Obligatory School-Related Post

I’ve been determined since undertaking this project to find heterosexist microaggressions in the school. And, (un?)fortunately, I’m coming up a little dry. I think part of it, honestly, is that the School of Social Work lives up to its reputation to being an environment of social justice. I think maybe a bigger part may be that I’ve sort of trained myself not to notice microaggressions. It’s uncomfortable for me to encounter and process them, and, not to psychoanalyze myself too much, I think I use it as a defense mechanism so that I can go on liking my school and my classmates.

That said, I’m noticing that on an interpersonal level it’s difficult for me to relate to a lot of my predominantly heterosexual and female classmates. I think it’s because there are bi-directional expectations at work based on gender on sexuality. On one hand, I feel like classmates are expecting me to fulfill gay male stereotypes about mannerisms, behavior, and dating. On the other hand, I expect them to have those expectations, so it stands out to me when I think they are acting in accordance with that. In short: they expect me to be Will, I expect them to be Grace. Those feelings aside, I would have to be completely oblivious not to notice all of the talk about boyfriends and husbands and hetero-relationships that, kind of inexplicably, makes me feel left out.

In the classroom, the most common theme I notice is the assumption of heterosexuality in any sort of therapeutic vignette or hypothetical situation. Whenever discussing the case of a gay person, it’s always explicitly stated, but if it is not then the client is always presumed to be heterosexual. Which, I think, is fair of the students to think that since it might not be a client population they have had much experience with. Still, it doesn’t take the professor much time or energy to mention sexuality and the similar or varying implications for a client depending on her or his orientation.

Mention of “gay issues” in classes is a double-edged sword. It needs to be there, but when it does get mentioned, I always feel like attention is directed at me and that it’s my responsibility to say something. Part of that is because I’m located at a gay agency, but I don’t think that’s why I feel an expectation to give my homo-sanction to the discussion. I find myself worrying a lot if these feelings I have are unfounded and are simply a result of some kind of heterosexist minority threat. I will say, though, that I think I can make a completely tenable claim that there is little LGBT-related material in the overall curriculum. Cultural competence is (somewhat) discussed with respect to race and ethnicity and gender, but there is nothing I have been taught about considerations for LGBT clients. Every day I’m at SAGE I think, what on earth would this be like for a straight student who has had no experience with gay people? And, because of this gap in the curriculum, I feel like my experiences are not always applicable to lessons or class discussions. I know the gay students are starting to sound like broken records at the school, but there is really a disservice to both gay and straight students in the area of queer ally building.

I guess that’s a lot of talking without a concrete, recent example for the portfolio. So here is one from a week or two ago that I’ll let speak for itself:

Student: Where is your field placement?

Mike: Oh, at an agency that provides counseling for gay elders.

Student: Oh…[voice going up an octave] Oh, that’s great!

Okay, I won’t let it speak for itself. Students should not be uncomfortable at the mere thought of gay people! ARGH.