In 1996, I was involved in the design of an experimental interdisciplinary course that examined what it means to be gay or lesbian in the United States. The topic seemed timely and was not represented in significant ways within Florida International University’s curriculum. The first class offered during that Summer term attracted 40 students. Their reactions were interesting. One gay student noted, “I learned there are a lot more “straight” people taking this course than gay ones. That is an eye-opener.” A “straight” student commented, “Everyone not gay that I know thinks I am taking an American history class!”

By the end of the Fall term, the class had a permanent number and home in Women’s Studies. The plan was to offer the course once a year but students began to express interest so it has been offered at least twice a year since 1997, sometimes cross-listed with Women’s Studies and Liberal Studies. Student interest has remained relatively strong, with the result that the course usually is filled to capacity.

Interest among my colleagues has also been high. At various times, faculty and staff have asked to sit in the class, some remaining most of the term as visitors. Sometimes their interest comes in less formal ways. At lunch one day, a faculty friend asked, “Who’s taking that course you are teaching?” When I replied, “Mostly juniors and seniors,” the puzzled look suggested other information was sought. I waited a few moments, and then added some information about the sexual orientation of the students, the real point of the question.

Consistently, the mix of students has remained about the same since the first term. About one-third of the students are openly gay or lesbian, about one-third are “straight,” and about one-third do not declare their sexual orientation but acknowledge having a close friend or family member who is gay. This mix of students leads to lively discussions representing a variety of perspectives. Sometimes the discussions include the students sharing experiences that bring the academic materials to a personal level that usually is not found in class discussion. One student said, “I had an opportunity to be a “gay diplomat” to my straight classmates.” Another said, “I liked… the openness and respect that the students… (have) toward each other.” But one student noted, “Sadly, I learned there is still a long way to go before homosexuality is accepted.”

When the words “gay” and “lesbian” are introduced into the diversity equation, students tend to react no differently that the larger society. Some clearly view homosexuality as a lifestyle “choice” that an individual makes. Problems that result from that decision will disappear if the person simply changes his or her sexual orientation choice. Others view sexual orientation as innate, a part of who the person is, something that is unchanging and unchangeable. Experienced problems are based in the larger society’s views of homosexuals and homosexuality.

The political process and the legal system always generate much discussion in class. Weekly, if not daily, there is something in the news pertaining to the status of gays and lesbians that generates questions. Why is it that the United States is one of the few western countries that does not allow gays and lesbians to serve openly in the military? Why can a gay person be a foster parent in Florida but is not allowed to adopt a child? Should gay marriage be prohibited by a federal constitutional amendment? Why is it legally acceptable for Brittany Spears to marry a man for a few hours or a few days while Phyllis Lyon and Del Martin who have lived together as a couple for more than 50 years cannot legally marry at all? After a discussion on these types of contemporary issues, one student wrote, “Now I see [gays] as the human beings they are regardless of their sexual orientation and I’m willing to tell my friends….”

Examining homosexuality in an historical context permits a longitudinal look at the myriad of changes that have occurred in the lives of gays and lesbians. Most students do not realize that until quite recently, homosexuality was viewed as immoral or illegal or a mental illness. In some instances, these views still persist, although students today are as likely to know that many Fortune 500 companies openly recruit and provide same-sex partner benefits to employees. They know of openly gay candidates who run for public office and are elected. They are aware that many county and municipal governments have added sexual orientation to their human rights policies, as have most major colleges and universities. On many campuses there are now academic courses and even majors in gay or “queer” studies. Prominent people in almost every profession have “come out” and provide role models for students and young professionals. There are even gay-oriented television stations available through cable and dish systems.

For two years, the course “Gay and Lesbian in America” has been available as a “Societies and Identities” option in the University Core Curriculum. More freshman and sophomore students now enroll in addition to the students majoring in both Liberal Studies and Women’s Studies who use the course to fulfill a requirement for graduation.

In many ways, I like to think that after nearly 10 years, the course is just another curricular offering - an academic look at an interesting contemporary topic. Then I listen to the discussions in class, watch the levels of discomfort among some students as they struggle with their own homophobia, observe what appears in the media, and I know the subject matter is still timely and important in the educational process. Or as one student said, “Education/knowledge is the key to ending prejudice…a little knowledge goes a long way.”

Glenda A. Belote, Ph.D., is former associate dean, Undergraduate Education, and Women’s Studies faculty member at Florida International University.