The above excerpt is from “Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education” by Özlem Sensoy and Robin DiAngelo. Apparently it has won awards, though I suspect not for what I would give it an award for. Here’s the description:
This is the new edition of the award-winning guide to social justice education. Based on the authors’ extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to “common social patterns” and “vocabulary to practice using”; and extensive updates throughout. Accessible to students from high school through graduate school, Is Everyone Really Equal? is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts. Book Features: Definition Boxes that define key terms. Stop Boxes to remind readers of previously explained ideas. Perspective Check Boxes to draw attention to alternative standpoints. Discussion Questions and Extension Activities for using the book in a class, workshop, or study group. A Glossary of terms and guide to language use.
I swear, when I wrote the recent post about the lawsuit against the use of the standard college admissions tests, I had not read nor was even aware of Heather MacDonald’s superb essay on the topic of the manipulation of higher education in pursuit of ideological domination. (Thanks and gratitude to Instapundit for the timely link.)
Here is a taste:
The social-justice diversity bureaucracy has constructed a perpetual-motion machine that guarantees it eternal life. Minority students who have been catapulted by racial preferences into schools for which they are not academically prepared frequently struggle in their classes. The cause of those struggles, according to the social-justice diversity bureaucracy, is not academic mismatch; it is the lack of a critical mass of other minority students and faculty to provide refuge from the school’s overwhelming bigotry. And so, the school admits more minority students to create such a critical mass. Rather than raising minority performance, however, this new influx of diverse students lowers it, since the school has had to dig deeper into the applicant pool. The academic struggles and alienation of minority students will increase, along with the demand for more diversity bureaucrats, more segregated safe spaces, more victimology courses, more mental health workers, more diverse faculty, more lowered standards, and of course, more diversity student admits. And the cycle will start all over again.
The ultimate social-justice solution to the skills and behavior gap is to remove the competition entirely. From the moment children enter school, they are berated for their white heteronormative patriarchal privilege if they fall outside a favored victim group. Any success that they enjoy is not due to their own efforts, they are told; it is due, rather, to the unfair advantages of a system deliberately designed to handicap minorities. Teachers are now advised to ignore white male students, since asking or answering questions in class is another mark of male supremacy.
Please read it all, here.
There will be a quiz.
The question has been giving me a headache since I first read about the stunning results of the process that gives New York City students access to its elite public schools. Of the nearly 4,800 students admitted into the specialized schools for 2019, 190 are black, down from 207 black students admitted last year out of just over 5,000 offers. Stuyvesant high school, which is representative, gave 7 offers to black students (out of 895 slots), 33 offers to Hispanic students, 194 offers to white students, and Asian-American students received a whopping 587 offers. Overall, Asian-American students constitute 60% of the student bodies of the eight elite schools.
Students take a single exam that tests their mastery of math and English in order to gains entrance to the academically challenging school. Stuyvesant, which has the highest cutoff score for admission and is thus the most selective of the schools, now has the lowest percentage of black and Hispanic students of any of New York City’s roughly 600 public high schools.
What should the city do about this? Should it do anything? Continue reading
Never mind that the always dubious logic behind educational quotas and affirmative action is finally being exposed and discredited: New York’s socialist-in-all-but-name Mayor de Blasio is determined to have the city’s elite public schools “look like New York City,” which is code for “quotas.”
“The status quo is broken. We have to make a major change. We have to make sure that the very best high schools are open to every New Yorker, every kind of New Yorker. They need to look like New York City,” he has said. So he has announced a proposal that would change how students are admitted to eight of the city’s specialized high schools, the crown jewels of NYC’s school system, the equivalents of private schools in quality of teachers and challenging curriculum where students gain entry based on their performance on a single test, taken by all applicants. That seems fair…but since it doesn’t yield a perfect demographic match to the city as a whole, de Blasio’s social justice sensibilities are offended.
Black and Hispanic students make up 67 % of the public school population, but the specialized high schools, which include Stuyvesant High School and the Bronx High School of Science, have just 10 % of students from these groups occupying the 500 available slots, with no improvement in that percentage for years.
Ah! The test must be the problem! This has been the accepted, conventional wisdom and cant that has been repeated by Democrats and affirmative action activists for decades, despite little but blind faith to bolster it. The Mayor, of course, is a believer. Continue reading
1. I love it when I am out of the office all day and return to find that my desperately rushed post in the morning spawned multiple donnybrooks.
2. If this were baseball, Mrs. Q would be leading the Ethics Alarms League in batting average. Her Comment of the Day/Comments average leads the pack.
3. This quote…
“If someone were to ask me “what do you want most from our society today?” I’d answer, to have people mind their own business, not assume I’m needing a leg up, and honor those who honor family, faith, and free thought.”
…is as smart, powerful and profound a statement as any that have appeared on Ethics Alarms in nine years.
Here is Mrs. Q’s Comment of the Day on #3 in the post, Morning Ethics Warm-Up, 3/22/18: Nanoo Nanoo, And The Oxford Comma:
How do we as a society make things more fair for a variety of minorities, based on a history of unnecessary biases?
I don’t think it’s possible to make everything equal for everyone forever and always. It’s a nice idea but I’m called to remember the book “The Lathe of Heaven” where the therapist manipulates his patient into “making the world a better place” with disastrous results. For example in trying to solve overpopulation, millions die. In another, an attempt at solving racism turns everyone grey.
The song by Tears for Fears, “Everybody Wants to Rule the World” highlights another dilemma in attempting to make things as we wish:
“All for freedom and for pleasure
Nothing ever lasts forever”
There is simply no way to obliterate prejudice. There will always be poor folks, enslaved folks, downtrodden folks, and people who get treated like crap for one reason or another. Obviously this doesn’t mean we stop caring or making effort to be kinder people, which includes examining institutional racism, homophobia, etc. However any “peace” we make won’t last in the next generation or the one after that because some other disparity will always present itself. This is the way of life and the evidence of history from the Egyptians to the Jews to women today being trafficked. So how do we balance the scales for minorities here in the US? Continue reading
From the Yale admissions blog:
“Will we get rescinded if we get suspended for engaging in a school walk-out to bring attention to the school shooting issue?”
In the week since the tragic mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, something incredible has begun to happen. High school students in Parkland and beyond are stepping up in a refusal to allow the issue of gun control fade from the public eye. Peaceful protests around the nation have begun to echo those in Florida. Included in these demonstrations are a number of school walkouts that have been scheduled over the next several weeks.
Some schools have indicated that students who disrupt class time by participating in such walkouts will face disciplinary action, potentially including suspension. Some, in hopes of discouraging participation, have warned their students that such disciplinary action may negatively affect their college admissions decisions. And so, over the past few days, we continue to get the question: will Yale look unfavorably upon discipline resulting from peaceful demonstrations?
The answer is simple: Of course not.”
Of course not? Why “of course not”? Because Yale as an institution favors the weakening or elimination of the Second Amendment? Because naturally Yale favors students who demonstrate for issues on the progressive agenda? What if the question was,
“Will we get rescinded if we get suspended for engaging in a school walk-out to bring attention to the unethical practice of removing statues of Confederate figures?”
or Continue reading
I am very grateful for veteran commenter Extradimensional Cephalopod clarifying explanation regarding how and why adversaries on the “dreamer” issue so often talk past and around each other, with never the twain meeting. The first I heard of the “Honor vs. Compassion schism” was in this 2009 essay in The New Criterion by James Bowman. I should have referenced it before. He wrote in part,
Compassion is a virtue, but it is a private, a face-to-face virtue which almost invariably ceases to be one when it takes on a public dimension. An act of compassion by a government, in the full glare of publicity, is not a virtue but a bid to be given credit for moral superiority.
Here is Extradimensional Cephalopod‘s Comment of the Day on the post,Deferred Action for Childhood Arrivals (DACA) Ethics:
It’s a classic honor versus compassion schism. Honor represents orderly good, enforcing consistency and stability so that society may benefit from people knowing where they stand. Compassion represents chaotic good, making exceptions and doing things that cannot be expected or required so that society can benefit from such kindness. Both are necessary, but they must be balanced against each other.
Because your position is based on honor, and makes sense in that context, it’s impossible for people to rebut it in those terms. Instead, they assert that the harm allowed by not extending compassion outweighs the benefits provided by honor, or they reject the concept of honor entirely. They don’t really understand honor or the harm done by dismantling it. Maybe they never noticed the benefits of honor, and only saw its negative effects, or they were oppressed by an ill-conceived brand of honor. Continue reading