Jennifer Medina, New York Times, May 17, 2014
Should students about to read The Great Gatsby be forewarned about “a variety of scenes that reference gory, abusive and misogynistic violence,” as one Rutgers student proposed? Would any book that addresses racism–like “The Adventures of Huckleberry Finn” or “Things Fall Apart”–have to be preceded by a note of caution? Do sexual images from Greek mythology need to come with a viewer-beware label?
Colleges across the country this spring have been wrestling with student requests for what are known as “trigger warnings,” explicit alerts that the material they are about to read or see in a classroom might upset them or, as some students assert, cause symptoms of post-traumatic stress disorder in victims of rape or in war veterans.
The warnings, which have their ideological roots in feminist thought, have gained the most traction at the University of California, Santa Barbara, where the student government formally called for them. But there have been similar requests from students at Oberlin College, Rutgers University,the University of Michigan, George Washington University and other schools.
The debate has left many academics fuming, saying that professors should be trusted to use common sense and that being provocative is part of their mandate. Trigger warnings, they say, suggest a certain fragility of mind that higher learning is meant to challenge, not embrace. The warnings have been widely debated in intellectual circles and largely criticized in opinion magazines, newspaper editorials and academic email lists.
The most vociferous criticism has focused on trigger warnings for materials that have an established place on syllabuses across the country. Among the suggestions for books that would benefit from trigger warnings are Shakespeare’s “The Merchant of Venice” (contains anti-Semitism) and Virginia Woolf’s “Mrs. Dalloway” (addresses suicide).
“Frankly it seems this is sort of an inevitable movement toward people increasingly expecting physical comfort and intellectual comfort in their lives,” said Greg Lukianoff, president of the Foundation for Individual Rights in Education, a nonprofit group that advocates free speech. “It is only going to get harder to teach people that there is a real important and serious value to being offended. Part of that is talking about deadly serious and uncomfortable subjects.”
The term “trigger warning” has its genesis on the Internet. Feminist blogs and forums have used the term for more than a decade to signal that readers, particularly victims of sexual abuse, might want to avoid certain articles or pictures online.
On college campuses, proponents say similar language should be used in class syllabuses or before lectures. The issue arose at Wellesley College this year after the school installed a lifelike statue of a man in his underwear, and hundreds of students signed a petition to have it removed. Writing in The Huffington Post, one Wellesley student called it a “potentially triggering sculpture,” and petition signers cited “concerns that it has triggered memories of sexual assault amongst some students.”
Here at the University of California, Santa Barbara, in March there was a confrontation when a group of anti-abortion protesters held up graphic pictures of aborted fetuses and a pregnant professor of feminist studies tried to destroy the posters, saying they triggered a sense of fear in her. After she was arrested on vandalism, battery and robbery charges, more than 1,000 students signed a petition of support for her, saying the university should impose greater restrictions on potentially trigger-inducing content. (So far, the faculty senate has promised to address the concerns raised by the petition and the student government but has not made any policy changes.)
At Oberlin College in Ohio, a draft guide was circulated that would have asked professors to put trigger warnings in their syllabuses. The guide said they should flag anything that might “disrupt a student’s learning” and “cause trauma,” including anything that would suggest the inferiority of anyone who is transgender (a form of discrimination known as cissexism) or who uses a wheelchair (or ableism).
“Be aware of racism, classism, sexism, heterosexism, cissexism, ableism, and other issues of privilege and oppression,” the guide said. “Realize that all forms of violence are traumatic, and that your students have lives before and outside your classroom, experiences you may not expect or understand.” For example, it said, while “Things Fall Apart” by Chinua Achebe–a novel set in colonial-era Nigeria–is a “triumph of literature that everyone in the world should read,” it could “trigger readers who have experienced racism, colonialism, religious persecution, violence, suicide and more.”
After several professors complained, the draft was removed from a campus website, pending a more thorough review by a faculty-and-student task force. Professors and campus administrators are expected to meet with students next fall to come up with a more comprehensive guide.