The Unethical Ingredients Of The West Point High School Valedictorian Fiasco, Part II: What’s Going On Here? [Corrected]

Valedictorian

Who are the ethics villains, heroes, fools and otherwise in the West Point High School graduation honors debacle?

Observations:

Number One, and nothing else is even close: If society were capable of looking at human beings as human beings and not as members of teams, groups and tribes, this would have still been a mess, but a much less toxic one. There are groups, political parties, activists, irresponsible scholars and race-hucksters of all kinds who benefit and profit by dividing the United States along racial fault-lines, and they will do it for as long as they can, no matter what harm it does to the nation, families, individuals, institutions, values and the enjoyment of life. This is an example of what we have to dread in greater frequency and damage if we don’t find a way to stifle these villains, for that is what they are.

Related to this are accounts that the president of the local NAACP was elated. This isn’t a team sport: two young women were honored for their achievements, not their race. If it would be offensive for a local group to express pleasure that two white students received an honor, it is equally obnoxious and inappropriate for the NAACP to be making racial comments.

2 If the school counselor was really the culprit who used the wrong standard, he or she needs to go. Yes, the whole school is responsible, including the principal, but if ever a scapegoat was called for, however, this is it. Because of the predictable chain reaction, it was an inexcusable mistake. In Mississippi? In a predominantly black student body? The ethics alarms should have been ringing at ear-splitting volume before the grade calculations ever started. Quite simply, this was a mistake that must not be made.

3. Suspicions that race was a factor in using the wrong standard are inevitable at a time when so many standards are being attacked, eliminated or changed for not yielding the “right” results by the measure of “equity and diversity.” The fact that two black students were elevated above the white ones by the “mistaken” use of the wrong standard under the rules and tradition could have been a coincidence, but the white parents, and objective critics, have every reason to wonder, just as the black parents have every reason to suspect racial bias when the value of their children’s honor was cut in half to satisfy two white families.

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The Unethical Ingredients Of The West Point High School Valedictorian Fiasco, Part I: A Perfect Storm

High school graduation

This ugly episode should not have become another racial controversy, and in a healthy culture it would not. But in 2021 it could not have been otherwise with these facts, and American have to decide if they want to live in a society where this happens, or whether they want something better.

The story is told well here, but the main facts are:

1. Ikeria Washington and Layla Temple were named 2021 valedictorian and salutatorian for West Point High School in Mississippi on Seniors Awards Night. Both are African-American.

2. The parents of two white students in the class, Emma Berry and Dominic Borgioli, objected. They had been carefully calculating their children’s grade point averages, and by their records, Emma and Dominic had earned the honors given to Ikeria and Layla.

3. By the school’s own handbook, they were right. Ikeria and Layla had been awarded the honors based on a calculation of quality point average or Q.P.A.,which calculates grades by giving extra weight to advanced placement and dual credit courses. Dominic and Emma were the top two finishers based on an unweighted grade point average, and according to the rules, it was that distinction, not the Q.P.A., which should have been used to decide the class’s valedictorian and salutatorian. A school counselor charged with ranking the class had made a mistake and used the wrong standard…or at least that’s the school’s story.

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Comment Of The Day: “The Ethics Mess That Is US Race Relations, Chapter III: The Martin Luther King Day Essay”

In today’s Comment of the Day, Michael R explores the effects of college costs, student loans and ideological indoctrination on schools’ ability to provide an the valuable education students think they are paying for. Some of the factors he mentions I didn’t know about; I’m not sure  I’ve ever read about them anywhere else.

Here is the veteran Ethics Alarms contributor’s  Comment of the Day on the post, “The Ethics Mess That Is US Race Relations, Chapter III: The Martin Luther King Day Essay.”

I don’t think all universities have become worthless. There are a lot of problems with the universities and much of it has to do with student loans and leftist indoctrination.

Student loans make people forget about how much college actually costs. Students go to colleges with nicer dorms, bigger ‘Wellness Centers’, and more activities because they can ‘afford’ it with loans. This resulted in an ‘arms race’ to ditch traditional dorms for suites, and now full apartments for students. It resulted in big ‘Wellness Centers’ instead of gyms. It resulted in vast Student Activities staff and budgets. It resulted in more and more sports. I would estimate that only about 1/3 of college costs these days go to academics and academic support (academic buildings, utilities, janitorial, etc). The rest is sports, activities, and administration. If you had a lean college with good academics, but old-style dorms, no student life, and no sports, it would go bankrupt quickly. College is expensive these days because the students and the parents DEMAND it be that way. Continue reading

The Ethical Failings of Higher Education

In a perceptive essay for the Chronicle of Higher Education entitled “Slip-Sliding Away, Down the Ethical Slope”, Robert J. Sternberg suggests that the educational system is contributing to society’s increasing ethical weaknesses by adopting misplaced priorities. He writes:

“Schools need to teach students the steps involved in ethical behavior and the challenges of executing them. And they need to do so with real-life case studies relevant to the students’ lives. The steps toward ethical behavior are not ones that students can internalize by memorization, but only through active experiential learning with personally relevant examples. Continue reading