The violent bias motivated attack committed against two University students due to their perceived sexual orientation has led to a gathering of support and discussion. In the letter sent to University members, Dean of Students Allen Groves stated that there is “no place for crimes of hate at the University.” He added that these crimes are deserving of “swift condemnation.”
Tonight’s Stand Against Hatred gathering is an important show of support with the victims of the violent crime. In line with Groves’ words, a community of students will demonstrate their swift condemnation of these acts, but confronting systemic acts of violence requires more than a symbolic “stand against hatred.” Condemning bias motivated attacks when they happen is not enough to prevent future violent acts of intolerance. In order to prevent such incidents, University members need to examine the ways in which systems of privilege interact to breed this violence.
In order to understand the origin of violent acts of intolerance, it is necessary to situate these bias motivated acts in the wider context of the University’s eurocentric, heteronormative values. Hate crimes should not be treated as isolated examples. Perpetrators are not anomalies. Often, the perpetrators feel justified because they view themselves as protecting the common good. What does it mean then, to “stand against hatred” when the perpetrators represent the norm?
Hate crimes are extensions, albeit extreme and violent extensions, of institutionalized anti-gay ideology. In his 1992 work, “The Social Context of Hate Crimes,” Gregory M. Herek identifies “heterosexism” as the stigmatization of any non-heterosexual behavior. Heterosexism normalizes violence against lesbian, gay, bisexual, transgender and queer people through institutions. Herek writes, “Like racism, sexism, and other ideologies of oppression, heterosexism is manifested both in societal customs and institutions, such as religion and the legal system ... and in individual attitudes and behaviors.” As we address the implications of the anti-gay attack, we must not ignore other forms of oppression. The interconnectedness of various forms of privilege guide similar acts of violence targeting people for their race, national origin, sex, class and ability.
Another important step in the prevention of hate crimes is to strengthen educational programs and courses addressing race, gender, and class inequality. A social justice movement is fundamentally at odds with any form of inequality; existing inequality can legitimize continued discrimination. In the wake of these hate crimes, the value of a minor in queer studies becomes more apparent. A queer studies program with supportive faculty can prepare students for the process of creating a more just and inclusive University environment.
In his talk at the Law School on April 8, Mark Kappelhoff, chief of the Criminal Section of the United States Justice Department’s Civil Rights Division, emphasized education and advocacy as the best avenues to address and prevent hate crimes. Prosecution comes after damage has already been inflicted on individuals and communities, which is why prevention needs to be a key component of addressing hate crimes. “Just talking about race is a serious step toward prevention,” he said. Talking about race is an easy first step, but it must be followed by action to put diversity into practice and legitimize it.
Several peer education groups exist to promote a truly inclusive community at the University. The Day of Dialogue series is one example of a student effort that should be strengthened. In years prior, the Days of Dialogue student planning committee received support from a Dean in the Office of the Dean of Students. After Dean Leonard Perry left the University, the committee has had to operate without that resource, which reduced the full-day event to an “evening of dialogue.” This change has limited what can be done during the allotted time. It also gives the appearance that meaningful dialogue on these issues can be achieved in a couple of hours.
In addition to peer education, institutionalized courses on social justice need to be expanded. For years, students and faculty have pushed for a first-year multicultural requirement, one modeled after Prof. Robert Covert’s EDLF 555 “Multicultural Education” class. There is also strong support and demand for classes such as Prof. Richard Handler’s “Nationalism, Racism, Multiculturalism” course. In order to offer these educational classes to more students, however, more professors with training in the field need to be hired. Such efforts, however, require greater support, especially in the form of funding.
The bias motivated attack is another reminder that something more than dialogue, more than a demonstration of support is needed to make a just and inclusive University.
Bernice Ramirez and Carlos Oronce are co-chairs of the Minority Rights Coalition.
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