https://www.manhattancontrarian.com/blog/2021-6-15-distinguishing-respect-from-patronizing-condescension-in-matters-of-race
In our current national moment, distinguishing respectful conduct or language toward others from patronizing condescension in matters of race is of great importance. You might think that making this distinction would be easy, but I suggest that in many circumstances it is not easy at all.
Recently, many things that have become the latest fashion in what practitioners think is heightened respect appear to me to be exactly the opposite — condescension. That can be the case even where the respect-that-is-really-condescension is demanded by the recipient. And I am not the only one noticing this phenomenon.
Let’s consider a few examples.
Several weeks ago Princeton University announced that an intermediate knowledge of Greek or Latin would no longer be required for a major in Classics. John McWhorter discusses that decision in a June 10 essay at Substack with the title “Revisiting Classics at Princeton: Exempting Black Kids From Challenge Is Lousy Antiracism.”
McWhorter opens by quoting Princeton’s own statement about the change to show that “of especial interest to black students . . . today’s racial reckoning, . . . the department openly acknowledges, was the primary spur for this change.” It seems that, with the Greek and Latin language requirement, the Princeton Classics Department had difficulty attracting black students to the major. McWhorter comments:
The tacit idea is people guilty about their white privilege saying over a Zoom meeting “If we want to have more black students, we can’t be making people learn Greek and Latin anymore.” Ugh – see how that reads when exposed to the sunlight? . . . Anything but that patronizing condescension. . . . [A]ny public discussion that both reviles the idea that black people are less intelligent than others while also lustily demanding that it’s “racist” to submit black people to cognitive challenges is hopelessly incoherent. . . . [T]his exemption culture is premised on a basic assumption that it’s unsavory to require serious challenge of black students Because Racism. No. You don’t get past racism by creating new forms of it. Scrapping traditional challenges should only be on the table after black kids have mastered the challenge anyway.