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Community Resolution

Fighting for a Place in the Room by Sophie Blake

The views and opinions expressed in this article are those of the author and do not necessarily reflect the views of Victory Briefs.

Sophie Blake is a trans LD debater from a small school who loves teaching and giving younger debaters access to opportunities, and coaches several small school or independent debaters. Sophie values the scholastic value of debate and encourages debaters to become authors and methodological activists both inside and outside of debate rounds. Sophie emphasizes diverse and creative argumentation, and an increased communal prioritization and student awareness of the implications of community practices then the competitive nature of debate as an activity. Don't hesitate to reach out to Sophie if you have questions about debate or need a friend in the debate community.  


CW: Transphobia, Mental Health


Iscream into my lungs

asthey lift outward

flyinghigher

stillunheard

orrather unheeded


It’sa familiar sight: “the lecture hall, packed full of people, erupted withapplause as the timer from the 2ar went off. Within seconds, the front of theroom became saturated with swarms of coaches and competitors.” However, withanalysis you recognize these debaters are all “males”, and notice the women areleft in the audience.[1]

Thefirst question is “What is wrong with this image?” Why weren’t women there tojoin the men.

Nextcomes: what is wrong with that paragraph? What happens to the trans people whoare male-presenting, to pass in their communities, can’t or don’t want totransition, etc.? Are they assumed men?

Whathappens to the trans[2] persontapping on the glass outside of the room? Do they remain unheard, unnoticed?

Perlman’sarticle talks about how the bro culture permits constant acts of sexism, whichresults in exclusion of womxn. While this is true, I would maintain there is asimilar cis culture that perpetuates microaggressive transphobia.

However,these concerns remain unheard from the rest of the community. Lindsey describescis womxn as being in the back of the room. However, drawing from thatmetaphor, trans people aren’t even in that room in the first place. In order toreceive conscious thought, to not have our pronouns assumed, to have a place tosurvive in the first place, we need to spread our voices. Without growing support,trans individuals’ plights are ignored.

Transpeople are currently invisible in the debate community because (1) their voicesare silenced by current conceptions of debate as a “Competitive Activity” thatignore accessibility, (2) microaggressive discourse makes the space unsafe, anddiscourages trans participation, (3) cisnormative feminist movements ignore andincrease several trans-specific problems within debate. To prove this, thisarticle will outline and analyze these issues through specific examples, andprovide solutions.


Silence!This Activity is Competitive!

Conventionaldebate is fundamentally hierarchical, there is an economy of ballots, yourequire a certain number of ballots to get to outrounds. You pay to go totournaments to get more ballots. Debaters and their arguments earn prestigebased on how far they get in tournaments and how many bids they collect.Coaches advertise their career bids, and the number of bids they’ve coacheddebaters to receive, in order to get hired. This falls under the label“Competitive Activity.” However, people use this label to justify severalthings that actively harm debate being a competitive activity. If debate beinga good competitive activity was the goal, structural fairness would becomeincredibly important to avoid certain teams dominating that competitiveactivity and crowding out talented debaters from new schools or deviantidentity groups. However, what instead follows is debaters separating fairnessinto procedural and structural and prioritizing the former to win theorydebates.

WhileResource Disparities is an issue, it isn’t the focus. This is just an exampleof how ballots explicitly and implicitly endorse certain norms. Whenever youvote for a theory shell that frames the round as only caring about proceduralfairness, even if you intentionally only desire to endorse Conditionality bad,you implicitly endorse framing fairness without accounting for structuralfairness. A more egregious example I’ve come across is when someone wins adebate on the flow despite saying problematic slurs and misgendering theiropponent. Sure, the judge votes them up because they won the disadvantage, butthat judge is also allowing that behavior, making the activity less accessible.

Thisover time results in a buildup of implicitly and explicitly endorsed norms thatmake trans debaters invisible. We trans people aren’t even considered asexisting in the debate space, because we don’t have enough representationgenerally or with ballots. This materializes in community norms and eventournament rules being exclusionary to trans people. For example, disclosuretheory has become almost an undisputed rule, and open source disclosure seemsto be on its way to becoming the same. This is because of judges who vote forthese theory arguments, while ignoring the consequences of dueer[3] outingthrough open source disclosure, even when it’s brought up in round. Even worseis tournament organizers, who sometimes even frame their tournament’s asprogressive and pro-LGBTQ+, are making open source of narratives andperformances a rule. I have contacted several of these tournaments asking abouttheir disclosure policies to avoid critical information being posted online,but never received a response. This forces pers to publicly out perselves inorder to compete at these tournaments, and not doing so denies them morealready limited opportunities to achieve success in this “Competitive Activity”in the form of a bid. Also, this results in a chilling effect on performancesthat call out problematic actions or actors within the community.


What Happens to the Few Trans Debaters in our Debate Communities?

Asdebaters continue to conflate women with female and man with male inside andoutside of rounds, this discourse reifies a gender binary, that erases theexistence of transgender debaters. The implication is, you can’t be a womxn ifyou were born as a male-passing and you can’t be a man if you were born asfemale passing. Not only does this completely encode over the existence ofintersex, non-binary, and multi-gender people[4],but also helps reinforce toxic notions in society writ large that contribute tointernalized gender dysphoria and self-loathing.

The‘good debater’ problem [5]reifiesthis cycle, because not only are trans folx left with few ‘good debaters’ astrans role models, but status quo “good debater” behavior informs other cisdebaters to adopt the same transphobic microaggressions they never had toaccount for. Lack of compassion or realization of misgendering only continuesto permeate the community.

Forexample, Judges often put on their paradigm that racist, sexist, homophobicarguments etc. are an instant loss. However, despite this, I and other transdebaters who call their opponents out on misgendering, have recognized lots ofjudges have odd misgendering brightlines that result in the judge dismissingit, is two times too many? Five? Ten? Additionally, many cis debaters use theirin round or after round apology to shift the guilt. I’ve been told by myopponent’s teammate that I should feel guilty for making per cry by calling per[3] outfor misgendering me.

Toadd on to my previous criticism of how debate being a “Competitive Activity” isleveraged, I also have a criticism of how tabula rasa is framed by judges. Thisisn’t to say having a judge attempt to be unbiased from their own opinionsabout politics or which side of the resolution is true is a bad thing. However,the way Tech>Truth is leveraged repeatedly doesn’t lead to actual productionof good norms. The classic example being, better theory debaters can readextremely abusive positions and destroy novices. But more importantly,positions like discourse criticisms should require using your own philosophy tonot vote for debaters who said R***** because they win 1ar font size theory.Before judges’ default to philosophical notions like pain being bad on a utilflow, or fairness is important because everyone will quit debate over a singleconditional counterplan, they should bring their paradigm as an educator intothe round. That means that any microaggressive behavior should be dealt withfirst because it can actively harm the other debater through verbal violence,make the space toxic and less accessible, and prevent debate from becoming asafe competitive environment for the rest of their lives. When these concernsare ignored for the sake of a “Competitive Activity,” that pedagogicallyjustifies doing anything for the ballot, and thus behaviors as egregious asdebaters blackmailing their opponents. In fact, under status quo paradigms, itis competitively advisable to intentionally misgender your opponent in front ofa “tab” judge to throw them off. Judges have a responsibility to promote a safeand equal space beyond anything else, as a prerequisite to have a debate.Because of this, judges should be much more receptive to theoretical,philosophical, or Kritikal arguments that deal with accessibility, survivalstrategies, and discourse relative to in-round procedural questions, orsubstance arguments.

Allof these culminating factors result in a culture where the trans womxn neveraccesses the debate room as a debater; we are always at least one foot out ofthe room. However, not only is the trans womxn not in the debate room itself,these pedagogical choices also inform debate’s feminist movements. Whichresults in the disconnect this article reveals.

Ona recent tournament weekend that was heralded as a big win for gender equality,I was dealing with one of my worst weekends in the activity. 6 opponentsmisgendered me a total of around 200 times, one achieving a new record of 72times in 3 minutes at the same tournament. How could we have such a differencein experience?


StatisticalExclusion

Hereare two studies that could potentially provide an answer.

1. http://www.vbriefly.com//2016/05/12/gendergapshin/

“Icollected my data from tabroom.com andincluded 24 bid tournaments from the 2015–2016 season. I will continue to addmore tournaments and possible more variables to my data set. I recorded schoolnames, debater’s names, pre-elimination records, elimination records, andspeaker-points. I was able to generate a list of genders from camp attendancesheets, Facebook, and websites that determine gender from names.

Igenerated this first graph by plotting seed frequency by gender. Thisgraph shows that males consistently have better seeding than females, as theblue line, which represents males, is more towards the left than the red line,which represents females. Based on this graph alone, we can extrapolate thatmale debaters perform better than female debaters.”

Notonly does this study conflate girls with females and boys with males to thedetriment of transgender humans but data is collected based on determininggender from name only. This is not only a bad practice for determining genderof cis people–i.e. the author herself didn’t know where to put Jordan — but isincredibly problematic when applied to trans people who often retain names thatdo not match their gender identities.

2. https://www.vbriefly.com//2016/05/15/new-evidence-on-gender-disparities-in-competitive-high-school-lincoln-douglas-debate/#_ftn1

“SinceTabroom allows but does not require coaches to indicate the gender of debatersor judges, about 21% of observations for debaters and 50% for judges areinitially missing gender labels. I adopt three strategies to assign genders tomissing observations. First, I use 1990 Census data containing about 5,500common baby names. The Census data corresponds to people who were 25 years oldin 2015, which is a reasonable approximation for judges (who are often collegeor graduate students) as well as debaters. In cases where the same name appearsin both the male and female Census lists, I assign the more common genderassociated with the name. Second, I merge the Tabroom data with a list ofcommon names of South Asian origin I found on Github, a website whereprogrammers and researchers can share code and datasets. Third, I manually assigngender in what I believe are clear-cut cases [6].After the three procedures, 99% of debaters and 96% of judges have assignedgenders. The vast majority of the improvement is due to the official Censusdata.”

Weagain encounter the common theme of conflating sex and gender, and it’s thesame problematic study route based on names and Census predictions. None ofwhich is surprising because they were related studies, but disappointing sincethey are the only major study of gender disparities in high school LincolnDouglas that I’ve found. After looking a little closer though, you find thefirst footnote.

“Inthis paper, gender refers most closely to gender identity. See footnote 1 ofthe full paper for a more detailed explanation of the construction of thegender variable.”

Onlyfor the first footnote to say the following:

“Thedata does not distinguish between biological sex and gender identity. It isprobably safe to interpret summary statistics as applicable to either a“biological sex gap” or a “gender gap” given the small size of the populationwhose biological sex and gender identity differ, but there is no way to knowthis with certainty. Moreover, I exclude observations where gender is labeled“Other” due to concerns about reporting accuracy and sample size.”

Inother words: the research says sex and gender is the same, but the discussionof the “gender gap” still refers to gender identity, and it’s probably safe tosay that none of the non-binary or male passing trans folx gender experienceschange discussions of gender. Regardless it’s hard to study gay people.

Whilethis interpretation might seem a bit harsh, it’s clear that there is absolutelyno desire to paint a picture that includes trans womxn, given that the entirefootnote is about justifying how it wouldn’t scew the overall results of ciswomxn that much because of how insignificant trans womxn are to the data pool.

It’snearly impossible to empirically analyze discrimination against trans debatersbecause we barely exist in the activity: trans debaters’ numbers rapidlydwindle from harassment, and few of us are out as trans. But it is far moreproblematic to conclude, (as several cis people have encouraged me andthemselves too), that there aren’t also many others closeted or not whoexperience violence for their trans identities in debate just as I do. Usingnumbers as an excuse for a lack of consideration is an attempt to gaslighttrans debaters to avoid cis guilt.


CisnormativeFeminist Movements

Asshown, cis feminist movements in debate often lack an understanding ormotivation to deal with trans specific problems. However, some feministmovements in debate become not just unaligned with trans goals, but directlyharmful when they endorse toxic ideas around passing. I previously criticizedinterchanging male=man and female=women, but when this distinction is not madeby ladable feminists within the debate community and progressive groups andinstitutions, the result is not just feminist movements in the debate spacerecreating the same toxicity. In fact, when progressive institutions performacts of gendered violence this can result in a feeling of validation ofinternalized trauma.

Forexample, when I find a website for womxn in debate, and see thisinterchangeable use, I immediately reach out to members I’m acquainted with tosee if it’s a safe space for trans people. Someone still questioning theirgender identity or new to the community, might internalize that if progressiveinstitutions agree male=man, then they must not be trans. Even if theyrecognize this as a microaggression, they are likely to see this organizationand potentially debate as unsafe. In fact, if it wasn’t for me knowing andcontacting one of the students on their staff to ask about the environment,there are several instances where I would not have worked with theseorganizations.

Similarly,the way cis Feminist Kritikal Affirmatives are often performed in the debatespace is problematic. Saying the word trans womxn twice in the 1AC while notreading a single trans author or talking about how the 1AC affects trans womxnin any distinct way besides “gender equality,” isn’t enough to say yourfeminism is intersectional or supports trans womxn. Increasingly debaters havejust been sprinkling trans tokenism [7] intheir 1ACs for the sake of a 1AR permutation. In general, these kinds ofintersectionality perms should be held to a higher standard, because if thisblippy intersectionality [8]isn’trewarded with ballots, it will stop being strategic, and people will readKritikal affirmatives that consider specific experiences. Alternatives likeframing the aff as a transfeminist aff [9] basedon solving trans issues with intersectional spillover or an AC thatacknowledges that it works for cis womxn specifically are much better.

Thistrans tokenism by debaters in round, and cis feminist institutions isincredibly harmful. It presents the illusion of trans issue’s being dealt with,and prevents creation of trans-inclusive organizations with a similar purpose.


Solutions

However,despite all this we shouldn’t give up on our ability to recreate this “debatespace”.

Eventhough ideally adult members in the community would take the lead in fixingthese issues, they haven’t and many likely won’t until it picks up momentum.However, trans students are uniquely positioned to turn the often problematic“good debater” modelling on its head. Rather than justifying good debatersgetting away with bad behavior, trans debaters should fight to acquire this platformin order to act as trans models and speak out to change the community.

Currentdebaters and first year outs are also uniquely significant because of ourcurrent positionality within the community. more debaters should write articlesabout their experiences in debate to promote discussion and create newdebate-specific evidence the community can use. This is uniquely importantbecause when doing research for writing this there were only 7 articles aboutwomxn in Lincoln Douglas debate with two explicitly conflating gender andbiological sex. Only two mentioned trans womxn, and SunHee Simon’s was the onlyone that outlined potential solutions.

Inorder to avoid microaggressions we need to make all debaters aware of theirdiscourse. We should place specific focus on the creation of new transfeministmovements. Trans role models are key to showing trans people that they cansurvive and thrive in this space, as well as forcing cis people to acknowledgethe presence of trans debaters to avoid transphobic practices and cut downmicroaggressions. While these movements should be predominantly led by transmodels due to their awareness and understanding of microaggressions, I think wecan and must use established feminist organizations.

Thiswould entail 1. Getting rid of cisnormative discourse such as conflation ofgender and sex, inside and outside of debate rounds. 2. Creating spacesexplicitly for non-cis men as opposed to explicitly for cis women. This can bea way to reframe existing feminist movements in debate. 3. Have at leastpartially trans leadership of these programs, and have all the leadership beexplicitly pro-trans, embracing everyone gender deviant, regardless of theirorigin. Making sure trans voices are guiding the movement is a necessary step toavoid becoming an ad campaign for cis institutions.

Despiterecognizing the risks of intersectionality there are two reasons why I thinkthis approach is valid 1. Trans womxn debaters can’t be crowded out of feministdebate spaces much more than they already are, so adding cis womxn to ourmovement won’t make the situation any worse. 2. Due to risks of outing and thestatus quo silencing of trans identities in the debate space building aninfluential collation between only trans identities that could reshape largeinstitutions would be impossible, especially if cis women work against ourmovement.

Inaddition to increasing trans representation in these communities, people,especially those in progressive feminist institutions, should become moreconscious of per’s gendered language. Interacting with trans individuals canhelp with this, but also recognizing the impact of words, and taking 10 moreminutes to go through your website and correct microaggressions, or reading anarticle about how trans womxn are affected by therapy confidentiality.

Judges:Resulting from my previous criticism of Tabula Rasa the flow should not blindyou to the impact of your ballots. Many are likely to object that this model isidealistic for debaters to not prioritize the ballot above the accessibility ofthe invisible other. However, if you reframe the “role of the ballot” (if youwill) judges should stop giving the ballot to implicitly (or explicitly)endorsing anti-dueerness, racism, sexism etc. That doesn’t mean you have to throwout your “vote for the better debater” paradigm either, but like you wouldn’tconsider a debater who blackmails their opponent with outing a good debater,this framework just provides you even more reason to consider concerns ofaccessibility and structural fairness. Was the person without a coach getmisgendered several times, but still managed to exempt an independent voteragainst their opponent whose coaches wrote out the 1AR and 2AR a betterdebater, even if they dropped the 7th procedural fairness justification ontheir flow while freaking out?

Anymisgendering not followed by an immediate correction within the next 3–5seconds[10] shouldbe enough to warrant a ballot, but more than 5 regardless of immediatecorrection is also too far, because yes people can make a mistake with pronounsbut immediate correction isn’t difficult (if it is then don’t speak at 400WPM), nor is watching oneself for the remainder of the speech/round after asingle mistake, especially when that single instance can haunt a debater for 30minutes or even days, (I myself have the toxic habit of beginning a tallyingcount during their speech, which often leads to me missing arguments because Ionly hear the pronouns). Even if people can’t adapt to someone’s neologism i.e.if they have a disability that makes it impossible to do so, they should trainthemselves to do speeches through saying my opponent, or the aff/neg and lettheir opponent know that they have a speaking or focus accommodation before theround to lessen the impact. Also, if trans debaters feel comfortable doing so,I would advise shouting your gender pronoun [11]wheneverpers misgender you, it doesn’t speak over their speech besides the wrongpronoun, and allows pers to recognize and correct perselves.

Ipreviously argued that cis debaters shouldn’t try to shift guilt to the transpeople they misgender by pressuring the trans debater to accept their apology.However, this doesn’t mean they should gaslight the trans debater and pretendthey never misgendered per. This also isn’t to say that cis people should notfeel guilty for misgendering either. The best response I’ve encountered, is tosincerely apologize, without any snide comments that shift blame, notpretending it didn’t happen, and then regardless of the trans person’sresponse, reflecting on what you did, followed by practicing to not do itagain.

Coaches: 1. Don’t out your student, control information that goes to parents and other students as the dueer student requests, similarly don’t treat them weirdly around other students or they will catch on. 2. Check students’ behavior, encourage them to use neologisms i.e. ze, per, xe to refer to everyone not just the dueer student or students to avoid misgendering closeted students. This also means stopping them from using slurs like f***** to refer to dueer people and monitoring their behavior in rounds against debaters from other schools. And 3. stand up for your students in and out of round. Most importantly stand up to other adults, whether this be the head coach of another school whose debater just engaged in that behavior, it is rare for a coach to be confronted on their behavior because of potential drama leading to losses however that resistance is the only way to unseat these practices.

Tournament organizers: uni-sex bathrooms are always a plus, even if the school doesn’t have one, I would recommend designating a teacher’s restroom as a nonbinary bathroom. There’re few things in debate more emotionally frustrating and invalidating then being misgendered 100 times and then being forced to use a cis bathroom. Don’t make policies that force debaters to out themselves, reach out to trans debaters in the community when implementing a new policy, and listen to pers concerns to modify your policy such that it’s not exclusionary, right now the open source policy is the biggest concern but there have been and will continue to be others I’m sure.

Camps: Place more focus on arguments and diverse groups who don’t have representation in the debate space, as opposed to those that are already constantly sparking conversation and debate, not to say those other categories important, but it is sad to see that stuff like ableism and trans experiences in debate rarely receive discussion because they are by rule put last on the docket.

Toall the trans debaters out there, the advice I was granted could not be truerin my experiences. Even though it can assist in spreading trans voices, don’tforce yourself to do performance debate if you don’t feel comfortable doing so.Even if it’s only way for you to survive in debate, it’s not something thatshould be taken lightly. Performance regarding trans identity, will be adouble-edged sword. You will face misgendering and microaggressions at asimilar or greater rate than when closeted, you will encounter slurs, and allmanner of human selfishness, exploring how many ways debaters can tell you yourpain doesn’t matter. Yet you will find a voice, and be able to speak outagainst these instances, and for that voice, my hands bleeding, I’d gladly gripthe sword again.


Descendingnow

Ihear the calling

Ofhundreds of my kin

Flyinghigher still

Makingtheir voices heard.


Othernotes:

Womenwas intentionally used in a few points of the article when referring to ciswomen only from the perspective of a gender essentialist, womxn is farpreferable to be used for all womxn including cis womxn and an example of ashift in language this articulate endorses.

Irecognize that some people still find the term “queer” unpalatable, I’m notusing it or dueer as a slur but rather a reclamation and synonym for alldeviant genders, sexes, and sexualities as in Kritikal theory.

Irecommend reading Lindsey Perlman’s article if you haven’t already because itkind of acts as a precursor to this one.

Nooffense is meant to any particular person, I have no idea how this article willbe received, given that people get into flame wars over disclosure on Facebook,but I need to post it for other trans debaters regardless.


Footnotes:

[1] Animitation and re-analysis of the intro to Lindsey Perlman’s article “Fightingfor a Place at the Front,” heavily paraphrased even in the none-quoted parts.

[2] I’mnot going to scientifically justify the existence of trans people in thisarticle, go find that elsewhere.

[3] Standsfor disabled kweer and acts as a further elaboration and criticism on “FROM“QUARE” TO “KWEER”: TOWARDS A QUEER ASIAN AMERICANCRITIQUE”, I’ll likely writean article on it in the future so I won’t elaborate beyond that for now.

[4] https://medium.com/@chriscoles_66854/against-biology-against-the-sexed-body-gender-compulsory-heterosexuality-and-the-molecular-8121f0b04ad5 Iagree with a majority of this article in its criticism of biological sex, yetsince most people who are unfamiliar with dueer theory, would have difficultyaccessing an alternate expression without first reading Coles’ article, I willstill use the term.

[5] Ifanyone desires further explanation please leave a comment. There have beenother articles attacking the idea of the ‘good debater’ being someone who winslots of rounds, so I didn’t want to re-invent the wheel and dilute the focus ofmy article.

[6] Notgendered pronoun that replaces person. You can google the conjugation. One ofthe two main pronouns (along with they) I’ve seen other trans people prefer. Ialternate between the two in this article.

[7] Thisalso happens commonly with race.

[8] Thisisn’t to say intersectional affs are bad, but rather those affs have aresponsibility to address each group they claim under their banner during theirspeech individual, and/or use an author’s prior analysis and defend thatspecific author’s intersectionality.

[9] Thisaff can be potentially problematic for cis womxn, I would recommend readingtrans authors who talk about intersectionality, and contacting trans debatersabout it.

[10] I would recommend this article by SunHee Simon https://www.vbriefly.com//2018/01/26/community-resolution-4-gender-in-debate-by-sunhee-simon/#_ftn3~QLSMD, which describes ways to deal with pronouns on an individual level.

[11] Allof this assumes you exchanged pronouns and triggers at the beginning of theround, which is a good norm if you are comfortable doing so.

Community Equity Scholarship Recipients Announced

VBI is excited to announce the recipients of the inaugural Community Equity Scholarship!The Community Equity Scholarship is a recognition of students who have been dedicated and continue to dedicate their time and effort to promoting inclusion and diversity on their debate teams, their local circuits, and/or the national circuit. We believe it’s important to recognize the work done outside of debate rounds that is often behind the scenes.Recipients will receive $1000 of financial aid that they can apply to any of our camp sessions. This award money can be combined with other needs-based financial aid because it is a separate amount of money being offered.These applicants demonstrated a strong commitment to promoting inclusion and diversity both inside and outside of debate rounds. We are excited to tell you about these incredibly qualified and deserving recipients from a field of incredible applicants.

Recipients

Sai

Class of 2019, The Quarry Lane SchoolSai loves to sing in my free time -- whether in the shower, in the car, or recording myself onto garageband -- and they have played the flute for about 9 years which I pursue both as a form self-expression and a rigorous academic study. Their vision of a truly equitable debate community would have to be one where every student, coach, judge, administrator, etc. is comfortable being themselves and has a support group they can fall back on when they're in need -- this would mean instituting things like trigger/content warnings, teaching students and having them practice debating without misgendering, being open to various styles of debate (debating their merit in a safe, productive, and accessible manner), etc. -- especially at camps.

Bintou

Class of 2020, Success AcademyShe is a stepper and an African print enthusiast! A truly equitable debate community to her is a space where there is a large representation of black judges, space where black people can speak their truth without their arguments being exploited or rejected by non-black debaters. #SuccessAcademyBC

Lala

Class of 2020, Success AcademyShe dances and loves to listen to K.Dot and J.Cole whenever she can to center or hype herself up. A truly equitable debate community to Lala would be better representation of black bodies, more specifically black debaters, coaches, judges, and their arguments. She believes debaters need to be comfortable with being uncomfortable in order to learn about the other side of the story. She sends a big thank you to Nicole, Sekou, Meagan, Aida, Bintou, and Taj! #SuccessAcademyLD

Jocelle

Class of 2020, Flintridge Sacred Heart AcademyJocelle does Olympic Style Archery, and she is hoping to make the US team in the future. Since she grew up in the US, her Filipino accent is not perfect, but she speaks and understands both English and Tagalog (Filipino). As she attempts to envision a truly diverse and equitable debate community, she sees a group of talented individuals of all ethnicities, gender identities, religions, income level, and backgrounds working together to achieve greatness in this activity that we all enjoy. We would cheer each other on, supporting and helping each other, even if we are on opposing sides. Debate is what binds and unites us, and we must learn from each other. The debate community, as great as it is, has a lot of work ahead of itself. If we continue on the path we are going, I am sure that this community I envision will become a reality.

Committee

LaToya Green

LaToya Green has 14 years of experience in competitive policy debate. Ms. Green experienced significant success in the five years she competed at Emporia State University, most notably earning ESU’s first individual speaker award in 50 years at the National Debate Tournament (NDT) in 2011 and being awarded the prestigious Cross Examination Debate Association (CEDA) “Debater of the Year” award in 2012, her final season. After competing, Ms. Green turned to coaching by accepting a graduate assistantship at Wake Forest University. The assistant coaching experience earned at WFU provided Ms. Green the opportunity to return to her alma mater, ESU, in 2014 as Director of Debate, before transitioning into the same role at Cal State Fullerton in Fall 2015. Ms. Green, who is the youngest director of debate in the country, has experienced competitive success in all divisions of the activity. During her short tenure as a director, she has been recognized as CEDA Mid-America Critic of the Year (2015), Coach of the Year (Weber State- 2015), and as the 2017 recipient of the Galentine Award, which recognizes exceptional women in coaching.

Heath Martin

Heath Martin is the new Director of Speech and Debate at Presentation High School in San Jose, CA.  A past president of the Texas Forensic Association, Heath is a National Speech and Debate Association Two Diamond coach who has led students to deep outrounds in just about every event offered in high school forensics.  From semis of Duo Interpretation at the NCFL Grand National tournament to top 15 finishes in LD and PF at NSDA Nationals, from a Texas State Champion in Impromptu Speaking to a Debate School of Excellence Award,  his students have achieved success at the highest levels.  Heath hails from Louisiana where he was an All State Speech and Debate team member in both Prose/Poetry Interpretation and LD debate in high school. He went on to compete in both individual events and policy debate in college which is why the teams he has coached have always maintained a broad focus across all genres of forensic events.  In his spare time, Heath has been a Diversity Awareness and Anti Bias education program facilitator for the Anti Defamation League for the past twelve years.

SunHee Simon

SunHee Simon is a LD curriculum Director at Victory Briefs. SunHee has participated in debate since the 7th grade and has been a championship debater in both Lincoln Douglas and Policy Debate. In 2015, she was one of only two people to qualify to the Tournament of Champions in CX and LD. Her freshman year at Stanford University--where she now attends--she earned the semifinal title at the Cross Examination Debate Association (CEDA) national tournament. Now, she focus on private coaching and coaching Science Park High School. She has helped her students get to late elims and finals of national tournaments like the Glenbrooks, NDCA, Berkeley, Emory, and the TOC.

Community Resolution #5: Race in Debate by Sunhee Simon

SunHee Simon is a LD curriculum director at VBI. She is currently a junior at Stanford University and coaches here and there.As debaters feel more comfortable talking about black issues in debate, we still don’t see a rise in black participation on the national circuit. Even more startling, discussions on the inclusion of Latinx debaters are practically nonexistent. I’m not here to make a case for why we deserve to be in debate or how debaters and coaches need to make this place a home for us. That has been done eloquently over and over again[1] [2] [3] [4]. What I am going to discuss are ways to involve more Black and Latinx debaters in debate themselves as opposed to just arguments talking about black and brown experiences in the abstract. That being said, let’s jump into our final article for this series.Resolved: The debate community must be explicit and intentional about its attempts to bring Black and Latinx debaters and coaches into LD and PF.

1. Student Recruitment

This strategy can manifest in different ways because recruitment is most effective when you tailor your strategy to the community you are in. Similar to what was said in the last article about gender in debate, be more active in your attempt to reach out to Black and Latinx students in your schools. This means strongly holding onto these novices and being active in creating a culture where they feel they belong. Sure, this can be done by also putting minority students into positions of power, however I’m also asking you (coaches, judges, educators) to be advocates. When you see microagressions taking place—“wow, you are so articulate” or a judge putting their pen down when they hear “antiblackness”—pull that perpetrator to the side and hold them accountable. Reach out to the student and let them know you are there for them. Black and Latinx students, especially those who are low income, are already expected to prioritize athletics over academics. If you do not validate students who are not only trying their best but at least trying to test the activity out, you are contributing to the problem. Recruitment doesn’t just take place in a school, it should be a continuous orientation we have to retaining these students in the activity.

2. Staff

“I think camps should bring in more Hispanic Debaters/Mentors. Debaters who are currently attending camp feel alone because there isn't someone they can relate their culture and experiences with.”—AnonymousThis is absolutely correct. There has been difficulty in securing Latinx staff especially at many of our institutions. While there may be some Latinx student in LD and PF currently, staff is severely lacking. While this might not be as applicable for PF (although it might be worth a try), I strongly suggest that camps and schools start tapping into collegiate NDT-CEDA debate. Because of UDLs (Urban Debate Leagues), there are many Black and Latinx policy debaters. Additionally, collegiate debate scholarships have made it so they are still involved in the activity well into their college years. Some of these younger collegiate debaters typically are RAs at policy camps instead of instructors because there are many older coaches who are more qualified to teach at policy camps. As such, these college debaters would jump at the opportunity to help children learn something new. This makes them prime hires for your camp and, if you appreciate their work, your school team during the year due to their availability in the summer. Many of them are already well equipped to teach LD which continues to strive to be a smaller version of policy debate. They will be more qualified than your average first year out as well. We cannot just wait for novices that haven’t been recruited yet to grow up and teach at our camps and work for our programs. For now, we should tap into the resources that exist or the cycle will simply repeat itself.

3. Camp Students

This goes hand in hand with suggestion number 2. You must diversify your camps staff and camp student body simultaneously. Don’t be the camp that invites 2 black kids to camp and plasters their photos all over your front without accommodating for their educational, social, mental, financial, and cultural needs. This isn’t an immediate change, of course, but we can and should be deliberate about how we are bringing more black and brown kids in. Camp opportunities provide the gateway for success during the year, so using camp as an interventionist tool is a great start. You can do recruitment during the year—I’d suggest not only looking at the 1 black kid on the LD TOC circuit who isn’t a senior but also looking at local circuits as well—or you can work with local UDLs (which I’ll discuss in depth later). Especially when discussing low income minority students and camps, this is an opportunity to put your money where your mouth is and help them get the best debate experience you can offer. However, once again, don’t just provide for the students monetarily without also creating diverse faculty. If we can agree that putting girls in leadership positions on debate teams or having more female coaches helps create positive role models, the same should be applied to camp culture and the adults we hire to instruct children.

4. Expanding perceptions

1. Diversity judging (sort of how the TOC did it)2. Support groups for different marginalized groups3. Q&As (maybe) for people who want to learn about different cultures but are often afraid that backlash may come as a result” –Anonymous Debate at its core is about communication. In order for all of us to get the most out of this activity there needs to be dialogue and there need to be multiple perspectives incorporated into all of our conversations. We, as a community, have not been doing the best job at maintaining black and latinx judging at tournaments—especially in late elims—and must do better so that those who do the best competitively are not only impressing white judges, but making arguments to and taking criticisms from black and latinx ones. TOC implemented diversity judging last year. While there is certainly merit, and many programs can try to do the same, there is always a problem with creating diversity when you are too abstract. We should explicitly do this for black and latinx judges. This can be done by having special panelists—judges chosen by the tournament who cannot be struck—or simply having tournaments hire more black and brown judges instead of encouraging them to volunteer rounds.As for support groups and Q&A’s, these suggestions are excellent especially among students. For the past few weeks, this series has talked about support groups and panels and what they could look like. It would do good to adopt those methods in the context of race as well.

5. Partner with your local UDL

I’m a strong supporter of helping children from urban areas debate. While there are certainly a multitude of racial/ethnic identities that are a part of a UDL, there are still an overwhelming amount of Black and Latinx students who learn debate in these leagues. As mentioned previously, policy debate receives most of these debaters because that is what is offered in many UDLs. I do strongly believe, however, that if the LD and PF community did more outreach and partnerships, we could see UDLs adopting LD and PF divisions in their leagues. As a result, I will present what a partnership can look like for three different experience groups in our community:For students: You’d be surprised how many UDLs would love to work with you. Especially for those of you looking for volunteer hours, consider helping your local UDL. Offer to help train novice and JV if you’re varsity (typically, there are informational packets with a predetermined curriculum, so it is a matter of delivering this information to younger students). Help the teachers work through concepts as well especially because most of them usually have no debate training. If that seems too much for you, offer to debate some of their top debaters! All of these require little effort from you but can go a long way.For college students: Similar to what I said above, you can easily volunteer to work with these students. However, you also have the opportunity to actually coach. Each UDL may have a different model for how this happens. For example, in Newark Debate Academy (which is not a formal UDL any longer but operates similarly), there are more partnerships and coaching positions for Rutgers students. However, in the Silicon Valley Urban Debate League, they offer internship positions with stipeds for working with the students and helping the teachers on whatever they need. Take the time to find out what your local league is doing and what offerings are available. Teachers are grateful to have college kids come in both as debate “experts” but also as examples of debate helping with college success. Even if you don’t want to be a “circuit” coach or are on the fence about teaching debate in college, you can work with novices and JVers. The expertise you have from already having done debate in high school will be incredibly helpful at little cost to you.For Program Directors and Older Coaches: Consider trying to create a working relationship with your local UDL. This can range from something as small as weekly scrimmages between your team and one of the teams in the UDL or it can go as far as traveling with children of the league and sharing room space. As with anything that involves more administrative work you should tailor your strategy to what your school permits you to do but it doesn’t hurt to give is a try.There are many solutions and many avenues we can talk about when we’re thinking about race in debate. I can only make a few suggestions but as a community we can create action.Thank you for listening and a special thank you to those who read through all of the categories in this series as well as the students who contributed during our first year doing “Equity Day” at camp. Our community has infinite potential and is still malleable. It is up to us to shape it.Read the previous resolution here.[1] https://www.vbriefly.com//2013/09/06/20139a-conversation-in-ruins-race-and-black-participation-in-lincoln-douglas-debate/[2] https://www.vbriefly.com//2014/10/05/protecting-all-of-the-children-in-the-auditorium/[3] https://www.vbriefly.com//2014/11/13/protecting-all-of-the-children-in-the-auditorium-part-2-by-jonathan-alston-anthony-berryhill-and-aaron-timmons/[4] https://www.vbriefly.com//2013/10/26/201310re-conceptualizing-our-performances-accountability-in-lincoln-douglas-debate/

Community Resolution #4: Gender in Debate by Sunhee Simon

SunHee Simon is a LD curriculum director at VBI. She is currently a junior at Stanford University and coaches here and there.Resolved: The debate community needs to move past the age of cis-gendered, male dominance in debate.Over the past few years, there have been an outpour of discussions about women in debate. We’re seen statistical analysis about retention and competitive success[1], we’ve had narratives, we’ve had potential remedies[2] [3]. These discussions have been essential in creating conditions for women to feel like they belong in debate. However, we have so much more work to do. Additionally, we need to start expanding this conversation to gender in debate. Those operating outside of the gender binary find a hard time being visible in the activity for a variety of legitimate reasons. Debate, like any institution, prefers digestible debaters. This ends up harming everyone in the activity but especially those who identify as anything but a cis man.Before going any further into our student solutions, it’s important to know what cis-gender means. A quick google search will tell you the term is “denoting or relating to a person whose sense of personal identity and gender corresponds with their birth sex”. For example, if your birth certificate has “M” in the sex section and you identify as a male, you are a cisgender man. Likewise, if your birth certificate has “F” and you identify as a female you are a cisgender woman. Occasionally, you may see the term shortened to “cis” (like when I said “cis man” above).With that being said, let’s move onto some student suggestions surrounding gender in debate.

1. Pronouns

“Normalizing pronouns- every time you introduce yourself you tell people your pronouns.” – AnonymousHere’s something on the individual level that can be done. For those who have never done this or seen it be done, an easy way to do this is during an introduction (example: Hello, my name is SunHee and I use she/her and they/them pronouns). Respecting pronouns should be a must in our community. I’d add an amendment to our student suggestion. You do not have to tell people your personal pronouns if you don’t want to—for some in certain contexts, this disclosure can be harmful to their safety or well-being. However, if someone tells you their pronouns you should absolutely respect them. Likewise, if you are unsure how to refer to someone, use “they”, their name, or, if both parties are comfortable, simply ask what they prefer.It is not up to you to say things along the lines of “what do you mean she, aren’t you a boy” or “they is grammatically incorrect” or “ze? What is that?” Likewise, it is not funny to scoff at how someone decides to identify. Similarly, it is wrong to brush off someone’s attempts to disclose this information or correct you if you call them by the wrong pronoun. You may not find pronouns important in your life, but for many people they matter. If you want to learn more about pronouns and or gender fluidity, check out this great NY Times article[4]. There’s also this cool practice[5] tool if you want to apply what you’ve learned or teach other community members about understanding pronouns.

2. Stereotyping

“The community needs to stop normalizing simple things like female stereotypes (such as attire or pitch) and take small steps to work towards leveling the playing field for all debaters of all identities.” – Brandon WuStereotypes are incredibly harmful. Our interactions with each other are influenced by and continue to shape our community norms. For a long time, we have normalized certain expectations of what being male or female presenting in debate is. Male-presenting debaters are expected to speak with confidence, may be justifiably aggressive, and maintain logic. Female-presenting debate are criticized for having shrill voices, wearing the wrong outfits, sounding bossy, and being too emotional. For girls in debate, inconsiderate comments from judges and debaters talking about them behind their backs have both implicitly and explicitly allowed for stereotyping to continue.One way to combat these stereotypes is by calling people out. If you hear you friends making fun of a female debater for having a high-pitched voice, tell them why that’s a messed up thing to do. If you hear them making fun of someone identifying as gender neutral, don’t laugh along. Legitimize that identification. Take it seriously.The next step is promoting accountability. This step is for our older community members who are judges, teachers, and coaches. You have the authority to call out a judge who is out of line when dealing with girls in debate. You also should educate somehow who does not respect the pronouns of the children they are working with. These are formative years. What you say and how you respond matters!Finally, recognize the harm that stereotyping does not only who those who are female but everyone who does not conform to what is typically understood as masculine. For example, boys in debate who do not exhibit “dominant” characteristics may be scripted in bigoted ways. Likewise, those who refuse to ascribe to being a boy or girl in debate have an even harder time since this difference is already not discussed nearly enough. Nip stereotypes in the bud. Gender is nuanced. People are nuanced.

3. Team Building & Leadership

“1. Taking leadership at debate society to embrace more female debaters, especially novices; 2. Raise awareness about implicit bias; 3. Reaching out to people when in need; 4. Have an open mind!” – Shiyang (Amy) WangMoving more specifically to women in debate again, one of the biggest problems is retention. For example “women who debate at least once as sophomores are 2.5 percentage points less likely than men to debate as juniors”. Coupled with a significant win-loss gap, it is difficult to keep girls in debate. As a result, team culture becomes an important tool to combat this problem.Amy’s suggestions are spot on. Leaders of debate teams must take initiative and actively seek out female debaters. You aren’t looking for TOC winners—although who knows who you may fine. Rather, you should be looking for young girls who need a space where they can have a voice. Novices are the future of debate programs. Especially knowing the likelihood of debaters leaving before they become varsity members, overcompensate and push for more girls on the debate team.Additionally, don’t just care about this issue only on the novice level. Have more girls in positions on the debate team like captain, treasurer, vice president, and so on. This will give novices coming in someone to look up to, create leadership that challenges implicit biases that find comfort in male-dominated leadership, and also allows for girl team members to call the shots on these initiatives.That’s all for this week but there are so many more ways to tackle issues surrounding gender in debate. There are also so many intersections when looking at gender as well so we need our solutions to be adaptive (ie: how does this conversation apply to the experiences of men of color, openly queer folx, or rich white women in the activity). I hope this is a good start to expanding how we talk about it.EDIT: On the subject of pronouns, tabroom has a feature for the pronouns you'd like the have used in round. It comes up on the pairing so everyone has this information and can move forward. This is an easy way to normalize pronouns at minimum inconvenience. Check it out!Read the previous resolution here.[1] https://www.vbriefly.com//2016/05/15/new-evidence-on-gender-disparities-in-competitive-high-school-lincoln-douglas-debate/[2] https://www.vbriefly.com//2014/01/19/20141women-in-debate-update-part-i/[3] https://www.vbriefly.com//2014/01/19/20141women-in-debate-update-part-i/[4] https://www.nytimes.com/2016/01/31/fashion/pronoun-confusion-sexual-fluidity.html[5] https://www.practicewithpronouns.com/#/?_k=mkso5o

Community New Year’s Resolution #3: Lone Wolves by Sunhee Simon

SunHee Simon is a LD curriculum director at VBI. She is currently a junior at Stanford University and coaches here and there.Resolved: The debate community needs to make debate more accessible and communal for lone wolves. Sometimes it feels like lone wolves are LD’s dirty secret that everyone knows about. While some kids are privileged enough to belong to a program that can support them and their teammates, there have been a rise of independents who have been pushing their way into the national circuit. For those of you unfamiliar with the term, a “lone wolf” in debate usually refers to a debater who lacks institutional support from their school. This support can vary from funding or coaching to the existence of a formal team. As you can imagine, it is not easy navigating debate on your own. Even help from a nice English teacher or well-meaning parent does not cover the cost of debating, navigating unique circuit norms like prefs, or having enough prep to go against debaters from strong debate institutions. We continue to see the rise of lone wolves, yet tournament directors continue to see them as liabilities and community members perceive their existence as a threat to the order we have in the community. While there are certainly legitimate concerns about how lone wolves should exist in this space, it is important that we as a community pay attention to inevitable change and start accommodating. Now, it is common for a student to have to hire a judge at a tournament. Now, it is common for a student to have satellite coaching. Now, it’s common for students to handle logistics because they do not have adult support to help them navigate it. Instead of only telling lone wolves what to do, it’s time that those of us privileged enough to “belong” in any degree find a way to be actively involved in the change necessary to let kids, no matter the status of their program, participate in debate.1. Guilds for Lone Wolves

“Lone wolfs like myself have to recognize one thing very quickly; the whole research and prep burden standard is Right. Here. We don't have the comparably massive resources of large schools which have everything from backfiles to class schedules built around accommodating debaters. The most important part comes from how effectively large teams are able to divvy up work between their different debaters and get evidence from their coach. …Thus I propose a system for lone wolfs to be able to compete with these schools which are basically private prep sharing groups, but I'll refer to them as 'guilds'…lone wolfs select between each other to form groups of a minimum of 3 debaters and a flexible maximum. Teams are incentivized to have smaller groups so there's more control and checks and balances from the group; after all you don't want to create more power structures where only 1 or 2 debaters are controlling the rest of the group to make them basically just do work for them. …I notice that the reason large teams work is because you have a structure of where work is coming from and going to, and at the same time the team is working for the same goal. You don't hit your team, and you know if you work hard you can become the A team. On the other hand, guilds would require so much more trust it's unrealistic to be able to trust too many people, i.e. a large guild." —Ron Nath

This is an excellent concept! As a community we have seen the rise of prep sharing under formal organizations (shout out to programs like Debate Drills and Premier Coaching for pushing the boundaries and continuing conversations about access and success), however the amount of space available or the costs can make it hard for some to participate. This is an alternative for students who are motivated but may not be able to get into these programs. Creating the guilds Ron has proposed can be a matter of circulating a google doc or creating a form for people to express interest. Additionally, using camps or tournaments is an excellent way for lone wolves to find other lone wolves to create these online sharing spaces with.2. Tournament Accommodations

“More tournaments should be inclusive of independent entries and tournament fees should be reduced or waived (especially "base team entry fees") if a debater is the only one from their school competing at a tournament.” –Anonymous

There are certainly tournaments where directors decide to waive fees or provide additional support for students debating on their own—especially if they are low income. Let’s make this a norm. Our anonymous student makes an excellent point by highlighting “base team entry fees”. Given that we are all aware of independents competing, having separate fees for individuals signing up for a tournament could be a way for directions to ensure that they get money to cover the costs while providing reasonable prices for students.I also believe this could be expanded further. Two issues that come to mind are lodging and disclosure. If feasible, directors can have students room with teams that have extra space. Additionally, if a school is aware of extra space in their hotel rooms and it is not in violation of rules from their school district, disclosing availability or telling their students to reach out to lone wolf friends could help lone wolves know there are options for where they can stay. As for disclosure, a more controversial conversation the community continuous to have, considering the way disclosure requirements operate could be another form of accommodation. A compromise on what helps those who favor disclosure and those who oppose it should be found so students can debate wherever they choose. That, of course, is still up to debate.Kudos to the directors who already do these things! Continuing the conversations amongst your peers who are on the fence or have never accommodated lone wolves in this way could help spread the effect and promote more inclusivity.3. Support Groups

“In my experience, I've never been able to form a support group in debate. I feel like in part its because I grew up with social anxiety (which debate largely helped me overcome), but I've never had a team to fall back on and the people I meet at camp and tournaments never form "debate cliques" (I don't approve of the clique mentality, just groups in general) since I don't have access to nat circuit tournaments. In that way, I understand since groups shouldn't have to just give prep away, but I always pull my weight, just I don't have opportunities. I think REAL lone wolf support groups or just some way to make people be more inclusive during the year is good. I know lone wolfs come together and form groups but that still doesn't address issue of inclusivity (and also debate elitism, which is also a problem).” —Anonymous

I’ve noticed this trend in talking to lone wolves over the summer. At the end of the day, we want to belong to something. Even if you don’t have a formal team, having a group you can trust at a debate tournament can be the difference between someone quitting or staying in debate. For all the students who read these resolutions, you really have the power to create small spaces like this. An act of being a person and not a competitor 24/7 can help someone feel at home. As for those who are lone wolves themselves, creating a “real” lone wolf support group can look different based on your comfort. The easiest suggestion I can provide would be creating a facebook group for lone wolves—which I’m sure some of you may have already. Often, you can be connected to 5 other independent kids who don’t know each other but can be introduced to each other through you. Widening your network can create a virtual community (at the very least) where you could share information about tournaments that are better for lone wolves, the guilds Ron Nath proposed, or a space to vent and strategize about the debate community away from biased eyes.I’ve been lucky enough to have always be supported by institutions and friends. As a result, I come from a position of privilege and prefer to leave to conversation open while centering the voices of students who were brave enough to express their strategies. The issue of lone wolf-ing is a nuanced one and warrants a longer conversation than this article. For example, how should we approach low-income lone wolves compared to high-income lone wolves who can afford expensive private coaching? What can we do as a community to provide resources without sacrificing structure and competition in an inherently competitive activity? I encourage us all to partake and be open to learning about hardships we may not have noticed before as the community moves towards this change.Read the previous resolution here.

Community New Year’s Resolution #2: PF + LD Solidarity by Sunhee Simon

SunHee Simon is a LD curriculum director at VBI. She is currently a junior at Stanford University and coaches here and there.Resolved: The LD and PF communities need to work together to combat inequity.

“This may be more specific to public forum, but due to the lack of progressive arguments in the event, having a panel similar to vbi's at certain tournaments would be really interesting to hear/partake in. Especially at tournaments such as the TOC, where external resources play a huge rule in your ability to be there, having more community discussions to better understand ours and other's privilege would be, in my opinion, a really great idea. Before expecting the community to change and become more equitable, we all need to better understand our privileges and the advantages we've been given.” – Pia Dovichi, The College Preparatory School

At each session this past summer, there were several PF staff and students who expressed not having the ability to run progressive arguments or discuss progressive issues. With more “lay judges” and debaters who simply do not question their privilege or opportunity, this is a significant road block to creating a community where opportunity can be expanded to those at the margins. It is important to remember that these same concerns could have easily be said about Lincoln Douglas only a few years ago. In some areas, this still is the case. While it’s become more common place for the LD community to reach into the Policy debate community for judges, arguments, camp hires, and more, there needs to be more interaction between LD and PF in terms of approaching questions of inequity in the activity.For a variety of reasons, some debate institutions—especially ones that prioritize circuit LD debate—put PF on the back burner. This often replicates itself in our discussions about inequity. While this certainly is not the case for everyone, there tend to be more opportunities for LD to talk about these problems at times by nature of arguments that have been introduced and more progressive adults involved in the activity. We must be aware of these discrepancies and be deliberate about working together within and outside our respective communities. As articulated by Sai Karavadi from Quarry Lane High School reflections on our camp’s Equity Day:

I'm an LD debater and today, I felt seriously over-accommodated. I honestly loved the lectures and activities we did, but I'm not sure that there was much touch on how things operate for PF debaters. And I think that including PF specifically into our discussion is key to seriously create some form of solidarity, because otherwise, we reproduce the same forms of exclusion that we spent all of Equity Day talking about stopping. I suggest we also let students lead some discussions themselves. We're already separated into labs, so we might as well use the lab time on Equity Day to talk about our experiences, our coping mechanisms, and our struggles in debate, for those who are comfortable in doing so (if someone isn't comfortable doing so, lab leaders should probably feel free to move on to normal lab activities or discuss their own personal experiences if they themselves feel comfortable in doing so). If we seriously care about creating a community of caring people, we have to understand one another and I think that, as amazing and beneficial as Equity Day was, that we should include more outreach to PF and some forum where students/instructors (if they want to) can share their subjective experiences and opinions, besides simply constant lectures by teams of 2 people.

These are two vastly different yet equally beneficial forms of debate. They can both be used in strategic ways to bring more people into the world of debate and make existing spaces revolutionary if the intention is there. So, what are the potential remedies we can use?

1. Team Bonding

Here is a simple start that most coaches and students. Be deliberate about doing activities that students involved in either activity can participate in. This can range from social activities like games, presentations, or an unofficial day out as team to open discussions or team meetings about disparities that exist in each activity. As Sai mentions, LD tends to be over accommodated and centered in most discussions, so being intentional about balance is key. If your team shows the opposite tendency—where PFers are prioritized over LDers—the same need for balance applies. Meeting half way and tuning into the concerns, desires, goals, and aspirations of all students regardless of their form of debate helps create a strong community within your schools. Before changing the activity, thinking about changing dynamics on your own turf is an easier place to start, especially when planning to discuss race, gender, and class disparities in both activities.

2. Judge training

This is one more for coaches. Several schools that have parent judges or judges who have never done debate have training sessions where they teach them about how arguments work, the structure of debates, how to work Tabroom and how to be an efficient judge. If it seems possible, integrating sensitivity training and/or implicit bias awareness could be a step in the right direction. A quick google search (I recommend looking at activities geared towards teachers since judges are educators) can reveal numerous activities and resources that one can use to bring awareness to these issues. For students, perhaps bringing this idea to your coaches or others on your circuit you respect could make this possible. Coaches, being deliberate and finding a way to integrate this into training is worth a shot. There is no reason a judge, regardless of their experience, should tell a student her voice is too shrill or put their pen down as soon as student says, “racism exists”. We shouldn’t shrug this off as a typical experience. We should do everything we can to rewrite the narrative and educate more people about the danger in bias—especially when targeted towards children.

3. Community Discussions

As Pia mentioned, a panel or workshop can be a great way to talk about privilege and equity especially when more “progressive” arguments are not run in debate rounds to spark these discussions in the activity. This strategy seems to be popular with student suggestions, so if this method speaks to you, give it a shot (for an example of a panel, you can check out our LA2 format , the video starts on information on how the panel will be conducted)! While you might not be able to find an easy fit for these conversations at tournaments, narrowing your scope and your audience at first is a helpful place to start. For PFers specifically, maybe starting at a major tournament on your local circuit first can help you figure out how an event like this could be structured. If you’d like for these to happen at a large tournament, contact administrators and tournament directors. Take initiative and plan ahead of time. You’d be surprised with how far you can get and what doors you can open.

4. Promoting the Accessibility of PF

While PF is certainly going through its changes as well, in terms of speed, content, and presentation PF offers an amazing opportunity to bring debate to people who don’t want to speak at 400 words a minute, want a partner for support, and don’t want to spend closer to an hour in one debate. It also presents an opportunity to bring everyone to the table, from the ESL parent judging for their child to the guest professor interested in the activity to a college policy debater. It provides the ability to discuss worldly issues in a digestible way which is an incredibly useful skill. This is a great example of public speaking and it is a skill that students and parent across the board find useful. Play into that and emphasis that their presence—as a girl, a person of color, a low-income student—is a great addition to your team. There is an amazing opportunity within PF and all of us, regardless of what we coach or compete it, can use it to bring more people into debate in general.These are of course from the perspective of an LD and somewhat policy background. I’d love for PFers to take the lead on this discussion, poke holes in these strategies, and/or enhance them even more.Read the previous community resolution here

Community New Year’s Resolution #1: Mental health by Sunhee Simon

SunHee Simon is a LD curriculum director at VBI. She is currently a junior at Stanford University and coaches here and there.As we enter into the New Year and begin the last half of the debate season, many of us are getting ready for change. Whether it is a proactive resolution one set for themselves or gradual change that comes over time, transformation will come. This year, our VBI family has decided to add to the wave of new years resolutions; not just for ourselves as individuals, but as a community of debaters, educators, and future leaders.A few of you, especially if you spent time at camp with us, know that this past summer VBI conducted “Equity Day” at every session, where we dedicated a day to workshops about the relationship different disenfranchised groups in debate have to the activity. Often, we call for diversity to make debate more inclusive. However, community building should not be a question of diversity alone. It should be a question of equity. Jeff Chang, journalist and Executive Director of the Institute for Diversity in the Arts + Committee on Black Performing Arts at Stanford University explains:

“Diversity is not the end in itself, it is the means to attaining equity. This means rethinking the institutions to open them up to all—it is necessary but not enough to include more voices from different backgrounds. We need to move institutions away from being mere containers for culture that people are herded into, and to transform them into catalysts for creativity that people feel ownership of and responsibility for.”

It isn’t a matter of just getting people into the activity. It is a question of what resources we are explicitly giving those who have been left out of the game for so long to make this activity home for them. It is more than accommodation and all about reorienting our values to genuinely understand the multiplicity this community can and should hold.While Equity Day helped raise awareness of the issue, we also wanted to hammer home the importance of coming up with strategies to counter the inequities we see in debate. We wanted to emphasize that both individuals and collectives have the power to change the landscape of the community.As a result, for the month of January, we will be posting five New Year’s Resolutions based on submissions from VBI students as they reflected on Equity Day and offered suggestions to the community.Resolved: The debate community should care about mental health more than bids and trophies.“I feel like although this might not be directly something filed under "equity" that it is really important to address mental health and debate. Mental health is something that is so important, and a lot of the time comes with a certain stigma. In debate the competitive atmosphere and the pressure can be so toxic, and can lead to really unhealthy and scary lifestyles or decisions. Talking about mental health and debate I feel like would really help to show other debaters that you are not alone. Even taking one step further, I feel like it is really important that there are workshops on mental health that can teach other debaters how to deal with the stress and pressure, offer tips, and talking about perspective.” – AnonymousWe’re kick starting the new year with a declaration of the wellbeing of the most important people in this activity—the children who compete in it. Many times, when we are talking about making debate an accessible space, we primarily run to identity first. This is incredibly important and will be discussed in subsequent weeks. However, even if experienced in different ways, the toxicity that comes with competitive debate has the potential to harm all of us.So, the question is how can we do this? There are no finite solutions but here are a few conversation starters and strategies we can use to fulfill this new year’s resolution.

1. Workshops & Panels

Our student perspective is absolutely right. Sometimes the easiest way to begin tackling a problem is to talk about it. We should talk about mental health. We should allow students to express their discomfort. We should be open-minded about what can be devastating to one student while trivial to another. If you aren’t sure how to create a space to talk about these issues, creating workshops on your teams, at camps, or even during certain tournaments and debate conferences can be helpful in raising awareness and teaching students and coaches alike how to better deal with factors that are mental health stressors.

2. Coach Interventions

We as coaches and educators in the activity should also be vigilant about risky behavior we might see our debaters doing. If a child is missing dinners at home to cut cards, is flunking out of classes because they simply want to live debate, is self-deprecating after every loss or has a break down during the tournament, sometimes it is necessary to remind students that they are more than their wins. When was the last time you told your student at the end of the day, you want them to have fun? When was the last time you saw a student struggling and told them it was okay to take a break? There is no uniform way to make this call but let’s try to be more in tune with the well-being of our students. Most coaches are not professionals in mental health, especially in activities like LD and PF where many coaches are still college. So you should never diagnose your students. However, many times it takes compassion and taking a step back from the wins to notice something is wrong. Additionally, getting and providing training to know the signs of negative mental health is always a great way to be proactive about educating yourself and being there for your students.

3. Support Groups

For students, it would be surprising how helpful a support group can be. For many, the pressure of debate can be countered by having a friend or group of people who understand what they are going through. Create a space where it’s okay for you all to complain about the day. Create a space where it’s okay for someone to cry without being made fun of. Create a space where you all can trust each other. This will look different for everyone. Sometimes it can be a formal group you may have on your debate team or it can be informal among friends. Find what works for you and those you care about.

4. Making Resources Accessible

Friends aren’t the only way to make things better and sometimes they are not enough. If you or anyone you know needs help, help should be made available. Perhaps making guidance counselors, many of whom are trained to help students with these problems, available at tournaments is a way to show solidarity. If resources permit or there are volunteers, making therapists available would be excellent as well. Not being afraid to introduce these resources in the opening ceremonies of tournaments and in invitations sent out to schools can help provide comfort or even go so far as saving a life. Especially as the number of bid tournaments begin to dwindle and the tournament of champions comes into view, losses hit hard. Don’t tell students to just get over it. Let them harbor those legitimate feelings and provide resources that can help them when friends and speech docs are not enough.I hope that these will help model some ideas on how we can actively move forward as a community. While the resolution, I hope, is not debatable, the methods we can use are! Feel free to bring your ideas to the table or report what you have been doing at your own programs to make debate the activity we want it to be.