Year: 2021

Prejudice Under the Microscope: The Implicit Association Test (Part II)

January 13, 2021
By Craig Frisby

Editor’s Note: This article is part of an ongoing symposium on white fragility and its related concepts. To view all of the essays in this series, click here. In Part I of this series, the introduction in 1998 of the race Implicit Association Test (IAT) — developed originally by Professor Anthony G. Greenwald and his […]

A “Reverse Canceling” and its Critics

January 12, 2021
By John S. Rosenberg

In what may be a rare (and possibly unique) example of “reverse canceling” — firing someone because he is woke, not because he is not — Garrett Felber, an assistant professor of history at the University of Mississippi, has recently been informed that his contract will not be renewed. As reported by Inside Higher Ed (“Outspoken […]

The Political Unfolding of California’s Racial Reckoning: From Affirmative Action to Critical Race Theory

January 11, 2021
By Wenyuan Wu

In August 1996, at the height of a 6-million-dollar campaign coalition to preserve race-based affirmative action over against Proposition 209, Dr. Shirley Weber spoke at the Million Man March statewide conference organized by Dr. Manulana Karenga for a revolutionary agenda of black empowerment. At the time, Dr. Weber was a member of the San Diego School Board […]

Respect the University

January 11, 2021
By Mark Mercer

My university, Saint Mary’s in Halifax, Nova Scotia, makes a lot of noise about respect. We have a Safe and Respectful Saint Mary’s working group that issues reports and recommendations now and again, a Policy on Conflict Resolution that directs members of the university community to contribute to a respectful environment, and even a senate-approved […]

Memorializing A Dragon-Slaying and A Civil Rights Movement Reborn

January 10, 2021
By Stuart Hurlbert

In 1996, Californians passed by a wide margin a citizens’ ballot initiative, the California Civil Rights Initiative (CCRI), also known as Proposition 209, that disallowed use of race and sex preferences by state and local governments in hiring, public contracting, and admissions to public universities. Authored by philosopher Tom Wood and anthropologist Glynn Custred, it […]

Higher Education Needs to Share the Blame for National Disunity

January 8, 2021
By Richard Vedder

Editor’s Note: National Association of Scholars Board Member Richard Vedder originally published this piece with Forbes on January 7, 2021. It has been removed from the Forbes website. Minding the Campus proudly republishes Professor Vedder’s article, slightly reformatted for the length preferences of our site. The National Association of Scholars, the publisher of Minding the Campus, […]

They Must Fear Us: A Modest Proposal

January 7, 2021
By Robert Weissberg

Details aside, it is hard to conclude that our side is winning the campus battle. If we were a publicly traded firm, stockholders would be furious. That unpleasant reality acknowledged, let me suggest a key but never articulated explanation for our failures: universities are not afraid of us. Machiavelli got it right: “Ideally, a prince […]

The University of Virginia’s Off-Center Miller Center: Whose Reality Is Alternative?

January 5, 2021
By John S. Rosenberg

The Miller Center, an affiliate of the University of Virginia that specializes in presidential scholarship, public policy, and political history, has long prided itself — with some reason — on being “non-partisan” and striving “to apply the lessons of history and civil discourse to the nation’s most pressing contemporary governance challenges.” Recently, however, like so […]

What Students Really Learn at University

Perhaps no one has written more about the plague of identity politics on America’s college campuses than MTC's contributor, Philip Carl Salzman. Salzman, Emeritus Professor of Anthropology at McGill University, and a contributor to many public policy organizations, has now published some of his most powerful essays in an e-Book collection called Universities Today. Salzman writes, "Since the 1980s, universities have increasingly turned away from producing and disseminating knowledge and taken up as their objective neo-Marxist radical social reform, often labeled ‘social justice.’ Today, universities focus on political propaganda and activism and are increasingly like closed religious cults."

Attention Middle Easterners! You Don’t Have to Be White Anymore

So says Harvard University in a convoluted explanation of race, identity, culture and white privilege. According to Harvard, “Since 1944, Middle Eastern- and North African-Americans have been legally “white,” having to check the “white” box on demographic surveys like the U.S. census.” OMG—what a burden! Well, fear no more my Lebanese and Syrian friends, my pals from Iraq and Iran—you no longer have the burden of being white—you can be a MENA! A middle-eastern north African. What a joy to shed the mantle of white privilege once and for all. How wonderful to have such a joyous moniker of peace, achievement, cultural contribution, and tolerance to wrap around oneself.

If You're On Time, You're a White Supremacist

The National Conference on Race and Ethnicity in American Higher Education, or NCORE, will feature a “pre-conference” session led by an educational consultant who believes being on time is a form of “white supremacy.” The story appears in The College Fix. NCORE is a function of the University of Oklahoma’s Southwest Center for Human Relations Studies. This year, Heather Hackman of the Hackman Consulting Group will speak about “…Racism and Whiteness and Achieving Racial Justice.” Hackman is a former professor of multicultural education at St. Cloud University who, at 2016’s “White Privilege Conference,” informed attendees that “the racial narrative of White” includes “making sure you’re not tardy.” Individualism, honesty, discipline, and rigor were other factors.

Peggy Noonan on the Coming Fall of ‘Woke’ Progressives

"The past decade saw the rise of the woke progressives who dictate what words can be said and ideas held, thus poisoning and paralyzing American humor, drama, entertainment, culture and journalism. In the coming 10 years someone will effectively stand up to them. They are the most hated people in America, and their entire program is accusation: you are racist, sexist, homophobic, transphobic; you are a bigot, a villain, a white male, a patriarchal misogynist, your day is over. They never have a second move. Bow to them, as most do, and they’ll accuse you even more of newly imagined sins. They claim to be vulnerable victims, and moral. Actually, they’re not." -- The Wall Street Journal, January 4 -5

Let's Ban the SAT and ACT!

That's what a coalition of civil rights lawyers wants to do in California in order to end discrimination based on merit for Latinos and African Americans. According to a report in The New Yorker, the only tests the lawyers would allow are Advanced Placement exams. The shell game of accepting test results, then distorting them to achieve a "racially balanced outcome," has been known for years at some of the most prestigious schools in the country. But two events have prompted this action in California: One is the ongoing challenge by Students for Fair Admissions vs. Harvard to level the playing field for Asian students, who score high on grades and tests. The other is the changing makeup of the Supreme Court, which has become more conservative in the last few years. Does anyone care that American students continue to decline in global matchups against other developed countries?

If You're White, You're Wrong

Following a growing trend in higher education, a Dartmouth professor called for mandatory white privilege courses. Dr. Emily Walton wrote an op-ed in USA Today calling for all students to take courses in white privilege and black history. She accuses white people of being afflicted with "white blindness" or a state in which racial privilege is invisible. She also claims the K-12 public schools perpetuate "white blindness" (read discrimination) by not mandating ethnic studies classes. To top it off, she equates the meritocratic system of hard work with white discrimination against minorities.

In response to "Wanna Teach? Submit a Killer 'Diversity, Equity, and Inclusion' Statement"

I am a long-retired public school teacher. Last fall, I submitted a letter to the editor of Education Week (unpublished), providing data on public education’s devotion to social justice issues.

To the editor:

A subscriber since the founding of Education Week in 1981, I’ve noticed a persistent theme: the “achievement gap.” In the 12-11 issue, for example, two commentaries were on that topic. Looking towards the next four decades, entertain a possibility: A fixation on performance “gaps” and on assigning blame may be unhealthy.

Evidence of fixation? At Edweek.org, I searched 24 terms associated with the achievement gap to gauge frequency. Assume 36 issues per year of Education Week over 38 years. That’s 1,368 issues. Divide “mentions” below by 1,368 for the average number of times one is likely to encounter a particular term in a random issue of Education Week:

“equity” – 7,334 mentions (5.9 times per issue)
“achievement gap” – 4,930
“discrimination” – 3,740
“desegregation” – 3,090
“social justice” – 3,020
“desegregate” – 3,063
“segregation” – 1,968
“segregate” – 1,498
“discriminate” – 1,396
“racism” – 1,380
“slavery” – 520
“racial discrimination” – 431
“racial bias” – 265
“mandatory busing” – 235
“Jim Crow” – 168
“implicit bias” – 166
“cultural competence” – 91
“forced busing” – 90
“white privilege” – 85
“institutional racism” – 76
“systemic racism” – 51
“busing for racial balance” – 51
“redlining” or “red-lining” – 38
“structural racism” – 27

Consider two changes-of-direction for the next 38 years:

1) America is among the least racist nations in the world. Endlessly beating itself up over racial disparities ill serves everyone.

2) Groups focus differently; people are individuals. All 64 starting NFL cornerbacks are Black and have been for 17 years. That gap alarms no one. Bringing some of that tolerance to educational performance may produce happier results than four more decades obsessing over gaps.
Individuals are key. Overlap among and variation within groups is enormous. While upholding meritocratic standards, why not incentivize individuals to move where they can, possibly “testing out” of graded systems. Adjusting compulsory attendance and child-labor laws might better accommodate enormous variation among individuals.

Tom Shuford, Lenoir, NC