job on his or her family. A little sensitivity toward the spouse’s unique situation and the sizeable adjustment that is involved would, I believe, go a long way toward keeping spouses engaged in positive ways.

Identifying the Needs. Another way for the institution to get off to a good start with the spouse is to analyze what the leadership position might require in the way of support staff. Some institutions have begun to supply their leaders with extra support staff to help manage the residence and the entertaining, and they should be congratulated. But others are still leaning heavily on the spouses in these areas, perhaps not realizing it. When a married leader is set to retire or leave an institution, the trustees might ask that leader’s spouse to list any tasks that he or she performed on the leader’s behalf. These will generally be tasks that could just as easily be handled by hired staff.

This exercise would highlight the areas where the institution might need to provide increased support to ensure that both office and residence function smoothly under the new administration. It is the only way I can think of to overcome the persistent problem of expectations being passed along from one spouse to another. It would also alert the board to the special plight of a new leader who does not have a spouse who is able or willing to task-share. Perhaps a house manager would be needed, to oversee the maintenance and frequent repairs that a larger, older residence might require. Perhaps an events manager should be provided, someone who will remember to notify the gardener ahead of time when an event is scheduled at the residence, someone who can be on the spot when the flowers or the folding tables or the bar supplies are delivered. A spouse who doesn’t want to take on these responsibilities will benefit from this kind of help, as will a leader who has no one else to whom they can be delegated. From personal experience I can honestly say that having staff available to help keep matters at the official residence organized is priceless.

Spouse to Spouse. When I think of the many leaders’ spouses I have met over the years, it strikes me that, as a group, we do not give ourselves much credit. The reason is, perhaps, not far to seek. We are a shadowy bunch, doing some of our best work out of sight, behind closed doors. Also, some of our work is, or soon becomes, second nature. It is tied to our marriage vows. The bottom line is that we are simply supporting the ones we love, and perhaps it strikes us as unseemly to congratulate ourselves for doing that. But I would argue that good spousework is hard-won and an effort in which we should all take pride.

If we who have already accrued some experience in the spouse role can begin to give ourselves a little more credit, benefit will accrue to those who are just entering this role. Spousework is complex and unsung; there is an art to doing it well, and it is an art which we all must teach ourselves. It is like parenting -- the pay-off for good parenting, as opposed to careless parenting, is huge. The same is true for spousework. Partners of newly-appointed leaders need to know all this. They need to be supported in the early days so that they don’t turn away in frustration and disappointment before even giving spousework a chance. Before the new leader takes up office, before the family moves into the official residence, these people need some preparation, some insight into the changes and challenges they are going to face. By and large, they are not getting it.

The National Association of Independent Schools and the Council of Independent Colleges are among a handful of organizations that are reaching out to spouses and helping them connect with one another. However, many of us are at institutions that do not belong to any national organization that recognizes spouse issues. While I laud those groups that show some concern for spouses, I feel that much more could, and perhaps should, be done, considering the impact that the leader’s career has on his or her family.

What a delight it would be if a network of spouses was available to all of us. Is it too ambitious to suggest that there should be an organization for spouses alone, no matter what groups their institutions or their partners belong to -- an organization that is designed primarily for us, rather than the academic leaders? Imagine typing “supportingspouses.org” on the computer and coming up with texts of a dozen discussions of pertinent issues or the names of spouses around the country who are interested in networking. Domestic partners, gay and straight, could connect with each other and share their concerns. Spouses who are blazing new trails, finding new ways to make worthwhile contributions, could share their stories. I think the time has come for something of that sort.

Society is largely ignorant of the way spouses contribute, the problems they tackle and the changes they accept. We are not the only group about which one could make such a statement, and I don’t make it because I want to label us as suffering victims. But this is not a healthy situation for us, our partners or the academy. It is because of this lack of understanding that search committees and boards of trustees are making promises on which they cannot deliver. Spouses are not, and perhaps never can be, entirely free to behave as they like. They have implicit responsibilities toward their partners and the institutions their partners serve. And while, strictly speaking, they may be free to choose their own level of involvement, they might have to fight for the right to choose, over and over again.

In many places and in many ways the spouses of academic leaders are still expected to pour tea, and some of us continue to allow ourselves to be pressed into service. The era of “no expectations” will never come if the spouses sit and wait. Spouses need to make their institutions aware of the problem, if unwanted tasks are falling to them because there is no one else at hand. Somehow members of all constituencies should be given to understand that when we spouses are actively involved, whether it is planning events, caring for official residences, or standing in receiving lines, it is by our own choice -- that we might at any time say “no” and do so with the board’s blessing. There is some risk in this; we might be considered selfish, unpleasant, demanding, even unsupportive. But nothing risked, nothing gained. Our freedom to engage in spousework on our own terms will never be real until we make it so.

Teresa Oden
Author's email: 

Teresa Oden has been engaged in active spousework since 1989 at the Hotchkiss School, Kenyon College and currently at Carleton College. This essay is adapted from her forthcoming book, Spousework: Partners Supporting Academic Leaders.

Do I Dare Eat a Peach?

"I can never lay eyes on the boy without wanting to give his face a good going-over with a hot flannel." So speaks the voice of sexual repression in the person of Barbara Covett, the narrator of Zoe Heller's novel, Notes on a Scandal. (Judi Dench plays the role with such authority in the movie she was nominated for an Academy Award.)

Not so Barbara's fellow teacher, subsequent friend, and finally tragic victim, Sheba Hart. (These symbolic names!) Sheba finds the same 15 year-old boy alluringly fresh and clean. She proceeds to have sex with him.

As readers, we ally ourselves most uncomfortably with Barbara, sublimely unaware of her existence as a sexual being. Which is worse for a teacher, the novel asks: to hate students or to desire them? As adult readers in higher education, does the question get more comfortable for us since the students are older, and therefore have more agency? (Such agency is usually the case in academic novels, ranging from J.M. Coetzee's Disgrace to Jonathan Franzen's The Corrections.) Or does Heller's narrative pose the question of sex with students -- any students -- so bluntly that our official mandates against it seem evasive, joyless, and disingenuous?

Interestingly, Barbara will have none of "any sentimental notion about the innocence of everyone under the arbitrarily age bar of 16 years." Although she has no quarrel with the law, she maintains that students who become involved with their teachers "possess some instinct, some natural talent for sexual power play," and in this case she supposes that the boy actually wielded more power than his teacher. Usually such wisdom is dramatized rather than argued in academic novels where students and teachers have sex. Notes on a Scandal sits rather oddly alongside these novels, because simply the fact that it is set in a secondary school makes a college setting appear more adult.

Furthermore, the student-teacher sex in a college setting appears more, if not consensual, at least less in need of "sentimental notions," either about the innocence of students or the mysteries of sex. Sheba herself is married to a former professor. "But you were 20!" he exclaims, after she attempts to ally the affair the two of them once had with the one she has been having now. No further argument. Compared to 15, 20 seems a lot older. Notes on a Scandal makes us realize that the narratives of academic novels where the "innocent" is 20 are strangely implicated in quite other narratives where the same student is in fact 15, or younger.

Have the explicit sexual harassment rules and sexual conduct codes of recent years in higher education come about at least in part because of their incomparably less elaboration in secondary education? Probably not. And yet, in fictional terms, we know far less about what is going on between students and teachers in high school than we do between them in college. Heller's narrative is cleverly situated, looking down to a period of life when students are presumed to be "innocent" and when sex by an adult with them is a criminal offense, while at the same time glancing up to the next period of life when students are not so innocent and when, legally, they are adults.

Why in the first place is Sheba married to her former professor? So that Heller can include a bit of mockery derived from the behavior of his friends, most of whom, according to Barbara, are "academic types ... all terrified at the thought of being 'cheesy' or insensitive.... Even if they told you that your dress was nice, they put it in quotation marks in case you took offense and slapped their aces." We poor academics! We have been so careful during the past decade or two not to get our faces slapped! (We males, that is. Barbara speculates on how different the public reception of Sheba's affair would have been had she been a man and the boy a girl. "In the end, I suspect, being female will do nothing for Sheba, except deny her the grandeur of genuine villainy.") Result: our sexuality -- at least on the evidence of fiction -- gets displaced onto students, where in the end we only get variously slapped anew.

Notes on a Scandal is set in an England no different in its sexual mores or gender dispensations than the United States. How different in other countries! I chanced to read the novel while teaching in Spain. One day a young Spanish colleague wore a particularly attractive dress. "Maybe I can say that's a nice dress,"? I hazarded. "But you know that if you were an American woman I'd be afraid you might accuse me of sexual harassment." She laughed. "You don't have to worry about that here. Have you ever heard of piropeando?" I hadn't. It seems the male practice of "throwing compliments" extends from mild remarks on dress to more emphatic catcalls. To this woman, and to many Spanish women to this day, the practice is not pejorative.

Back home, we are only allowed quotation marks. And so it's no surprise that Notes on a Scandal can be understood as the latest in a stream of academic novels where an affair between student and teacher is at the center. The affair never comes to any good. Indeed, it's a scandal, each time. However, since Heller's narrative is set in secondary school, its difference from narratives set in college is that the scandal gets to be public, complete with vulgar television reporters and sensational newspaper headlines. We are, through Barbara, revolted. Trouble is, given her own severe sexual repression, on what clear basis can we distance ourselves from the scandal?

Academic novels don't put the question this way. And yet if we read these novels from the perspective of Heller's we can understand why: There abides in them the presumption that sex between students and teachers is exciting, transgressive, liberating. Of course this is why it must ultimately be punished. But first the sex can be explored, and not only through irony. (For an irony-only example, see Francine Prose's novel, Blue Angel.) Heller, on the other hand, can't really explore the sex between the boy and Sheba. (Mediated through Barbara in the novel, not mediated through her in the movie.) So Heller becomes finally complicitous with her narrator.

That is, the sex between student and teacher in Notes on a Scandal is too scandalous -- which is almost the same as being left with no other position than the following one: sex itself is scandalous. This would be Barbara's position. We can't see around her enough to be able to form another, although we certainly can see through her enough to be able to understand the sexual repression that drives Barbara into her own "sentimental" relation with Sheba. And if we insist upon having another view of sex? In the novel, we have only one alternative space available: the quotation marks of Sheba's husband and his friends.

These, in turn, have one especially ironic consequence, which the setting of academic novels explores in more detail: the sex between students and teachers may in fact be caused by the very codes that aim to police it! Far from being a imperious, irrational force, these codes comprehend sex as a negotiable, rational behavior. The excitement of sex? It has to transpire exclusively within legal boundaries. The power of sex? It must be equal, and take place only between- -- or among -- equals. Never mind that to much of the rest of the world such notions about sex are fatuous. (How many other countries have produced even a handful of novels about affairs between students and teachers?) These notions are what our own social and political sexual history has given to us.

Sheba's affair is a product of this history, especially, I would argue, its development within the academic culture whose end result is the quotation marks of her husband and his friends. The novel never clarifies such an explanation. But it suggests it (and is arguably more provocative for only doing so). The foundation of Sheba's affair has to do with something that threatens to burn quotation marks away: passion. Compare when at one point Sheba tells of one of her
husband's colleagues -- from Finland -- who once made a "fairly unambiguous" pass at her. At her failure to respond, the man becomes nasty and accuses Sheba of being a "tease." How well feminism has taught us to know this male ruse! As Heller writes, it was "as if he begrudged her for having the power to attract him."

I take the author rather than her narrator to be making the point because the narrator is blind to the possibility of her own placement (later made manifest) in this same dynamic. In any case, we're not blind. We know all about the ruses of sexual power -- including how women act to efface the ruses as well as how men act to condemn them. We know it's better to hate students than to desire them if the choice comes to that, although we have the considerable resources of our irony to forestall such a painful choice. Indeed, we know everything about sexual power -- “ours as well as theirs -- except, well, its power, which is of course the very thing that Notes on a Scandal is all about.

No male, Finnish, or academic nonsense about Sheba's 15-year-old, who is in thrall with his own sexuality and feels no need to be apologetic about it. He was, Barbara reports Sheba as maintaining, "either too young or too obtuse to appreciate the outrageous of his ambition." Moreover, she continues, "he didn't tie himself in rhetorical knots trying to be equal to her beauty. When he looked at her, it was as if he were gobbling her up," Barbara reports Sheba as adding "like a peach." We might ask: how dare he? Or: how dare she? But it seems to me we might also ask: how dare we ignore the human cost being exacted each time we ourselves look at our own students and, if we look with desire, reach instead for a rhetorical hot flannel?

Terry Caesar
Author's email: 

Women, Science and Interdisciplinary Ways of Working

For at least a decade, universities and federal agencies alike have been engaged in an interdisciplinary arms race, competing to expand interdisciplinary programs and opportunities at ever faster rates in the hopes of achieving that transformational breakthrough in research. At the same time, federal and local programs have been working against the clock, seeking to broaden participation of women and members of minority groups in science, mathematics, and engineering before the U.S. loses its competitive edge.

While research and policy have been concerned with each of these trends often in parallel, surprisingly few efforts have considered them together, to ask whether and how interdisciplinary science might at once not only stimulate discovery across but also attract diversity to the scientific enterprise.

Despite the lack of empirical evidence there seems to be a tacit expectation, if not widespread assumption, on the part of many policy reformers, administrators and researchers that women may have a stronger preference or predisposition for interdisciplinary over disciplinary work as compared to their male colleagues. For example, reform efforts designed to recruit and retain women to science courses and careers often direct universities to: rely more on integrative methods, provide cooperative learning and working environments, use less competitive models of teaching and more flexible models of tenure, frame science in its social context, present practical applications along with theoretical motivations from the outset, and undertake problems with a "holistic" or "global" scope.

Moreover, as researchers interested in interdisciplinarity as an object of study, we have both been asked repeatedly about gender as predictor of participation in or success with interdisciplinary practices. We have also been confronted by scientists telling us that we should not encourage junior women to conduct interdisciplinary research because "women have a hard enough time as it is, you need to keep them focused on rigorous science or they’ll never be taken seriously." After a growing store of anecdotal data to the point, we started to ask ourselves why we weren’t looking at gender and began listening to our peers and readers.

Given we could find only two empirical analyses explicitly tackling the question of gender and interdisciplinarity, we began by recoding our data to see if we had any evidence to support these broader expectations and then proceeded with reviewing different schools of thought to see what theories might best explain the observations.

Of course, over-generalizing and over-essentializing differences between women and men is a common pitfall, and one we do not wish to stumble into here by arguing for simple generic categories. Using gender as a lens, the purpose is to develop an awareness of how intrapersonal, interpersonal, and socio-structural factors may contribute to decisions about interdisciplinary research and how such actions might then affect individual careers and institutional strategies. In fact, though we focus here on women in academic research, we believe that the arguments we propose may, in some cases, also resonate with men as well as with scholars in minority groups.

Admittedly, our approach is exploratory, and our data are sparse. But, even with these limitations, we see this as an important first step toward understanding the preferences women might have for interdisciplinarity and why. We also see this as a critical point in the policy process to identify what consequences -- both intended and unintended -- might come from twinning the goals of expanding interdisciplinary science with those of increasing scientific diversity, and what they could pose for the individuals, their institutions, and the larger enterprise. Our hope is to catalyze research science practice and policy discussions about the subject of diversity and interdisciplinarity; thus, we intentionally set out to raise more questions than we answer. We want to examine the proposition, not start with an assumption.

We found only one large-scale empirical study concerned with the connection between gender and interdisciplinarity. In 1998, Evaluation Associates Ltd, a consulting firm, conducted an assessment of interdisciplinary research in higher education institutions in Britatin. The analysis of responses from 5,505 researchers in British higher education institutions indicates that greater percentages of women than men report participating in interdisciplinary research at almost every age and discipline. The differences in rates of participation for junior faculty are particularly significant as British women report spending approximately half of their time on interdisciplinary research and men spend only a third.

Another study, published in Gender and Society by Erin Leahey in 2006, used a sample of 196 sociology and 222 linguistics faculty members to examine a related issue of specialization. She found with statistical significance that those who specialize tend to produce more publications, and that women tend to specialize less than men. While researchers could theoretically specialize in an interdisciplinary area or interdiscipline, Alan Porter and colleagues found in their 2007 paper that interdisciplinary researchers also tend to be less specialized: single interdiscipline specialists are rare.

In order to examine what might be behind these differences, we broke down the concept of interdisciplinarity into four modes of practice. For each, we briefly consider theoretical arguments and empirical data related to gender-based participation in these different interdisciplinary ways of working. We start with a model of individual interdisciplinarity, and proceed through three different collaborative models which involve in step other individual researchers, other intellectual fields, and other institutional communities.

The first category of interdisciplinarity occurs when individuals make cognitive connections among disciplines, and thus "cross-fertilize." Researchers who use this approach single-handedly knit together ideas, approaches and information from different fields and/or disciplines. In the UK study, women clearly pursue independent lines of interdisciplinary inquiry more readily than men: women who operate as lone scientists (as opposed to working in formal or ad hoc teams) reported spending 44 percent of their time on interdisciplinary research, while male lone scientists only reported spending 33 percent. Although these data do not indicate definitively why women would have a greater tendency to cross-fertilize, other research suggests possible avenues of explanation. Cross-fertilization requires the processing of the languages and epistemologies of other fields as well as establishing connections among them. Recent studies in cognitive psychology have shown that whereas males tend to look for abstract and theoretical arguments, dissociating it from any distracting information, females are more apt to make connections between language, ideas and the larger context.

The second category of interdisciplinary work -- "team-collaboration" -- occurs by virtue of several individuals working together. Here researchers collaborate in formal or informal teams or networks that span across fields and/or disciplines. Evaluation Associates found that most interdisciplinary research occurred in ad hoc teams (53 percent), with lower levels conducted by formal teams (29 percent) and by lone researchers (18 percent). Beyond some preliminary findings from research by one of us (Rhoten) that suggest that females -- particularly younger females -- may have on average slightly more interdisciplinary collaborators than men, we have not found any other empirical data relating to the role of gender in the composition of interdisciplinary research teams. Potential lines of reasoning for why women might be expected to have a proclivity for teamwork come from the psychology of gender literature, which portrays females as being more inclined toward group work and males more likely to prefer independent work.

The third category -- "field creation" -- involves the bridging of existing research domains to form new disciplines, subdisciplines or “interdisciplines” at their intersections. Early data from a study by Rhoten and other colleagues of Integrative Graduate Education and Research Training (IGERT) programs indicate that enrollment rates of female students in new interdisciplines tend to be higher than the enrollment rates of female students in cognate disciplines. For example, in 2003, female students represented 45 percent of the total graduate enrollment across all earth, atmospheric, and ocean sciences; 55 percent across biological sciences; and, 22 percent across engineering. By comparison, the ratio of female students averages 57 percent and climbs as high as 80 percent for this sample of IGERT programs concentrating on emerging interdisciplines in the area of environmental systems (e.g., those focused on the intersection of earth systems, ecosystem management, and environmental science and engineering). Later stage career data from the University of California at Berkeley also suggest that a great proportion of female versus male faculty may be bridging fields to build new areas of research: 26 percent of female faculty in STEM fields as opposed to 15 percent of males hold joint appointments, according to the National Research Council. Some scholars of gender and science studies proffer that female scientists may be attracted to new fields because they are less established in their status, hierarchical and competitive structure than older disciplines, allowing for greater flexibility and opportunity for intellectual exploration and knowledge revaluation.

The fourth category -- "problem orientation" -- entails interdisciplinary research that is oriented toward problem solving, especially "real world" questions that confront society. Researchers with an interdisciplinary problem-orientation engage in topics that not only draw on multiple fields but also serve multiple stakeholders and broader missions outside of academe. Literature from both psychology as well as women studies documents consistent differences in the concerns that appeal to males versus females, with the former generally tending to be more interested in things and theories one might associate with basic science and the latter in people and problems often aligned with applied research. Currently, beyond personal narratives, there is no real systematic evidence to test the relationship of gender to this category of interdisciplinarity. At best, we can glean from the aforementioned sample of IGERTs that only those programs self-classified as "problem-oriented" (versus "tool-oriented" or "vision-oriented") are majority female enrolled. Likewise, and again at a later career stage, we know that the joint appointments that STEM women hold at Berkeley tend to be in "business, biology, law, city and regional planning, economics, and environmental science" -- mostly fields that connect directly with society.

While more research is needed to reject or support the hypothesis, these preliminary observations and summary explanations point to the possibility that women might have a predilection for interdisciplinarity in each of these four categories of activity and for different reasons. However, even if the proposition were right and interdisciplinary research presents a promising angle by which to engage women and diversify the scientific enterprise, can it or will it be a rewarding career trajectory for women and other underrepresented minorities to follow in the current academic environment? Can and will interdisciplinary work lead those who choose it to find and retain productive and innovative positions? We are concerned by findings such as those reported by Leahey about the lower productivity of non-specialists, and by the University of Wisconsin at Madison, where faculty who described their research as "non-mainstream" responded more negatively to all questions about the quality of their workplace than their colleagues doing "mainstream" research.

On the one hand, National Academies reports like "Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future" emphasize the importance of interdisciplinary research to scientific development and national competitiveness. On the other hand, reports such as "Facilitating Interdisciplinary Research," also coming out of the National Academies, identify "promotion criteria" as the top impediment to the future of interdisciplinarity research, pointing first and foremost to the problem that the potentially unique contributions of a researcher’s interdisciplinary work may not be sufficient enough to compensate for what is likely to be his/her lower output of disciplinary research. Good interdisciplinary work requires not only depth but also breadth of knowledge across different disciplines, the pursuit of which inevitably takes time away from the (re)production of the type of narrowly focused research in subdisciplines favored by the contemporary tenure system.

We recognize that tenure prospects can be uncertain for all young professors. Yet, we also believe that, far from fully restructuring the system, there are additional steps around scientific risk, review and reward that can be (and in a few cases, have been) taken so as to move beyond interdisciplinary revolution into interdisciplinary reform, and thereby not just attract but actually retain women in the interdisciplinary programs for which they seem to demonstrate preference and our institutions report to be invested. As an example of progress in this area, one might look to the Guidance for Interdisciplinary Hiring and Career Development recently released by the Council for Environmental Deans and Directors. Despite the hype and hope for interdisciplinary research, it cannot be considered ethical or even practical to draw women into science using interdisciplinary research as the lure, if simultaneously systems of work, evaluation and promotion are not reformed to reward them for taking up the challenge.

Diana Rhoten and Stephanie Pfirman
Author's email: 

Diana Rhoten is founder and director of the Knowledge Institutions program at the Social Science Research Council. Her current research interests include the social and technical conditions as well as the individual and organizational implications of different approaches to knowledge production and dissemination. Rhoten is principal investigator of a National Science Foundation-sponsored study of Integrative Graduate Education and Research Training programs.

Stephanie Pfirman is Alena Wels Hirschorn '58 and Martin Hirschorn Professor in Environmental and Applied Sciences Professor and chair of environmental science at Barnard College, and co-principal investigator of the NSF-sponsored Advancing Women in the Sciences initiative of the Columbia Earth Institute.

Rhoten and Pfirman are co-chairs of a workshop at Columbia next month on "Women, Minorities, and Interdisciplinarity: Transforming the Research Enterprise."

'Talking Out of School'

In Talking Out of School: Memoir of an Educated Woman (Dalkey Archive Press), Kass Fleisher reviews her education and her career in college teaching -- without holding back criticism of herself or academe. Sexual politics, class politics and academic politics all figure prominently. The following excerpt is from a section in which she recalls her years as an adjunct. Spoiler alert/warning: There is explicit language throughout the book -- including a few choice words in the excerpt that follows.

1998. I’m adjuncting, and have precisely one friend on the faculty, the guy who got me the gig. We have lunch together every week and we’ve had precisely one argument in the entire span of all our lunches, about a relationship he had with a student once. He tells it as a personal horror story. She’d been bright, talented, precocious -- and ultimately unstable. She filed harassment charges against him, he spent good money to hire a lawyer, he was forced to detail to his department chair some embarrassingly intimate details...

... and the chair let it go. When the university affirmative action officer agreed that the relationship had been consensual that the relationship made sense given consent the charges were dropped.

He comes to my office one day, disturbed. One of his older-women graduate students has written an angry letter, distributed to the chair, the vice-president and the president -- by way of demanding her tuition money back -- complaining that he swears too much in class shitpissfuckcuntcocksuckermotherfuckertits. The chair of the department does not inform him that he and the big boys have received said letter. The chair sits on the letter for a week or two and then, without conferring with the instructor, conducting a hearing, or even remembering (apparently) that grievance procedures have been established and printed in the faculty handbook, he writes my friend a formal letter of reprimand, stating that he’ll be subject to “disciplinary action” if ever another such complaint arises.

“She may, with some justification,” the chair writes, “formally bring a charge of harassment against you.

“Copies of this and the student’s letter will be placed in your personnel file.”

To sabotage your tenure review next year, the letter does not say.

Unlike the chair (apparently), my friend and I consult the faculty handbook and find that this letter indeed violates multiple personnel procedures...

... and further, that the only “disciplinary action” listed is termination.

Fuck, man. You mean you can lose your job for saying “fuck”? You call that fucking “ harassment”?


A month later, when the instructor’s student evaluations come back from the students who remained in the tech writing course after the complaining student left -- 40 percent of whom are women -- he will get a solid 5.0 on a 5-point scale—unanimous enthusiasm.

The chair will never comment on this....

1998. “I will no longer tolerate,” the chair writes in his letter to my friend, “what can only be described as your insensitive, vulgar, and obscene language in the classroom.”

The colleague’s intent in a graduate-level, academic tech writing class (i.e., not a vocational training workshop) is not just to teach students how to type memos, but rather to challenge students to consider how they know what they know as tech writers. This can be achieved while they expand their knowledge of their field, which exists right in the oily hinge, right in the fishy craw of the intersection of higher education and the corporation. Given the mess such a collision must be, he and I agree, some form of institutional critique is vital, and this sort of three-dimensional, reflexive analysis can, over time, only make students better tech writers. To know your context is to know your work.

Like many of his grad students, the complainant is his age, and already works as a tech writer. For much more than his salary.

From the first class meeting, she’s been unwilling to question herself in this manner. She’s uninterested in engaging his “message.” She pronounces the first assignment “a waste of time.” She simply wants to be told what she needs to “know” in order to cough up a master’s degree and presto! get a still higher salary.

“Withdraw me from this class, and do not charge my account.”

My “vulgar, obscene” colleague has been working with a search committee all fall. The chair calls him the week of Thanksgiving break and tells him that he’s being removed from the committee.

When my friend asks why, the chair explains that it’s political. A colleague with opposing pedagogical values has demanded to be included equal time on the committee.

The work’s almost done.

“He’s making this demand three weeks before we interview candidates at the MLA convention?” my friend says.

The chair nods.

“He just up and got pissed off at this late date?”

The chair has no real answer for this.

“At this late date?”

“It’s about fairness,” the chair says. “It’s about making sure both sides are represented.”

The only added perk for taking on all the added work of reading 300 application files is that you get reimbursed for the trip to the hiring conference, the Modern Language Association convention that meets annually between Christmas and New Year’s. So aside from losing all the work he’s put into this search so far no credit = no merit raise, teeny as that would be the instructor will have to pay his own way to MLA, where he has naturally two interviews himself.

“Is this your way of punishing me for the problem with the student who doesn’t like fucking cursewords?” the instructor asks.

“Certainly not,” the chair says.

Students will blame the discomfort of a learning transition on anything they can find. My friend’s experience illustrates clearly that in academe, it’s OK for instructors to fuck students...

... you just can’t say “fuck.”

Kass Fleisher
Author's email: 

Kass Fleisher is an assistant professor of English and creative writing at Illinois State University.

Sexual Harassment and Group Punishment

Sexual harassment has been and continues to be a real phenomenon. The evidence is clear. The destructive effects are also clear, sometimes for all the individual parties concerned. And the adverse effects are evident for the profession as a whole.

What is much less clear is what can be done to reduce, if not eliminate altogether this phenomenon. Some institutions have adopted mandatory training about sexual harassment for all department heads and/or for all faculty members. Last year, for example, the University of Iowa instituted such a requirement in the wake of a high profile sexual harassment case.

Such required training was at the heart of a dispute between a University of California at Irvine professor, Alexander McPherson, and his university. In response to Professor McPherson’s refusal to undergo the training, the university relieved him of supervision of the employees in his lab and threatened to withhold his salary. McPherson, who was never accused of harassment, indicated that he was offended by the requirement, that it was a violation of his principles, and that such training was called for only in the event that demonstrated problems had been found in a unit. In his words, “There is no more reason that I need to take sex harassment training than I need to take training on avoiding grand theft auto or murder or any other crime. The state is imposing this based on politics and that can’t be allowed.”

Writing as a scholar of higher education, and not as the new general secretary of the American Association of University Professors (a post I assumed January 1), I would offer three observations on this issue.

First is that there are other realms of activity in which faculty members must undergo required training, without any presumption of an offense having been committed. In research universities (where professors’ work routinely involves human subjects, though even there literary and some other scholars are not required to undergo such training), perhaps the most obvious example of this is the human subjects training surrounding research grants and activity. Prior to getting grants approved by the sponsored projects division of a university, an investigator must have undergone human subjects training. Although the training varies by university, there are common patterns nationally. Typically, for example, such training is online, and is not particularly rigorous, to put it mildly. Indeed, the format involves investigators taking an exam by reading some written passages and then answering questions about them. After each section or module the person finds out whether he or she missed too many questions in a section, and proceeds. If they have missed too many questions in a section they simply backtrack, get the same questions in a different order, and retake the quiz, until they pass. A widely used set of exams (which are specified to social/behavioral and biomedical research) are those offered by the Collaborative Institutional Training Initiative, which over 830 institutions and facilities (including a very large number of research universities, and indeed including the University of California at Irvine) utilize. The modules for the CITI quiz typically include three to six questions.

For the most part, although faculty complain about the inconvenience and irrelevance of the training, I do not know of anyone who would suggest that such training should be required only of investigators found to have violated the rights of human subjects. The more important questions of process and principle surround the institutional review board activities that regulate the approval of an investigator’s proposal. Here, serious questions have been raised about compromising investigators’ academic freedom to engage in certain types of research and to research certain subject matter. But the controversy is not, for the most part, about the human subjects training per se. Indeed, I would venture to say that for colleagues in the social and behavioral sciences, among the most common comments and complaints about human subjects training are that it is ineffective, that it does little by way of actually protecting human subjects and seems to be geared more to protecting the institution. The same might be said with regard to sexual harassment training, or any other “public” program of “training” that a college or university requires of its employees, including faculty members.

This leads to my second observation about the issue of institutions requiring sexual harassment training for faculty. What purpose does it serve? As Professor McPherson says of the requirement, “I have never heard the university advance a reasonable and convincing explanation.” In fact, there is no evidence that such one-time training is effective in reducing the activity in questions. Here, I would agree with Professor McPherson’s questioning of the rigor and effectiveness of such training. Thus, he notes that some of his colleagues log in to the online training, wait for a period of time, and then give random answers to questions. He also notes the regular distribution of materials to employees providing information regarding the rules and regulations surrounding sexual harassment, rendering in his view the online training unnecessary.

Whatever the nature of the online training, and the behavior of the participants, there is ample reason to question the impact of a single experience on behavior. Perhaps there is even greater reason to questions the behavioral impact of such an intervention when it is “virtual.” However, such formal training may nevertheless serve an important function for the organization, by providing legal and external “cover” for the college or university in question.

Here, it is worth noting that in 1995 the AAUP adopted a report (revised from a 1984 report that had been adopted) on this matter (“Sexual Harassment: Suggested Policy and Procedures for Handling Complaints”) that noted the incentive for institutions to adopt not only policies but also educational programs due to some Supreme Court decisions. As a scholar in the field of higher education, and as one who studies and writes about higher education organizations, I would go a step further. There is a large body of organizational research, known as institutional theory, which suggests that one of the main reasons for the emergence in organizations of such formal structures as required training programs is that it is a response to external concerns about a domain of activity and an effort to maintain or (re)establish the organization’s legitimacy in the eyes of the external world.

This need not be a cynical view, suggesting that neither institutional leaders nor the professionals engaged in developing and delivering formal training programs (whether in sexual harassment, human subjects, or in the area of teaching) are actually committed to affecting and improving behavior in the college or university. Rather, it is a view about the predominant and ultimate effects of such formal structures. It is much easier to publicly establish an office or an educational program to address some area of concern (such as sexual harassment) than it is to affect the private behaviors of professionals. Thus, when confronted with a potential challenge to an institution’s external legitimacy, because it is seen as violating some prevailing norms in the broader society, it makes sense for a president to support the creation of public, yet “virtual” structures such as online training modules in sexual harassment. It makes sense because at the very least it is a way of publicly demonstrating that the organization is trying to do something to prevent behavior that violates society’s norms and/or laws.

Given the above, and given the premise that sexual harassment has been and continues to be a phenomenon that we need to address and reduce, if not eliminate, how can such change be effected?

This question leads to my third observation, which is that the change we seek requires an exercise of political will and an excising of cultural ills. With regard to the former, the policies and laws are in place to enable supervisors to act fairly yet aggressively when sexual harassment takes place. If we provide and cultivate the mechanisms to enable the reporting of what research suggests is an underreported behavior, then the structures are in place if academic (and other) administrators at various levels will systematically and appropriately be receptive to reports of harassment, forcefully pursue those cases, and perhaps most important of all, be evaluated by their own supervisors according to whether they do so. With regard to the excising of cultural ills, we must all take responsibility to embed in our daily lives a pattern of interaction that clarifies, monitors, and maintains boundaries of appropriate behavior. Among the cultural ills we need to address head on is not only sexual harassment (and a range of hostile and chilly climate issues), but also the academic cultural norm of not confronting the bad behavior of peers. An argument could be made that as a profession academics are much better at disputing colleagues’ scholarly positions and ideas than we are at sanctioning the behaviors of peers.

Deeply embedded in the consciousness of most academics in the U.S. is a sense of the profound value of and right to due process involving review by one’s faculty peers, and to academic freedom. Both of these are not only found in the AAUP report noted above (as well as in its 1994 report on “Due Process in Sexual Harassment Complaints”), they arguably can be traced to the AAUP’s important work over the past century to establish and defend these rights. The association’s report on sexual harassment identifies harassment (based on gender, or on race/ethnicity, or other considerations, to which I would add sexual orientation) as being unethical and as “inconsistent with the maintenance of academic freedom on campus.” It is our responsibility as a profession, to embed in our consciousness and in our daily practice a vigorous commitment to and promotion of a profession free from sexual (and other forms of) harassment. Fulfilling that responsibility (which runs much deeper than public but relatively superficial, virtual steps like requiring everyone to undergo training) will better enable us as a profession to benefit and learn from increasingly diverse populations of colleagues and students, thereby more fully realizing our potential as an academy and as a society.

Gary Rhoades
Author's email: 

Gary Rhoades is general secretary of the American Association of University Professors.


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