I, Curtis

Category: Graduate School

  • I’m Out

    Today was pretty interesting in Theoretical Approaches to Sexuality. About half way through the class time Dr. Stephenson conducted a bit of a “class introduction”. We went through the names of everyone and why they were in the class on the first day of class, but today instead we had a group coming out. I must admit that the idea made me a little uncomfortable at first. The general idea was that we were to go around the room and everyone was supposed to announce their sexual identity. Having never been much for the idea of labels or even with being particular open. I don’t have a need to lie about my sexuality, but I’ve never really felt the need to announce it either.

    Anyway, we went around the room and expressed how we sexually identify ourselves. After we were all basically sworn to uphold the idea that whatever was said in the room was entirely confidential, Dr. Stephenson started. Unfortunately for me, I was the one sitting closest to Dr. Stephenson, so I had to go 2nd, being the first student to announce my sexuality. I was a little uncomfortable at first, announcing “I’m a gay male” just seemed awkward, but the more I spoke, the more I saw that my classmates were receptive to me and what I was saying about my personal life.

    It was very interesting being directly asked in an academic setting to reveal something like that. In some ways it seems like it was inappropriate for her to ask us to do that, but then it also seems important. The class is Theoretical Approaches to Sexuality, so it is a relevant piece of information for such a discussion-based class. While at the time I couldn’t see the relevance, it is starting to make sense to me. By having us this early on, the week before we begin diving into actual theories of sexuality, there is a slight awkwardness released and an openness established that I am thinking may help the class be more productive by being able to freely express our opinions and perspectives on sexuality. I know that I feel that I have nothing to hide anymore in that class.

  • Adapting to Critical Theory

    I am two weeks into my “theoretical approaches to sexuality” course, and I find myself troubled by the base layer of theory being used in the course. Critical Theory is central to the course’s material. To me, Critical Theory is a little too much like metaphysics for the social sciences. I accept the basic premise that there can be no such thing as academic Truth and that there is only a culturally and temporality relevant perception of Truth. From what I understand of the history of the theory itself, it was created out of squabbling between academic departments over who is “right”. I find the fact that it required the creation of post-modern critical theory to allow interdisciplinary studies to come into existence to be absolutely disgusting. Perhaps I am just a bid jaded by the fact that I come from an academic background of philosophy, art, computer science, psychology and sociology. Art, computer science and the collective remainder do not interact or overlap in their areas of study, so perhaps I didn’t notice from that. As for philosophy, psychology and sociology, I find the disciplines to interact peacefully and not have many conflicts over teachings. There is the concern of “Social Psychology” and “Psychological Sociology” (sometimes “Social Behavior”), but that is merely a minor issue of what to focus on.

    The key component of post-modern critical theory seems to be the rejection of a unitary theory of the whole. I am totally OK with that aspect, I think we (collective academic we) can all agree that there is no single theory that covers everything or that is acceptable to everyone. I also accept that any “truth” in academics is merely a consensus of enough heads in the subject area. My problems with critical theory begin with the fact that we loose valuable information as a society or culture as a result of abandoning those Truths of consensus. I believe that throwing out all existing theories as a result of their non-compliance with the anti-bias rules of postmodernism is irresponsible. Our current “Knowledge” and understanding has been created from the movements that began during the Enlightenment. While it has been a long time since the beginning of the age of reason, those values are still in use and are still important to our understanding of the world around us. Abandoning those ideas pre-maturely seems like something that could throw society into another dark age. One of the key questions I have seen in postmodernist writings is “how do we write about the world now?”. There have been plenty of writings on the topic, but it is mostly critical theory being used to analyze itself, essentially getting us nowhere. I do believe that human modes of inquiry must evolve, but I do not feel that we have evolved enough academically or even reasonably to begin to move toward the type of intellectual inquiry that critical theory asks us to use.

    Still, the class is being taught using that method of inquiry and I must go along with it. I shall keep an open mind as I always do in an academic environment. I just feel that time could be better spent exploring the depths of sexuality and not just establishing this new field of inquiry. As pointed out by Dr. Jane Flax, there are numerous modes of inquiry already in existence that can be used to compliment each other to develop a tangible understanding of sexuality and gender issues.

  • Settling in to Graduate School

    I have never been indecisive about my class schedule until this semester. Even as a freshman my class schedule seemed to be pretty well guided, but this semester, things have changed so much from my initial registration.

    Theoretical Approaches to Sexuality and Introduction to Lesbian and Gay Studies has been a constant on my schedule. Those two have not changed at all.

    The other spaces have shifted around. I went from Philosophy of Social Justice and Research Methods to Counseling Ethics and Tutorial in Sociology. Finally I am in Tutorial in Sociology and Transnational Feminism.  Course descriptions are provided below.

    For the Tutorial in Sociology I am working on the topic of “masculinity”.  I started off being a little nervous about the tutorial course because initially I could not get any information about the course from the assigned instructor and then I found documents that contradicted what I was being told. I am becoming a little more relaxed with it now that I have met the instructor that I am doing the course with. I now know what is expected and know that I can do it.

    Initially I started this semester knowing that I would have 1 class with Chris, Lesbian and Gay Studies. It is a class that is of interest to both of us, for obvious reasons. At least for me it is sort of like having an overview class of a missing part of my cultural history, as well as giving some insight into the movements for social justice.  Now, after a week of classes, Chris found displeasure in one of his other courses, and is joining me in Transnational Feminism (it is a cross-listed grad/undergrad course). I am looking forward to having someone to discuss the course with, but I’m not looking forward to the fact that when he writes his final paper, it doesn’t have to be nearly as long as my final paper.

     

    Theoretical Approaches to Sexuality [WGST6601]
    Katherine S. Stephenson
    An interdisciplinary examination of the history of sexuality and contemporary theories of sexuality and the body. Topics covered include historical aspects of sexuality; representations of sexuality; politics of sexuality; critiques of psycho-analytic approaches to sexuality; feminist engagement with biological constructions of sexuality; and queer theory. — 3 hours

    Active

    Introduction to Lesbian and Gay Studies [WGST2050]
    Theresa L. Rhodes
    An overview of gay, lesbian, bisexual and transgender issues from historical, sociological, psychological, and cultural perspectives. This introductory course examines a broad range of contemporary gay, lesbian, bisexual and transgender issues in various contexts including bio-medical, sociological, political, racial and sexual. The purpose of the course is to introduce the students to key concepts, terms, and issues related to lesbian, gay, bisexual, and transgender people. Additionally, the class will include historical influences over the past fifty years that have shaped the present day culture within the LGBT communities. — 3 hours

    Active

    Tutorial in Sociology [SOCY6895]
    Stephanie M. Smith
    Prerequisite: permission of instructor. Directed reading and/or research; development of expertise in substantive area. May be repeated for credit. (Fall, Spring, Summer) — 3 hours

    Active

    Transnational Feminism [WGST5050]
    Robin James
    Transnational feminisms address questions of gender and sexuality as they pertain to or emerge in contexts that cross, transgress, and problematize “national” borders and the idea of the “nation” itself. It is a discipline that examines how women’s lives, and the functioning of gender and sexuality, shape and are shaped by “globalization.” While this “globalization” is often the “invisible hand” of a neocolonial, neoliberal, Eurocentric capitalist hegemony, it also includes bottom-up feminist, queer, and postcolonial practices that resist and subvert this hegemony. Transnational feminism both makes this invisible hand visible, and gives it a kick in its erstwhile ass. In contrast to “global” liberal feminisms, which ultimately fail to de-center Western notions of gender, sexuality, politics, etc., transnational feminisms examine the intersections of “local” knowledges, practices, and values, with this more “global” Western hegemony. Transnational feminisms are attentive to the heterogeneity of women and queers both across and within nations. — 3 hours

    Active

  • Textbooks for the Semester

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    I had gotten very used to having the option of renting textbooks at Fayetteville. It was a very nice system. I pay a flat fee every semester for my texts and they are shipped to me. Now that I am fully back at UNC-Charlotte I am reminded of the horrors of buying textbooks. There seem like so many options and there are so many logistics to consider when buying textbooks.

    My original goal for the semester was to buy only digital books, from either the Kindle store, or from CourseSmart. At least three of the required texts for my courses are not available in either format. Luckily, I will likely only keep either CSLG or RSCH 6101, but not both, so that does make it a little easier, but still, that’s 2 physical books to keep up with in addition to my laptop and other materials that I need in my bag (such as notebooks, since most of my classes are physical). On the positive side, there is a course that doesn’t have any textbooks and another course for which I have the option of selecting my own textbooks. Also on a positive note, my textbooks for all courses requiring them will still be less than $275, which is far less than the $400 I became accustomed to spending when I was an undergraduate at UNC-Charlotte.

  • Fall 2011 Courses

    I have delayed posting about my fall 2011 courses due to my program of study being somewhat indeterminate until recently. The schedule itself is still somewhat flexible, due to the fact that I have not yet consulted with my advisor about the final plan for my program.

    The graduate level courses I plan to take are the following:

    Philosophy and Social Justice [PHIL6050]
    Prerequisite: Permission of the department. In-depth treatment of selected problems and issues in philosophy. May be repeated for additional credit as topics vary.

    Covers theories of justice from Plato to Rawls and non-violent strategies in the civil rights movement, the women’s movement, the gay rights movement, and the issues relating to immigration and poverty/homelessness. Beyond using established historical and contemporary philosophical texts on these issues, the class has several guest speakers. — 3 hours

    Research Methods [RSCH6101]
    Identification of logical, conceptual, and empirical research problems; application of methods and procedures, including conducting library research, interpreting research findings, and preparing reviews of related literature. (Fall, Spring, Summer) — 3 hours

    Theoretical Approaches to Sexuality [WGST6601]
    An interdisciplinary examination of the history of sexuality and contemporary theories of sexuality and the body. Topics covered include historical aspects of sexuality; representations of sexuality; politics of sexuality; critiques of psycho-analytic approaches to sexuality; feminist engagement with biological constructions of sexuality; and queer theory. — 3 hours

    PHIL 6050 in its standard catalog definition does not count toward my program, but I intend to seek approval to use it in my degree program from the program director because the course focuses on two areas that are covered by my program, and contains concepts that could be beneficial to be knowledgeable of if I were to use a directed topics course to close out my program.

    RSCH6101 I know will not apply to my active program no matter what, but applies to other programs that I intend to go into in the future (primarily MA Counseling). Having the course already completed will benefit my application for the programs, as well as help me have some requirement already met. Taking this course also helps meet the requirements for being a full-time graduate student.

    WGST6601 is a core course in my current program. The course represents the primary reason I am in my present program.

  • The Torture of Admissions

    I know very few processes that have the same level of stress, anxiety and anticipation as the process of applying to an academic program. To individuals that desire to pursue education, an admissions decision is a big deal. The decision of an admissions committee (or a program coordinator) can alter the outcome of a person’s life. That one little decision makes all the difference. Neither decision is particularly bad, admitted or not admitted, it doesn’t seem to matter, but they have a profound impact on a person’s life. Being not admitted to a program that an individual is a good match for and being admitted to a program that an individual has no chance of success in are equally bad outcomes. It is possible for dreams to be crushed, but it is also possible for people to discover what their potential truly is and perhaps think outside of their comfort zone. To the applicant all that matters is acceptance. Everyone wants to be accepted, in some form or another.

    I am presently more nervous than I have been since I began the application process. My application to Cognitive Science has been decided. All I know about it at the moment is that my application’s status is “DECISION MADE”. No further information is available. This is where the torture begins. I am informed by the graduate school that the decision letter will be release in the next 24 hours. The decision letter contains the actual answer to whether or not I am admitted. If I am accepted, it will also contain an offer of admission, which I must accept or decline (if I’m accepted, there is only one possible response to that question). There is just something extremely torturous about knowing that the decision has been made, but having absolutely no access to that information. 

  • Too early to consider a graduate certificate?

    Well, on the topic of adding stuff to a graduate program of study, I’m about to contradict myself. You CAN add stuff to a graduate degree program, primarily through the use of a graduate certificate to take up any elective spots, and if correctly placed they can enrich the overall program. I am seriously considering adding Cognitive Science as a graduate certificate if I am admitted to the Clinical & Community Psyc program at UNC-Charlotte.

    Cognitive Science Program: http://cognisci.uncc.edu/content/view/3/2/

  • A Little Nervous

    I just finished reading some information about the UNC Charlotte graduate program in Clinical Psychology and learned that only five students are accepted into the program each year. This makes me a little nervous about my likelihood of being accepted. My undergraduate record is not that good and it certainly doesn’t show a complete dedication to psychology, since I’ve changed majors several times and my academic record reads a little bit like it belongs to a dissociative personality disorder patient, especially in the earlier section. All of the documentation for the program makes it sound like the expected result for an applicant is to not be accepted. I worry that there are applicants that will send their applications that will have GPAs of 3.8 – 4.0 who are tons more qualified than me and have a much more concrete psychology track on their record.

    Maybe I am overreacting a little. My grades for my actual psychology work are actually pretty decent, and since declaring the psychology major I have stuck with it and my academic record has been at least mostly focused on it.