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This post is part of a series on the role/responsibilities of educators at colleges and universities.

In my research of the role of students participating in campus-wide discussions about sexuality and gender equality, I have also observed some surprising (and, perhaps, disappointing. – Ed.), or at least very unexpected, things from some of my students. For example:


Students don’t understand that I do my work, in part, as part of my role as a “safe space.” I do what I do, and I do it with a very deliberate, systematic mind shift as I navigate through a world where it feels as though there are two very different camps of people on the planet, with conflicting beliefs, and I am just one of a half-dozen or so educators who are making decisions about what those two camps of people are going to be. I don’t always get the chance to make up my mind, but a lot of my students – or what I would call their “safe space” – are happy to do that for me.

I don’t always get the chance to make up my mind, but a lot of my students – or what I would call their “safe space” – are happy to do that for me. Some students do understand that their sexuality is a sexual thing, with their own bodies, and that this is what makes the “real world” feel the same way as the college campuses are, when at a certain point one’s sex lives are no longer about what they want and need to be.

Many students know very well that many students from my own generation are in the queer community. They understand that in that community people are trying to create a world where everyone feels loved and accepted, and that these movements are often very difficult in the beginning for many people and that it can be difficult to understand what a struggle it is.

Many of my students don’t understand that in talking to me about a certain topic, they are actually talking to me as much as I am talking to them. I am listening to what they have to say. Some of my students do know that a student’s sexuality is a

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