You might prefer not to think about this … but are your students a source of anxiety for you?
Like me, you've chosen your life's vocation largely because you care for students and their betterment; but if we're being really candid, isn't it true that you now feel somewhat wary of them on account of their power to inflict serious damage -- even sudden catastrophic injury -- to your career, with all the grim consequences that this would entail?
That you find yourself catering to them, or at least feeling tempted to do so, lest they suddenly turn against you and make your life miserable?
That you feel little confidence that the administrators at your institution will defend you zealously if you are unfairly criticized, and you think it inevitable that they will care less about guaranteeing fairness to you than about avoiding negative publicity, managing their personal images before the vocal constituencies whose ideological self-identifications and simplistic moral certitudes enable them to issue instant and unerring judgments, and otherwise successfully covering their backsides?
Have you already recognized that, in the current cultural climate, if a single disgruntled student were to issue an entirely phony accusation against you -- maybe sexually harassing words or acts in a private meeting that did or did not ever occur -- you could be effectively defenseless?
That, even for an incident that exists only in one student's fevered or diabolical imagination, you would be immediately relieved of your teaching duties and subjected to an investigation by people who might have their own axes to grind, or lack the humility to recognize the narrow compass of their knowledge, or simply not like you or your views or what they now start characterizing as your “weirdness” or “questionable judgment”?
And that, after all the massive undeserved stress that would ensue, the outcome would very likely be that your academic prerogatives and position would be seriously compromised or even terminated?
Maybe you have never have been troubled by such a seemingly far-fetched scenario, but do you find yourself squirming when you see the fervor with which some students, and the activists with whom they identify, call out and demand "justice" (i.e., harsh punishments) for what they regard as racist, sexist, cissexist and other "microaggressions"?
Do you worry that you must watch your words extremely carefully around students, and even then an entirely innocent and defensible utterance might still earn for itself, and for you, irreversible public condemnation and institutional penalties -- penalties against which you are powerless because of your already insecure adjunct or untenured status, or even against which your tenure would provide no great protection?
Are you fearful because you can't find any protective clear lines that distinguish the intellectually challenging from the culpably "offensive," that distinguish the mere reference to a bigoted claim or term from the embracing assertion or use of it, that distinguish a willingness to inquire about the strengths and weaknesses of a broadly despised position from advocacy for that position?
Have you felt pressure, when hoping to engage with students on a topic that is important to their lives or to society, simply to “not go there” in order to avoid risking an intellectual interaction that is later described as an assault, insult or “invalidation” of a student's perspective? Are you in any danger of becoming, in the words of Mill's On Liberty, one of those "timid characters, who dare not follow out any bold, vigorous, independent train of thought, lest it should land them in something which would admit of being considered irreligious or immoral"?
When you read calls for making the classroom a "safe space" for students, do you ever wonder whether it has become an unsafe space for faculty?
Do you sometimes pull your punches when giving feedback on demonstrated weaknesses in students' course work submissions, classroom performance or intellectual character, due to apprehension that frank, direct criticisms, corrections and suggestions might be characterized later as having been "unprofessionally" hostile, demeaning or disrespectful?
Or do you perhaps refrain from giving students appropriately constructive but deeply critical advice due to the more prosaic fear of receiving poor teaching evaluations, given their potential adverse consequences for your pay, promotion and freedom to teach what and as you choose? Do you suspect that unfavorable recommendations are sometimes the results of personal dislike or distaste on students' parts, and accordingly compromise your own standards for dress, humor and other aspects of personal style and presentation in order to avoid striking your students as odd or unattractive?
When you provoke an unjustified hostile comment on a student evaluation form, do you immediately think of showing it to your colleagues to share the amusing absurdity of it, only to back away from this later, as you're not quite sure you entirely trust them to react sensibly?
Do you agree that if you were to submit an essay like this for publication, you, too, would insist upon anonymity, for fear that if your students were to get wind of it, it might give some of them ideas? Does it occur to you occasionally how lucky it is that the vast majority of your students are unaware of the power they have to injure you at will -- and do you find yourself wondering just how long this tenuous situation can hold?
Have you spent any time contemplating other lines of work, or early retirement, or emergency backup plans in the event that you were to be suspended or fired?
If you have answered some of these questions in the affirmative, have you taken any steps at all to ameliorate your predicament?
Have you attempted to get your Faculty Senate to address the threats facing you and your colleagues? Have you given a careful read to your institution's regulations governing complaints and disciplinary proceedings against faculty? If you have, have you sought to have their shortcomings repaired, or even merely pointed out the flaws to the appropriate parties? Have you, at the very least, complained to colleagues about the perilous situation you all face?
Or are you afraid of your colleagues, too, and judge it likely that raising these issues will only mark you for suspicion, and maybe make you even less likely to receive a sympathetic and open-minded hearing if some student(s) should ever turn on you?
What is to be done?
Anonymous is a tenured philosophy professor on the East Coast.
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