A Close Encounter:

     Put downs, most of the time, are obvious. At an institution were diversity is valued, most individuals at any level (students, faculty, staff, etc.)  are conscious not to say something that is disrespectful and offensive. However, there are subtle ways in which homophobic rhetoric is instituted in classes. One specific example I point to is in the spanish class I am currently taking. Spanish is a language in which pronouns are split into masculine and feminine forms. (That in itself is a problem, but one that is difficult to change). In some way gender norms are built into the language because one's actions are described in a masculine or feminine form. However, this masculine and feminine form should not apply to describe individuals interest, relationships, activities. In my spanish class if find that a bunch of the material further normalizes and ingrains heteronormativity by showing us examples and making us write down responses to questions that only apply to heterosexuals. For example, we will read situations where Maria goes on a date with Julian. Maria is wearing a dress and high heels. Julian is wearing pants and a t-shirt. To the uncritical eye, this is just a spanish lesson. However, to individuals who do not perform gender in this way, these descriptions are hurtful. They are hurtful because it makes us seem weird, and pressured to conform, it makes us feel like we do not belong.
     Here is another situation: When learning about conjugation of verbs in Futuro (future) we were asked to come up with ten sentences to describe our ideal husband and wife for the future. We would use phrases like: I want my future husband to be... or I desire my future wife to be...  The next day in in class we went over the assignment, and we always do this orally. Our profesor went around the room and asked us to read our responses. Whenever our professor called a masculine name out, our professor would ask them to describe their ideal wife, and when our professor called a feminine name our professor would ask them to describe their ideal husband. I immediately felt uncomfortable. In assuming that every girl and boy was "straight"  and that every girl was feminine and boy was masculine, these questions were extremely imposing for those of us who don't conform to heteronormativity. These assignments impose an identity on us that isn't ours.
      Situations like these, I am sure, happen in all language classes at UCR. I am sure assignments likes these are the "norm". The question is then, how do we figure out a way to make the material and class structure inclusive of every individual? What is lacking here is an intersectional analysis of identities. What is lacking here is a dialogue between students and administration about heteronormative privilege and the problems with it. What is lacking is a critical reflection on course material and the way class is taught. The goal of every space, whether in a classroom, in the restroom, in the dining halls, etc. should be to create a safe space.  To start off, the professors and departments who create the course readers for my class should be told that their material is heteronormative and that it is potentially homophobic because it is erasing the existence of homosexual, lesbians, masculine females, feminine males, etc...many individuals who are members of the UCR community. I think it is essential that administration and students start a dialogue to notice ways in which heteronormative privilege is a put down and is silencing individuals who do not adhere to the institution of heteronormativity.