The headline read, “Hall of Famers expect league to support Sam”. Of course the league will support Michael Sam, the all All-American defense lineman at Missouri who is the first openly gay active player in the history of the NFL.
But not because NFL locker rooms are especially progressive places. Some players are sensitive to people’s differing sexual orientations, others are decidedly not. As the Donald Sterling illustrates, social media will silence the Decidedly Nots. Sterling went from owner of the Los Angeles Clippers to a pariah in 72 hours. Similarly, any player caught communicating homophobic things about Sam will immediately feel the full weight of instantaneous social media. And any hope for commercial endorsements will be dashed.
One thread of the Sterling coverage has been “If anything positive comes of this, we need to initiate a discussion on race”. There’s little chance of that because social media tends to create a mob mentality with everyone racing to tar and feather the offending homophobe or racist. That creates a chilling effect on what would help initiate a discussion on race—each of us reflecting honestly on how we pre-judge people different than us. Instead of introspection, we pile on the offending person like an unthinking football player ignoring the official’s whistle.
Unlike social media, education depends upon dialogue and dialogue requires that people trust their point of view will be respectfully listened to. The key is to distinguish between racist or homophobic thoughts, words, and actions. Excellent teachers learn to work sensitively with homophobic thoughts and words, but when it comes to hateful actions, of course people should be prosecuted to the fullest extent of the law.
Excellent teachers learn to work with racist or homophobic thoughts and words by exploring their underlying root causes by asking students questions such as “Why do you believe that?” They know that seeing the world from other people’s points of view does not come naturally. They expand students’ worldviews by introducing them to unfamiliar people and places through literature, the arts, and sometimes travel. And by teaching students to substitute curiosity for negative preconceived notions, so that they too learn to ask others, “Why do you believe what you do?”