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Intolerance in Academia
Walter E. Williams
If you need an accurate update on some of the madness at the nation’s institutions of higher learning, check out Minding the Campus, a nonprofit independent organization. John Leo, its editor in chief, says that the organization’s prime mission is dedicated to the revival of intellectual pluralism and the best traditions of liberal education at America’s colleges and universities. Leo’s most recent compilation of campus madness leaves one nearly breathless.
In a USA Today op-ed, Emily Walton, a sociology professor at Dartmouth University, said that all college students should take a mandatory course on black history and white privilege. She says that by taking her class, white students “come to understand that being a good person does not make them innocent but rather they, too, are implicated in a system of racial dominance.” Walton adds, “After spending their young lives in a condition of ‘white blindness,’ that is, the inability to see their own racial privilege, they begin to awaken to the notion that racism has systematically kept others down while benefiting them and other white people.”
This is inculcating guilt based on skin color. These young white kids had nothing to do with slavery, Jim Crow or other horrible racial discriminatory acts. If one believes in individual responsibility, he should find the indoctrination by Walton offensive. To top it off, she equates the meritocratic system of hard work with white discrimination against minorities.
If you thought integration was in, check out the University of Nevada. Based on a report in the College Fix, John Leo describes how integration on that campus is actively discouraged — and at taxpayer expense. The university provides separate dorms for different identities including Howell Town for black students, Stonewall Suites for LGBTQ students, the women-only housing of Tonopah community, the Healthy Living Floor for tofu and kale lovers and study-intensive floors for those who want to graduate.
According to a New York Post report, New York City school administrators have been taught that pillars of Western Civilization such as objectivity, individualism and belief in the written word all are examples of white supremacy. All school principals, district office administrators and superintendent teams were required to attend the anti-white supremacy training put on by the city Department of Education’s Office of Equity and Access. They learn that a belief in an “ultimate truth” (objectivity) leads to a dismissal of “alternate viewpoints or emotions” as “bad” and that an emphasis on the written word overlooks the “ability to relate to others” and leads to “teaching that there is only ‘one right way’ to do something.”
Administrators learn that other “hallmarks” of white supremacy include a “sense of urgency,” “quantity over quality” and “perfectionism.” Richard Carranza, New York City school superintendent, says the workshops are just about “what are our biases and how we work with them.”
Michael Bloomberg, former New York City mayor, says that political rage and increasingly polarized discourse are endangering our nation. Americans used to move forward productively after elections regardless of which side won. Now, we seem paralyzed by absolute schism and intolerance. Bloomberg pointed to colleges as a prime example of a rising level of intolerance for different ideas and free speech.
Steven Gerrard, a professor at Williams College in Massachusetts, serves as an example of campus intolerance. Students declared Gerrard “an enemy of the people” after he suggested that Williams College join other schools in signing onto what’s called the Chicago Principles. The statement, published by the Committee of Freedom of Expression at the University of Chicago, calls for free speech to be central to college and university culture.
Williams college students said free speech is a part of a right-wing agenda as a “cover for racism, xenophobia, sexism, anti-Semitism, homophobia, transphobia, ableism and classism.” Bloomberg pointed out that fewer than 70 of America’s 4,000 colleges and universities have endorsed or adopted the Chicago statement.
State governors and legislators can learn something from their Alaskan counterparts, who slashed public spending on the University of Alaska by 41%. There’s nothing better than the sounds of pocketbooks snapping shut to bring a bit of sanity to college administrators
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Free speech must be protected inside and outside the college classroom
Samuel J. Abrams
A 2019 report by the Knight Foundation on the state of collegiate student expression made the troubling conclusion that “students largely agree that the political and social climate on college campuses prevents some students from saying what they really believe because they’re afraid of offending their classmates.” The data revealed that 68% felt silenced because “their campus climate precludes students from expressing their true opinions because their classmates might find them offensive.”
Given my own research regarding bullying and silencing of dissent on our nation’s college and university campuses, I have every reason to think that this finding is correct. But, this finding is incomplete and somewhere misleading because speech is regularly silenced well outside the classroom, and the viewpoint diversity crisis regrettably extends into all facets of collegiate life.
Years of personal observations suggest that many students are not just afraid of speaking their minds in front of their peers inside the classroom – many are frightened to express their views outside of the classroom as residence halls, student unions, and dining halls are the very places where students spend most of their social time while on campus. These spaces are not only where powerful, hyper-progressive college administrators loom large and set the speech agenda, but are also the spaces where students develop their own reputations and social standing within various groups. If a student “offends” another student by disagreeing with the social justice mandates on campus, the social consequences could have a chilling effect on discourse and debate.
As an example, I am currently teaching a First-Year Study at Sarah Lawrence College called American Dreams. The class is a deep dive into our nation’s difficult history and addresses the question of what it means to be an American today and how that has changed over time.
In creating the class, I was deeply concerned with promoting intellectual and ideological balance, along with creating a space where students could freely question and discuss questions ranging from identity politics to social policy. As such, the reading list is as a mix of social science works, historical pieces, and memoirs, which range from Charles Murray’s Coming Apart to Ta-Nehisi Coates Between the World and Me and is intended to offer a wide range of perspectives on the American Dream and truly promote viewpoint diversity.
I even included specific provisions in the syllabus to promote balance, such as reminding students of the 1967 Chicago Kalven Committee Report about the import of higher education as an “institution which creates discontent with the existing social arrangements and proposes new ones. In brief, a good university, like Socrates, will be upsetting.”
Moreover, the class operates under Chatham House rules along with the College’s Principles of Mutual Respect which not only asserts that those in the school’s community seek to “embrace our diversity in all its dimensions” but also that we work to “foster honest inquiry, free speech, and open discourse.”
This course was recently featured in the Chronicle of Higher Education because the class explicitly attempts to help students understand other points of view beyond the fairly narrow, progressive monoculture that afflicts so many campuses.
I share this background because my course’s content and ideological balance are hardly objectionable. However, many of my students are being bullied outside of the classroom – in their dorms, in the student center, in the dining halls – by other students for simply taking the course with me. The course content cannot possibly be the source of the bullying. Rather, the intimidation is presumably a result of a 2018 op-ed that I wrote in the New York Times which questioned the partisan and ideological nature of the programming coming out of some administrative offices on campus and resulting storm of protests and demands, which included the usual host of meritless slanderous and defamatory claims.
It now appears that by remaining in my course or by not explicitly and publicly condemning me in some capacity, the students risk reputational damage and the stress of being viewed as pariahs or being labeled a complicit supporter of me or my “objectionable views.” I truly do not envy my students here and completely empathize with the position my students find themselves in.
I am grateful that my students come to class ready to engage, question, and debate topics and questions across the ideological spectrum, but it is completely unacceptable that they must censor themselves or feel the slightest bit of discomfort over attending my class.
Sadly, the Sarah Lawrence College story here is not an isolated problem. I have heard similar stories from scores of students at other schools around the country. Students are regularly silencing themselves in social and private settings as much as in their classrooms because they are well aware of the consequences of speaking out against the progressive waves on our campuses. Self-censorship and being afraid to ask questions is the antithesis of higher education’s very mission and simply has to stop; being aware of what happens to students beyond the classroom is a first step to taking action to address the speech problems.
Accordingly, future research and thinking about how to address questions of free speech and its protection must consider what happens in both the classroom along with the bigger picture of student life going forward. It is critical that we recognize that many more speech flare-ups happen in residential and social settings, and addressing those areas of collegiate life is key. The Sarah Lawrence community saw a mob come for me. I could hold the line as a tenured professor; students know that a social justice mob could come for them, too, and may understandably not have the capital or fortitude to do the same. Broadening our scope to the many places outside the classroom and the academe is an absolute must if viewpoint diversity is to thrive on our collegiate campuses.
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Australia: UNSW media release: Year 12 creates too much stress and ATAR scoring ‘unfair'
I have long seen how poor is ideologically motivated research and it is well known that the Left dislike formal examinations so I expected immediately that the research underlying the claims below would be suspect. It was more than suspect. It was moronic. I used to teach research methods and statistics at the Uni of NSW and I would have failed any student who presented anything like that to me as a research proposal.
It is just dishonest. The answers they wanted were transparent and the respondents duly gave the researchers what was expected. There were just 3 questions in the survey and all were worded in a way hostile to the existing arrangements. There was not the slightest attempt at balance or to ask more subtly worded questions. There were no questions expressing approval of the existing arrangements
In my research career I had a lot published on the desirability of balanced wording -- wording designed to avoid acquiescent response bias. And I repeatedly found that many people would agree with both a statement and its opposite. They tended, in other words, to say Yes to anything in answering a survey. But you cannot detect that unless you have from the beginning in your survey oppositely worded questions. The present survey did not. It is moron stuff that should be ignored.
I could very easily design another survey with different questions that would come to the opposite conclusions.
On the first day of the 2019 Higher School Certificate exams, UNSW Sydney’s Gonski Institute for Education is releasing new survey findings that show most people want student ability and talents outside of end-of-school exam results to be factors used in determining their university entry ranking.
And two thirds feel the reliance on the Australian Tertiary Admission Rank (ATAR) for university entry creates unnecessary pressure on Year 12 students.
These results from a new national survey undertaken by UNSW Sydney’s Gonski Institute for Education come as high school students in most states are about to sit their final exams.
Institute Director, Professor Adrian Piccoli, a former NSW Education Minister, said the UNSW survey results support academic research that suggests relying on an end-of-school series of exams as the primary means to gain entry to a university is not the best predictor of a student’s overall ability, nor are they the most equitable.
Professor Piccoli said: “There is a growing body of work that shows one off exams, which are supposedly meant to measure a student’s whole of school experience, often do not accurately measure their skills, potential or overall ability”.
“Like NAPLAN, the HSC scores are used to measure a very narrow range of student abilities which, under the current ATAR system, creates an enormous amount of pressure for all those involved.”
A total of 80 per cent of all respondents to the Gonski Institute survey agreed university requirements should also consider a student’s ability and talents outside the classroom.
While over 57 per cent say ATAR scores create unnecessary pressure on Year 12 students, that number rises to 75 per cent for people who finished high school but did not do any tertiary study.
Professor Piccoli said: “Schools are also under pressure to ensure their students achieve high ATAR scores. School ranking tables created from Year 12 exam results effect a school’s reputation and this measure doesn’t necessarily reflect the quality of education available at schools but rather how their students performed in various tests.”
There are strong connections between achievement in the ATAR and the socioeconomic background of the high school, with higher achievement generally being associated with a higher socioeconomic status (SES).
Professor Eileen Baldry, Deputy Vice Chancellor, Equity Diversity and Inclusion UNSW says: “This inequity associated with ATAR scores and disadvantaged schools poses significant problems for universities in offering places to the most talented students across the country if we just use the ATAR results.
Those with high capability but who come from educationally disadvantaged backgrounds, particularly low SES, Indigenous and regional, rural and remote students, are less likely to achieve high ATARs, not because they are not talented but because the ATAR is not a fair measure of their talent and capacity to success at university.
UNSW, like other universities, already has and is working towards further alternative pathways into university that take into account a range of student talent and capability outside of ATAR.”
The release last month of another academic report, ‘Beyond ATAR: a proposal for change’, published by the Australian Learning Lecture supports the Gonski Institute’s findings and urged tertiary education providers to design entry pathways that better align candidates’ interests, capabilities and aspirations with the educational opportunities on offer, and better reflect evidence about the progress and potential of learners.
Press release. Media contact: Stuart Snell, UNSW External Communications, 0416 650 906 s.snell@unsw.edu.au
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