​LGBTQ+ Health and Health Disparities
Speaker: Ashley Kuykendall  
 
 
Ashley began with an introduction into several key terms by using a graphic designed by TSER (Trans Student Educational Resources) called The Gender Unicorn. This graphic highlights that gender, sexuality, and attraction occur along a spectrum. Furthermore, the point along a given spectrum where a person identifies can stay static, or shift, over time. 

There are several terms presented on the Gender Unicorn, and the definitions that the TSER provides are:
 
Gender identity: One’s internal sense of being male, female, neither of these, both, or another gender(s). Everyone has a gender identity, including you. For transgender people, their sex assigned at birth and their own internal sense of gender identity are not the same. Female, woman, and girl and male, man, and boy are also NOT necessarily linked to each other but are just six common gender identities.
 
Gender Expression/Presentation: The physical manifestation of one’s gender identity through clothing, hairstyle, voice, body shape, etc. Most transgender people seek to make their gender expression (how they look) match their gender identity (who they are), rather than their sex assigned at birth.
 
Sex Assigned at Birth: The assignment and classification of people as male, female, intersex, or another sex based on a combination of anatomy, hormones, chromosomes. It is important we don’t simply use “sex” because of the vagueness of the definition of sex and its place in transphobia. Chromosomes are frequently used to determine sex from prenatal karyotyping (although not as often as genitalia). Chromosomes do not determine genitalia.
 
Sexually Attracted To: Sexual Orientation. It is important to note that sexual and romantic/emotional attraction can be from a variety of factors including but not limited to gender identity, gender expression/presentation, and sex assigned at birth.

Romantically/Emotionally Attracted To: Romantic/emotional orientation. It is important to note that sexual and romantic/emotional attraction can be from a variety of factors including but not limited to gender identity, gender expression/presentation, and sex assigned at birth.

Progress Pride Flag 2018
​

Blog Post
Topic: Middle Eastern Cultures and Historic U.S. Bias
Speaker: Deena Essa, Graduate Student in the Department of Jewish, Islamic, and Middle Eastern Studies (WashU)
 
We were excited to learn from Deena Essa, a current Graduate student in the Department of Jewish, Islamic, and Middle Eastern Studies department.
 
Her talk began by addressing that the term “Middle East” is a subjective one – as Deena said, “middle of what, east of who.” The subjective nature is important to address because what regions, and which peoples, are included in the term is dependent on who is crafting the map and what their personal interests for doing so are. Thus, maps of the Middle East can be devised through lenses including faith, ethno-linguistics, and politics, though it should be noted that none of these can be decoupled from the impacts of colonialism. 
 
As such, you can find a variety of maps of the middle east including ones that label the region as:

• The area bordered by the Mediterranean Sea, the Arabian Peninsula, the Taurus and Zagros Mountains
• Egypt, Arabia, and Gulf States
• Arab world (sometimes including, and sometimes excluding Turkey and Iran)

Whichever way you draw the map, the region and the people who live and have history there share commonalities but are also incredibly diverse. ​

From a linguistic perspective, Arabic, Hebrew, and Aramaic are all Semitic languages and come from a single linguistic ancestor. While over time, these languages have become unique entities, some characteristic similarities remain – including that they are both written/read right to left. While the Semitic languages have their roots in this region of the world, as mentioned previously, the colonial influences are so deep that in many countries European languages (ex. French, English etc.) are incorporated into everyday vernacular. Additionally, Arabic and Islamic calligraphy have been used in art forms since antiquity, and modern twists on this artform continue to be developed including use in murals and new multi-lingual typographic fonts. 

​The people of this region identify with many ethnicities and faiths. Christianity, Judaism, and Islam are among the faiths practiced by people living in the Middle East. It should be noted however, that the Arab (ethnicity) world is not synonymous with the Muslim (religion) world. Deena pointed out that nearly 20% of Muslims are Arab, but that the vast majority of Muslims do not live in the Middle East and Northern Africa. Additionally, while there are common tenets within and amongst each faith, it is important to remember that the practices and traditions are diverse and personal. 

​Many restaurants throughout the world label themselves as “Middle Eastern” but what does this really mean? Common food items throughout the region have countless regional variations and these foods are very much linked with national, ethnic, and regional identity.  The popularity of Middle Eastern cuisine can be both a way to learn about and celebrate the diverse cultures of this region but can also become entwined in cultural appropriation.  For example there have been a number of debates about who invented hummus and falafel; conversations that can get deeply personal not only because food is closely intertwined with identities, but also because sharing cuisines while ignoring history, politics, and conflicts can be deeply problematic.
 
Music, like food, can be used to celebrate tradition and culture. Mixing of old and new styles can give homage to the history of the Middle East, while also serving as a platform to share ideas, offer critiques, and to express oneself. Artists like Mona Haydar, a Hijabi Syrian-American feminist rapper and chaplain, and Israeli Eurovision winner Netta Barzilai are using their talents to showcase diversity in this region and to challenge historical norms or bias.  

The foreign policy relationship between the United States and the Middle East is a complicated one and in part is determined by economics and oil. Additionally the U.S. has had overt and indirect policy and action around government, power structures, and leadership in the Middle East.
 
Domestically, the side effects of long-term xenophobia, racism, fear, and misunderstandings of people have led to a number of discriminatory policies including the so called “Travel Ban” or “Muslim Ban” that President Trump enacted in 2017. Such policies written in the name of “national security” to protect “Americans” hurt not only people wishing to immigrate and make America their home, but also Americans domestically who felt hurt and othered by this legislation.
 
Conclusions:

• The Middle East is a diverse region with a rich history and culture. The people who live there or whose family originated there are diverse – they speak many languages, practice diverse faiths, and have diverse and intersecting identities.
• Middle Eastern people and cultures have historically, and continue to be, misrepresented in US media.  
• The impact of the latter is vast and has led to policies that not only impact US-Middle Eastern foreign relations, but also relations with Americans domestically who identify as Middle Eastern. ​

Topic: Relationship Conflict and Violence
Speaker: Gladys Smith, Sexual Violence Prevention Therapist and Licensed Psychologist
PsyD, LPC, LCPC, NCC, CASAC, MAC, RYT

We were extremely fortunate that Gladys Smith was able to come talk to Connections about relationship and sexual violence. 
 
Her talk highlighted how healthy inter-personal relationships are based on equality and respect, rather than on power and control. Healthy, and functional interactions should promote and foster a number of characteristics including: open communication, trust and support, honesty and accountability, and shared power. In contrast, unhealthy relationships may involve unequal control or hostility, intimidation or disrespect, dishonesty, or sexual/physical violence. Unhealthy relationships can present themselves as not just physically harmful, but can also involve financial, emotional, digital, or sexual abuse and/or stalking.

Furthermore, she validated that conflict is not inherently “bad” but dealing with conflict in a healthy way is important. She provided us with a technique to use in order to have a productive conversation about a conflict or tension in a relationship:
“I feel…”     “when you…because…”   ”what I would like to happen is”
 
Using this technique clearly outlines the problem and offers a solution in a healthy way.



See resources below for more information:
 
Victims of relationship or sexual violence are never responsible for the abusive actions. Nobody ever deserves to be abused. And resources are available. If you have been a victim of relationship and/or sexual violence, there are a number of resources available on campus and beyond:

1. For emergency services (immediate medical care or if you are in danger) call 314-935-5555 (on campus) or 911 (off campus)
2. Urgent/same day medical and mental health assessments are available on the Medical Campus and Danforth and these offices can provide trauma-informed care in-office or referrals to additional resources.
3. Counseling services are also available on both campuses (Medical Campus and Danforth Campus)
   
   

Recognizing signs of violence in your relationship or in a friend’s is important for getting the victim the help they may want/need.

Some additional tips for friends and family:
https://www.thehotline.org/help/help-for-friends-and-family/
https://abuseintervention.org/sandbox77/wp-content/uploads/2012/03/How-to-Help-a-Loved-One.pdf
http://www.domesticabuseproject.com/get-educated/helping-a-friend-or-family-member/


The National Domestic Violence Hotline reminds us that “relationship violence can impact anyone – anyone can be abusive, and anyone can be the victim of abuse” 
 
The statistics about relationship violence comes from reported cases, so the numbers could be higher than presented. Currently the data suggests that more than 1 out of 3, and 1 out of 4 men have been victims of violence by an intimate partner in their lifetime (The National Domestic Violence Hotline). But intersectionality of identities can change the rate of risk-  marginalized groups are often at even higher risk for violence, as stated in a Huffington Post article:

• Black women experience intimate partner violence at rates 35% higher than white women (Huffington Post, 2017)
• Women with disabilities are 40% more likely to experience intimate partner violence than women without disabilities (Huffington Post, 2017)
• 2 in 5 gay or bisexual men will experience partner violence in their lifetimes (Huffington Post, 2017)
• 50 percent of lesbian women will experience domestic violence (not necessarily intimate partner violence) in their lifetimes (Huffington Post, 2017)
• Native American women experience domestic violence at rates 50% higher than other groups (DOJ, 2004)

 
Additionally, the cycle of abuse is such that individuals who have been exposed to abuse are more likely to perpetuate violence as adults. A finding from the World Health Organization stated that, “exposure to violence during childhood increases the likelihood of men perpetrating violence against intimate partners by 3 to 4-fold, compared to men who are not exposed to violence as children.”
 
 
Remember, conflict in relationships is normal, but unhealthy conflict can and does happen. If you are a victim of relationship violence, you do not need to tolerate abuse, and there are people are resources available to help 24/7. ​

​To start the semester off we hosted a module on diverse communities.
The goals of this module were to:

• Help students explore their identities, both advantaged and disadvantage
• Prepare students for discussing difficult topics
• Introduce students to recurrent themes in diversity and inclusion that are likely to arise during subsequent modules
• Raise awareness of labels, profiles and assumptions based on identities and,
• Learn how to have effective collaboration and communication amongst a diverse group of constituents

Below are some takeaways from the module.
Everyone has a variety of identities placed upon them by themselves and their society. These include things like: Race, ethnicity, social class, sex, gender identity, sexual orientation, ability status, spiritual or religious affiliation, age, body size/shape, appearance, education, immigrant status, etc.
While some of these identities are visible, others can be hidden. Our choices can be heavily based on our self-perception of how those identities will be perceived and the stereotypes, both positive and negative, that we associate with them. Much of what we think of these identities is learned through our experiences with family and peers, at school, in the community, through the media, or elsewhere in our lives. The challenges both in opportunity and in self-perception that we face result from a combination and intersection of how we perceive ourselves and the way we are perceived. Even when some of our identities are considered valuable in society, others that are perceived as less desirable can be used as tools of oppression or justification for discrimination. We should always strive to examine our own perceptions and try to analyze and correct our biases.

​Topic: Communication
Speaker: Jessica Kuchta-Miller, MA, JD,  Office of the Ombuds at Washington University in St. Louis
 
Learning Objectives
The audience should be able to:

1. Identify the Office of the Ombuds as a resource for staff, postdocs, and students.
2. Recognize common mental traps that interfere with interpersonal relations.
3. Utilize TING listening in future lectures and discussions.
4. Apply the 4 key steps to important conversations: Inquiry, Acknowledgment, Advocacy, & Problem Solving.

 
Summary
Jessica Kuchta-Miller began with an overview of the Ombuds Office and their four main goals. 

Jessica Kuchta-Miller is the principal contact for staff, graduate students and postdocs on all campus locations. There are separate ombuds for Danforth faculty, medical campus faculty, and medical students. See resources below for more information.
 
 
In addition to learning about a valuable campus resource, we were also introduced to effective communication strategies. We learned about mental traps to recognize and avoid. The 10 mental traps Jessica Kuchta-Miller described are listed below:

• Anchoring
• Confirmation Bias
• Consensus Error
• Framing
• Loss Aversion
• Naïve Realism
• Overconfidence
• Reactive Devaluation
• Selective Perception
• Self-serving Biases

 
To emphasize the impact that these mental traps have on us, Jessica Kuchta-Miller facilitated an exercise demonstrating that the way information is framed, in conjunction with our biases, can influence the way we interpret a situation. She explained how some of our beliefs may be founded on faulty interpretation of data, using the Ladder of Inference to show us how beliefs are adapted.

Jessica Kuchta-Miller also provided the group with an overview of Ting listening and specific steps to take in important conversations, which are similar to the LARA communication skills Connections has covered in prior years.
 
TING listening is listening with your whole self. We should use not only our ears, but our mind, heart, and eyes as well, all while giving the speaker our undivided attention.
 
From the US Department of State, there are four rules to TING (or active) listening:
1. Seek to understand before you seek to be understood.
2. Be non-judgmental
3. Give your undivided attention to the speaker
4. Use silence effectively
 
The steps for communication have been summarized from the handout prepared by Jessica Kuchta-Miller:
 

1. Inquiry – Ask questions to learn what is important to others, then listen to understand without judgement.
2. Acknowledge – Think about the other persons perspectives and feelings and show that you’ve heard what they are saying by rephrasing or asking a clarifying question.
3. Advocacy – Share your thoughts/opinions and use them to build upon what you’ve heard from the other person. These can be used to show how you see the issue and to frame the problem.
4. Problem Solve – Collaborate with the other person, frame the problem and ask them what the other person thinks should be done.

 
Key Points

• Check your biases and beware of mental traps. “We often assume, incorrectly, that the message we take is the message they intended to send.” -Jessica Kuchta-Miller; Use TING Listening to focus on their message.
• “You can’t change the other individual; you can only change how you respond.” Most conversations get off track when someone tries to start with advocacy instead of inquiry; it is best to start from a place of curiosity, challenging your own biases.
• “Values are non-negotiable." Someone’s position on a topic is rooted in their interests – it’s easier to find common ground and problem solve knowing someone’s interests.

 
The strategies introduced in this lecture will be useful to members when having conversations both inside and outside of Connections. These skills will be reviewed at each discussion and should be utilized in upcoming lectures and discussions.
 
Resources
Ombuds FAQs: https://staffombuds.wustl.edu/faqs/
For staff, postdocs, & graduate students: https://staffombuds.wustl.edu/
For faculty & students on the Medical Campus: https://ombuds.med.wustl.edu/
For Danforth faculty: https://facultyombuds.wustl.edu/
TING Listening: https://www.state.gov/m/a/os/65759.htm
Ladder of Influence: https://www.mindtools.com/pages/article/newTMC_91.htm
LARA Communication: https://www.aacu.org/sites/default/files/files/AM17/Difficult%20Dialogue%20Handout%201.pdf

​Eleven Connections members took a weekend-long field trip to Chicago June 15-17. We traveled to and from Chicago by Amtrak and stayed in Louis Armstrong’s old house in the Bronzeville neighborhood. Over the course of the jam-packed weekend we participated in a variety of cultural and educational experiences.
 
Here is an outline of the events that we attended:
Saturday June 16th
            Race Exhibit – Chicago History Museum
            Chicago LGBTQ+ Pride Festival
            Puerto Rican People’s Parade
            Taste of Randolf Street Festival
            Grand Park Gold Coast Art Fair
            Classical Music Festival
Sunday June 17th
            National Museum of Mexican American Art
            Italian Block Party
            DuSable Museum of African American History
 
Photos and Review of Activities:
            The “RACE Exhibit: Are We So Different?” was featured at the Chicago History Museum. Members spent most of their time in this exhibit which presented historical and modern perspectives on the construct of race. 

Chicago LGBTQ+ Pride Festival
            From the Chicago History Museum we took Lyft rides to the LGBTQ+ Pride festival on North Halsted in the Boystown neighborhood. We arrived during the early part of festival activities, and were able to see the Chicago Gay Men’s Chorus and the Pride Drag Show.

After this we went to the Puerto Rican People’s Parade. It was starting to get hot at this point, and we were all trying to make sure we kept hydrated. We watched the parade proceed down W Division Street to Humboldt Park. 

​From here we went to the Taste of Randolf Street Festival where there were a variety of food and art stands set up. A number of attendees ate lunch here and rested after walking around all day.

​From here we travelled downtown to the Grant and Millennium Parks area. Some members attended the Grand Park Gold Coast Art Fair while others explored the attractions in Millennium Park and reserved seats for the Classical Music Festival at Pritzker Pavilion.

After the show we walked over to Buckingham Fountain and got dinner at Exchequer Restaurant.

We started the next day off at National Museum of Mexican Art. Here we were able to see some beautiful art as well as a number of pieces and exhibits that explored the cultural experiences of Mexican-Americans in the USA, as well as Chicago in particular.

We then went to the Italian Block Party where we ate a lot of Italian cuisine for lunch on Oakley Avenue. National Canoli Day was this weekend, so a number of us ate some delicious canoli for dessert!

​Lastly, we visited the DuSable Museum of African American History. The museum’s mission is to promote understanding and inspire appreciation of the achievements, contributions, and experiences of African Americans through exhibits, programs, and activities that illustrate African and African American history, culture and art. It is dedicated to the collection, documentation, preservation and study of the history and culture of Africans and African Americans.

​Questions and Discussions that came up during post-trip reflection:
 

• At the race exhibit we saw information on how segregated Chicago still is, yet at Mexican Museum of National Art we saw an exhibit on gentrification of Pilsen neighborhood. Is there a dichotomy between these two issues? How can the act of desegregation be balanced with the preservation and advancement of local communities?
• Is it good or bad for ‘outsiders’ to come and participate in these cultural events? Does it change based on the event? Is there a clear distinction between appreciation and appropriation of culture?
• The intersection of representation of various groups within exhibits. There was one activity at the RACE exhibit where you tried to match the voice that you were hearing speak with the images of faces being displayed.  Within this, it seemed as though all of the men spoke about their profession first which was not observed as much for the female voices. It is unclear if they were asked different questions, if the curator selected specific phrases to include, or if it was a byproduct of other elements of culture that led gender-based differences in responses.
• How do the lessons learned here translate to St Louis?
• What events or museums are available in St Louis to continue this kind of educational experience?

In addition to those that contribute to our annual funds, we would also like to acknowledge the additional organizations that made this trip financially feasible for all attendees:
Student Advisory Committee
WUSM Office of Diversity Programs
DBBS Office of Diversity and Student Affairs

Speaker: Joshua Swamidass, MD, PhD
 
Three Main Messages from the Speaker:

1. Scientists have a responsibility to engage the public. Science is funded by taxes and conducted for the betterment of society. We should therefore communicate clearly with the public about what we have learned from science and how the data supports those findings.
2. Discussions should be approached with respect, and a desire to understand the other person’s view to find common ground. Dr. Swamidass’s approach is very similar to the Ting Listening and LARA communication that we strive to use in Connections. This is especially important in conversations about religion and science. As an example, Dr. Swamidass discussed answering questions about evolution that people who do not believe in evolution commonly have.
3. Science doesn’t address all questions. It is silent on many topics, including God and morality. For many “big-picture” questions about life and the universe, science and religion can both contribute to the conversation.

 
Brief interview with Francis Collins:
https://news.nationalgeographic.com/2015/03/150319-three-questions-francis-collins-nih-science

Video: ​Teach Us All (Netflix) 

Teach Us All is a documentary written and directed by Sonia Lowman. 
​
On their website they proclaim:

"We stand for ALL students in America having equal access to quality education.Add your voice. Join the movement. Create change.#TeachUsAll"
See this site for more information: http://www.teachusallfilm.org/
​
 

Speaker: Dr. Joe Pangelinan

​Details coming soon.