Guest Blog Posts

Guest Editorial “To the ‘Liberal Arts’ Institution of the University of Puget Sound”

As graduation approaches, I find myself reflecting upon my experiences here at the University of Puget Sound. These reflections are not always easy for me or kind to the university. In looking at the time that I have spent in this institution, I look not only to my relationships with my peers and professors; I also look to my relationship with the disciplines I have engaged in and with the institution itself. More importantly, I look at the way that my identity has been formed and shaped by this institution.

I write this as a Latina student of color. This is the identity that I have claimed for myself, but this is not the identity that I have been given by others here. Throughout my time at the university, I have been seen and been related to as a white person. My status as a person of color has often only come into play when I myself draw attention to it. Although this may seem like the ideal situation, the final phase of colorblindness, I would like to make it explicitly clear that this erasure of my identity has created a deep and painful rift between myself and the institution of the University of Puget Sound.

My first two years at this school were characterized by feelings of self-doubt and almost crippling insecurity. I spent a lot of time questioning both my academic abilities and whether or not I belonged in this setting. I did not know how to articulate these feelings, nor could I identify their origins. At the time, I did not have the vocabulary or tools to do so.

As I took classes for my chosen major within the Sociology and Anthropology department, then called Comparative Sociology, I began to realize that much of my discomfort originated from those classes. As I looked at the syllabus for one of my classes, it became abundantly clear that the topics my professor valued were not topics that spoke to my experiences as a minority student of color. The reverse was also true: the topics and areas of study within the course that I thought would create the valuable discussions needed in our classroom were not allocated the same amount of time or attention as the topics my professor preferred. Additionally, class discussions seemed to be centered on a particular way of thinking informed by the socio-economic status of my peers. The narratives produced in my class did not always correlate with the realities that I have lived and experienced. On occasion, I found myself presenting points of views intended to defend or justify ideas that my peers seemed unwilling to engage with, understand, or accept.

The realization that what I was learning in my sociology classes did not match the reality that I have lived came to me the fall semester of my sophomore year. The implications were enormous. How many times had I failed to notice the way that my classes and professors valued and devalued certain perspectives? How many others had felt as though their experiences were being ignored within our“inclusive”campus? I felt as though I had seen into the Matrix of this institution. At that point in my life, I saw only two options: I could take the red pill and face the bitter fact that my experiences and values were not reflected within my chosen major; or I could take the blue pill, forget my values and experiences as a woman of color, and disappear into the idyllic world presented by the CSOC department. At the time, I was keenly aware of the importance of my decision. This decision was about more than my major; it was a decision that would define the kind of person I was, as well as the import I would assign to integrity for the rest of my life. Ultimately, I chose to leave the sociology department.

I returned to the University of Puget Sound in the spring with two goals: find a different major, and take a Spanish class to preserve what I was beginning to consider an integral part of my identity. The first of my goals was easily accomplished by switching my major to Politics and Government, a field of study I was not as passionate about but that nevertheless gave me the freedom to explore the relationship between individuals, political issues, policies, and institutions. I believe that switch in majors is one of the most important conscious decisions of my life. The second of my goals lead to the most important chance occurrence of my life. I found myself auditing Intro to Latino Studies the fall of my junior year. It was in that safe space that I was able to learn about the history of my people in a respectful and nuanced way, as well as begin navigating my identity as a Latina. Most importantly, it was there that I began to learn the vocabulary and tools that have allowed me to identify the things that had bothered me in so many of my other classes.

Recently, there have been many debates on campus regarding diversity and the KNOW requirement. Some of the critiques regarding the so-called “diversity requirement”are that race can be a harmful social construction, and that students should not be taught to view each other as representations of different races. Related critiques of the connected field of ethnic studies are that it indoctrinates and imposes political beliefs on students. With this line of reasoning, calling attention to race and ethnicity creates tensions and inculcated attitudes that would not exist had race not been brought to the foreground.

I am compelled to disagree with these critiques. My experiences as a “white-passing” woman of color have shown me that when individuals of color are not seen as such, the resulting erasure of their identity is not at all beneficial. In fact, it is harmful. I cannot leave behind my experiences, nor are my experiences as a woman of color negated because many see me as white. When others refuse to acknowledge racial differences or inequalities of power, our identities as people of color are not only erased, they are actively prevented from forming.

I understand that race is a difficult topic to discuss. But we must leave behind our personal discomfort on the topic of race and acknowledge that for many students, race is not something that may be left behind. We must acknowledge that while for some students ethnic studies may seem like an indoctrination or imposition of political beliefs, for other students it is every other discipline that not only imposes specific political beliefs, ideas, and values, but also acts violently to erase or devalue identities in ways so subtle and insidious that a student may spend her entire academic career believing that her beliefs, her values, her identity or even she herself does not belong in an academic institution. If established disciplines like sociology appear to be neutral or to lack connotations of militancy and indoctrination it is only because they reproduce the accepted ideas and values of the dominant culture. For those of us who exist outside of that culture, classes that center on knowledge, identity, and power are crucial to challenging the dominant narratives that have been created in academic institutions.

I am pleased that the KNOW proposal has passed, but I am disappointed that such a requirement is necessary to introduce discussions of knowledge, identity, and power into the academics here at the University of Puget Sound. A liberal arts institution should give its students the skills and knowledge necessary to be effective well-rounded citizens. As such, it is my firm belief that if this university does not foster discussions of identity and power then it is not producing effective well-rounded citizens and therefore cannot be a liberal arts institution. While it is possible to obtain a liberal arts education here, the core curriculum itself does not create one.

I would love to recommend the University of Puget Sound to others, but I cannot do that in good conscience. As Mariana Molina has pointed out in her own letter, this institution does not have an adequate support system for students of color, or the diverse faculty needed for students of color to find mentors. I will go further and say that this institution is not the liberal arts college it claims to be. It is simply a small college with a lovely campus. Having said that, I believe change is possible because of the discussions on diversity that have been occurring this past year. I hope that these conversations can continue in future years, and that the implementation of the KNOW requirement moves the University of Puget Sound closer to its chosen identity as a liberal arts college.


Christina Pineda

By Wetlands Magazine

Wetlands Magazine is the University of Puget Sound campus publication dedicated to the critical interrogation of gender, sexuality, ability, age, class, race, embodiment, intersectional identities and social justice as well as the celebration of related art, poetry, literature and performance.

6 replies on “Guest Editorial “To the ‘Liberal Arts’ Institution of the University of Puget Sound””

It saddens me that your experiences with one major have colored your perception of the University as a whole so profoundly. I wonder if students in Gender Studies, English Literature, and other humanities classes would claim similar complaints. Though I am only one person and my feelings on the matter can hardly be said to represent the whole of my peers within my major, I must say that my experiences in the English department served only to deepen my understanding, respect, and appreciation for issues related to diversity and people of all colors, genders, orientations, religions, and identities. While I can’t speak for the entire University, I would recommend its English program to others in a heartbeat.

SO let me get this right. You’re upset you were treated like anyone else, but you were ALSO upset because you weren’t treated like you were different? And on top of that, some garbage compulsory SJW curriculum has been forced into graduation requirements to shut you up? Thank god I got out when I did, I wouldn’t have endured another “we’re all special unless you’re white” lecture. Oh and well done saying the staff was “too white” for your tastes. This is nothing but reverse racism. You shouldn’t care what race your educators are, but because SO MANY are white, it’s an acceptable issue? You disgust me.

You’re a self entitled professional victim like Suey Park and an embarrassment to my alma mater. I look forward to hearing about your career as a professional Tumblrer since you somehow think taking Spanish means you’ll become more in tune with your cultural heritage, a clear sign of your delusion.

Classic case of evasive SJW rhetoric. Way to nitpick something minor while ignoring a totally valid argument.

The discomfort you felt with sociology is the similar to the discomfort I feel when I am exposed to the classes that fit the KNOW description. I have thought about where that discomfort arises from a lot, and have come to the following conclusions.

When modeling a certain group of people or people, it is necessarily to define who they are. This requires objectifying them, because it is impossible to describe something without doing so. The intense discomfort arrises from the conflict between the objectification and your subjective experience: you feel that you are a person and that you are more than the crude model they have put on you. They state that because they are a sociology PHD they know you better than you know yourself, and through the declaration, they deny that you are anything more than simple clockwork. It is the simplification of a unique person, into an element of a group, which leads to intense discomfort.

I am a white male in my 20s, who goes to UPS. I am against the KNOW requirement mainly because it will limit the number of upper division electives science majors can take, and hurt their chances of admittance into competitive grad schools. But I am also against the KNOW requirement because i know my opinion is not welcomed in those classes. I have talked to gender studies majors, who have make it explicit that my experiences are someway invalid, because they don’t conform to the standard power dynamics outlined by their professor.

When I talk about my experience with sexist teachers I have been told that they can’t be sexist, because I am male, and guys can’t experience sexism. I grew up in San Francisco, where the ideas of feminism are so entrenched, that I was first exposed to them at a very young age. I feel like I have been on the defensive since kindergarden. I remember feeling inner shame for being a guy, caused by the constant blame of my gender for every wrong in the world. One specific example that I can recall is when a first or second grade teacher told the class that God must be female because she created the world, and men are only capable of destruction. Alone that message wasn’t that harmful, but similar messages were pounded into us every chance.

Expressing myself was alright, as long as it involved wearing pink, and never alright if it involved anything like playing with army men, or violence of any kind. Football, was even shamed where I was growing up as extremely gay, because the guys wear spandex, and tackle each other. It wasn’t alright to say that being gay was wrong, but it was alright to ascribe the quality of “gayness” to normal guy activities.

It has required removing myself from all of the bay area, to get a perspective on who I am. I have come to believe that despite what other men have done, being male does not make me an evil person. If I were to bring this up in a KNOW class it would be pointed out that I am somehow part of the evil group of suppressors and rapists.

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