Last month, a Cornell University sophomore, Claire Ting, was studying with friends when one of them became visibly upset and was unable to continue her work. For a Korean American literature class, the woman was reading “The Surrendered,” a novel by Chang-rae Lee about a Korean girl orphaned by the Korean War that includes a graphic rape scene. Ting’s friend had recently testified at a campus hearing against a student who she said sexually assaulted her, the woman said in an interview. Reading t
Last month, a Cornell University sophomore, Claire Ting, was studying with friends when one of them became visibly upset and was unable to continue her work.
To some, the conflict illustrates a stark divide in how different generations define free speech and how much value they place on its absolute protection, especially at a time of increased sensitivity toward mental health concerns. The current free speech issue at Cornell is one that has been debated on campuses across the country. “Content warnings” or “trigger warnings” refer to verbal or written alerts that assigned material, including academic writing or artistic expression, may involve sensitive or upsetting themes or details that may cause a student to have an emotional response tied to a personal experience.
Integrating trigger warnings into academia first took root in the 1990s but gained urgency after the #MeToo movement opened a dialogue about trauma. A study published in 2019 in the Journal of American College Health said 70% of college students report that they have been exposed to at least one traumatic event.
Khalid called trigger-warning mandates an infringement on the academic freedom of professors whose role is to help students develop critical thinking skills. One student approached him and said that because of a family issue, she was concerned about reading it. He was willing to create an alternate assignment for her but first encouraged her to start the book and see if she found it more compelling than upsetting. “She found it very salient,” he said, and completed the assignment.
She also believes a rule that codifies the avoidance of upsetting topics runs contrary to the role of a university. Humphreys often previews for students what is to come in a lesson, as a part of “reinforcing pedagogical goals,” she said, and aims to be sensitive to students.
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