Feature

Stepping out

An interview with Steven Warland

by Barbara Kinley-Hubert

alking-to students of Steven

Warland, you hear com-

ments like the following: “Subtle but effective .. . he made us feel safe while we were explor- ing personal areas of ourselves,” Joyce Chorney; “He knew how to get everyone involved, and created a level of respect not only for us but for himself,” Chad Ellison; and “Y didn’t know what to expect but I admire him. . . he made us face our own identities,” Betty Ho.

I was fortuitous enough to take CMNS 216, Interpersonal Commu- nications, from this soft-spoken and dignified instructor. His course was a lot of things to me. It was fun engaging in the role-playing exercises. It was informative learning about communication styles and cultural differences. It was scary looking in at myself—at my interpersonal weaknesses and strengths—and even scarier having to share all that personal stuff with peers and an instructor. But Steven made the class environment feel safe.

So you immigrated here from the uS?

Yes I came up on a work visa in 1991, then immigrated perma- nently in 1993.

You teach at Douglas as a con- tracted instructor, does that have anything to do with politics surround- ing your sexual orientation?

No. It’s so that I can have time to do my consulting work. I’m also thinking of setting up a counselling service.

What kinds of consulting do you do?

I’ve done some sexual orienta- tion seminars for the Provincial government, a worksh called ‘The Writer’s Ear,’ consulting for not- for-profit agencies, that sort of thing. Seminars are my favourite.

What qualities do you think make an instructor a good instructor?

A desire to share mostly, creating an environment where students feel comfortable sharing, a sense of humour and humble- ness. It’s all tied together.

Are you a good instructor?

I can be; I’m comfortable with myself. Although I could be better.

So you don’t come out in all your classes?

No, only if it’s relevant to the material I’m teaching.

Do you think your sexual orientation contributes to, or detracts from, your teaching abilities?

Contributes? In some ways yes. It’s given me sensitivity about issues surrounding discrimina- tion. It’s also taught me how strong people’s filters— first impressions and biases—are. I don’t think it detracts. It can make some students feel uncomfortable because they’re not used to dealing with personal information, but that passes in a short time.

When you came out in our class did you notice any mouths hit the floor?

No. It was a small class and I didn’t want to single anyone out or direct what I was saying to any one person, so I wasn’t looking. It’s different when you are in a lecture theatre though. Then you see some

The first day pretty interesting of class he ened ; reactions. hindele aba The first time | came onto the campus | saw a Ma@i os sae from banner about a gay and lesbian event. And the 9 — ada negative

s students. : ° : ae cs response to-your We asked him college is very open to people with disabilities. cotta oo about.atot of This is just an observation, of course, but the class? personal \ ‘ Only one— inforrnition: college seems to be fairly open and is at least recently—but

that day, about his family and background, which he answered honestly and sincerely. But I don’t think any of us were prepared for the bombshell he drped halfway through the semester.

We had been talking about respecting differences in ourselves ‘ and each other when Steven said, “Remember how at the beginning of the term I answered your questions about myself? Well, I'd like to continue that conversation and tell you some more about myself.” The room got real quiet, like we were expecting...I don’t know what.

“I’m gay,” Steven announced.

He talked on for a bit, but I didn’t hear much of what he was saying. My head, and I suspect it was the same for others, was reeling. Even if I had suspected that Steven was gay, I never expected him to publicly announce the fact.

After class, there were a few comments, like one woman's “what a waste.” But aside from being taken a little off guard, I don’t think anyone gave the incident too much thought. The rhythm of the class soon picked up where it had left off. After all, one of the learning objectives for the course was respecting differences.

I pounced at the portunity to interview Steven Warland. To me, Steven is much more than a curiosity; he is a courageous and sincere individual who honours his students and his position.

How long have you been teaching?

About thirty-five years. I’ve taught at the high school level, but mainly at Cornell University. This is my second semester at Douglas.

making visual attempts to acknowledge diversity.

Sometimes I get overzealous about the information and spend too much time talking. Teaching is part theatre and sometimes I lose balance. I prefer to see myself as a guide but that doesn’t always happen because of circumstances. It’s the way the academic world is set up. That’s why I like seminars. The students do most of the work. I like to create a Socrates environ- ment.

What made you decide to come out

in class?

I decided to come out about ten years ago when I was still teaching at Cornell. I think good communi- cation happens when the environ- ment is en and trusting. I’m also very concerned about diversity and tolerance. I want to be a good model. Most pele don’t see me as a gay man. We all have filters or biases so we don’t always attend to cues from those around us. Or we make false assumptions. Quite often pele are surprised when they find out I am gay.

It wasn’t an easy decision. I was raised in an environment where faculty members needed to be private. But I didn’t think it was fair for me to be asking my students to divulge all this per- sonal information without offering something myself.

Why did you wait until halfway through the semester to come out?

I tend to do it when we hit content regarding cultural diver- sity and tolerance. It’s not just some spontaneous thing I do. I plan if and when I’m going to come out, and then only if it has relevance to the course I’m teach-

ing.

usually nothing major. I guess this fellow felt that his assumption was the preferred way of being. I find some pele think that if you are talking about being gay you are talking about sex; but when I talk about my children no one ever says “you're flaunting your sexuality in my face.” It’s a subtle but very clear bias that many gay pele face.

How old were you when you first realized you were gay?

There is no clear answer to that. The realization kind of evolved. I self identified myself as gay when I was around 32.

Are you out all the time?

In most situations. It’s certainly not made an issue during consult- ing or business situations. But I don’t sanitize information.

Have you ever come out at any other institutions?

Yes, during interpersonal courses I’ve taught at Cornell, SFU, and at some of the workshs and seminars I’ve taught. When Betty Baxter and I were doing a seminar on sexual orientation for the Province’s Deputy Ministers we ened with our own personal stories. It worked well as far as setting up.a trusting environment and initiating dialogue.

Have you experienced any negative repercussions from administration for coming out?

No, not in Canada or the US.

Do you think post secondary institutions are traditionally more tolerant of diversity?

Yes, partially because of sheer economics. They are, after all, serving the student body, which tends to be diverse, and partially because of academic diversity.

What about Douglas?

I can’t rate Douglas exactly. The first time I came onto the campus I saw a banner about a gay and lesbian event. And the college is very en to pele with disabilities. This is just an observation, of course, but the college seems to be fairly en and is at least making visual attempts to acknowledge diversity.

Have you ever noticed any of your students who you think might be struggling with their sexuality?

No. Probably because I don’t see my students through that frame- work. Sometimes later I'll find out because of information I hear. I have had students come out later that I wouldn’t have thought were gay. They always say, “Didn’t you know?” And the answer is no. I’m just not looking for that when I’m teaching. I try not to make judg- ments about anybody.

Do you have any advice for gay students at Douglas?

Well, no. Most gay students I’ve dealt with in the past have the

David Tam Photo

same problems as any other student. It’s very individual. The only difference is that their sexual- ity interacts with whatever it is that they are facing.

Do you think doing this interview could jeardize your position here at Douglas?

No. Definitely not.

fter the tape recorder was turned off Steven and | talked about children,

friends we had both lost to AIDS, and about being human. He hugged me as we said our good- byes.

Thinking about the interview later, I couldn’t help but be astounded by the strength of this delicately built man with finely etched features and gentle voice. ‘Stepping out’ in a society that, at its worst, views sex as something perverted and dirty, and homo- sexuality as something ‘unnatu- ral,’ Steven Warland stands tall. Moreover he is, like every one of us, human.

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