The book examines activism by LGBTQ students at Christian colleges and universities. There’s a lot of research out there about how students who are LGBTQ struggle to reconcile their religion, sexuality and/or gender identity on their campus and experience various kinds of trauma on non-affirming Christian campuses. I wanted to understand how LGBTQ students become agents of social change. I examine why students join or form LGBTQ activist groups on their campuses, why they commit to activist groups and sometimes devote several years and many hours a week toward the cause of promoting LGBTQ inclusion on their campuses. I examine what kinds of changes LGBTQ students bring about on their campuses and the strategies and tactics they used to bring about change, and then I consider how students themselves are impacted by their participation and LGBTQ groups on their Christian college and university campuses. I myself attended a Baptist University (Samford University in Alabama) where I worked with other students to start an LGBTQ student group. So this project has personal roots.
Attentiveness is essential to beginning our vocational journeys. And few things are under greater assault in our culture.
If I want to rile students up and get debate going, I mention Vermont State Senator John Rodger’s recent proposed bill to ban smartphones for anyone under 21, and his remark that smartphones are “just as dangerous as guns.” Student response to the debate over technology is a mixture of spirited defense and despairing acknowledgement of its harms. More and more, this debate has taken a vocational inflection for me. I think that the first-year writing course is an excellent place to begin to make students aware of, concerned by, and proactive about that which imperils their ability to thoughtfully and responsibly engage in their many callings, and especially their calling to conversations.
In Living Vocationally: The Journey of the Called Life, Paul J. Wadell and Charlie Pinches suggest that the first virtue required to begin our vocational journeys is attentiveness. Paying attention, so the argument runs, matters because “at the basis of every calling, whether a friendship, a career, or being patient with a stranger, is a summons to responsibility; however, we cannot be responsible without an accurate perception of reality, and we cannot accurately perceive reality without growing in attentiveness” (159). For Wadell and Pinches, attention is a “situating virtue” (along with humility and gratitude) because “instead of the thoughtlessness or indifference by which we turn in on ourselves and become carelessly disengaged with life, the virtue of attention forms us into persons who are fully present to life” (157). I agree that attentiveness is essential to beginning our vocational journeys. And few things are under greater assault in our culture than attentiveness.
Through our teaching and advising we can create opportunities and supports for LGBTIQ+ students to better understand and affirm their experiences of disruption and coherence, assisting them in their efforts to integrate this knowledge into vocational discernment.
I love the celebrations of Pride Month in New York. Some are solemn in remembrance of the violence, both historical and recent, that has been perpetrated against queer-identifying persons. Some are political as they seek to push for legislations to protect LGBTIQ+ persons, especially trans persons, in this moment of backlash. Some are totally celebratory—perhaps best seen in the vibrant, raucous, joyful, and diverse affirmations of pride, dignity, and equality evident at the annual New York City Pride March. For Queer persons, the common theme of “pride” animates an energy to make visible and affirm an authentic sense of self and of community that transgresses normative understandings of gender and sexuality, thereby creating a more inclusive understanding of humanity.
This drive for authenticity and visibility grounds the work of vocational discernment. Indeed, for LGBTIQ+ persons coming out to a deeper understanding of our gender identity and sexuality centers the search for meaning and purpose in our embodied lived experience. Embracing our authenticity, even as it pushes us up against what is considered “normal,” illuminates the directions we must take for greater vocational clarity. We can make an impact in our LGBTIQ+ students’ lives when we help them embrace and celebrate their gender and sexuality as a strength and a resource to draw upon in the process of discerning their vocation. For students from marginalized communities this effort can make it possible for them to see beyond barriers put in their way because of systemic injustice. For students who are LGBTIQ+ this can literally be a lifeline to survival. As we seek to educate and advise students towards vocational development, we can partner with our LGBTIQ+ students in ways that help them to understand themselves more fully and assist their capacity to integrate that knowledge with their emerging sense of vocation.
Shahn’s program for educating artists is ultimately idealized because his program assumes that access to it is a matter of will or volition. His program glosses over real, socio-economic or socio-cultural barriers to its access.
One of my favorite texts, written more than fifty years ago, is The Shape of Content (1957) by Ben Shahn (1898-1969), a Lithuanian-born American artist and a lecturer at Harvard University. Originally presented as the annual Norton Lectures, The Shape of Content begins with this sentence: “I have come to Harvard with some very serious doubts as to whether I ought to be here at all. I am a painter; I am not a lecturer about art nor a scholar of art. It is my (calling) to paint pictures, not to talk about them.”
As much as I had struggled before I joined the church, once I submitted my little life, I wanted it to count. I hadn’t yet given up on the dream of becoming big. – Shirley Showalter, Blush: A Mennonite Girl Meets a Glittering World.
In her memoir Blush Shirley Showalter shares stories from her childhood, including how she negotiated the emphasis in her Mennonite community on being “plain” and the admonition against feeling “big.” In a new episode of the NetVUE podcast series, Callings, Shirley talked with us about writing the memoir and what that process taught her about narrative and story. She relays some of the twists and turns in her own life, including the call to the presidency of Goshen College. With a new book coming out next year on grandparenting, co-written with Marilyn McEntyre, Shirley also talks about what it means to embrace becoming an elder. When asked what advice she would give to young adults today, she warned against listening to pre-fabricated advice from others: “Your vocation to yourself and to your own spirit is your highest vocation.”
Tell us a little bit about the course and how it came into existence.
I am part of a group at DeSales University that has been charged with facilitating a faculty-driven process for revising our general education curriculum. As that process has unfolded, we have come to believe that we need a capstone course and we are interested in giving students an opportunity to bring together the entirety of their experience, inside and outside the classroom. And the mission of our institution emphasizes more than just job preparation; the importance of holistic well-being, thriving rather than just surviving – those are also important components of a DeSales education. So another aspect to this capstone is that we want to give students a chance to reflect on their identity and purpose – the existential, big questions. So that’s where I started, where we started.
I was pondering that in the back of my mind and then we had these twin pandemics in 2020 with the killing of George Floyd and obviously COVID-19. And I found myself thinking that our students need a way to process what is happening. They are going to do that as part of their social networks and there are probably some courses where it might come up, and maybe some opportunities for programming that students could optionally choose to attend where these things might come up, but I felt like there needed to be something a little more intentional, a little more structured, something that involved the faculty in guiding students through that process.
When we model explicitly how our vocational framework shapes the questions we ask about our career and work, we open the door for students to do the same, both in their current setting and in future settings as well.
Part of a series of posts written by a team of faculty and students at Calvin University who are developing a curriculum to support team-based research. Their hope is that this blog series will spark a dialog about measures of success that are not typically prioritized in scholarly work and ways this project could be expanded to other colleges and universities, both within and beyond the Christian tradition.This post was written by Rachael Baker, Julie Yonker, and Amy Wilstermann.
In the previous two blog posts, we discussed the framework and some key examples of the curriculum we are developing in (Christian) practices for success in Team Science. In this post, we will discuss how a NetVUE faculty development grant led to a vision for understanding the vocation of science differently and how making that vision explicit is important for engaging students in their own vocational exploration.
Faculty are expected to engage in vocational exploration with students. Sometimes vocational engagement is explicitly addressed through a class discussion, sometimes through an internship or research experience, and sometimes more informally through an advising or mentoring relationship. To teach, mentor and advise students, faculty members need to be theologically literate in the tradition of the institution and grasp how those theological commitments bear on disciplinary issues and questions of vocation. The vocation of the professor is intertwined with navigating callings in themselves and mentoring callings in their students. This multi-faceted approach to faculty vocation requires accurate self-understanding and awareness of the perspective of students.