The excerpt below is from an article, titled “On the Sadness of Higher Education,” by Alan Charles Kors, which appeared in New Criterion, was later quoted by the Wall Street Journal, and was subsequently republished here.

Under the heirs of the academic ’60s, we moved on campus after campus from their Free Speech Movement to their politically correct speech codes; from their abolition of mandatory chapel to their imposition of Orwellian mandatory sensitivity and multicultural training; from their freedom to smoke pot unmolested to their war today against the kegs and spirits-literal and metaphorical-of today’s students; from their acquisition of young adult status to their infantilization of “kids” who lack their insight; from their self-proclaimed dreams of racial and sexual integration to their ever more balkanized campuses organized on principles of group characteristics and group responsibility; from their right to define themselves as individuals-a foundational right-to their official, imposed and politically orthodox notions of identity. American college students became the victims of a generational swindle of truly epic proportions. If that part of the faculty not complicit in this did not know that it was happening, it was by choice or willful blindness.

In the academic university-the curriculum and classroom, and the hiring that underlies them-it all varies by where one looks. To understand why and to understand one of the few vulnerabilities of universities to actual accountability and reform, one must understand the hierarchy that predicts academic institutional behavior: sexuality (in their language, “sexual preference”) trumps neutrality; race properly conceived easily trumps sexuality; sex properly conceived (or, in their language, “gender”) easily trumps race; and careerism categorically trumps everything. From that perspective, the careerists who run our campuses have made a Faustian bargain (though they differ on which is the devil’s portion).

Being careful, on the whole, to keep the natural and physical sciences, mathematics, and a variegated Column A of departments (sometimes psychology, sometimes philosophy, sometimes linguistics), and the professional schools that relate symbiotically to practical America relatively free of political agendas-though even in these cases, the barriers to crude politicization may break down-the careerist administrators have kept largely intact those disciplines where added value might be measured. From diverse motives of ideological sympathies and acute awareness of who can blackball their next career moves, they have given over the humanities, the soft social sciences and the entire university in loco parentis to the zealots of oppression studies and coercive identity politics. In the latter case, it truly has been a conspiracy, with networking and common plans. In the former case-the professoriate and the curriculum-it is generally, with striking politicized exceptions, a soft tyranny of groupthink, unconscious bias and self-inflated sense of a mission of demystification. Most of the professors I meet are kind, indeed sweet, and certainly mean no harm. It is profoundly sad to see what they have become. …

Academics, in their own minds, face an almost insoluble problem of time. How, in only four years, can they disabuse students of the notion that the capital, risk, productivity and military sacrifice of others have contributed to human dignity and to the prospects of a decent society? How can they make them understand, with only four years to do so, that capitalism and individual- ism have created cultures that are cruel, inefficient, racist, sexist and homophobic, with oppressive caste systems, mental and behavioral? How, in such a brief period, can they enlighten “minorities,” including women (the majority of students), about the “internalization” of their oppression (today’s equivalent of false consciousness)? How, in only eight semesters, might they use the classroom, curriculum and university in loco parentis to create a radical leadership among what they see as the victim groups of our society, and to make the heirs of successful families uneasy in the moral right of their possessions and opportunities? Given those constraints, why in the world should they complicate their awesome task by hiring anyone who disagrees with them?

The power of universities comes from their monopoly of credentials. As Richard Vedder so deeply understands in his “Going Broke by Degree,” they are the only institutions allowed to separate young individuals by IQ and by the ability to complete complex tasks. They do not add value to that, except in technical fields. Recruiters do not pay premiums because of what the Ivy League or the flagship state universities teach in English, history, political science, or sociology. They hire there despite, not because of, that. Recruiters do not pay premiums because our children have been sent to multicultural centers for sensitivity training. Recruiters pay premiums for the value already there, which universities merely identify. So long as recruiters pay premiums, however, it is rational for parents who wish to gain the most options for their children to send them to the university with the most prestigious degree. That will not change in the current scheme.

We now have closed-shop, massively subsidized, intolerant political fiefdoms, and they are the gatekeepers of society’s rewards. Without incentives for different models of higher education, we shall have this same system of colleges and universities as far as the mind can foresee. The tax-free mega-endowments will grow. The legislators and the public will not end the subsidy. The alumni will continue their bequests. The trustees will proudly attend the administrative dog-and-pony shows, the most efficient act on any campus. Well-intentioned donors will support ghettoized “centers” (without faculty lines, cross-listed courses, graduate fellowships, or degrees) that marginalize inquiries that should be central to the academy. These provide protective coloration for administrators, help with fund raising in certain quarters, and permit a transfer of funds to the accelerating thirst for ever new forms of regnant campus orthodoxies. Until civil society makes administrators pay a price for the politicized hiring, curriculum and student life offices they administer, nothing truly will be reformed.

Neal Boortz, a conservative AM talk radio host (whose program I wish were featured on my local station) says: This speech has never been delivered at a college or a university. It was written to protest the fact that such an invitation has never been offered!

Now, I realize that most of you consider yourselves Liberals. In fact, you are probably very proud of your liberal views. You care so much. You feel so much. You want to help so much. After all, you’re a compassionate and caring person, aren’t you now? Well, isn’t that just so extraordinarily special. Now, at this age, is as good a time as any to be a Liberal; as good a time as any to know absolutely everything. You have plenty of time, starting tomorrow, for the truth to set in. Over the next few years, as you begin to feel the cold breath of reality down your neck, things are going to start changing pretty fast .. including your own assessment of just how much you really know.

So here are the first assignments for your initial class in reality: Pay attention to the news, read newspapers, and listen to the words and phrases that proud Liberals use to promote their causes. Then compare the words of the left to the words and phrases you hear from those evil, heartless, greedy conservatives. From the Left you will hear “I feel.” From the Right you will hear “I think.” From the Liberals you will hear references to groups –The Blacks, The Poor, The Rich, The Disadvantaged, The Less Fortunate. From the Right you will hear references to individuals. On the Left you hear talk of group rights; on the Right, individual rights.

That about sums it up, really: Liberals feel. Liberals care. They are pack animals whose identity is tied up in group dynamics. Conservatives and Libertarians think — and, setting aside the theocracy crowd, their identity is centered on the individual.

Liberals feel that their favored groups have enforceable rights to the property and services of productive individuals. Conservatives (and Libertarians, myself among them I might add) think that individuals have the right to protect their lives and their property from the plunder of the masses.

In college you developed a group mentality, but if you look closely at your diplomas you will see that they have your individual names on them. Not the name of your school mascot, or of your fraternity or sorority, but your name. Your group identity is going away. Your recognition and appreciation of your individual identity starts now.

If, by the time you reach the age of 30, you do not consider yourself to be a libertarian or a conservative, rush right back here as quickly as you can and apply for a faculty position. These people will welcome you with open arms. They will welcome you, that is, so long as you haven’t developed an individual identity. Once again you will have to be willing to sign on to the group mentality you embraced during the past four years.

Read the whole thing.

Hat tip to Bird Dog.

How about the endowments of major universities? Massachusetts is thinking about doing just that.

WSJ:

Massachusetts legislators, demonstrating a growing resentment against the wealth of elite universities in tight economic times, are studying a plan to levy a 2.5% annual tax on the portion of college endowments that exceed $1 billion.

After all, as Jim Manzi notes:

Viewed purely in terms of economics, Harvard is really a $40 billion tax-free hedge fund with a very large marketing and PR arm called Harvard University that has the job of raising the investment capital and protecting the fund’s preferential tax treatment.

Hat tip to David Nix.

Professor Richard Crandall posted a photo of Ronald Reagan and various conservative political cartoons on his office door at Lake Superior State University. He was reprimanded and ordered to remove the materials last year, as he had created “a hostile environment.” Meanwhile, other faculty members posting non-conservative expressions of political opinion were left alone. Is anyone surprised?

Inside Higher Ed

Why, of course! It’s creating Gender-Neutral Student Housing.

Yale Daily News:

An “ad-hoc committee” of administrators is investigating the possibility of gender-neutral housing on campus, Dean of Administrative Affairs John Meeske said this week.

The committee, which was convened late last semester around the same time the Yale College Council formed a gender-neutral housing committee of its own, will spend the 2008-’09 academic year drafting a recommendation about the housing option, committee chair Meeske said. …

Meeske said the administration began exploring the issue after attending Ivy League housing conferences over the past two years and discovering that gender-neutral housing was “an ‘in’ thing at other schools.” Still, given the distinctiveness of Yale’s residential college system, all decisions will be made with Yale specifically in mind, he said. …

LGBT Co-op student coordinator Benjamin Gonzalez ’09 said Yale’s current housing policy ignores the needs of transgender students. Gonzalez said he knows of no openly transgender students currently at Yale, which he said is the result of the University’s policies — policies that do not promote a comfortable environment for such individuals.

“Yale,” Gonzalez said, “is failing in its basic mission not to discriminate on gender identity and expression.” …

Some form of gender-neutral housing is available at more than 30 colleges and universities nationwide, according to the nonprofit Gender Public Advocacy Coalition, including the majority of the eight Ivy League universities as well as nearby schools like Wesleyan University and the University of Connecticut.

When ten Congregationalist clergymen gathered at Samuel Russell’s parsonage in Branford in 1701 and contributed 40 precious folios for “the founding of a Collegiate School,” the poor misguided fools thought they were founding a school to train ministers of the gospel.

Of course, now we know that the real mission of their undertaking was avoiding discrimination on gender identity and expression and providing a comfortable environment for the transgendered.

Campaign contributions by faculty and administrators at American colleges and universities routinely show a preference for democrat candidates in the high 90 percentages. Leftwing crazies and convicted terrorists have no problem being hired as faculty members, but a speech by a visiting member of the Bush Administration is typically a cause célèbre resulting in angry petitions and demonstrations.

“Who cares?” says Inside Higher Education, we have a study demonstrating that American higher education is a complete waste of time and has virtually no intellectual impact whatsoever.

We also know that when someone gets to frame the questions, choose the methodology, and select the data, he can “prove” anything he wants to prove.

One of the key arguments made by David Horowitz and his supporters in recent years is that a left-wing orientation among faculty members results in a lack of curricular balance, which in turn leads to students being indoctrinated rather than educated. The argument is probably made most directly in a film much plugged by Horowitz: “Indoctrinate U.”

A study that will appear soon in the journal PS: Political Science & Politics accepts the first part of the critique of academe and says that it’s true that the professoriate leans left. But the study — notably by one Republican professor and one Democratic professor — finds no evidence of indoctrination. Despite students being educated by liberal professors, their politics change only marginally in their undergraduate years, and that deflates the idea that cadres of tenured radicals are somehow corrupting America’s youth — or scaring them into adopting new political views.

Charlotte Observer (3/23):

As a college student in Chapel Hill, John Allison stumbled across a collection of essays by Ayn Rand and was hooked by her philosophy of self-interest and limited government. As he rose over the decades to chief executive of BB&T, one of the country’s leading regional banks, Rand remained his muse.

He’s trying to replicate that encounter through the charitable arm of his Winston-Salem-based company, which since 1999 has awarded more than $28 million to 27 colleges to support the study of capitalism from a moral perspective. But on at least 17 of those campuses, including UNC Charlotte, N.C. State and Johnson C. Smith University, the gifts come with an unusual stipulation: Rand’s novel, “Atlas Shrugged,” is included in a course as required reading.

The schools’ agreements have drawn criticism from some faculty, who say it compromises academic integrity. In higher education, the power to decide course content is supposed to rest with professors, not donors. Debate about the gifts, which arose at UNCC this month, illustrates tensions that exist over corporate influence on college campuses.

UNCC received its $1 million gift pledge in 2005, but details about the “Atlas Shrugged” requirement came to light as the school dedicated an Ayn Rand reading room March 12.

“It’s going to make us look like a rinky-dink university,” UNCC religious studies professor Richard Cohen said Thursday after UNCC Chancellor Phil Dubois told the faculty council about the gift. “It’s like teaching the Bible as a requirement.”

Dubois, who learned of the book requirement this month, says it was ill-advised. He may ask Allison to reconsider it, he told faculty.

Allison has been surprised that the gifts can generate controversy. He says he simply wants students exposed to the late author’s ideas, which he believes the academic community has largely ignored. He welcomes opposing ideas.

He also points out that the schools approached the foundation, not the other way around.

Yale bent over backwards (as it were) to negotiate a deal allowing the administration to save face while accepting an alumni gift to endow a program of Gay Studies amounting to virtual advocacy. Ayn Rand’s philosophic views are hardly a less legitimate subject for academic study.

PJM reports on the discovery of a conservative blade of grass pushing through the concrete of entrenched leftism at Brown.

(The Yale Party of Right was founded in, and has enjoyed a continuous existence since 1952, as a successor to Crotonia, and has itself given birth to two schismatic offshoots.)

Brown University Spectator

Title IX of the Education Amendments of 1972 (passed when liberal Republican Richard Nixon was president, just wait until you see what John McCain doesn’t veto) wound up being interpreted by the Department of Education as requiring colleges and universities to provide “athletic opportunities that are substantially proportionate to the student enrollment,” i.e. a sexual quota.

Since there was inevitably less female participation in athletics, the only way the required “substantial proportionality” could be achieved was pouring money and recruiting effort into female sports while actively reducing male participation. Colleges consequently often, in deference to Title IX, deliberately eliminated lesser (non-profit center) male sports, such as wrestling, swimming, fencing, gymnastics, and volleyball.

Christina Hoff Summers explains that coercive egalitarianism’s new objective is the sciences.

The problem:

Math 55 is advertised in the Harvard catalog as “prob­ably the most difficult undergraduate math class in the country.” It is leg­endary among high school math prodigies, who hear terrifying stories about it in their computer camps and at the Math Olympiads. Some go to Harvard just to have the opportunity to enroll in it. Its formal title is “Honors Advanced Calculus and Linear Algebra,” but it is also known as “math boot camp” and “a cult.” The two-semester fresh­man course meets for three hours a week, but, as the catalog says, homework for the class takes between 24 and 60 hours a week.

Math 55 does not look like America. Each year as many as 50 students sign up, but at least half drop out within a few weeks. As one former student told The Crimson newspaper in 2006, “We had 51 students the first day, 31 students the second day, 24 for the next four days, 23 for two more weeks, and then 21 for the rest of the first semester.” Said another student, “I guess you can say it’s an episode of ‘Survivor’ with people voting themselves off.” The final class roster, according to The Crimson: “45 percent Jewish, 18 percent Asian, 100 percent male.”

Why do women avoid classes like Math 55? Why, in fact, are there so few women in the high echelons of academic math and in the physi­cal sciences?

Women now earn 57 percent of bachelors degrees and 59 percent of masters degrees. According to the Survey of Earned Doctorates, 2006 was the fifth year in a row in which the majority of research Ph.D.’s awarded to U.S. citizens went to women. Women earn more Ph.D.’s than men in the humanities, social sciences, education, and life sciences. Women now serve as presidents of Harvard, MIT, Princeton, the University of Pennsylvania, and other leading research universities. But elsewhere, the figures are different. Women comprise just 19 percent of tenure-track professors in math, 11 percent in physics, 10 percent in computer science, and 10 percent in electrical engineering. And the pipeline does not promise statistical parity any time soon: women are now earning 24 percent of the Ph.D.’s in the physical sciences—way up from the 4 percent of the 1960s, but still far behind the rate they are winning doctorates in other fields.

The solution:

“The change is glacial,” says Debra Rolison, a physical chemist at the Naval Research Laboratory.

Rolison, who describes herself as an “uppity woman,” has a solution. A popular anti–gender bias lecturer, she gives talks with titles like “Isn’t a Millennium of Affirmative Action for White Men Sufficient?” She wants to apply Title IX to science education. Title IX, the celebrated gender equity provision of the Education Amendments Act of 1972, has so far mainly been applied to college sports. But the measure is not limited to sports. It provides, “No person in the United States shall, on the basis of sex…be denied the benefits of…any education program or activity receiving federal financial assistance.” …

..in her enthusiasm for Title IX, Rolison is not alone.

On October 17, 2007, a subcommittee of the House Committee on Science and Technology convened to learn why women are “underrepresented” in academic professorships of science and engineering and to consider what the federal government should do about it.

As a rule, women tend to gravitate to fields such as education, English, psychology, biol­ogy, and art history, while men are much more numerous in physics, mathematics, computer science, and engineering. Why this is so is an interesting question—and the subject of a sub­stantial empirical literature. The research on gender and vocation is complex, vibrant, and full of reasonable disagreements; there is no single, simple answer.

There were, however, no disagreements at the congressional hearing. All five expert wit­nesses, and all five congressmen, Democrat and Republican, were in complete accord. They attributed the dearth of women in university science to a single cause: sexism. And there was no dispute about the solution. All agreed on the need for a revolutionary transformation of American science itself. “Ultimately,” said Kathie Olsen, deputy director of the National Science Foundation, “our goal is to transform, institution by institution, the entire culture of science and engineering in America, and to be inclusive of all—for the good of all.”

Representative Brian Baird, the Washington-state Democrat who chairs the Subcommittee on Research and Science Education, looked at the witnesses and the crowd of more than 100 highly appreciative activists from groups like the American Association of University Women and the National Women’s Law Center and asked, “What kind of hammer should we use?”

From Jim Bass via The Barrister.

AP:

A measure allowing law-abiding people to carry guns on the campuses of South Dakota’s public universities was approved Monday by the state House of Representatives.

The House voted 63-3 to send the measure to the Senate after supporters said allowing students, faculty members and others to carry guns would help deter mass shootings.

“The only remedy for a bad guy with a gun is a good guy with a gun,” said Rep. Thomas Brunner, R-Nisland, the main sponsor of the bill.

HB1261 would prevent colleges and technical schools from restricting the right to carry or possess a firearm. Schools could require that guns kept in dormitories be stored in a locked gun safe. …

Only one other state, Utah, authorizes weapons on college campuses, university officials told lawmakers last week.

If it passes, there won’t be any Virginia Tech-style massacres in South Dakota.

Robert Maranto, associate professor of political science at Villanova University, reports, in the Washington Post, on the chasm separating the gauchist monoculture of the contemporary academical clerisy from the American political mainsteam.

At a Harvard symposium in October, former Harvard president and Clinton Treasury secretary Larry Summers argued that among liberal arts and social science professors at elite graduate universities, Republicans are “the third group,” far behind Democrats and even Ralph Nader supporters. Summers mused that in Washington he was “the right half of the left,” while at Harvard he found himself “on the right half of the right.”

I know how he feels. I spent four years in the 1990s working at the centrist Brookings Institution and for the Clinton administration and felt right at home ideologically. Yet during much of my two decades in academia, I’ve been on the “far right” as one who thinks that welfare reform helped the poor, that the United States was right to fight and win the Cold War, and that environmental regulations should be balanced against property rights.

All these views — commonplace in American society and among the political class — are practically verboten in much of academia. At many of the colleges I’ve taught at or consulted for, a perusal of the speakers list and the required readings in the campus bookstore convinced me that a student could probably go through four years without ever encountering a right-of-center view portrayed in a positive light.

A sociologist I know recalls that his decision to become a registered Republican caused “a sensation” at his university. “It was as if I had become a child molester,” he said. He eventually quit academia to join a think tank because “you don’t want to be in a department where everyone hates your guts.”

I think my political views hurt my career some years back when I was interviewing for a job at a prestigious research university. Everything seemed to be going well until I mentioned, in a casual conversation with department members over dinner, that I planned to vote Republican in the upcoming presidential election. Conversation came to a halt, and someone quickly changed the subject. The next day, I thought my final interview went fairly well. But the department ended up hiring someone who had published far less, but apparently “fit” better than I did. At least that’s what I was told when I called a month later to learn the outcome of the job search, having never received any further communication from the school. (A friend at the same university later told me he didn’t believe that particular department would ever hire a Republican.) …

Daniel Klein of George Mason University and Charlotta Stern of Stockholm University looked at all the reliable published studies of professors’ political and ideological attachments. They found that conservatives and libertarians are outnumbered by liberals and Marxists by roughly two to one in economics, more than five to one in political science, and by 20 to one or more in anthropology and sociology.

In a quantitative analysis of a large-scale student survey, Matthew Woessner of Penn State-Harrisburg and April Kelly-Woessner of Elizabethtown College found strong statistical evidence that talented conservative undergraduates in the humanities, social sciences and sciences are less likely to pursue a PhD than their liberal peers, in part for personal reasons, but also in part because they are offered fewer opportunities to do research with their professors. (Interestingly, this does not hold for highly applied areas such as nursing or computer science.)

Further, academic job markets seem to discriminate against socially conservative PhDs. Stanley Rothman of Smith College and S. Robert Lichter of George Mason University find strong statistical evidence that these academics must publish more books and articles to get the same jobs as their liberal peers. Among professors who have published a book, 73 percent of Democrats are in high-prestige colleges and universities, compared with only 56 percent of Republicans. …

I believe that for the most part the biases conservative academics face are subtle, even unintentional. When making hiring decisions and confronted with several good candidates, we college professors, like anyone else, tend to select people like ourselves.

Unfortunately, subtle biases in how conservative students and professors are treated in the classroom and in the job market have very unsubtle effects on the ideological makeup of the professoriate. The resulting lack of intellectual diversity harms academia by limiting the questions academics ask, the phenomena we study, and ultimately the conclusions we reach.

Katherine Kersten reports on a recent PC outrage at Minneapolis Community and Technical College.

(The editor of the sudent paper) is lamenting the headache of student reporters’ missed deadlines with fellow staffers. The group jokes about various tongue-in-cheek motivational messages — an ice pick, a bloody knife and other fanciful instruments of discipline. Keith impulsively sticks a mock noose made from his sweatshirt drawstring to the ceiling, with a note about the hazards of missed deadlines.

The drawstring was there a few minutes, he says, and he tossed it in the wastebasket before he left.

Keith’s antic raised the curtain on the politically correct circus-of-the-month at MCTC. Someone flipped the “I’m outraged, simply outraged!” switch, and Keith found himself at center ring under the Big Top after two black staffers filed complaints.

The day after the incident, an astonished Keith got a call from the paper’s editor, who fired him. At a meeting set up by college authorities, he apologized profusely to staffers. He called the noose joke “unprofessional” but explained that it was a misunderstanding.

“Too late,” one student responded, said Keith. “The staffer told me, ‘An example needs to be made. We need to raise awareness of issues like this on campus.’

“They didn’t want an apology,” Keith added. “They wanted me out of there so they could launch the aftermath.”

An investigation by campus authorities found that Keith had no intention of making a racist threat. No matter. He was on his way to being tarred as the campus arch-racist.

College officials declined to comment Friday but referred me to a statement saying they have no authority over hiring and firing of student newspaper staff members.

“We are angry,” Lisa Dean, president of Association of Black Collegiates, a student group, told the Star Tribune for an article about the incident. “If we do not nip it in the bud, it will spread and a lot of students may not want to attend this college because of racism.” …

Educate about what? You guessed it: “We want to educate around cultural understanding,” Laura Fedock, interim associate vice president for academic and student affairs, told the Star Tribune. “We need to teach each other when something is offensive.”

One wonders: Are students learning anything else?

How did Keith’s light-hearted “get-your-assignments-in-on-time” joke flip the outrage switch?

The thinly veiled secret is that an incident like this is a godsend to campus political posturers and must be milked for all it’s worth.

Today, a favorite college pastime is fanning the flames of grievance. Victimhood is a tremendous source of moral power, and being outraged and oppressed is a sure bet to get your picture in the paper — displaying a look of grave concern for all humanity.