From Fashion to Fetish: The Shocking Reality of Iowa State University’s AMD 1650
What do strap-on dildos, urinating on others for sexual pleasure, and fisting have to do with Apparel, Merchandising, and Design?
Picture this: you're 18, 19, or 20, just stepping into adulthood, excited about pursuing your passion in fashion design. Then, out of nowhere, your professor assigns a video to watch as part of the curriculum. Seems pretty routine, right? But the moment it starts playing, something feels off. You're not prepared for what's on the screen. Suddenly, you're witnessing explicit, shocking sexual content that makes your stomach churn. You wonder: Should I really be watching this? It's an assignment—so you feel like you have to. But deep down, it feels completely wrong. Likely, it's the first time you've ever encountered such graphic material.
Do you tell your professor you're refusing to do the assignment? Would you risk losing points or even failing the class over something that feels so deeply uncomfortable? Would you call a parent to get their guidance, or would you be too embarrassed? What about your classmate; what will they think? Do you dare ask them if they watched the video, and if they did were they just as shocked as you? What if they think you’re overreacting, or worse, that you’re inexperienced? The pressure to conform is real, and the fear of being labeled “uncool” gnaws at you. But how far should you go just to fit in, and where do you draw the line between academic expectations and personal boundaries?
A significant percentage of college students are influenced by peer behavior when making decisions. Studies suggest that the desire for social acceptance play a major role in shaping students' choices in academic, social, and personal contexts.
Around 70-75% of college students report being influenced by their peers. Research on decision-making has found that college students often look to their peers for cues on how to behave, especially in ambiguous or uncomfortable situations like controversial assignments or new experiences. Many students prioritize fitting in with their peers over standing out, even if it means going against their personal values.
What would you do?
The very well-written letter below paints a very clear picture and poses some necessary questions. This was emailed to university officials by a very concerned parent of a student currently attending Iowa State University who is taking AMD 1650: Dress, Appearance, and Diversity in U.S. Society this fall semester.
To whom it may concern.
I am writing this email because, as a parent of an ISU college student, I am quite concerned over some of the material that is being taught in the Fashion Design & Merchandising curriculum.
My daughter came to ISU as a transfer student. She is new to ISU this fall (as a junior) and has chosen Fashion Design and Merchandising as her major. We were very excited for her to further her education and pursue her passions. Unfortunately, our enthusiasm has taken a sudden and rather disturbing turn.
This is a link to a video that was given as part of the Dress Appearance Diversity class taught by Professor: Kelly Reddy-Best. Video: https://youtu.be/i7CKrrqF-XY
In this video, which focuses solely on BDSM culture, (BDSM is a term for a variety of sexual practices that include bondage, discipline, dominance, submission, and sadism) you will find the following:
Graphic images of seminude individuals in provocative/sexual poses.
References/Studies on individuals' sexual fetishes and preferences.
The use of sexual apparatuses/clothing for use during sexual encounters and for sexual gratification.
Images of strap on dildos, whips, chains, collars and wrist restraints.
The detailed explanation of sexual acts such as but not limited to:
Paddling - hitting oneself or others for sexual gratification.
Urination on oneself or others for sexual gratification.
Dressing as minors (specifically a 5-year-old school girl) for sexual gratification.
Fisting - the placing of an entire fist up a vagina or an anus.
Please watch the video before you read the rest of this email as the later portion is my reaction to a phone call that I received from my daughter after she was exposed to this video.
As a parent, I am rather disheartened. I am also shocked, disturbed, saddened & disgusted that my daughter, amongst other young impressionable people, are being exposed to this extremely inappropriate material as part of the Fashion Design curriculum at ISU.
Is this the kind of material commonly used by Iowa State University in other areas of study as well? I fail to see how showing such a video (particularly about people's private sex fetishes) is considered to be remotely relevant by any stretch of the imagination. After watching the video myself, it seems clear to me, that the focus of this video is more about sexual preferences. It has very little, if nothing, to do with fashion design.
Does this University also show pornographic videos as a part of the curriculum for biology majors? Surely the use of pornography can be a tool to help students learn about reproductive practices?
Does this University explain how to create "sex rooms" for people in the interior design program? Which wall is best to hang your whips, chains and handcuffs?
I say these things in jest, of course. But on a more serious note, is this the kind of material that you deem worthy of your own sons and daughter's education? This material is highly inappropriate and has no bearing on the education of individuals who wish to work in the mainstream fashion industry.
If Iowa State University wants to continue to show videos and material such as this, I highly suggest putting them in a completely separate area of study. Perhaps labeling it as "intimate fashion choices". Maybe even put an XXX rating on it. This should be something that is only offered or shown to those actively seeking it out. Perhaps students with interests in adult filmmaking or clinical psychology would be interested to view this type of material. There is no reason for professors to expose students to X-rated imagery.
What is the actual purpose of this video? Is it being shown in the name of being progressive? Is it an attempt to normalize such behavior? This is a highly sexualized video focusing on sexual gratification practices, NOT fashion. Where is the common sense and moral compass of those who decide to show such degradation in a classroom setting?
My daughter, who simply has a passion for clothing and design, was shaken by viewing this video. She is over 18, and for all intents & purposes, society will label her as an adult. BUT, as an adult, she did not consent to viewing these things, nor was she remotely prepared that such material would be included in her studies at ISU. This should most definitely NOT be shown in a class without prior warning to those in attendance as these images and topics can be very triggering and offensive to people not prepared to witness them.
Again, as a parent, I am sorely disappointed & disturbed that ISU would allow such an atrocity to happen. It is my hope that such material be stricken from course work or at the very least, separated & labeled as "highly sexualized material" and only viewed voluntarily with the student’s consent. This type of content has absolutely no relevance to the mainstream course of study that my daughter is taking. In no way, shape or form is it acceptable to show this video during a standard class.
Please respond accordingly.
I’m almost fifty years old, and I’ve never witnessed most of what was featured in that assigned video. Call me naïve or call me a prude—call me whatever you want. But if anyone thinks this is remotely acceptable in an educational setting, I’ll challenge you to debate me on it.
This isn’t about being closed-minded; it’s about recognizing that there are boundaries, especially when it comes to exposing young adults to content that has nothing to do with their field of study. If this shocks me at my age, imagine the impact on an 18-year-old just starting out.
Parents, it is so important to talk to your kids (even if they are adult kids in college). Welcome open communication about what they are encountering in and out of the classroom. If you have faced something similar, because this young girl is obviously not alone; here are some possible recourses:
Formal Complaint to the University: If a student feels that the content of a course is inappropriate or irrelevant to their field of study, they can request a review of the course materials.
Freedom of Speech and Academic Freedom: Universities often emphasize academic freedom, which allows professors to teach materials they believe are relevant to their field. However, the student has the right to express discomfort and seek alternative assignments or accommodations, particularly if the material was not clearly outlined in the course syllabus.
Consent and Trigger Warnings: Students should have been given a content warning or allowed to opt-out if the material included graphic or sensitive content.
Title IX Complaint: If the student feels that the video content constitutes harassment or creates a hostile environment, they could potentially file a Title IX complaint. Title IX protects students from discrimination based on sex, including exposure to sexual content that could be seen as inappropriate or contributing to a hostile learning environment.
Legal Recourse: In terms of legal recourse, this depends on whether there is a violation of state or federal laws related to education or sexual harassment. If the student feels that the content crossed a line into inappropriate or unlawful territory, legal counsel could be sought to explore further actions. However, it’s important to note that many academic institutions are protected under policies of academic freedom.
Professor Kelly Reddy-Best (reachable at 515-294-9919 or klrb@iastate.edu) also awarded 5 points to students willing to state their pronouns in class. Fair enough, but here's a question: would she also award points to students who wanted to recite the Pledge of Allegiance or say a prayer before starting each class? Or would she award points to students for sharing their ethical or moral beliefs, or stating their core personal values? Is there room for every belief, or only the ones that align with the agenda being pushed?
This opens the door to a debate about what constitutes fairness and inclusivity in the classroom—especially when it seems like certain viewpoints are more welcome than others.
Always defend your values. Always! Values guide our decisions, shape our relationships, and help us stay true to who we are, especially when the world around us pulls us in different directions.
