Category Archive 'Colleges and Universities'
02 Aug 2017

Apparently, Some People Are Going to be Loved a Lot Less

, , ,


“March of Resilience” protesting Christakises’s calls for Free Speech at Yale.

Bill Jacobson reports that the Trump Justice Department may be about to start making colleges resume admitting people on the basis of the content of their character, rather than the color of their skin.

Chief Justice Roberts had it right: “The way to stop discrimination on the basis of race is to stop discriminating on the basis of race.”

If a report in the NY Times is accurate, the Trump administration is getting ready to take on the most precious of liberal dogmas, the institutionalized racial discrimination in college admissions, aka affirmative action.

The Times reaches the conclusion that affirmative action will be under attack, even though the documents it has obtained for its reporting don’t actually say that. The Times reports, Justice Dept. to Take On Affirmative Action in College Admissions:

    The Trump administration is preparing to redirect resources of the Justice Department’s civil rights division toward investigating and suing universities over affirmative action admissions policies deemed to discriminate against white applicants, according to a document obtained by The New York Times.

    The document, an internal announcement to the civil rights division, seeks current lawyers interested in working for a new project on “investigations and possible litigation related to intentional race-based discrimination in college and university admissions.”

    The announcement suggests that the project will be run out of the division’s front office, where the Trump administration’s political appointees work, rather than its Educational Opportunities Section, which is run by career civil servants and normally handles work involving schools and universities.

    The document does not explicitly identify whom the Justice Department considers at risk of discrimination because of affirmative action admissions policies. But the phrasing it uses, “intentional race-based discrimination,” cuts to the heart of programs designed to bring more minority students to university campuses.

There is the predictable freak out, particularly from virtue-signaling white liberals.

The Left is going to have a cow.

RTWT

21 Jul 2017

First California Community College, Then Yale

, , , , ,

NPR interviews the head of California’s community college system, who is arguing in favor of eliminating Algebra as a course requirement. The reason? Algebra is too hard for minorities.

Algebra is one of the biggest hurdles to getting a high school or college degree — particularly for students of color and first-generation undergrads.

It is also the single most failed course in community colleges across the country. So if you’re not a STEM major (science, technology, engineering, math), why even study algebra?

That’s the argument Eloy Ortiz Oakley, chancellor of the California community college system, made today in an interview with NPR’s Robert Siegel.

At American community colleges, 60 percent of those enrolled are required to take at least one math course. Most — nearly 80 percent — never complete that requirement.

Oakley is among a growing number of educators who view intermediate algebra as an obstacle to students obtaining their credentials — particularly in fields that require no higher level math skills.

Their thinking has led to initiatives like Community College Pathways, which strays away from abstract algebra to engage students in real-world math applications. …

What are you proposing?

What we’re proposing is to take an honest look at what our requirements are and why we even have them. So, for example, we have a number of courses of study and majors that do not require algebra. We want to take a look at other math pathways, look at the research that’s been done across the country and consider math pathways that are actually relevant to the coursework that the student is pursuing.

You are facing pressure to increase graduation rates — only 48 percent graduate from California community colleges with an associate’s degree or transfer to a four-year institution within six years. As we’ve said, passing college algebra is a major barrier to graduation. But is this the easy way out? Just strike the algebra requirement to increase graduation rates instead of teaching math more effectively?

I hear that a lot and unfortunately nothing could be farther from the truth. Somewhere along the lines, since the 1950s, we decided that the only measure of a student’s ability to reason or to do some sort of quantitative measure is algebra. What we’re saying is we want as rigorous a course as possible to determine a student’s ability to succeed, but it should be relevant to their course of study. There are other math courses that we could introduce that tell us a lot more about our students.

Do you buy the argument that there are just some forms of reasoning — whether it’s graphing functions or solving quadratic equations that involve a mental discipline — that may never be actually used literally on the job, but may improve the way young people think?

There’s an argument to be made that much of what we ask students to learn prepares them to be just better human beings, allows them to have reasoning skills. But again, the question becomes: What data do we have that suggests algebra is that course? Are there other ways that we can introduce reasoning skills that more directly relate to what a student’s experience in life is and really helps them in their program of study or career of choice?

A lot of students in California community colleges are hoping to prepare for a four-year college. What are you hearing from the four-year institutions? Are they at ease with you dropping the requirement? Or would they then make the students take the same algebra course they’re not taking at community college?

This question is being raised at all levels of higher education — the university level as well as the community college level. There’s a great body of research that’s informing this discussion, much of it coming from some of our top universities, like the Dana Center at the University of Texas, or the Carnegie Foundation. So there’s a lot of research behind this and I think more and more of our public and private university partners are delving into this question of what is the right level of math depending on which major a student is pursuing.

And there are people writing about concepts of numeracy that may be different from what people have been teaching all this time. Do you have in mind a curriculum that would be more useful than intermediate algebra
?

We are piloting different math pathways within our community colleges. We’re working with our university partners at CSU and the UC, trying to ensure that we can align these courses to best prepare our students to succeed in majors. And if you think about it, you think about the use of statistics not only for a social science major but for every U.S. citizen. This is a skill that we should have all of our students have with them because this affects them in their daily life. …

Rates of failure in algebra are higher for minority groups than they are for white students. Why do you think that is? Do you think a different curriculum would have less disparate results by ethnic or racial group?

First of all, we’ve seen in the data from many of the pilots across the country that are using alternative math pathways — that are just as rigorous as an algebra course — we’ve seen much greater success for students because many of these students can relate to these different kinds of math depending on which program of study they’re in. They can see how it works in their daily life and how it’s going to work in their career.

The second thing I’d say is yes, this is a civil rights issue, but this is also something that plagues all Americans — particularly low-income Americans. If you think about all the underemployed or unemployed Americans in this country who cannot connect to a job in this economy — which is unforgiving of those students who don’t have a credential — the biggest barrier for them is this algebra requirement. It’s what has kept them from achieving a credential.

RTWT

From the perspective of the Left, colleges are there to supply credentials which are tickets to comfortable, well-paying positions in Society. Results must be equal, so if some groups are having trouble earning those credentials, it is necessary to grease the skids. The goal is not education; the goal is credentials.

12 Jul 2017

Stanley Fish Says Free Speech is Not an Academic Value

, ,

Stanley Fish takes a cynical, reductionist, and self-interested professorial view of the place of Free Speech with the context of the University.

(The article is behind a paywall at Chronicle of Higher Education, but it was captured and reposted here.)

[In] what might seem to be a paradox, the public university is “absolutely committed to protecting free speech” only when the speech produced is nonacademic. When it is academic speech that is being produced the interest of the employer is paramount and speech is permitted only when it serves that interest.

But isn’t that interest centered on speech because, as the Minnesota faculty put it in their draft recommendations, the university’s “larger normative commitment [is] to the free exchange of ideas”? No, it isn’t. The university’s normative commitment is to freedom of inquiry, which is quite a different thing. The phrase “free exchange of ideas” suggests something like a Hyde Park corner or a town-hall meeting where people take turns offering their opinions on pressing social matters. The right to speak is held by all; no requirements (of rank, intelligence, professional standing, etc.) limit the number of those who have access to the microphone. (Limits of course may attach to time, manner, and place.)

The course of free inquiry in universities is not like that at all. Before one can speak, in a classroom or in the research seminar or in a journal publication, one will have been subjected to any number of vetting procedures
— votes, auditions, presentations — designed largely to determine those who will not be allowed to speak. Whether it is a department, a college, a dean, a provost, a learned-journal editor, it is the business of the university to silence voices, not to license them indifferently. To put it another way, the free exchange of ideas between persons who want in on the conversation is a democratic ideal; but the university is not a democracy; it is (or is supposed to be) a meritocracy, one in which those who get to put their ideas forward are far outnumbered by those who don’t. The process is more Darwinian than democratic.

This leads me to a conclusion implicit in the previous paragraphs: Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these values is directly related to the goal of academic inquiry: getting a matter of fact right. The operative commonplace is “following the evidence wherever it leads.” You can’t do that if your sources are suspect or nonexistent; you can’t do that if you only consider evidence favorable to your biases; you can’t do that if your evidence is far afield and hasn’t been persuasively connected to the instant matter of fact.

Nor can you follow the evidence wherever it leads if you are guided by a desire that it reach a conclusion friendly to your political views. If free speech is not an academic value because it is not the value guiding inquiry, free political speech is positively antithetical to inquiry: It skews inquiry in advance; you get where you wanted to get from the get-go. It is political speech if, when the material under consideration raises political/ethical questions, you believe it is your task to answer them, to take them seriously rather than academically. Any number of topics taken up in a classroom will contain moral and political issues, issues like discrimination, inequality, institutional racism. Those issues should be studied, analyzed, and historicized, but they shouldn’t be debated with a view to fashioning and prosecuting a remedial agenda. The academic interrogation of an issue leads to an understanding of its complexity; it does not (or should not) lead to joining a party or marching down Main Street.

That is what I mean by saying that the issue shouldn’t be taken seriously; taking it seriously would require following its paths and byways to the point where one embarks upon a course of action; taking it academically requires that one stop short of action and remain in the realm of deliberation so long as the academic context is in session; action, if it comes, comes later or after class.

So neither free speech — speech uttered by anyone who has something to say — nor political speech — speech intended to nudge students in one direction or the other — is a legitimate part of the academic scene. But both are part of the extracurricular scene: the rallies, workshops, panel discussions, and lectures about which we hear so
much today. In those contexts partisan views are front and center, and they are aired by anyone and everyone in the room or the quad or the auditorium. And these views are being taken seriously. Speakers are not merely reflecting on the alternatives; they are strongly urging the alternatives, sometimes in apocalyptic terms: Unless we divest
from fossil-fuel stocks, the environment will be destroyed; unless we speak out against Israel, a new Nazi-ism will triumph; unless we stand up against microaggressions, racism will run rampant. Passions run high, the stakes
are felt to be enormous, the fate of the republic hangs in the balance.

It’s all so exciting, so exhilarating, so serious. But it is not a seriousness to which the university is a party. My contention that moral/political seriousness has no place in the university holds even in those areas in which moral/political seriousness is being performed to a fare-thee-well; for while that conversation (often very heated) is occurring within university precincts, the university is not actively presiding over it; rather, the university is, or should be, managing it, much as the proprietors of a sports stadium manage the crowds they invite in or as the proprietors of a Broadway theater manage the audiences they labor to attract. It’s show business! The university lets this stuff go on, but it doesn’t have a dog in the hunt; it neither affirms nor repudiates any
of the positions that vie for attention in the circus it allows on its grounds; it doesn’t take those positions seriously, and it shouldn’t, for if it did so (by divesting from fossil fuels or policing microaggressions or declaring the entire campus a free-speech zone) it would no longer be in the education business; it would be in the partisan-politics business.

Not all universities understand the difference between curricular and extracurricular activities and the different responsibilities attendant on each. They are confused in both directions: They think that the partisan passion of the extracurricular sideshow has a place in the classroom, and they think that something genuinely academic is
going on when speakers invited precisely because they are controversial become the occasion for controversy. They don’t see that it is the administration’s job, first, to ensure that the classroom is a safe space for intellectual deliberation (that’s the only safe space I’m interested in), and, second — a very distant second — to maintain
control of the energies that have been let loose once the decision to have a lecture or mount a panel discussion or allow a rally has been made.

I put it that way so as to emphasize the fact that nothing requires the making of that decision; nothing requires that there be extracurricular activities at all. A university would still be one if all it contained were classrooms, a library, and facilities for research. A university would not be one if all it contained was a quad with some tables on it, a student union with a food court, an auditorium and a bowling alley, a gymnasium with a swimming pool and some climbing walls. You could take away all those things, and along with them the student newspaper, the fraternities, the sororities, the concerts, the athletic events, the dances and everything else
administered by the office of student affairs (which you could get rid of too), and the core of the university would be intact.

So if you’re a college or a university, you don’t have to saddle yourself with any of those extras. But once you’ve decided to add them on, it’s your job to see that they work, which means, mostly, ensuring that events go smoothly and no one gets hurt. If that’s the assignment, many colleges and universities deserve a failing grade.

RTWT

HT: Matthias E. Storme.

Mr. Fish is obviously right in a strictly definitional sense: yes, take everything else away and leave one lecture room, some books, and a scribbling professor to give lectures, and you still have the core of the university.

But universities in reality never consist simply of such a core. There are also, besides the learned professor in his professional role, the same professor as human being, and along with him there are college administrators, employees, and, yea! even students. Those core activities are always surrounded by a community and by the social, the fraternal, and the recreational penumbrae of human life.

Universities, particularly elite universities, never exist in a vacuum, but rather maintain an active intercourse and constantly communicative relationship with the general society which supports them and whose interests they purport to serve. The university’s core may be research, scholarship, and teaching, but the university is always much more than its core. Every day of the week, its community lives and functions; its clubs and societies hold meetings, lectures, and debates; athletic teams hold practices and competitions; its cultural life manifests itself in the form of exhibitions, concerts, and film showings; and political leaders, intellectuals, and public figures and celebrities visit to use the university as a platform for self-promotion and communication.

The customary traffic in, and exchange of, enhanced prestige between the university and the public figure visiting speaker may be, as Stanley Fish contends, not really central, not part of the university’s core function, but it is, on the other hand, a routine feature of today’s university life, and one of no insignificant value.

The regular presence on campus of nation-wide famous people is a well-recognized and highly visible evidence of a particular university’s comparative status and of its relevance to, and influence upon, the great outer world.

Reasoning that the theoretically adventitious character of a standard feature of university life makes everything about it trivial and reduces the responsibility of university authorities from upholding liberal political ideals and values to merely keeping the peace is really just a clever and tongue-in-cheek exercise in sophistry.

19 Apr 2017

Diversity Hiring By American Universities

, , , , ,


Dr. Kaia Shivers, Ph.D. Rutgers University, M.A. Clark Atlanta University, B.S. Florida A&M University, Clinical Assistant Professor of Liberal Studies, New York University: “The two main objectives in teaching is…”

“Alex Southwell” (a pseudonym) shares a diversity at today’s American universities horror story.

I was appointed by the dean of General Studies [at Hudson University] to serve as the chair for a writing hiring committee, a committee charged with hiring one full-time writing professor, who not only could teach first-year writing classes but also offerings in journalism. The committee of three met late in the fall semester to discuss the first group of candidates, before undertaking the second set of Skype interviews. I mentioned that I had received an email from one of the candidates and shared it with the committee members. After reading the email aloud, I argued that the missive effectively disqualified the candidate. The writing was riddled with awkward expression, malapropisms, misplaced punctuation, and other conceptual and formal problems. Rarely had a first-year student issued an email to me that evidenced more infelicitous prose. I asked my fellow committee members how we could possibly hire someone to teach writing who had written such an email, despite the fact that it represented only a piece of occasional writing. The candidate could not write. I also pointed back to her application letter, which was similarly awkward and error-laden. My committee colleagues argued that “we do not teach grammar” in our writing classes. Sure, I thought. And a surgeon doesn’t take vital signs or draw blood. That doesn’t mean that the surgeon wouldn’t be able to do so when required. …

The committee went on to hire the woman in question. Since assuming her position, the new hire posted an official faculty profile linked from Hudson’s General Studies program page. Her faculty profile page betrays the same awkward prose, poor incorporation of quotes, and other problems of expression typical of first-year student writers, but usually not professors. The profile also includes a glaring grammatical error. I strongly believe that her official evaluations are likely as bad as her RateMyProfessors.com reviews.

To be perfectly clear, I am not arguing against the diversification of the faculty and student populations within Hudson’s General Studies program and beyond. Rather, I am suggesting that the diversity initiatives recently introduced by the university and our program have been hastily and thoughtlessly administered and mistakenly construed, to the detriment of academic integrity and real equity. Qualified academics can be found among all population groups. The university must ensure that those selected are qualified, first and foremost, not by their identities per se, but by what they know and are able to do and teach. It is sheer cynicism to suppose that qualified candidates cannot be found among minority groups. Blatant tokenism in hiring and promotion jeopardizes the integrity of higher education and also undermines the objectives that diversity initiatives aim to promote.

RTWT

————————-

Advice Goddess identifies the diversity hire:

The professor mentioned — who writes “The two main objectives in teaching is …” — appears to be Kaia Shivers and the school appears to be NYU. The program is their “Liberal Studies” program.

I’ve preserved a screenshot of Kaia Shivers’ online page from NYU. …

The first line of a paper she published has a similar error in the first line — one that would disqualify a person from being my assistant. It should also disqualify a person from becoming a professor, and the notion that skin color would give a person pass is one of the most disgustingly racist things I can think of.

    Negotiating Identity in Transnational Spaces: Consumption of Nollywood Films in the African Diaspora of the United States

    Kaia Niambi Shivers

The only wonder is that Yale has not (so far) hired her as a dean.

Hat tip to the Barrister.

05 Apr 2017

2017 Elite College Admissions

, , , , , , ,

Mic Network reported:

When Ziad Ahmed was asked “What matters to you, and why?” on his Stanford University application, only one thing came to mind: #BlackLivesMatter.

So for his answer, Ahmed — who is a senior at Princeton Day School in Princeton, New Jersey — wrote #BlackLivesMatter exactly 100 times. The risky decision paid off. On Friday, Ahmed received his acceptance letter from Stanford.

“I was actually stunned when I opened the update and saw that I was admitted,” Ahmed said in an email. “I didn’t think I would get admitted to Stanford at all, but it’s quite refreshing to see that they view my unapologetic activism as an asset rather than a liability.”

On Saturday, Ahmed posted his answer and acceptance letter on Twitter with the hashtag #BlackLivesMatter. …

Ahmed has already been invited to the White House Iftar dinner and recognized as an Muslim-American change-maker under the Obama administration.

In 2016, he interned and worked for Democratic nominee Hillary Clinton’s presidential campaign after leading Martin O’Malley’s youth presidential campaign. In November 2015, Ahmed gave a TedxTalk in Panama City, Panama, discussing the perils and impact of stereotypes as a young Muslim teen.

When the next student mob assembles at an elite college to run some middle-aged professor out of town for defending Free Speech, this is where its leadership will be coming from.

01 Apr 2017

Today’s Students Not Part of Our Common Culture

, , ,

Patrick Deneen has more bad news from the Academe.

My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.

It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.

But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?

Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?

Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.

Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide.

Another must-read.

31 Mar 2017

Universities “Full of Passionate Intensity”

, , ,

Flagg Taylor, taking the riots at Middlebury over a proposed talk by Charles Murray as an example, discusses how training in activism and applause for passion and commitment have replaced the quest for truth and the cultivation of the mind as goals for the modern (post-Gramscian Long March) university.

Training in politically correct opinions is designed self-consciously to churn out activists or silence dissenters. One must display one’s passionate commitment to these correct opinions; subjects like race and inequality are not really up for discussion, notwithstanding the omnipresent talk of “dialogue” and ceaseless self-congratulatory paeans to diversity.

But the praise of passion and engagement has another less noticeable but pernicious consequence. The loud, confident voices are applauded, but the quiet students are presumed not to be “engaged.” At best they are called apathetic, at worst they are “part of the problem.” Thus what institutions of higher learning have done with this fetishization of passion is to destroy the space for intellectual modesty. Some students might think, very naturally, “I really don’t know enough about that topic to have a strong opinion.” But the general atmosphere tells them to get committed, get passionate; there is no time to waste! For those who, perhaps instinctually, turn away from the politically correct opinions to which they are supposed to give their passionate embrace, what is left is most often a cynical distance from anything that smells of politics. So the destruction of the space of intellectual modesty leaves a desiccated field strewn with impassioned fanatics, knowing cynics, and careerists willing so say whatever provides the path of least resistance.

Read the whole thing.

12 Mar 2017

Intersectionality as Religion

, , , , ,

Andrew Sullivan takes time off from crying over the election of Donald Trump to identify and explain the new religion that has taken charge on elite campuses all over the country.

Intersectionality” is the latest academic craze sweeping the American academy. On the surface, it’s a recent neo-Marxist theory that argues that social oppression does not simply apply to single categories of identity — such as race, gender, sexual orientation, class, etc. — but to all of them in an interlocking system of hierarchy and power. At least, that’s my best attempt to define it briefly. But watching that video helps show how an otherwise challenging social theory can often operate in practice.

It is operating, in Orwell’s words, as a “smelly little orthodoxy,” and it manifests itself, it seems to me, almost as a religion. It posits a classic orthodoxy through which all of human experience is explained — and through which all speech must be filtered. Its version of original sin is the power of some identity groups over others. To overcome this sin, you need first to confess, i.e., “check your privilege,” and subsequently live your life and order your thoughts in a way that keeps this sin at bay. The sin goes so deep into your psyche, especially if you are white or male or straight, that a profound conversion is required.

Like the Puritanism once familiar in New England, intersectionality controls language and the very terms of discourse. It enforces manners. It has an idea of virtue — and is obsessed with upholding it. The saints are the most oppressed who nonetheless resist. The sinners are categorized in various ascending categories of demographic damnation, like something out of Dante. The only thing this religion lacks, of course, is salvation. Life is simply an interlocking drama of oppression and power and resistance, ending only in death. It’s Marx without the final total liberation.

It operates as a religion in one other critical dimension: If you happen to see the world in a different way, if you’re a liberal or libertarian or even, gasp, a conservative, if you believe that a university is a place where any idea, however loathsome, can be debated and refuted, you are not just wrong, you are immoral. If you think that arguments and ideas can have a life independent of “white supremacy,” you are complicit in evil. And you are not just complicit, your heresy is a direct threat to others, and therefore needs to be extinguished. You can’t reason with heresy. You have to ban it. It will contaminate others’ souls, and wound them irreparably.

And what I saw on the video struck me most as a form of religious ritual — a secular exorcism, if you will — that reaches a frenzied, disturbing catharsis. When Murray starts to speak, the students stand and ritually turn their backs on him in silence. The heretic must not be looked at, let alone engaged. Then they recite a common liturgy in unison from sheets of paper. Here’s how they begin: “This is not respectful discourse, or a debate about free speech. These are not ideas that can be fairly debated, it is not ‘representative’ of the other side to give a platform to such dangerous ideologies. There is not a potential for an equal exchange of ideas.” They never specify which of Murray’s ideas they are referring to. Nor do they explain why a lecture on a recent book about social inequality cannot be a “respectful discourse.” The speaker is open to questions and there is a faculty member onstage to engage him afterward. She came prepared with tough questions forwarded from specialists in the field. And yet: “We … cannot engage fully with Charles Murray, while he is known for readily quoting himself. Because of that, we see this talk as hate speech.” They know this before a single word of the speech has been spoken.

Read the whole thing.

07 Mar 2017

Deresiewicz Contemplates the PC Regime

, ,

William Deresiewicz is a big squishy liberal, who thinks racism (after 50+ years of constant indoctrination, social engineering, and federal scrutiny of American hearts and minds) is still a terrible major problem, but even he is appalled at the Speech & Thought Control PC regime that has taken power at every elite college and university.

Selective private colleges have become religious schools. The religion in question is not Methodism or Catholicism but an extreme version of the belief system of the liberal elite: the liberal professional, managerial, and creative classes, which provide a large majority of students enrolled at such places and an even larger majority of faculty and administrators who work at them. To attend those institutions is to be socialized, and not infrequently, indoctrinated into that religion. ..

Elite private colleges are ideologically homogeneous because they are socially homogeneous, or close to it. Their student populations largely come from the liberal upper and upper-middle classes, multiracial but predominantly white, with an admixture of students from poor communities of color—two demographics with broadly similar political beliefs, as evidenced by the fact that they together constitute a large proportion of the Democratic Party base. As for faculty and managerial staff, they are even more homogenous than their students, both in their social origins and in their present milieu, which tends to be composed exclusively of other liberal professionals—if not, indeed, of other liberal academics. Unlike the campus protesters of the 1960s, today’s student activists are not expressing countercultural views. They are expressing the exact views of the culture in which they find themselves (a reason that administrators prove so ready to accede to their demands). If you want to find the counterculture on today’s elite college campuses, you need to look for the conservative students.

Which brings us to another thing that comes with dogma: heresy. Heresy means those beliefs that undermine the orthodox consensus, so it must be eradicated: by education, by reeducation—if necessary, by censorship. It makes a perfect, dreary sense that there are speech codes, or the desire for speech codes, at selective private colleges. …

[P]olitical correctness is not about justice or creating a safe environment; it is about power. And so much of what is taking place at colleges today reflects the way that relations of power have been reconfigured in contemporary higher education. Campus activists are taking advantage of the fact (and I suspect that a lot of them understand this intuitively, if not explicitly) that students have a lot more power than they used to. The change is the result not only of the rise of the customer-service mentality in academia, but also of the proletarianization of the faculty. Students have risen; instructors have fallen. Where once administrations worked in alliance with the faculty, were indeed largely composed of faculty, now they work against the faculty in alliance with students, a separate managerial stratum more interested in the satisfaction of its customers than the well-being of its employees. …

The power of political correctness is wielded not only against the faculty, however, but also against other groups within the student body, ones who don’t belong to the ideologically privileged demographics or espouse the approved points of view: conservative students; religious students, particularly Christians; students who identify as Zionists, a category that includes a lot of Jewish students; “athletes,” meaning white male athletes; white students from red states; heterosexual cisgendered white men from anywhere at all, who represent, depending on the school, between a fifth and a third of all students. (I say this, by the way, as an atheist, a democratic socialist, a native northeasterner, a person who believes that colleges should not have sports teams in the first place—and in case it isn’t obvious by now, a card-carrying member of the liberal elite.) I haven’t heard too many people talk about creating safe spaces for Christians, or preventing micro-aggressions against conservatives, or banning hate speech against athletes, or disinviting socialists.

What I have heard, frequently, for as long as I have been involved in academia, are open expressions of contempt or prejudice or hostility against those suspect groups or members of those groups. If you are a white man, you are routinely regarded as guilty until proven innocent, the worst possible construction is put upon your words, and anything you say on a sensitive issue is received with suspicion at best. I attended a workshop on micro-aggressions at the University of Missouri last year. The problem with micro-aggressions, the leader said, is that they “create a space of hostility,” that they say, “you don’t belong; you are different in a way that’s not okay.” Those formulations precisely describe the environment that the groups I just enumerated often encounter at elite private colleges, except that unlike the typical micro-aggression, the offense is not inadvertent. It is quite deliberate.

Read the whole thing.

08 Feb 2017

The Disgraceful State of American Higher Education

, , ,


José Clemente Orozco, The Epic of American Civilization, 1932-1934, Dartmouth University Library. “Academia as a corpse of dead knowledge, birthing intellectually stillborn graduates each year as the world burns in the backdrop.”

Anthony Esolen, at National Review, wonders aloud whether higher education in today’s America is even possible.

The frieze beneath the rotunda of the state house at Providence, the city where my college is located, proclaims, in the words of Tacitus, the happiness of the times when a man “may think what he will and speak what he thinks.” This may still be true of men sitting at a diner or a bar, drinking beer and arguing about politics. Rational argument and freedom of thought, like the exercise of religion, has retreated into the realm of the private. You may still think what you will, so long as you keep it to yourself. You may not think or speak freely in our political assemblies, our newspapers, and our colleges.

Here the reader may supply plenty of anecdotes about professors, insufficiently “liberal,” who have been driven from their jobs or burdened with legal troubles because they violated the new iron etiquette that governs the public sphere. My favorite, if such it may be called, involved an instructor of composition at the University of Winnipeg who remarked, near the end of a semester, that the most important work that most women do will be to raise their children well. For that remark — which would have struck sensible people alive three cultural minutes ago, both men and women, as a bland truism — the instructor was relieved of his duties forthwith, barred from his office, and forbidden even to administer his final exam.

People who say that such events are rare and therefore not to be taken too seriously are either fools or liars. A thousand public lynchings are expensive and tiresome. Two or three will intimidate your enemies very nicely and save you the sweat and the struggle against your conscience. That is especially true if the victim is powerful and visible, as was Lawrence Summers, the president of Harvard who opined that the difference between the numbers of men and women pursuing the natural sciences at the highest level might be due rather to predilection and intellectual inclination than to sexism. Again we are dealing with a bland truism; but the long knives came out, and Summers was dispatched. …

In such a world, it is insufficient to say that higher education suffers. Except in the most technical of disciplines, and perhaps even in those, the very possibility of higher education comes to an abrupt halt. If a professor must negotiate an emotional and verbal and political mine field before he opens his mouth, then he is no professor any longer. He is a servile functionary, no matter his title and no matter how well he is paid. He instructs his students not in freedom but in his own servility. That many of the students demand this servility of him and of themselves makes their capitulation all the worse.

The colleges have not abandoned moral considerations utterly. Relativism is an unstable equilibrium — imagine a pyramid upside down, placed delicately upon its apex. It might make you break out into a cold sweat to stand in its shade. The question is not whether some moral vision will prevail, but which moral vision. The colleges are thus committed to a moral inversion. High and noble virtues, especially those that require moral courage, are mocked: gallantry in wartime, sexual purity, scrupulous honesty and plain dealing, piety, and the willingness to subject your thoughts, experiences, and most treasured beliefs to the searching scrutiny of reason. What is valued then? Debauchery, perversion, contempt for your supposedly benighted ancestors, lazy agnosticism, easy and costless pacifism, political maneuvering, and an enforcement of a new orthodoxy that in denying rational analysis seeks to render itself immune to criticism. You sink yourself in debt to discover that your sons and daughters have been severed from their faith, their morals, and their reason. Whorehouses and mental wards would be much cheaper. They might well be healthier, too.

Read the whole thing.

——————————–

Mene Ukueberuwa, in the New Republic, blames all this on the rise of the Administrator.

This crisis of confidence at colleges—driven by conflict-shy administrators and self-effacing professors—has come to a head in the culture of protest that has developed on American campuses. Once again, political polarization is only one part of the story. Today’s college students are certainly more liberal and more ideologically uniform than their counterparts of the mid-twentieth century. But the focus on the little things that we see in campus protests—as in the movement to suppress insensitive Halloween costumes at Yale in 2015—shows the extent to which the political fervor is being driven by the absence of bigger, richer ideas to seize students’ attention. The New York Times columnist Ross Douthat made this case in a column during the same outburst of protests, which swept through dozens of campuses that fall. “The protesters at Yale and Missouri,” he pointed out, are “dealing with a university system that’s genuinely corrupt, and that’s long relied on rote appeals to the activists’ own left-wing pieties to cloak its utter lack of higher purpose.” In other words, if hollowing out collegiate culture of all of its challenging substance really was just a ploy to dodge controversy and keep the money coming in, then it looks like the strategy has decidedly backfired. …

17 Jan 2017

Application Essay That Won Entry to Five Ivy League Schools and Stanford

, ,

Last Spring, Business Insider shared the application essay from young Brittany Stinson which got her admitted to Yale, Columbia, University of Pennsylvania, Dartmouth, Cornell, and Stanford.

Prompt 1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Managing to break free from my mother’s grasp, I charged. With arms flailing and chubby legs fluttering beneath me, I was the ferocious two­ year old rampaging through Costco on a Saturday morning. My mother’s eyes widened in horror as I jettisoned my churro; the cinnamon­sugar rocket gracefully sliced its way through the air while I continued my spree. I sprinted through the aisles, looking up in awe at the massive bulk products that towered over me. Overcome with wonder, I wanted to touch and taste, to stick my head into industrial­sized freezers, to explore every crevice. I was a conquistador, but rather than searching the land for El Dorado, I scoured aisles for free samples. Before inevitably being whisked away into a shopping cart, I scaled a mountain of plush toys and surveyed the expanse that lay before me: the kingdom of Costco.

Notorious for its oversized portions and dollar­fifty hot dog combo, Costco is the apex of consumerism. From the days spent being toted around in a shopping cart to when I was finally tall enough to reach lofty sample trays, Costco has endured a steady presence throughout my life. As a veteran Costco shopper, I navigate the aisles of foodstuffs, thrusting the majority of my weight upon a generously filled shopping cart whose enormity juxtaposes my small frame. Over time, I’ve developed a habit of observing fellow patrons tote their carts piled with frozen burritos, cheese puffs, tubs of ice cream, and weight­loss supplements. Perusing the aisles gave me time to ponder. Who needs three pounds of sour cream? Was cultured yogurt any more well­mannered than its uncultured counterpart? Costco gave birth to my unfettered curiosity.

Whole thing.

It’s easy to see why it worked. Her essay is glib, facile, flashy, and self-confident, hot stuff for a high school senior. Yes, it’s kind of weak on substance, but glib, facile, and flashy is what our elite schools are all about.

She decided to go to Stanford.

Hat tip to Matt MacLean.

18 Dec 2016

Save the Snowflakes!

, ,

Hat tip to Vanderleun.

14 Nov 2016

Nationwide University Therapy Sessions

, , , , ,

trumpvotersdoll

Glenn Reynolds lists some of the infantilizing responses of universities across the nation to Donald Trump’s untoward election, and it is an amazing list. This large-scale attempt at playing-the-victim is, of course, one more example of the standard leftist technique in which moral jiu jitsu is used to marginalize and intimidate the majority.

Trump’s substantial victory, when most progressives expected a Hillary landslide, came as a shock to many. That shock seems to have been multiplied in academe, where few people seem to know any Trump supporters — or, at least, any Trump supporters who’ll admit to it.

The response to the shock has been to turn campuses into kindergarten. The University of Michigan Law School announced a ”post-election self-care” event with “food and play,” including “coloring sheets, play dough [sic], positive card-making, Legos and bubbles with your fellow law students.” (Embarrassed by the attention, UM Law scrubbed the announcement from its website, perhaps concerned that people would wonder if its graduates would require Legos and bubbles in the event of stressful litigation.)

Stanford emailed its students and faculty that psychological counseling was available for those experiencing “uncertainty, anger, anxiety and/or fear” following the election. So did the University of Michigan’s Flint campus.

Meanwhile, even the Ivy League wasn’t immune, with Penn (Trump’s alma mater) creating a post-election safe space with puppies and coloring books:

    Student Daniel Tancredi reported that the people who attended were “fearful” about the results of the election.

    “For the most part, students just hung out and ate snacks and made small talk,” Tancredi told The College Fix. “Of course, that was in addition to coloring and playing with the animals.”

At Cornell, meanwhile, students held a “Cry-in.”

    As the event took place, students — roughly 20 or so, according to the Sun’s video — wrote their reactions and emotions on poster boards with colored markers, or with chalk on the ground. A chilly day on the Ithaca campus, at one point the demonstrators huddled together as what appeared to be a barista brought them warm drinks. Several adults, most likely professors, stood around the group. The event appeared to take on the atmosphere of a funeral wake.

Yale had a ”group scream.”

At Tufts, the university offered arts and crafts, while the University of Kansas reminded students that there were plenty of “therapy dogs” available. At other schools, exams were cancelled and professors expressed their sympathy to traumatized students.

It’s easy to mock this as juvenile silliness — because, well, it is juvenile silliness of the sort documented in Frank Furedi’s What Happened To The University? But that’s not all it is. It’s also exactly what these schools purport to abhor: An effort to marginalize and silence part of the university community.

In an email to students, the University of Michigan’s President, Mark Schlissel, wrote: “Our responsibility is to remain committed to education, discovery and intellectual honesty — and to diversity, equity and inclusion. We are at our best when we come together to engage respectfully across our ideological differences; to support ALL who feel marginalized, threatened or unwelcome; and to pursue knowledge and understanding.”

But when you treat an election in which the “wrong” candidate wins as a traumatic event on a par with the 9/11 attacks, calling for counseling and safe spaces, you’re implicitly saying that everyone who supported that “wrong” candidate is, well, unsafe. Despite the talk about diversity and inclusion, this is really sending the signal that people who supported Trump — and Trump carried the state of Michigan, so there are probably quite a few on campus — aren’t really included in acceptable campus culture. It’s not promoting diversity, it’s enforcing uniformity. It’s not promoting inclusion, it’s practicing exclusion. And, though it pretends to be about nurturing, it’s actually about being mean to those who don’t fall in the nurtured class. Schlissel says he wants the University of Michigan to be “a welcoming place for all members of society,” but how welcome can students who backed Trump feel in the wake of this performance?

Read the whole thing.

13 Nov 2016

College Kids Today

, , , ,

collegeboo

Your are browsing
the Archives of Never Yet Melted in the 'Colleges and Universities' Category.















Feeds
Entries (RSS)
Comments (RSS)
Feed Shark