Tag: Savannah Plaisted ’21
PC Should Not Consider Arming Public Safety Officers
by Andrea Traietti on January 16, 2020
Opinion
by Savannah Plaisted ’21
Opinion Co-Editor
Do you feel safe on Providence College’s campus? Would you feel safer if some of the officers at PC were armed? According to a poll run by The Cowl’s opinion section last semester, 72 percent of students that answered said they would not feel safer with armed guards on campus.
In 2016, PC hired an outside firm, Margolis Healy, which deals with safety on college campuses, to look into the state of the Office of Public Safety. Their report suggests that PC should look into arming a portion of the guards on campus.
It recommended looking into the benefits of a public safety force that is both sworn and not sworn (not to be confused with armed), per Chief of Public Safety Koren Kanadanian.
Kanadanian stated, “I am also in the process of reviewing the findings of the report and whether it is relevant or not. As we move forward creating and restructuring the department as the current non-sworn force we are to be able to provide the most effective safety and security for the PC campus.”
Thus, it is clear that PC is not in the process of enacting a policy of armed guards, it is simply an issue that has been up for discussion within the Cabinet.
Many members of the Cabinet have been concerned for public safety in light of recent tragic events occurring in schools. On a similar note, Kanadanian noted that a policy of armed guards would not be enacted without consulting the student body first in “campus wide focus groups.”
In the report, which was removed from PC’s website given that it is two years old and had to be requested from the chief of public safety himself, one can find a half page of comments made by people in an online anonymous survey on their perceptions of the Office of Public Safety. The comments mainly stated that because many of the Public Safety officers were police officers previously, they should be armed even on PC’s campus.
It also stated that arming guards would result in quicker response times to emergency situations on campus. While this could be the case, the Providence Police Department is located off Eaton Street for the purpose of being able to have quicker response times to problems at PC than other PPD locations might have.
PC cannot look to other colleges in Rhode Island, given that they all maintain a variation of armed and unarmed officers, with some having mixed forces, some having all armed guards, and some having none.
Many consider the problem with armed officers in schools to be the “us versus them” mentality. With that being said, “Research has also found that SRO (school resource officer) interactions were related to lower levels of school connectedness,” (Theriot, 2013).
For a college that constantly emphasizes the family dynamic on campus, it seems as though connection within the school community is a feeling that PC wouldn’t want to lessen.
Studies have shown that students of minority descent and females in particular are more likely to feel unsafe around SROs (or in this case, armed guards on a college campus), (Theriot).
When translated to PC’s campus, which is consistently ranked one of the most segregated campuses in the United States (according to the Princeton Review), and a campus that encounters issues of sexual assault and harrassment, increased feelings of unsafety within the groups of minority and female students would be counterproductive to the mission of the Office of Public Safety.
With that being said, it seems as though this is not an issue that necessitates further consideration. Students do not want guards to be armed (based off of the poll the opinion section ran) and studies that show SROs do not improve the feeling of safety in academic settings.
Before PC spends any more money researching the possibility of arming the public safety officers, it should consider the opinions of the students as well as the conclusions that researchers have made.
Additionally, money spent on this research could go towards countless other areas that have proven to be problems for the College, such as improvements in diversity and inclusion, lessening student tuition, and food quality.
Eliminating Stereotype Threat on PC’s Campus: How the College Community Can Work to Improve Race Relations
by The Cowl Editor on December 5, 2019
Opinion
by Savannah Plaisted ’21
Asst. Opinion Editor
Stereotype threat is commonly not considered a form of racism, and as a result of that, is a phenomenon that seemingly pervades the Providence College community undetected. Statements provided by students of minority racial backgrounds shed light on this issue’s continued presence on campus.
It is well known that PC provides many extracurricular programs as well as curriculum requirements that intend to bridge the gap between various groups on campus. But is this really enough if students still feel uncomfortable in their classes as a result of being called out to speak on behalf of their race?
Stereotype threat is defined as “the experience of being at risk of confirming, as self-characteristic, a negative stereotype of one’s group,” (Steele and Aronson, 1995). In other words, it is the fear by members of minority groups that they will fall suit to negative stereotypes associated with their race or ethnicity. This phenomenon results in disengaging behaviors that can be extremely harmful to a student’s ability to participate and feel comfortable in a classroom setting.
This information stems from the PC class Urban Education, which seeks to educate students on how best to teach within an urban district, as well as how systemic racism is active within the education system.
PC is known to rank consistently among the most segregated colleges in the U.S., and according to the Princeton Review the College came in third in 2019. With that, it is quite clear that the various actions the College is taking to bridge the gap are failing.
Hieu Minh Nguyen ‘20 said, “Whenever topics regarding Asian countries come up, professors look at me and expect me to say something about the matter… I feel like I was singled out in that situation, and I feel very uncomfortable.”
A person’s heritage is not reason enough to call them out in a public setting to discuss their background. Some people are more knowledgeable about their backgrounds than others, and therefore singling them out to answer said questions results in a very uncomfortable experience.
If a student wishes to share their racial or ethnic experience, or their family’s experience, it is more than acceptable to do so, but no one should feel forced into it. This is especially the case given that it is more than likely students of color who are called upon to share their experience.
Similarly, Ghiana Guzman ‘21 said, “As a Puerto Rican woman I have been stereotyped to be ‘crazy.’ So yes, in a classroom or otherwise professional setting, I very much intentionally code switch…I have had experiences in my major in which a professor specifically called on me or looked to me to talk about my culture, my experience as a Latina, or to help pronounce something in Spanish.”
If a student feels that they have to be more conscious of what they say in a classroom in order to avoid exhibiting the stereotypes they are typically associated with, how are they going to feel comfortable enough to make valuable contributions to class discussions? Likewise, if they did not intend to speak on a topic relating to the identity they associate with, why should a professor ask them to do so?
Solutions for this issue vary, but one of the biggest things that the school can encourage professors to do is to let those that wish to speak out on behalf of their background choose when to do so. They must refrain completely from calling on students on the basis of their race.
The Center for Teaching Excellence provides new faculty orientations that are “designed to welcome new faculty into the ongoing campus dialogue about teaching and learning,” according to the PC website. However, the question then becomes how much emphasis is placed on the harms of concepts like stereotype threat, and with that, how often are professors refreshed on these teachings?
Accordingly, PC should foster more conversations on race in which an emphasis is placed on learning what is considered stereotyping and how the concept of stereotype threat plays a role in modern day society. The College can achieve this feat by re-analyzing the diversity proficiency in terms of which courses fulfill the core.
According to PC’s page on the diversity proficiency, “Students will demonstrate proficiency in diversity, understood as either cross-cultural or involving diversity within the American context through a designated course as approved by the Core Curriculum Committee.” With that, how does a course such as the political science department’s Urban Politics, which delves deep into the racial discrepancies in U.S. cities, not cover such a requirement?
It is clearly evident that the College has a long way to go in bettering its record on racial relations, but given that clarity, this should be a top priority for the administration and professors to work through. What’s next, PC?
Eliminating Stereotype Threat on PC’s Campus: How the College Community Can Work to Improve Race Relations
by The Cowl Editor on December 5, 2019
Opinion
by Savannah Plaisted ’21
Asst. Opinion Editor
Stereotype threat is commonly not considered a form of racism, and as a result of that, is a phenomenon that seemingly pervades the Providence College community undetected. Statements provided by students of minority racial backgrounds shed light on this issue’s continued presence on campus.
It is well known that PC provides many extracurricular programs as well as curriculum requirements that intend to bridge the gap between various groups on campus. But is this really enough if students still feel uncomfortable in their classes as a result of being called out to speak on behalf of their race?
Stereotype threat is defined as “the experience of being at risk of confirming, as self-characteristic, a negative stereotype of one’s group,” (Steele and Aronson, 1995). In other words, it is the fear by members of minority groups that they will fall suit to negative stereotypes associated with their race or ethnicity. This phenomenon results in disengaging behaviors that can be extremely harmful to a student’s ability to participate and feel comfortable in a classroom setting.
This information stems from the PC class Urban Education, which seeks to educate students on how best to teach within an urban district, as well as how systemic racism is active within the education system.
PC is known to rank consistently among the most segregated colleges in the U.S., and according to the Princeton Review the College came in third in 2019. With that, it is quite clear that the various actions the College is taking to bridge the gap are failing.
Hieu Minh Nguyen ‘20 said, “Whenever topics regarding Asian countries come up, professors look at me and expect me to say something about the matter… I feel like I was singled out in that situation, and I feel very uncomfortable.”
A person’s heritage is not reason enough to call them out in a public setting to discuss their background. Some people are more knowledgeable about their backgrounds than others, and therefore singling them out to answer said questions results in a very uncomfortable experience.
If a student wishes to share their racial or ethnic experience, or their family’s experience, it is more than acceptable to do so, but no one should feel forced into it. This is especially the case given that it is more than likely students of color who are called upon to share their experience.
Similarly, Ghiana Guzman ‘21 said, “As a Puerto Rican woman I have been stereotyped to be ‘crazy.’ So yes, in a classroom or otherwise professional setting, I very much intentionally code switch…I have had experiences in my major in which a professor specifically called on me or looked to me to talk about my culture, my experience as a Latina, or to help pronounce something in Spanish.”
If a student feels that they have to be more conscious of what they say in a classroom in order to avoid exhibiting the stereotypes they are typically associated with, how are they going to feel comfortable enough to make valuable contributions to class discussions? Likewise, if they did not intend to speak on a topic relating to the identity they associate with, why should a professor ask them to do so?
Solutions for this issue vary, but one of the biggest things that the school can encourage professors to do is to let those that wish to speak out on behalf of their background choose when to do so. They must refrain completely from calling on students on the basis of their race.
The Center for Teaching Excellence provides new faculty orientations that are “designed to welcome new faculty into the ongoing campus dialogue about teaching and learning,” according to the PC website. However, the question then becomes how much emphasis is placed on the harms of concepts like stereotype threat, and with that, how often are professors refreshed on these teachings?
Accordingly, PC should foster more conversations on race in which an emphasis is placed on learning what is considered stereotyping and how the concept of stereotype threat plays a role in modern day society. The College can achieve this feat by re-analyzing the diversity proficiency in terms of which courses fulfill the core.
According to PC’s page on the diversity proficiency, “Students will demonstrate proficiency in diversity, understood as either cross-cultural or involving diversity within the American context through a designated course as approved by the Core Curriculum Committee.” With that, how does a course such as the political science department’s Urban Politics, which delves deep into the racial discrepancies in U.S. cities, not cover such a requirement?
It is clearly evident that the College has a long way to go in bettering its record on racial relations, but given that clarity, this should be a top priority for the administration and professors to work through. What’s next, PC?
Tangents & Tirades
by The Cowl Editor on November 14, 2019
Opinion
Break Away from RateMyProfessors
With the season of choosing next semesters’ classes comes the raiding of ratemyprofessors.com, a website where students can get the inside scoop on their potential professors. Although the ability to access this information can be comforting, it can also take away from the experience of growing academically from the challenge of a difficult professor.
The obstacle of getting an ill-reputed teacher back in high school without the luxury of utilizing ratemyprofessors.com may have been an annoyance, but more often than not, those teachers were the ones who forced students to work harder, fostering better work ethics. By routinely relying on this luxury of finding the easiest professors in college, the benefits from being subject to the challenge of difficult teachers will fall flat.
With this being said, although a professor may have a 4.5 difficulty rating, that does not mean that he or she is going to ruin your college experience. Additionally, the reviews on the site are very subjective—who’s to say that the student writing the review is similar to you?
While everyone can agree that scouting the easiest work load possible for their coming semesters is comforting, the value in facing a challenging course load can be lost in that amenity. Rather, instead of focusing on enrolling in classes solely based on difficulty ratings or overall quantity of work, take a chance on someone with a higher difficulty rating—the challenge might just have a positive impact on you.
—Margaret Scales ’23
Time is Currency for Professors AND Students
Have you ever experienced a class that went over the time it was allotted? Most of Providence College’s campus has too.
This is a concept that can become quite aggravating, especially when it comes to professors that habitually partake in this practice. Many students arrange their schedules so that they are going to back-to-back classes, or working right after class.
Thus, when a professor goes even slightly over, these few minutes can make students go from barely being on time to immediately being late. If professors are going to enforce tardiness policies, they must in turn be sure to finish their classes on time, given that students will likely be penalized for being late to their next class.
If professors do anticipate going over given their passion for the course material, they should allow students to leave if they have somewhere pressing to be next.
There should be a mutual respect for other peoples’ time when it comes to the classroom—students should avoid at all costs being late to their classes, and professors should avoid going over the time allotted to their class. Time is a valuable currency to everyone—no matter their pay grade.
—Savannah Plaisted ’21
Failing Facilities: Why PC Needs to Help Providence Public Schools
by The Cowl Editor on September 27, 2019
Opinion
help improve the condition of Providence’s public schools. Photo courtesy of Providence College News.
by Savannah Plaisted ’21
Opinion Staff
Over the summer, Johns Hopkins University released a study regarding the current state of Providence public schools. The results were immensely disturbing and have resulted in the Rhode Island Commissioner of Education calling for the state to step in and take over the failing schools.
Not only are there failures on the part of teachers, school leaders, and the Board of Education, but one of the most concerning aspects of the report was the physical state of the buildings themselves.
The study said, “In all but one of the schools, the buildings were in very poor—in one, absolutely dire—condition. In some cases, the facilities clearly disrupted learning and possibly students’ health.”
Due to the fact that schools are falling apart right here at home, Providence College should be doing something to help the community.
PC offers various programs to students that allow them to give back to Providence schools in various ways, such as the Generation Citizen Program, service learning programs in various education classes, and courses in community service.
However, what if PC were to introduce a program in which students assist in putting these schools back together, even if that simply means putting a new coat of paint on the walls?
It is understandable that PC can only do so much to assist in terms of teaching in these failing classrooms—this of course is more of a problem of the state and the city itself, given the various lowered curriculums and lack of resources.
Additionally, there is little PC students could do in terms of helping to rid the schools of the lead in the drinking water, which was also confirmed when the EPA ran tests. Again, these are pressing issues that the state must address given the dire consequences they could have on students whose bodies are still developing.
On the other hand, given the fact that “the paint on the ceilings on the third floor was peeling in sheets,” the College should organize a community service effort to help put these classrooms back together in a manner that is still safe for students.
PC offers various mission trips and Habitat for Humanity trips, yet if these trips are all to other areas of the United States or even the world, this brings up the question of whether or not the College is doing enough to help solve problems occurring right here at home.
With that, if Rhode Island wants to encourage students that come to college in this state to remain in the state post-graduation, they should be encouraging the colleges in the area to take part in the efforts to reinvigorate Providence schools.
If college students are reading this report and seeing the damage that has been done to students in Providence schools, that would immediately serve as discouragement from settling down in Providence, especially when one is considering raising kids in successful school districts.
With all of these factors in mind, PC should consider the magnitude of the ongoing situation within Providence schools, and with that may want to establish a community service program that encourages students to go into these schools and help repair what is safe for them to repair.
This is not only a crisis in terms of education and putting Providence students at an immediate disadvantage in terms of attending college and maintaining well-paying jobs, but this is also a public health crisis.
The damage caused by the consumption of lead both through the water in these schools and through lead paint peeling off the walls may be irreversible.
PC, what are you going to do about this pressing issue?
Tangents & Tirades
by The Cowl Editor on September 22, 2019
Tangents
Donut Debate
Considering Providence’s abundance of small donut shops, the question must be asked: which is superior, Allie’s Donuts or PVDonuts?
Does accessibility play a role in this decision? It is clear that most Providence College students have easier access to Allie’s Donuts, as you can find a small selection in Eaton Street Cafe and the Ruane Cafe. This association makes it hard to believe that there could possibly be anything better out there.
But there is. PVDonuts is located a few miles away from campus, making it less known to students who have yet to venture into the city. But it is worth the trip. Rather than the conventional and traditional donut tastes of Allie’s, PVDonuts provides a wide selection that ranges from a classic blueberry donut to flavors such as Cosmic Brownie and the Girl Scout classic Samoa.
With an ecclectic selection, PVDonuts certainly wins points for style. While they offer traditional flavors as well, it seems that those who trek to this shop prefer to try the flavors that they cannot find anywhere else.
However, if you are a donut traditionalist, so to speak, Allie’s focuses on perfecting these conventional flavors rather than exploring the eccentric.
Although I lean toward the flavors offered by PVDonuts, it would certainly be blasphemous to not recognize the striking image of a sprinkled donut from Allie’s sitting in a display case.
So, while PVDonuts offers a spunk and uniqueness that is not matched by Allie’s, it is important to respect the perfection of tradition. I, for one, have to choose the spunk.
—Julia McCoy ’22
Tattoos and the Next Generation
Tattoos have traditionally been taboo in the workplace, as there has been a stigma associated with visible ink. It is assumed that if you have a tattoo, you also have a certain personality type. More specifically, people with tattoos tend to be associated with trouble or are perceived as being unprofessional in formal workplaces.
This commonplace concept tends to dissuade people from getting tattoos, even in the face of wanting to express themselves in a permanent way. Does it not seem wrong that self-expression via art on the body leads to unavoidable stigma?
However, this trend seems to be changing. According to Psychology Today, “47 percent of millennials have tattoos, in comparison to 36 percent of Generation Xers, and 13 percent of baby boomers.”
Even looking at the student body at Providence College, it is not uncommon to run into people with visible tattoos.
Each new generation seems more inclined to make the decision to have these permanent pieces of art inked on their bodies. Could this be the generation to end the stigma around tattoos in the workplace? Will there no longer be rules against having visible tattoos in formal workplaces by the time current college students receive their first full time jobs?
—Savannah Plaisted ’21
Why YOU Need to Count Yourself in the Census
by The Cowl Editor on September 13, 2019
Opinion
by Savannah Plaisted ’21
Opinion Staff
With 2020 quickly approaching, it is more important than ever for Providence College students to be aware of the role they play in the upcoming census.
Although most students have a basic understanding of what the census is—in essence, a head count of the U.S. population—they may not understand the gravity of the impacts the census will have on the next 10 years of politics.
The most crucial thing for PC students to be aware of in this upcoming census is that if they are a student residing on campus, they must count themselves and cannot be counted by their parents, given the fact that they live most of the year on campus.
In addition, understanding what the census determines is crucial to realizing its importance.
The census is used for reapportioning Congressional seats, determining Medicare and Medicaid funding allotted to states, infrastructure reform, and services provided to groups in need.
The census is far more than a simple head count. Not only do the results have clear political implications, there are also lives depending on programs like Medicare and Medicaid.
Another concern is President Donald Trump’s continued claims that he will use the information found in 2020 to deport undocumented immigrants, even though this is not legally possible for anyone to do—the President of the United States included.
Trump has officially dropped his plan to include a citizenship question on the census in the face of multiple Federal Courts, including the Supreme Court, ruling against him.
The Census Board has been approached by various organizations since its founding to provide the names of specific people to groups such as the FBI, and the Board prides itself on having never backed down to big organizations like this, and keeping the information of individuals confidential.
Thus, President Trump’s attempt was meant to be divisive in nature and should not be heeded by the general public.
The Rhode Island Census Committee has been working hard to counter this rhetoric and reassure people that they can disclose the information asked by the census without fear of deportation.
Given that this is an article written for PC students that are residing in Rhode Island most of the year and could impact the very lives of these students, it is worth noting that if people do not fully participate in this census, Rhode Island is in danger of losing one of its two representatives in the House.
With all of this in mind, please consider the importance of participating in the upcoming 2020 census. Even if you are going abroad in the spring, use an absentee census.
Know that, in light of the court decisions against President Trump, you will not be deported for answering the questions on the census and that there is a lot weighing on these results.
Active Shooter Awareness: PC Must Communicate Action Plan
by The Cowl Editor on August 29, 2019
Opinion
by Savannah Plaisted ’21
Opinion Staff
Over the course of this past summer, the United States has been reminded on various occasions that mass shootings are still a plague in American society. Bulletproof backpacks have been in high demand for the upcoming school year, and many schools are taking closer looks at their precautionary safety measures.
Students at Providence College should be asking themselves and their campus security how exactly the College is prepared to deal with the presence of a mass shooter on campus, should that event occur.
At this point, gun safety procedure as it pertains to PC’s campus is not a widely discussed or understood topic. Sadly, this lack of preparation grows more concerning as mass shootings continue across the country. How many people on PC’s campus, especially its students who live here full-time, know what to do if there is an active shooter on campus?
Ultimately, the College needs to communicate to students a developed procedure concerning what to do should there be an active shooter on campus. How will we be notified? What should we do? Where are the safest places? Who will respond to the threat?
A good way to begin sharing this information is at freshman orientation. With the beginning of each new school year comes the four-day orientation for freshmen, which is packed full of information and activities for students to partake in. This orientation, which already includes some sessions on campus safety, should also provide freshmen with safety information in the event of an active shooter.
Koren Kanadanian, chief of public safety, said in an interview in April 2019, “The Office of Public Safety is fully willing to participate in any orientation programs if invited, and has in the past and is scheduled to do so with Orientation Leaders and RAs this August.” According to Kanadanian, the busyness of the orientation schedule has made it difficult to find time to share information about certain emergency situations.
Although the Office of Public Safety did end up participating in orientation this year, students and Orientation Leaders that took part in it this August can vouch for the fact that what students should do in the case of an active shooter was not covered by the representative from the Office of Public Safety.
According to Kanadanian, campus safety and security officers undergo various trainings in unison with the Providence Police Department, as well as the trainings performed for faculty and staff. This preparedness is a step in the right direction, but what use is this knowledge if the students themselves have no access to it? In the case of a legitimate emergency, would students know whom to turn to or what to do?
To address these concerns, PC should begin incorporating more information from Safety and Security in orientation. While it is a positive that the Office participated this year, information specific to gun safety should be conveyed directly to students.
And aside from freshman orientation, PC needs to develop a plan to educate upperclassmen who have already been through orientation and have not yet received active shooter situation training.
The Sandy Hook shooting in Newtown, Connecticut, in which 26 children and teachers died, lasted only six minutes. Preparedness is key when it comes to these traumatic situations. PC needs to move faster to inform the student body of what to do in the instance of armed threats to campus. The school must also incorporate more frequent emergency drills into not only the orientation schedule, but also the remainder of the academic year.
So far this year, there have been at least 255 mass shootings in the United States. This is the largest number the US has ever seen. This epidemic is not going away.
Should PC Have an Armed-Guard Campus Police Force?
by The Cowl Editor on May 2, 2019
Opinion
by Savannah Plaisted ’21
Opinion Staff
The question of constitutional rights to gun ownership and how to apply them properly within public settings has been coming into question more and more in the United States given the number of mass shootings in recent years.
With that, schools need to take into account how to make students feel the most safe in their places of learning. Many schools are doing so with more security (sometimes armed security), bulletproof glass, and various other means.
The problem with arming guards is that it can sometimes have the opposite of the intended effect on students. Many students state that they actually feel less safe with armed guards on school grounds, as guns themselves make them feel more on edge.
After interviewing various students here at Providence College, it was interesting to see how oftentimes party affiliation had nothing to do with students’ attitudes on arming guards.
“I’m a registered Republican. I do not think I would feel safer if the security on PC’s campus had guns and the reason is I just don’t think it’s necessary—I don’t think it would solve anything more than if they didn’t have them,” says Connor Christuk ’21.
Christuk brings up an interesting point, as there have, of course, been instances in which guards have been able to stop or at the very least slow down shooters; however, they do not have a 100 percent success rate.
In the instance of the Parkland shooting, the school had a resource officer that was armed, and he left the scene and failed to go after the shooter, an action for which he has since resigned.
In the case of PC, the campus is in very close proximity to the police station, thus police have the ability to be on campus very quickly in the case of an emergency.
“I would not feel safer on campus if we had armed guards. I don’t think that guns make people feel safer…in psychology it was found that just having a gun present in a room made people feel more violent and aggressive,” said Madison Gilmore ’21.
It is necessary that students are comfortable in their learning environment since much of the information students are learning about is what will prepare them for their future careers. By even having an armed guard present, it can be hard to be comfortable given that their very presence implies that there is a threat.
There are of course some people that do see the benefits of armed guards outweighing the negatives, as Jack Sherlock ’20 explains.
He said, “I am a registered Republican, and I definitely would feel safer. [At] the place I went to school in Virginia, we had a licensed cop on campus all day, and I think that was one of the best things about that school because that makes it much less of a target if an assaulter knows they’re going to encounter police right on campus.”
Sherlock continued on to refer to PC’s open campus, which definitely does serve as a ground for easy entry by those attempting to harm students on campus. Although there are security guards at the entryways to campus, most will not request much if anything from those coming on campus.
With these factors in mind, do you think you would feel safer on a campus with armed guards?
Calling For a More Inclusive Curriculum
by The Cowl Editor on April 11, 2019
Opinion
by Savannah Plaisted ’21
Opinion Staff
Upon coming to Providence College, students are told that their religious affiliation or lack thereof is not a necessary component to attend. They are told that they can participate in PC’s religious services or decide not to, and the only thing they are required to do is take two theology courses to fulfill the core.
Now, the concept of not having to attend any sort of services or religious events is, of course, true; however, what the College fails to tell students is that said theology courses must be “through a Christian lens.”
When beginning to look into one’s options for theology cores, someone who isn’t Catholic may be drawn to something like The Church and Major World Religions course, but after further analysis, one will find that even this course is taught through a Christian lens.
Not only should the theology department make edits to their curriculum, but the DWC department should do the same, given that on many teams, there is little to no mention of religions other than Catholicism while studying “Western Civilization.” Most teams get to decide what they teach, yet oftentimes they choose to stick to Catholicism.
Some students have even shared experiences of having no mention of any other religion, which is simply wrong given that excluding parts of history is not the proper way to teach it.
Accordingly, in order to teach Catholicism properly in the first place, professors should be more inclined to teach the religion objectively so as to allow their own students to decide what they believe in, rather than imposing their own beliefs on their students.
It is not acceptable for professors to grade students according to their own beliefs either; students should not have to alter the way they write for more conservative professors just to receive an A on a paper.
After learning about the missions of the Church, it is very clear that attempting to reach greater populations of people and conversion are large components, thus the College may see that same idea as one of their missions to an extent.
PC does offer services to those who would like to convert and complete as many sacraments as they can at this age, which is brilliant for those who would like to do so.
It is very clear that coming from a nonreligious perspective, the social component of going to a religiously affiliated school is not an issue, as most people on campus are not judgmental and tend to keep their beliefs close and personal, which is greatly appreciated by those that do not associate with a religion.
However, the College not only imposes their Catholic beliefs via their options in classes, they also place crucifixes in the lobbies of every dorm hall. It is completely understandable and valid to place crucifixes and images of icons in classrooms, given that they are academic buildings associated more closely with the College.
On the other hand, placing them in the buildings where students live is less appealing given that not everyone living in those buildings appreciates them in the same way, and those buildings should feel like home to them.
Not only was it very uncomfortable to come back from spring break to see that more crucifixes had been placed on each floor of Suites Hall, but there were also postcards inserted under each person’s door calling for prayers.
When coming into dorm buildings, everyone should feel welcomed and accepted regardless of their beliefs, and religious ornaments being hung up does not allow all students to feel that way.
With that, the College should strongly consider removing religious paraphernalia from their dorm rooms and should also look to teach their core classes from a more objective perspective.
College is a hard enough transition as it is—it should not be made harder by attending a school where not all students feel completely accepted.