We’re Failing Our Students, and It Hurts Us All By Ilana Redstone Akresh
They can go through their entire education without coming across a principled, non-left viewpoint.
In late January 2019, Kenneth Mayer, a political-science professor at the University of Wisconsin, drew the attention of a Republican state legislator for language in his syllabus that described Trump as “a president who gleefully flouts the norms of governing and presidential behavior.” His supporters see this as “not a bug, but a feature,” the professor wrote in his syllabus, adding, “To others, he is a spectacularly unqualified and catastrophically unfit egomaniac.” In response, the campus issued a statement supporting Mayer, stating that he “leaves his political opinions at the classroom door and asks his students to do the same.” Regardless of one’s views of the current administration, it is difficult to support the claim that Mayer’s opinions stayed at the door, given that they’re embedded in the course syllabus. Professor Mayer’s endorsement of a singular political perspective in the classroom points to a larger problem that plays out more broadly and has serious implications.
We can trace the current level of political polarization to multiple sources, but, whatever the causes, we could arguably reduce polarization by increasing our ability to see issues from perspectives other than our own. Given its potential to bridge divides, nurturing this ability should be a high priority. And yet, this is neglected in one of the places where it could do the most good: the college classroom.
Our universities are failing students by teaching them that there’s only one right way to understand our most vexing inequalities and social problems. This undoubtedly disproportionately affects students focusing their studies in the social sciences, but the near universality of cross-disciplinary general-education requirements (such that many students, regardless of their area of study, are required to take courses in the social sciences) suggests that almost no student is immune.
In sociology, for instance, we teach students about a wide range of social disparities. This entails conversations about the causes of those differences. Yet we do students an enormous disservice teaching them only about the possible structural causes of those disparities — aspects we can blame on the “system” or on “institutions.” Students learn, for example, that the gender pay gap is due to systemic labor-market discrimination against women and a devaluation of women’s work. These are likely contributing factors. But when pressed on the topic, most students can’t name a single additional factor that might contribute to the wage difference (such as variation between the sexes in job preferences or priorities).
I have had a chance to see this firsthand in an undergraduate course I am currently teaching at the University of Illinois at Urbana-Champaign. Aptly, the course is called Social Problems. It is an intro-level course in the sociology department and serves as a gateway to the major. On the first day of class, I told students that I would be teaching from multiple political angles — i.e., from a “heterodox” perspective — an approach that would necessarily include conservative viewpoints that are likely heard less often in their other classes.
We’re now almost four weeks into the semester and it’s clear that these bright, engaged students are not being exposed to the range of perspectives that they will need in their lives after college. I expect that, in this regard, they resemble students at many other institutions across the country. They are led to believe that our most difficult problems have simple causes and that those causes are rooted in structural bias that the right policies will fix. In addition, they are taught that this is the only right way to view these challenges.
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