University of California Berkeley - Blue and Gold Yearbook (Berkeley, CA)

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Sexed Here is a sample of the variety of classes offered on campus that explore issues regarding sexuality and gender: Integrative Biology 140, Biology of Human Reproduction Psychology 136, Human Sexuality Sociology 135, Gender and Society: Sexual Diversity and Social Change Women ' s Studies ill, Sexuality, Science, and the State Public Health 180, Seminar on Human Sexuality UGIS 146, Queer Visual Culture: Cultural Representations of Sexuality Sociology 133, Gender and Society: Sociology of Women Art History N190B, Dangerous Aphrodite: Imaging Women in Ancient Greek Art Dramatic Art 52, Reflections of Gender, Culture, and Ethnicity in American Dance Ethnic Studies 124, Race, Gender, and Ethnicity in Hollywood Film History 190, Society and the Sexes in Europe and the U.S. Students wait in line for health advice at the Tani Center. The Tan Center provided students with basic health care services as well as resources regarding sexual health, such as condoms and testing jor sexually transmit- ted diseases. U A L I T Y 29 L

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A couple isn ' t embarrassed to show their a eitioii in public at Ludu ' ig ' s Fountain in Sproul Plaza. th Birds aW Bees ach semester, srudents enroll in a wide arier - ot bioiosjicai science classes to learn about the physiolog) ' and anatomy ol the human bod -. Professors fill their lectures with diagrams, charts, colorful drawings, and models to help students understand how environmental stresses an ect body functions. Classes are designed to give a general overview, but unfortunately, man} ' ot tlu- en ironmental stresses that students encounter on a daily basis cannot be taught through tlashcards or textbooks. An interest in these stresses arises fi-om the presence of sexually transmitted diseases, un- wanted pregnancies, identit} ' issues, and sexual violence in daily campus lite. 1 o promote social growth and healthy lifestyles tor anyone con- cerned with sexuality issues facing students, numerous programs have been established on campus. Within these programs, students are encouraged to voice their concerns and questions, learn about their bodies, and have the opportunit)- to help others. Health Promotions, the Mu ficu tKr.i AIDS Peer Pro-am, and the Female Se.vualit)- De With concerns about STDs and pregnancy, students and professors address the issue of sex through education Cal class allow students to deal with sexualit) ' and gender issues in a sex-positive and comfortable .setting. Health Promonom. sponsored b ' the I ang Center, recruits students to inform the campus community on topics such as nutrition, safer sex, alcohol awareness, and date rape. Students give outreaches to dorms, Greek houses, and c lasses, and spend time in the Tang Center counseling patients. I ' he Miihicuhwal A IDS Peer Program allows a diverse group of students to learn about HI ' and AIDS issues and help promote awareness in the community. The program puts on theater productions every year, with performances regarding HI pre ' ention. Women ' s Studies 98. the Female Sexuality De-Cal class, is based on the theory of women helping women. Topics included in the curricu- lum are self-examination, portrayals of women ' s sexuality in culture, erotica and pornography, honi(.ise. ualir ' , bod ' image, .md feminism. According to third-year student I X-bi a Phillips, the class gives a 1960s, i 97()s concept ot Icm.ile community. The growing deni.ind lor lie.ilth .md sexuality education is warranted by the rising rate of sexualK ' transmitted di.seases and sexu.il iolence in college-age students. The programs were designed to deal with the i.ssues that both students and community members face on a dail) ' basis and will continue to face for years to come. -Traci Brown 1 tnlhoni Chinol 28 LIFE

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A student confronts his h omose xuality Comin i, .he college years are an imporrnnt l.mdniark tor many students. For Alvin Chen, it was time to hce the fact that he was gay. Ever since elementary school. Chen knew he v as gay. B) ' the fourth or fifth grade. 1 knew that I liked guys and not girls, acknowledges Chen. I didn ' t know how badly people would react specifically to it but I knew enough that 1 didn t go around telling people, Chen said. Chen refused to think much about it or take it seriously. At that time, I didn ' t think I knew of it as a permanent characteris- tic that was important to my character. When you ' re a little kid in elementary school, you think. I ' m going to be a doctor when I row up or 1 m going to run really fast or be really tall ' — you don ' t know who you are at the time, Chen added. But by middle school, Chen was certain that being gzy was a permanent characteristic. Instead of denying it like other people sometimes do, Chen simply accepted it. There ' s no trying to like a girl and not a guy, ' Chen said. During his adolescent years, Chen began to realize how much of a big deal scvuality was to people. I realized more h ow different being gay really is. Adolescents get really sensitive about their sexuality since it ' s just developing then, so you had ro be very certain to show how macho you were if you were a guy because people are starting to talk about you, and having sex, and it ' s very important to show just how heterosexual you are, said Chen. Eventually I did resolve my idea that I would never tell anyone, I wouldn ' t deal with it. 1 was just going to live and not be involved with anyone, he admits. But soon Chen was ready to start dealing with his homosexuality ' . He told one of his closest friends from liigh .school, just before he went off to college. It was scary, but the reaction was a very positive one. EIc and some of my friends had already known and talked ,ibout it, Chen said, just being able to filial!) ' share that important, major factor in your life to someone else — that was very relieving. It motivates you to be more open, to let yourself start off on a good footing. 30