Running Head: REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

Tyler Sanders
EDLD 6890:
Reflections on EDLD 6890 Concepts and Discussions
Western Michigan University

REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

Reflections on EDLD 6890 Concepts and Discussions

Taking a class on the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community
in higher education was an absolutely terrifying concept for me a few years ago. That is not to
say that I was not scared when I signed up for this class, but I feel like I had become more
comfortable in my own skin and with the topic in the last five years. Coming into the class, I
knew that I would be challenged, but I felt that it was time to take a leap of faith in learning
about a community that I am a member. Since the beginning of the semester and to this day I feel
like I have taken in a wealth of knowledge and thought more about myself and other LGBT
related topics.
During our first class, we went around the room to discuss some of the challenges we
thought we would face and immediately jumped into conversation about our identities. My first
thought was how comfortable I would be when talking to students and sharing the knowledge
that I have of the community. That night we discussed the parts of our identity that were most
prevalent and I started to think about the multiple intersections that I had never thought of
before. As a white male who was raised in a Christian household, I have been so active in my
personality that I have been pressured to ignore the rest of my identity. We closed that class
discussing Harros (2000) cycle of liberation and how using the power of support and positivity
can improve the likelihood that an individual grows into their own skin. Thinking about working
with my students and potentially children someday, I started to recognize that I could have been
a different person if my environment would have been conducive to this kind of cycle.
This mindset followed me into our first assignment in developing a worldview narrative.
Writing this paper was problematic for me because I thought so much about the basics of my
identity in terms of sexual orientation and gender. As the class started to present each others

REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

worldview narratives, I started to reflect on parts of my past and identity that I didnt think of
when I first wrote my paper. When we look at Strange and Bannings (2001) environmental
factors, there is discussion of some of the invisible and less apparent things that create an
environment. The individuals and the constructed norms of my environment acted as oppression
on my identity as I was growing up. There was so much that I did not notice that became
recognizable as other students started to present. Not only did I become more in touch with other
students in our class, but I started to understand myself on a deeper level.
While each class period brought forward a new and spurring conversation, there were a
few topics that I thought really are beneficial in my career. Firstly, and something that has been
brought up in a bevy of diversity conversations was the idea that Pepin and Talbots (2013)
discussion on the limitation of language. The power of words is so strong in our society that
when it comes to oppression and not being able to explain different words across cultures is an
extreme barrier for having conversations. This problem does not only effect individuals who
speak different languages, but also those within the same language who have varied definitions
of the same word.
Although the past years have made me more comfortable and this class has helped me
more, I still am challenged in certain conversations. The second conversation that was
significantly important to me is our discussion of Stevens (2004) research that found individuals
having to identify again when moving to a new job or environment. Coming from my
undergraduate institution, I did not recognize this, but it was completely something that I
experienced. I did not know why I felt so uncomfortable, but I had to start to recognize this is
something that will remain a constant for me and also for my students. This became even more
enforced with the faculty panel, where each individual discussed having to balance their identity

REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

on a daily basis and sometimes from meeting to meeting. As I continue to navigate the
profession, it becomes clearer that I will continue to develop my identity. This also directly
effects the students that I work with on a daily basis. It is important to create safe spaces that
provide an area where they can feel comfortable in their own skin.
Looking at theory from an LGBT community perspective, I reflect on William Perrys
theory on students developing and being challenged in the views they have when they come to
college (Arnett, 2000). Between heterosexual students and non-heterosexual students, I think
there is a very important point that can be made on developing beliefs and views. Even looking
at what their gender means to them, a majority of the students that I work with have never been
challenged on their views before they came to college. In class we talked about how important it
is to be able to challenge and support these students as they analyze their own worldview
narratives.
One specific discussion that this came into play was that of our film analysis papers. We
as a class had our little kid gloves on and did not reflect deeply on the issues at hand. Our
students are seeing the images that are placed in the media that connect having control with using
violence. In the films that were assigned, we had get past the theory that was in the themes of the
movies and recognize the emotions that were seen in the situations portrayed. We have to have
the tough conversations with our students that help to develop their identities and put them on
their path to developing a fully analyzed worldview narrative.
While I have only discussed a few important learning moments from the semester, I could
probably write a full book on what this class and semester have done for my professional
development. The experience to listen to Allen Johnson speak on privilege, discuss issues with a
student and faculty panel, and an assortment of others have assisted me in developing my

REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

worldview for the future. Visiting Calvin College as part of a different class, I was able to
recognize that I may be able to work at a religious institution someday as long as they take a very
active discussion approach to diversity topics. Religion and sexual orientation have always been
opposing in the political arena, but through discussion in class and from the readings, I have
become more comfortable with discussing these issues with others.
Discussion is what it was all about this semester and I think that our small class gave way
to deep conversations on some very difficult points. When I came into this class my biggest
challenge was being comfortable with difficult topics. Through the discussions we have had
together, I have been able to recognize that none of us are perfect or will ever be. At the end of
the day I have learned so much and started to process things I have never thought of before.
While I still have fear of being uncomfortable, I feel courage in approaching others and starting
the tough conversations.

REFLECTIONS ON EDLD 6890 CONCEPTS AND DISCUSSIONS

References
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through
the twenties. American Psychologist, 55(5), 469-480. doi:10.1037//0003-066X.55.5.469
Harro, B. (2000). Cycle of Liberation [Class handout]. New York, NY: Routledge.
Pepin, S. C., & Talbot, D. M. (2013). Negotiating the complexities of being self-identified as
both Asian American and gay, lesbian or bisexual (pp. 227-243). In S. D., Museus, D. C.
Strange, C., & Banning, J. (2001). Educating by design: Creating campus learning environments
that work. San Francisco: Jossey-Bass.
Stevens Jr., R. A. (2004). Understanding gay identity development within the college
environment. Journal of College Student Development, 45(2), 185-206.
doi:10.1353/csd.2004.0028