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Is the Gay Rights Movement Moving?
Timothy Patrick McCarthy is a Lecturer on History and Literature, Adjunct Lecturer on Public Policy, and Director of the Human Rights and Social Movements Program at the Carr Center for Human Rights Policy at the Harvard Kennedy School. He also teaches in the Committee on Degrees in Studies of Women, Gender, and Sexuality in the Faculty of Arts and Sciences.
A historian of social movements, Dr. McCarthy graduated with honors from Harvard College and received his Ph.D. in History from Columbia University, where he completed his dissertation under the direction of Eric Foner. Dr. McCarthy's research agenda focuses on the relationship between human rights and social movements in three main areas: race relations and civil rights; LGBT politics, policy, and advocacy; and modern-day slavery and human trafficking.
McCarthy has published two books, The Radical Reader: A Documentary History of the American Radical Tradition (New Press, 2003) and Prophets of Protest: Reconsidering the History of American Abolitionism (New Press, 2006), and his third book, Protest Nation: The Radical Roots of Modern America, is forthcoming from the New Press in 2010.
An outspoken and respected leader in the lesbian, gay, bisexual, and transgender community, Dr. McCarthy was a founding member of Barack Obama's National LGBT Leadership Council, serves on the Board of the Harvard Gay and Lesbian Caucus, and, in 2009, delivered Harvard's prestigious Nicholas Papadopoulos Lecture, entitled "Stonewall's Children: Life, Loss, and Love after Liberation." He lectures widely on topics ranging from history and literature to politics and human rights.
Question: Where are we now when it comes to gay rights?
Tim McCarthy: We are at a very exciting place. It’s one of almost exuberant confusion. I think that on the one hand we’re thrilled by the progress that had taken place and that has taken place quite frankly in a very short period of time. I mean I’m a historian so I always take the long view of things and when you think about the kind of progress that’s been made for LGBT people just in the last 5 or 10 years, much less over the course of the last 40 since Stonewall, it’s astonishing the amount of progress that’s been made. When you compare to the black civil rights struggle the amount of progress that we’ve made has been quite accelerated in comparison to the long black freedom struggle that dates back to on this continent to the arrival of the first slaves in 1619. We talk about 4 centuries of black freedom struggle. We’re talking about 4 decades of a queer freedom struggle, you know, puts it in perspective and constantly trying to use comparisons when they are useful lot make that point and so on the one hand we’re thrilled and there’s been enormous progress on whole range of fronts but you know there is still some frustration. (SPLICE)
When we think about the insidious prejudices and discriminations that Harvey Milk and folks were fighting against 30 years ago and then you think about probate and the Arkansas ballot initiative which banned single adoption and was really energized the movement behind the passage of that ballot initiative was really deeply rooted in the same kinds of prejudices and the same kinds of discriminations. The equation of homosexuality with pedophilia which is something that we are still battling against that kind of stigma that if you let us near your children were going to molest them which is absurd and so those kinds of things endure and so I think there is a great frustration on the other hand in our community that progress hasn’t come further that there is still those stigmas and those prejudices against us and that we are still battling in the political arena that we’re still, you know, sort of 15 years after Bill Clinton took on, Don't Ask, Don't Tell and signed the Defense of Marriage Act that were still in many ways at ground zero where we were 15 or so years ago and I think there is a one hand acceleration over the progress and we have to acknowledge how much progress had been made but in the other hand I think there is real frustration which you’ve seen in recent weeks with the president, the new president, and with his Justice Department and the brief that they put forward defending the law, the defense of marriage at law which is still on the books.
Question: Will anything change?
Tim McCarthy: It’s not going to happen overnight. One of the things that I think is happening we should understand that no President of the United States has ever been at the forefront of social transformation. When you think about Abraham Lincoln…Abraham Lincoln when he came into office was cautiously anti-slavery and he was a colonizationist and he expressed very openly and also privately white supremises the youth. He didn’t think the black folks and white folks could live together in the same country and get along with one another and this had been the long view of presidents dating back even to, you know, certainly Jefferson even in some ways Washington and others. There was deep belief among presidents in the 19th century and the late 18th century. The black folks and white folks weren’t meant to get along. They weren’t meant to live side by side on terms of equality despite the nation’s founding promises and so Lincoln had to come along and Lincoln was pushed by black folk, he was pushed by Frederick Douglass, he was pushed by Harry Tomlin, he was pushed by Martin Delaney to have troops fly for the union cause, to pay them properly, to emancipate the slaves and ultimately to come up with a new vision for the country to change his thinking such the black folks and the white folks could live in a bioracial democracy. That took him some time, same thing with Franklin Roosevelt with the labor movement. Franklin Roosevelt didn’t come into office thinking that unions and people have the right to collectively bargain and that unions should be part of our social, political and economic fabric. He had to move to get to that position.
Lyndon Baines Johnson was celebrated as the president who signed the voting rights act and the civil rights act certainly very important to that story and that history had to be moved I mean LBJ was someone who was known to use the N word in close chambers when he was bargaining in the Senate. This was a man who was from Texas, who was from Burrow, Texas and he had to be moved on the issue of civil rights. None of these men ever made it to the point, the endpoint in their lives many cases because Lincoln obviously was shot, Roosevelt died in office and then Lyndon Johnson stepping down because of the Vietnam conflict but all of these president moved from one place politically to another, more enlightened and more progressive place but all three of those presidents were moved by social movements and the same is going to be true with President Obama. President Obama is not the leader of our social movement. He may sign legislation that will be a culmination of and a victory for our movement but Barack Obama is not our leader as an LBGT community, he is an ally. He needs to become a better ally but I have faith based on what I saw on the campaign and what I know of his essential decency and progressive principles. I have faith that his administration is going to be the best administration for LBGT rights that we ever had in American history before it’s all over.
Recorded on: July 1, 2009
The community is thrilled by recent progress, but frustration still lingers, says Tim McCarthy, founding member of
Obama's National LGBT Leadership Council.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Hollywood has created an idea of aliens that doesn't match the science.
- Ask someone what they think aliens look like and you'll probably get a description heavily informed by films and pop culture. The existence of life beyond our planet has yet to be confirmed, but there are clues as to the biology of extraterrestrials in science.
- "Don't give them claws," says biologist E.O. Wilson. "Claws are for carnivores and you've got to be an omnivore to be an E.T. There just isn't enough energy available in the next trophic level down to maintain big populations and stable populations that can evolve civilization."
- In this compilation, Wilson, theoretical physicist Michio Kaku, Bill Nye, and evolutionary biologist Jonathan B. Losos explain why aliens don't look like us and why Hollywood depictions are mostly inaccurate.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.