RUTHFULLY YOURS

https://www.frontpagemag.com/fpm/2021/05/top-ten-most-racist-colleges-and-universities-1-toptenracistuniversitiesorg/

#1: Harvard University:

Harvard University is widely regarded as America’s most prestigious university. It is also one of its most racist, deliberately using discriminatory and stereotypical ratings of Asian applicants’ personalities as “lacking” and “one-dimensional” to reduce their chances of obtaining admission to the prestigious university.

In 2014, Harvard was sued in federal district court by a coalition named Students for Fair Admissions (SFFA) for allegedly violating Title VI of the Civil Rights Act of 1964 which prohibits all schools which receive federal funds from discriminating on the basis of race. The suit charged that Harvard discriminates against Asian applicants in undergraduate admissions decisions, using an admissions formula that hinders Asian applicants’ chances of admission by consistently giving them a low “personal rating”—a subjective measure of personality traits such as kindness, courage, and likeability. Through an examination of Harvard’s previously secret admissions data, SFFA was able to show that Asian-American applicants to Harvard face rampant racial discrimination.

Peter Arcidiacono, an economist at Duke University who testified in court on behalf of SFFA, concluded that Asian-American applicants have the lowest chance of admission to Harvard out of all races despite scoring highest in all objective measurements of achievement.

“Race plays a significant role in admissions decisions,” Arcidiacono wrote in his expert report. “Consider the example of an Asian-American applicant who is male, is not disadvantaged, and has other characteristics that result in a 25% chance of admission. Simply changing the race of this applicant to white—and leaving all his other characteristics the same—would increase his chance of admission to 36%. Changing his race to Hispanic (and leaving all other characteristics the same) would increase his chance of admission to 77%. Changing his race to African-American (again, leaving all other characteristics the same) would increase his chance of admission to 95%.”

http://getinsight.pro/

Are Your Teachers Telling You the Truth?

Is America a racist country?
Is the earth heading for climate catastrophe?

Should we Discriminate in Favor of Blacks and Against Whites?

https://www.nationalreview.com/2021/05/how-social-justice-education-coddles-young-minds/

Increasingly popular curricula don’t just miseducate our kids. They prepare them poorly for adulthood.

A parent, Ndona Muboyayi, recently told Conor Friedersdorf of The Atlantic the following story about her son:

“My son has wanted to be a lawyer since he was 11. Then one day he came home and told me, ‘But Mommy, there are these systems put in place that prevent Black people from accomplishing anything.’ That’s what they’re teaching Black kids: that all of this time for the past 400 years, this is what [white people have] done to you and your people. The narrative is, ‘You can’t get ahead.’”

Such stories are becoming more prevalent today, with the rise of what are often referred to as “social-justice educators” in the classroom. These teachers are typically concerned with equity in education — how to reckon with the unequal distribution of resources and services to achieve equal educational outcomes across students. Many believe that education is intersectional: “We cannot talk about schools, without addressing race, class, gender, ability, sexuality, and politics, because education is a political act,” wrote Crystal Belle, a teacher-education director at Rutgers University–Newark. Their goal, as Belle put it, is to use “curriculum as a primary mechanism for making the world a more equitable place.”

This goal sounds nice. But too often in practice the perspectives of these teachers regarding race, class, gender, ability, sexuality, and politics take precedence in teaching and learning over eliciting and developing the worldviews of their students. Such teachers shield students from practices, ideas, or words that they perceive as harmful, and punish students who inflict harm.

Greg Lukianoff and Jonathan Haidt, in their article and subsequent book The Coddling of the American Mind, call this “vindictive protectiveness.” According to Lukianoff and Haidt, vindictive protectiveness creates “a culture in which everyone must think twice before speaking up, lest they face charges of insensitivity, aggression, or worse.”

https://www.realclearpolitics.com/articles/2021/05/02/an_open_letter_to_swarthmore_president_valerie_smith_145684.html

Dear President Smith,

Thank you for your “Reflections on Yesterday’s Verdict,” which you sent to Swarthmore students, alumni, faculty, and staff on April 21 and posted on the college’s website. Prompted by the announcement that Derek Chauvin had been found guilty of murdering George Floyd, you offered brief thoughts on the connection between liberal education and racial justice, social movements, and political change. As a Swarthmore graduate grateful for the long-ago introduction that the college provided me to liberal education, and as an observer of American politics troubled by the nation’s widening schisms, I read your message with great interest.

In the spirit of my Swarthmore studies, your reflections have left me with a number of questions. They revolve around the relation between politics and liberal education.

Your message asserts that “[a]lthough the verdict can never truly bring justice for Mr. Floyd and his family, it signals the impact of a powerful social movement.” You summon us to join in that social movement, stating, “We must dedicate ourselves anew to the struggle for lasting, meaningful change” in America to bring about “a more just, equitable, and safe society.”

You envisage a distinctive role for colleges and universities. “As an institution of higher learning, Swarthmore College is committed to contributing to that change — by continuing to foster an environment in which students can engage in deep, thoughtful, and frank conversations about the challenges facing our society,” you write. “This shared and vital work can and will continue to ensure we provide a transformative liberal arts education grounded in fearless intellectual inquiry.”