I found the London Times story “Nearly 40% of Stanford undergraduates claim they’re disabled. I’m one of them” so annoying and rife with cultural and ethics rot that I decided not to post on it for the benefit of my own mental health. Now I see that it is getting a lot of attention all over the web and on social media, so I am ethically obligated to weigh in.
In the article, the poor, disabled student above reveals that she decided to claim endometriosis as a disability at Stanford, which would bump her to the head of the line for the best housing on campus. Her reasoning: a friend told her that Stanford had granted her “a disability accommodation. “She, of course, didn’t have a disability. She knew it. I knew it,” Elsa Johnson writes. “But she had figured out early what most Stanford students eventually learn: the Office of Accessible Education will give students a single room, extra time on tests and even exemptions from academic requirements if they qualify as ‘disabled.'”
“Everyone was doing it,” she continues. “I could do it, too, if I just knew how to ask.”
That’s lying. It’s also cheating. At a college. “The truth is, the system is there to be gamed, and most students feel that if you’re not gaming it, you’re putting yourself at a disadvantage,” she writes.
Elsa cites how much everybody does it to justify her embrace of corruption.
“The Atlantic reported that 38 percent of undergraduates at my college were registered as having a disability — that’s 2,850 students out of a class of 7,500 — and 24 per cent of undergrads received academic or housing accommodations in the fall quarter.
At the Ivy League colleges Brown and Harvard, more than 20 per cent of undergrads are registered as disabled. Contrast these numbers with America’s community colleges, where only 3 to 4 per cent of students receive disability accommodations. Bizarrely, the schools that boast the most academically successful students are the ones with the largest number who claim disabilities — disabilities that you’d think would deter academic success…at Stanford, almost no one talks about the system with shame. Rather, we openly discuss, strategise and even joke about it. At a university of savvy optimisers, the feeling is that if you aren’t getting accommodations, you haven’t tried hard enough. Another student told me that special “accommodations are so prevalent that they effectively only punish the honest”. Academic accommodations, they added, help “students get ahead … which puts a huge proportion of the class on an unfair playing ground.”
Conclusion here: Colleges and universities are not merely indoctrinating students in Leftist ideology, political theories and world view, they are also teaching students to accept cheating, lying and corruption as “the system” that they would be fools not to master.
This does not come as a surprise to me, as I saw this slippery slope coming when President Bush the First signed the Americans with Disabilities Act, saw it roll out of control, and watched it lead to lawsuits, employees who were impossible to fire, drags on organization budgets and productivity, and now students at colleges and graduate schools getting special privileges and advantages if they can make administrators feel sorry for them.
First, this trend is antithetical to individualism, one of the cornerstones of American values, and explains why the culture is becoming increasingly hostile to the idea that citizens are responsible for their own success, failures, advancement, and achievement. Second, it benefits the least ethical rather than the principled among us.
I had two epiphanal experiences with this ethical dilemma, and I’ve written about both on Ethics Alarms.
The first was as an administrator at Georgetown Law Center when a college applicant asked me whether she should note on her law school application that her grandfather was Japanese, making her a minority in the eyes of GULC’s (then and now) affirmative action obsessed admission process. She said she didn’t want to apply as a minority student, since she was from an affluent family, nobody knew she had Asian ancestry, and was not in any way “disadvantaged” by it.
I told her that the admission process was already arbitrary. Her grades and scores indicated that she was qualified for Georgetown Law, but borderline for a white female in the tough pool of applicants. As a minority, however, she would be guaranteed admission: her scores were in the top 20% of that pool. And by the school’s own rules, she was a minority. I told her I agreed with her, that applicants like her should not get any special advantages, but that the school’s policies were its policies. She wouldn’t be cheating or lying to take advantage of them, since her competition would be.
The other episode was when, as a law student, I had a lazy, jerk of a professor who gave us a Constitutional Law exam that was take-home, and self-timed.I followed the instructions and stopped writing when my alarm clock went off, failing to complete the last essay question. I then learned that almost nobody else in the class did. I complained to the professor, who didn’t care. My reward for not indulging in the “Everybody Does It” rationalization was a C+.
Our culture, of which educational institutions are a major and crucial part, increasingly send the wrong messages to our rising generations. We are seeing the results in the caliber of our elected leadership, in policies like DEI, and in the empathy being lavished on law breakers and illegal immigrants.
Elsa writes, “The students aren’t exactly cheating and if they are, can you blame them?” My answer: yes, I can and do blame them, because they are cheating. I also blame the parents, teachers and society that allowed them to reason they way they do.
