perceived as too meek or too bitchy. There is no in-between.”
Forensics Is The Solution, Not The Problem The double bind that women face is one that begins and extends well beyond the world of forensics, but the fact is that our activity has the power to make a difference. Forensics is not the problem, but it is an integral part of greater society’s solution. Forensic educators in particular are in a unique position to invoke positive change for all of our students. One coach expressed her obligation this way: “It occurred to me that I have a voice now that has some influence—and what is a voice for if not used for positive change? Some young person (we know rape has no boundaries) out there is going to be at the end of a hallway at 11:00 p.m. on a Friday night, alone with some either clueless or misogynistic opponent reading this hogwash (“no impact to rape”), adjudicated by some potted plant of a judge who will not use the power of the pen (or the push of a button) to bring some education into the room. And they are going to be intimidated, or scared, or hurt, or too timid to say anything. And there will be some coarse laughter and some winks and our young person will have to deal with it—all alone at the end of a hallway in some school somewhere. I’ve been alone in that room with an opponent and a judge like that—it was one of the loneliest moments I’ve ever felt in my life. If I don’t want anyone else to ever have to experience this, I have to speak up.” Many believe that a key starting point is to deny people making inappropriate comments the safety of polite silence. Competitor Ellie Grossman: “I really do think things the community is already doing, like teaching about sexism and diversity within the community, is a good
start. But it isn’t enough. Coaches and competitors need to check one another when they see sexist attitudes and behavior. That’s especially true when young women are facing sexism from adults. Many girls have received sexist and hurtful comments from judges, but it’s hard for students to be able to do anything when they aren’t in positions of power. Because of that, sometimes coaches will have to confront other adults, even if it might not be comfortable. Everyone can work hard to check bad behaviors within themselves and to talk to other people about their actions when they can. With effort and cooperation, the community can continue to push forward and fight against sexism.” “Zero Indifference” is a policy promoted by the Southern Poverty Law Center and recommended by the American Civil Liberties Union; the Gay, Lesbian and Straight Education Network; the AntiDefamation League; the Respect for All Project; and Teaching Tolerance. Edward San Nicolas explains: “In the same vein as building schools of character and determinedly teaching social responsibility, Mara Sapon-Shevin in Chapter 7, ‘Zero Indifference and Teachable Moments: School Leadership for Diversity, Inclusion, and Justice,’ maintains that leaders need to implement a zero-indifference policy to bullying and discrimination in schools. Leaders should do so in such a way that rather than acting as bystanders to instances of bullying and social injustice, students learn to become multiculturally literate, to recognize discriminatory practices, and to act and speak out against the social injustices they encounter in their day-to-day lives. Sapon-Shevin, Professor of Inclusive Education at Syracuse University, states that schools need to take an ‘activist stance’ to establish ‘an inclusive, diverse school community.’
She says, ‘Our goal cannot be to mirror the injustices and inequalities of the broader society (and world) but rather, to provide students with the skills, attitudes, and confidence they need in order to actively transform the world.’” Coaches, parents, students, and NSDA leadership are collaboratively working to provide inclusive and innovative solutions to empower our competitors and each other. These solutions fall under three branches: representation, validation, and amplification.
Representation More than ever, it is important that students see themselves in their NSDA coaches. Our strengths are their strengths. Our successes are their successes. Representation matters and it begins before students even walk into the tournament. While self-reported data tells us that 48.8% of active National Speech & Debate Association coaches are female-identifying, the representation of strong, female leadership at all levels of cannot be overstated in the promotion of gender equality in the competitive speech and debate community. The effect it has on students is pronounced. NSDA alum Alexis Sheffield explains: “My freshman year, I was not confident enough to stand up for myself and made myself smaller at tournaments. After listening to my coach and educating myself, I found that how I was being treated wasn’t okay. My experience in forensics would have been very different if I did not have the appropriate,
Rostrum | WINTER 2017 45