Tag Archives: Scripps College

Inside the College #Resistance

Last month, at an event at Scripps College intended to educate students on activism, I learned the art of “solidarity”—helping undocumented immigrants circumvent our nation’s immigration laws, and collectively shouting down opponents in student-led political protests.

Ever since the inauguration of Donald Trump as president of the United States, protests of his administration and other acts of resistance seem to be happening everywhere and every day, from the streets to the town hall meetings of members of Congress. Participation by my fellow college students in the “anti-fascist resistance” (or, in millennial speak, “anti-fascist #resistance”) is the norm, yet I had been puzzled as to how my peers planned to resist and what exactly the #resistance entails.

I finally had the opportunity to find out when I attended the event held by the #resistance at Scripps College with the purpose of teaching the students of the Claremont Colleges how to “resist the fascist and white supremacist policies being espoused and enacted by our current administration” by “[roleplaying] solidarity actions.” Walking in, I only had two questions that I hoped would be answered: Will the methods of resistance taught be legal, and how is this current administration fascist? I hoped that the former would be answered affirmatively, and that someone would at least attempt to explain the latter to me.

The event began with a discussion led by representatives from the labor union UNITE HERE, who explained that they hoped to teach students about the rights guaranteed by our country’s rule of law. Besides the gimmicky antics of the speakers, who called each other “comrade” and urged “students and [the] community to fight capitalism” in one of their PowerPoint slides, the opening discussion addressed the Trump administration’s deportation of undocumented immigrants and the legal rights of undocumented immigrants in a substantive way. The speakers explained, for example, the differences between administrative and judicial warrants, clarifying that only judicial warrants give Immigration and Customs Enforcement (ICE) agents the authority to search private homes for undocumented individuals, and detailed the legal processes that undocumented immigrants face if arrested.

But this substantive discussion, which lifted my hopes, soon gave way to silliness—the roleplay simulation of ICE arrests, as well as a crash course on how to disrupt and protest in the streets and in the offices of politicians.

To simulate an ICE arrest, some participants (mainly students) were given roles as suspected undocumented immigrants; others were assigned to be ICE agents. When questioned by the ostensible ICE agents, the students who played suspected undocumented immigrants were instructed to pretend to be undocumented—staying silent in the face of ICE commands. This method saddened me; to set a precedent of undermining our rule of law is dangerous, and to expect the people of our country to buy into obstructing law enforcement belittles the decency and respect for the law Americans have. The organizers called this tactic “solidarity”; by pretending to not have documents, citizens and documented immigrants can make it difficult for immigration agents to find the undocumented individuals among them. However, teaching a group of presumably documented students who are mostly citizens how to pretend to be undocumented to show “solidarity” does not seem likely to solve the problems of illegal immigration. The change in content, from explaining the American legal system to obstructing the rule of law, struck me as another example of the organizers’ unconstructive message—teaching students how to hinder the rule of law should not be the answer to perceived injustices—but this message did not end here; the speakers soon started criticizing dialogue, touting uninterrupted protest as a better alternative.

Changing course, the speakers moved to discuss how protests trump dialogue as effective and just means of resisting the Trump administration, even if they block the flow of traffic and affect local businesses. To help students understand how to protest effectively as a “delegation,” the organizers initiated another roleplay scenario. I was assigned to be a member of the “herd,” the backbone of the delegation the role of which is to project numerical superiority. Some students played the role of “speakers,” who deliver the group’s message to a “person of power,” and others played “monitors” and “herders,” who are supposed to keep the delegation together and lead chants whenever the speakers encounter any trouble, which the organizers defined as any attempt to interrupt the speakers from delivering their message, even if it was an offer for constructive dialogue. I was hopeful that my peers would not believe suppressing dialogue is a solution to their perceived problems, but their enthusiasm proved me wrong. Their enthusiasm discouraged me; dialogue, the very foundation of communicating and solving problems with people of different opinions, seems to be shunned now. We simulated storming into a politician’s office and delivering a message, with the monitors leading a zealous chant of “Let them speak!” whenever the speakers were challenged by drowning out any voices of opposition.

After the event ended, I could not help but feel disheartened. Despite the commendable determination my radical peers displayed, it seemed they were willing to shut out dialogue to “deliver their message,” avoid confronting any challenge to their ideas by simply drowning out opposition with chants, and obstruct the rule of law that has served our nation so well. They were willing to divide and label this nation which we all share into groups of “oppressors” and “resistors,” all in an effort to challenge our democratically elected, though apparently “fascist” administration.

After almost two hours of indoctrination and “roleplaying oppression,” I left discouraged with my fellow students’ radical methods and misconceived ideas about the state of America—summarized by a souvenir in the form of a pledge card asking me to “fight back against the fascist policies of this new administration” and “engage in non violent civil disobedience.” However, most importantly, even after those two hours, I still did not have an answer to one of my central questions: “How is this current administration fascist?”

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Image: Flickr

Political Correctness is Destroying Feminism

A few days ago, I awoke to a mass email from Minjoo Kim, the student body president at Scripps College, condemning a “racist incident” that had taken place the night before. The incident in question? A Mexican-American Scripps student had awoken to find the words “#trump2016” written on the whiteboard on her door. The email claimed that the student was targeted because of her race and described the Trump presidential slogan—nay, hashtag—as an act of violence, and a “testament that racism continues to be an undeniable problem and alarming threat on our campuses.” This email was followed shortly by a message from our Dean of Students, Charlotte Johnson, chastising those students who believed that Kim’s email had been an overreaction to the incident. Johnson pointed out that Scripps (in theory) respects the First Amendment rights of its students and community members, but that in this case, the “circumstances are unique.”

Since the same sort of thing happened a week earlier at Emory University, with great cries of racism and threats against students who advocate for particular presidential candidates, it seems that there may be a special, more flexible version of the First Amendment for college administrators.

Scripps’ need to constantly respond to hurt feelings and incidences of racism—whether real or imaginary—meant that residents of the dorm where this happened had to go to a mandatory meeting in which Resident Advisors gave out instructions on how to behave if you see something offensive written on a student’s whiteboard. We were told that if we see something “offensive,” we should not erase it; that would be like pretending it never happened. Instead, we’re supposed to take a paper towel and tape it over the offensive message so that others walking down the hall need not be affected (see: triggered) by the message, then report it. Indeed the student who experienced this “act of racism” did not simply erase the whiteboard drawing and move on with her day, she wrote a notice calling attention to her status as a victim, hung it next to the #trump2016 message and posted it on Facebook. The takeaway? At a college for independent women, victimhood bequeaths status. But that’s nothing new.

For the past few evenings I have been taking part in an immensely detailed congressional simulation, for a government class at neighboring Claremont McKenna College. For this exercise we are simulating a congressional session taking place during the first year of a Donald J. Trump presidency. The simulation has been labor intensive, extremely informative for the students participating, and lots of fun. It plagues me to think that there are students on my campus who would not only be uncomfortable with the simulation, but deeply offended. How is it possible to teach politics and government in an atmosphere like this? How will my classmates survive the upcoming California primary?

Personally, I am a Cruz supporter. I’m just as perturbed as the next person that Donald Trump is a legitimate candidate for President of the United States. But he is just that, a legitimate candidate. Seeing his name (or a dopey political slogan) should not be enough to send an intelligent college student running for her safe space in tears. Scripps, like most women’s colleges, claims to pride itself on educating and shaping women to bravely go out and face a tough world. Does administrative coddling of behavior like this not devalue the Scripps brand? Surely I cannot be alone in believing this event is an embarrassment, and hopefully not representative of the institution as a whole. I would hate to see my school become another nutty, culturally Marxist institution, pushing this bizarrely weak, fainting couch, victim-feminism. Bizarre and coddled reactions like these legitimize the campaign of someone like Donald J. Trump.

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Image Source: Flickr

Scripps Dean: Writing #Trump2016 is ‘Harassment,’ ‘Intimidation’

Last week, Scripps College’s Student Body President, Minjoo Kim, sent an email to the Scripps community describing a “racist incident” that occurred on campus. “A Mexican-American Scripps student woke up to find her whiteboard vandalized with the phrase: ‘#trump2016’.” A similar incident occurred at Emory University where students felt frightened and disturbed after pro-Donald Trump chalkings appeared on campus with the phrase “#trump2016.”

“This racist act is completely unacceptable. Regardless of your political party, this intentional violence committed directly to a student of color proves to be another testament that racism continues to be an undeniable problem and alarming threat on our campuses,” the email continues. “Campus Safety has been notified and we hope to find the person responsible so they can be held accountable for their actions.”

“This is not the inclusive, safe, and welcoming community that we have been striving so hard to create,” notes Kim. “Actions and words have consequences. Think before you act.”

Dean Charlotte Johnson also addressed the incident with a school-wide email.

“Scripps respects the First Amendment rights of its community members, and students who wish to advocate for a political candidate may certainly do so pursuant to all relevant policies and procedures,” Johnson writes. “However, while it is true that under most circumstances the mere iteration of a presidential candidate’s name would not be regarded as a form of harassment or intimidation, the circumstances here are unique.”

She further describes the “circumstances” by stating, “Given that the Scripps incident targeted a Mexican-American, who was the only student in her residence hall to discover the message on her door, the negative reaction registered by many members of the community is understandable and far from extreme. As all who have experienced can confirm, racist acts and intimidation are not always overt. But, for their targets such acts are always disconcerting.”

Dean Johnson ends her email by declaring, “We are all responsible for ensuring the Scripps community is a safe place for everyone.”

The Scripps Guide to Student Life makes no mention of any policies pertaining to whiteboards. Students in all dorms are given public whiteboards placed outside or on their doors, and many leave markers for other students to write on their board with.

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Image Source: Wikimedia Commons

Scripps Students, Faculty: Protest Madeleine Albright Because She is a ‘White Feminist’

Recently, the Office of the President at Scripps College sent out an email informing the student body that former U.S. Secretary of State Madeleine Albright will be the commencement speaker this spring. “We proudly welcome Dr. Albright to Scripps College and eagerly anticipate a glimpse of the person ‘behind the position’ in her history-making role as America’s first female Secretary of State.”

Several students were upset by the decision to invite Dr. Albright to speak at graduation. An article in The Student Life (TSL) described Albright as a “white feminist and repeated genocide enabler” because she removed UN peacekeepers and U.S. troops from Rwanda and supported military intervention in the Balkans.

Many other students were concerned by the fact that Albright is white, and expressed their sentiments on social media. “2012 and like 2008 appeared to be people of color. but also SO MANY white women,” a student stated.

“*Just out of curiosity* does anyone know how many POC we’ve had as guest commencement speakers at Scripps? 2…3?” asked another student. “real question. real problem,” responded a student who previously stated that she was “fulfilling life dreams” when she saw white feminist Nancy Pelosi speak at Scripps in February.

One student even called for a protest of the event. “With Madeline [sic] Albright being our commencement speaker (and a war criminal and a white feminist) I know some of our professors are refusing to be on stage. I was wondering if any of the students were planning a protest or perhaps some sort of show of disagreement with Albright and what she stands for?”

Not all students were angry that Albright was invited to give the commencement speech. “Having the opportunity to listen to Madeleine Albright speak during commencement is something graduating students, and Scripps students in general, should be appreciative of,” Olivia Wu (SC ’19) told the Claremont Independent. “Seeing negative reactions about her visit just because of her race is honestly ridiculous when considering her achievements.”

Scripps students did not appear to protest when Angela Davis, a leader of the Communist Party USA and member of the Black Panther Party—who was on the FBI’s Top Ten Most Wanted list for murder and kidnapping—spoke on campus earlier this year. The event, titled “Radical Acts: A Conversation with Angela Davis” described Davis as “a one-time Communist party candidate and champion for prison reform” who is “an outspoken advocate for the oppressed and exploited, writing on black liberation, prison abolition, the intersections of race, gender, and class, and international solidarity with Palestine.”

Scripps’ commencement will take place at the Elm Tree Lawn on Saturday, May 14.

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Image Source: Wikimedia Commons

Only Some May Be Heard

“We need to be less afraid of being called racists, classists, and ableists, and more afraid of actually being those things,” lamented one student at Scripps College’s BeHeard Forum. The subject we had gathered to discuss was Silencing and Tone Policing – two phrases I had never heard until the week prior, when several Facebook comment wars exploded over supposed racialized and transphobic event titles, descriptions, and surveys. People’s actions and intentions soon became irrelevant because only language, and those who got to wield it, mattered.

Such encounters do not come as a surprise. We live in a time when extreme political correctness and campus movements – started mostly by minority students in an effort to silence any speech that they find hurtful or offensive – are raging across the country. The BeHeard Forum, intended to be a forum for resolving differences, quickly became an opportunity for people identifying as “victims” to complain about their pain and suffering while stifling constructive discourse concerning what constitutes appropriate campus debate. The forum highlighted the desire of some campus groups to ensure that those individuals with whom they disagree not be heard at all.

This particular forum was held in response to a Scripps Voice poll. The writer asked, “Are you aware of any Scripps stereotypes? Do they affect you?” The stereotypes in question essentially boil down to “promiscuous student” or “earnest feminist.” Somehow, this too became an issue of race when students began questioning if “fitting in” to a Scripps stereotype meant belonging to a certain race.

And then there was the outrage over a feminist event which served cupcakes decorated with vulvas, at which a former employee of the Queer Resource Center became incensed, stating, “How dare you associate vulvas with being a woman. I feel so violated.” Despite apologies from the event organizer, the conversation devolved into accusations of insensitivity towards trans women.

Tone policing is defined as the process in which a white or otherwise “privileged” person focuses on how something is being said, particularly when it is driven by anger or other heightened emotions. Silencing is when a member of a “victim class” does not feel safe enough to speak because another person – typically an authority figure or a white classmate – imposes a status or set of assumptions which the victim does not share. For example, if a straight person casually asks a classmate, “Are you interested in any guys?” the speaker has made an assumption about someone’s sexual identity that may or may not be accurate. This assumption, victims argue, silences the other person, even though the bisexual or lesbian classmate could just say something like “I’m interested in girls” to clear up any confusion.

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Both silencing and tone policing occur mostly on social media and in classrooms. They typically happen when a person of color (POC) “calls out” a white person for saying something “racially inappropriate.” The POC then proceeds to scold the person for saying something that is deemed both incorrect and offensive to not only the person individually, but also the entire group the person represents. This accusation runs counter to the idea that a single person of a particular ethnic or racial group should not be assumed to be the voice of or the same as all other persons from that group.

So what happens when someone is actually called out? According to the group at the BeHeard Forum, an ideal response from the person who is being called out would be for that person to apologize, thank the person who has called her out for taking time out of her day to do so, which must have been hard to do because of the “wall of silence the offender has put up,” and then research how to improve her thinking. In this “conversation,” there is never any room for a defense from the accused. Should the allegedly insensitive student attempt to explain her intent, it will only be interpreted as further “verbal violence.”

Without knowing it, these aggrieved students have actually replicated the same type of forced apologies and self-abasement pioneered by hard line Maoists, in the infamous re-education camps of the Chinese Cultural Revolution. That process was invented to suppress any type of intellectual dissent.

Forcing an individual to apologize and then express gratitude to the person for calling her out is a violation of our academic and social codes of allowing students to act and speak freely. I asked if perhaps this was a tall order. I asked if some focus should be placed on the ways in which people are called out. Unsurprisingly, I was quickly shut down. A fellow student responded that she felt entirely comfortable calling out offenders on their privilege, publicly ridiculing them on social media outlets, and making them feel uncomfortable and attacked if it ultimately helps them to “become better.”

One thing that was clear was that facts were entirely irrelevant in the discussion of offensive speech. One student explained, “In this case, feelings are facts.” But, of course, feelings are not facts, nor will they ever be facts. You can debate facts. Feelings, in these cases, are just weapons. Not allowing someone to defend herself because you deem your feelings superior to that person’s ability to speak freely is selfish. Nowhere in this process is there room for conflicting opinions on any level, which is an intellectual travesty, especially at a liberal arts college.

This forum was a discouraging experience. I watched other students pat one another on the back for finding and taking down bits and pieces of racism that simply did not exist, while being outwardly hostile and rude to their classmates. On college campuses today, tone policing and silencing are one-way streets. Only “privileged” students can commit speech crimes. All of the victims are people of color, LGTBQ*, or those who feel oppressed in some manner.
The moral absolutism that so many of the offended students believed in was dismaying. As was the contempt for the value of free speech, without which there is no possibility of reaching a genuine understanding or meaningful co-existence in our community. Unfortunately, this self-indulgent distortion of basic academic and social freedoms seems all too common on American college campuses.

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Image: Flickr

Scripps Students Demand Required Anti-Oppression Training “To Ensure their Unlearning Process is Continuous”

Yesterday, students from Scripps College issued a list of demands to the school administration. “As a collective of students who recognize movements here, and globally, we are calling upon increased action to combat institutional racism and oppression,” the students write. “Together, we have written the following list of proposed actions with the faith that our institution, Scripps College, will honor its commitment to institutional change that centers diversity and inclusivity.”

We Demand: The appointment of a Vice President of Institutional Diversity who will supervise and assess the diversity and inclusion efforts in all Staff, Faculty, Administration, and Student realms of the college,” the list begins. “We demand that students are able to help shape what this position will include, as well as be voting members on the hiring committee. We demand that the Board of Trustees Ad Hoc Committee on Diversity and Inclusion become a standing committee.” The students feel that the creation of this position “is one of the first steps in establishing an institution of checks and balances and accountability for the college on issues of diversity and inclusion.”

The students also demand that the Sustained Dialogues Initiative end. “Sustained Dialogue Campus Network methods solely depend on utilizing marginalized student experience to catalyze discussions even at the risk of retraumatizing minority participants,” they write. “In addition to this, in trainings focused on gaining facilitation skills, all participants are certified as discussion facilitators despite having openly proven themselves to be complicit in racism, classism, ableism and other modes of oppression. This indiscriminate certification process is just one example of the ways that Sustained Dialogues fails to protect, support, and center students of color.”

Further, the list calls for “mandatory Anti-Oppression Trainings” for faculty, staff, and students. The students propose that their classmates should not be able to register for classes each semester unless they attend anti-oppression training “to ensure their unlearning process is continuous.”

“Frameworks of the occasional, optional trainings offered to faculty, administration, staff and students to promote inclusion are not focused on explicitly naming and addressing facets of oppression and the intersections between them (including, but not limited to: racism, classism, ableism, homophobia etc),” the students state. “Scripps has a history of using its seemingly ‘progressive and paradisiacal’ nature to avoid addressing, naming, and putting systems in place so that our community can begin to explicitly unlearn the ways in which we are complicit in structural and interpersonal violence.”

Additionally, the list of demands includes a request for modifications to Scripps’ CORE curriculum. “CORE 1 has continually failed to aptly educate Scripps students on the topics of Race, Ethnicity, and Gender,” the students write. “Students should be learning about modern manifestations of systemic violence including but not limited to: gentrification, police brutality, military industrial complex, xenophobia, immigration, prison industrial complex, food deserts, and sexual assault on college campuses.”

The students also demand “the hiring of an on-campus therapist experienced in healing and processing racial based trauma,” as well as “A policy of accommodations for students that experience racial-based trauma, equal to accommodations given to disabled students.”

“Racially traumatized students are put in unsafe spaces,” the students write. “Institutional racialized violence creates no room for students to have healing time for their race-based trauma. These students are forced to encounter the same perpetrators and discriminators—who may be fellow peers, faculty, and administration—thus retraumatizing these students as they are in hostile environments (ie. residential halls, classrooms, dining commons).”

The list also calls for “the removal of SAT/ACT/Standardized Testing from the admissions process” because “SATs/ACTs are strongly biased against low-income students and students of color, at a time when diversity is critical to our mission statement and campus climate.” The students state, “Removing the SAT/ACT requirement for admission makes Scripps more accessible to populations who would otherwise be isolated from applying.”

In addition, the students demand “The establishment of an intercollegiate department for Indigenous Studies and Disability Studies, respectively.” The students note, “Course curriculum that reflects diverse lived experiences is important in boosting retention rates and creating individuals with inclusive excellence.”

The students also call for “increased scholarship and support” for illegal immigrants due to the fact that “California has one of the largest undocumented populations and Scripps should be responsive to the demands in the immediate geographical community by supporting undocumented/DACAmented students pursuing higher education.”

“Every other college in the consortium has at least one undocumented/DACAmented student and have explicit policies for admitting undocumented/DACAmented students,” the students write. “Scripps should follow suit and implement an official policy to ensure that undocumented/DACAmented students are able to attend and succeed at Scripps to resist subjugation for people who cannot obtain legal citizenship.”

The list of demands closes with a call for the abolishment of the 7C Demonstration policy. “We Demand: A repeal of the 7C Demonstration policy in all of its forms and a statement that acknowledges the institutional violence of endorsing the policy at all,” the students write. “Demonstrations are by nature disruptive, so these policies discourage students from protesting at all with the threat of both police force and academic consequences. When considering which students are more likely to protest or need to protest, these policies disproportionately target students of color and marginalized students.”

Scripps Associated Students (SAS) will hold an open forum to discuss these demands at the Motley on December 1.

Students Condemn Project Vulva for ‘Transmisogyny’

Last Thursday, students at Scripps College hosted an event at The Motley called “Project Vulva” to initiate dialogue about the stigmatization of vulvas in society. “Why is it that, generally, society is so comfortable with the image of the penis and vulvas are considered taboo?” states Project Vulva’s Facebook page. “In middle school people would scribble penis pictures on the desks in the classroom. There is always that kid who passes out at the party and someone draws a dick on his face.”

Project Vulva’s organizers described the event as “an educational and interactive art show displaying your friends [sic] depictions when we asked them, ‘Can you draw a vulva?’ We will also have cupcakes that you can decorate like vulvas. Supplies are limited!” The event’s stated goal was “to create an open dialouge [sic] educating people about the vulva in order to confront society’s stigmas and stereotypes, and make people more comfortable with the many varying images and types of cis and non-cis vulvas.”

However, the event faced harsh backlash from students who found it offensive to the trans community. One student, who felt that Project Vulva’s claim that penises are not stigmatized was untrue, wrote, “Society is not comfortable with the image of a penis on a woman. This event feels extremely transmisogynistic and to say penises are universally accepted as non-taboo is transmisogynistic. I can’t say I’m surprised though. There are infinitely many ways to celebrate genitals without making transmisogynistic remarks in the process.”

Another commenter wrote, “Right like this entire event is so incredibly violent to trans women specifically. I’m so disgusted.” The comment went on to state, “Equating genitalia to a person’s gender is and always will be transphobic.”

In defense of the event, one student tried to clarify the event’s description and commented, “I’m not really trying to protect transmisogyny and I honestly don’t know why you’d accuse me of that.” However, the comment only sparked further backlash.

“I don’t need your help parsing out the finer details of this garbage, cis, white event,” responded one commenter. “A trans woman is telling y’all this makes her feel uncomfortable and that’s not enough for you to rethink your stance on this? You’re gross, this whole thing is gross, have fun with your ugly cupcakes.”

The conversation intensified as more people defended the event, with one commenter arguing that students have a right “to try to explain our purpose and ask questions when attacked.” This outraged other students who felt that the word “attacked” has racist connotations.

“These women did not ‘attack’ you or your event,” replied one student. “You responded to their very very very credible and personal (as trans women of color) critique by using racialized terms (such as ‘attack’) to discredit their actions and hence discredit anything they are pointing out to you. That is wrong and racist.”

In response to these concerns, one of Project Vulva’s organizers wrote, “It has come to our attention that certain aspects of our project implied a binary perception of gender, as well as a limited relationship between gender and genitalia. We apologize to those offended. We strive to be as inclusive as possible, which is why we are doing our best to incorporate all viewpoints into discussion. We hope that everyone can attend our event and continue to have progressive conversations.”

Additionally, officials from The Motley issued a statement: “The Motley wants to validate and support the critiques that have been voiced concerning Project Vulva. We are deeply sorry for the hurt experienced by the trans community both in the space of the Motley and on the Scripps campus in general. Being a privileged and exclusive space has long been imbedded in our herstory, and though we have tried and are trying to become an inclusive space where everyone can feel safe and accepted, we recognize that we have failed.”

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Image: Pinterest

Why I Was the Luckiest Student at Scripps College

My heart was beating and my mouth was dry. Dare I challenge my professor’s assertion that Marxism is a better economic system? As I began to speak, fifteen pairs of eyes turned my way…

Coming from a family of firm believers in the free market, I was never certain whether my opinions were my own or those of my parents. Leaving home, I looked forward to going to a college where I could encounter a range of viewpoints. Scripps gave me the perfect opportunity to challenge my most closely-held beliefs because I was on my own in a sea of people who disagreed with me. I went into my Core II class, “Eat the Rich! Capitalism and Work,” fully committed to evaluating alternative viewpoints.

I read the class materials with curiosity and an open mind, and I came to class prepared to discuss both sides of the issue. Unfortunately, I was the only one who voiced a capitalist perspective. If a class about capitalism does not address both the positives and negatives of the free market, students are not able to develop an informed opinion. While the professor claimed to address both sides of the issue, he rarely, if ever, presented the positive aspects of capitalism. Even more alarming was the fact that the socialist and Marxist readings were required, while the pro-capitalist readings were completely optional.

Now, back to that fateful moment. Overcoming my fears, I clearly stated my case. The professor scrambled for a response. That’s when I realized that I was the luckiest student at Scripps College. I am grateful to have been given the opportunity to challenge my own views, evaluate my long-held beliefs, and articulate my thoughts independently. I am especially grateful that I gained the confidence to stand my ground in a room full of people who disagreed with me. Other Scripps students, however, have not been so lucky in that respect.

As John Stuart Mill said, “He who knows only his own side of the case knows little of that.” I challenge Scripps professors and students to explore all perspectives of an issue, so that every student can have the same opportunities that I have had.

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Photography by Wes Edwards.