RUTHFULLY YOURS

https://amgreatness.com/2019/12/15/the-inclusion-delusion/

California’s public universities already apply variable standards to their undergraduate admissions programs to fulfill de facto racial quotas. Now they’re requiring their faculty applicants to submit “diversity statements.”

Both of these practices distract from more important questions: Are student applicants academically competitive? Are faculty applicants experts in their fields? In reality, California’s public universities have moved far away from these fundamentals. And as goes California, so goes the nation.

Prioritizing race and gender diversity over academic excellence has consequences, not the least of which is how those who object to these priorities are intimidated. Abigail Thompson, professor and chairwoman of the Department of Mathematics at UC Davis, is one of the most recent victims.

In a letter published by the American Mathematical Society, Thompson objected to the “diversity statements” that are now required of all faculty applicants, and which she claims have become “central to the hiring process.” Thompson compared these diversity statements to the “loyalty oaths” that were required of University of California faculty members during the 1950s.

https://www.city-journal.org/social-justice-ideology

Social-justice ideology is turning higher education into an engine of progressive political advocacy, according to a new report by the National Association of Scholars. Left-wing activists, masquerading as professors, are infiltrating traditional academic departments or creating new ones—departments such as “Solidarity and Social Justice”—to advance their cause. They are entering the highest rung of college administration, from which perch they require students to take social-justice courses, such as “Native Sexualities and Queer Discourse” or “Hip-hop Workshop,” and attend social-justice events—such as a Reparations, Repatriation, and Redress Symposium or a Power and Privilege Symposium—in order to graduate.

But social-justice education is merely a symptom of an even deeper perversion of academic values: the cult of race and gender victimology, otherwise known as “diversity.” The diversity cult is destroying the very foundations of our civilization. It is worth first exploring, however, why social-justice education is an oxymoron.

Why shouldn’t an academic aspire to correcting perceived social ills? The nineteenth-century American land-grant universities and the European research universities were founded, after all, on the premise that knowledge helps society progress. But social justice is a different beast entirely. When a university pursues social justice, it puts aside its traditional claim to authority: the disinterested search for knowledge. We accord universities enormous privileges. Their denizens are sheltered from the hurly-burly of the marketplace on the assumption that they will pursue truth wherever it will take them, unaffected by political or economic pressures. The definition of social justice, however, is deeply political, entailing a large number of contestable claims about the causes of socioeconomic inequality. Social-justice proponents believe that those claims are settled, and woe to anyone who challenges them on a college campus. There are, however, alternative explanations—besides oppression and illegitimate power—for ongoing inequalities, taboo though they may be in academia.

READ THE REPORT HERE;

https://nas.org/reports/social-justice-education-in-america?utm_source=National+Association+of+Scholars+General&utm_campaign=a1dcc4545a-

On December 6th at a launch event co-hosted with the James G. Martin Center, the National Association of Scholars (NAS) released Social Justice Education in America, a report analyzing the influence of social justice advocates at 60 colleges and universities nationwide. The report finds that these advocates have insinuated themselves into the university system to propagandize students, politicize the most basic college courses, create administrative and teaching positions for like-minded advocates, and transform universities into training camps for progressive activism.
 
David Randall, the report’s author said, “NAS has watched this growing trend with concern for many years. Social justice advocates and their allies have dramatically changed the way in which our universities train tomorrow’s leaders. Social justice education subordinates every discipline from accounting to zoology to the pursuit of progressive political activism.”
 
The report documents the means that social justice advocates have used to establish themselves: altering university mission statements, seizing internal graduation requirements, capturing existing disciplines and creating pseudo-disciplines, and ultimately capturing the university administrations. Social Justice Education in America provides detailed charts and a wealth of examples of classes, departments, events, jobs, journals, and administrative offices that teach social justice to unsuspecting students and secure jobs in higher education for social justice advocates.

https://www.frontpagemag.com/fpm/2019/12/open-letter-administrators-mcgill-york-and-u-richard-l-cravatts/

As you are certainly aware, in recent weeks a series of troubling incidents has occurred on your respective campuses. While the events in question were distinct, they all shared a common impulse by a groups on your campuses who believe that they, and they alone, are able to set standards for free speech—in these particular cases, involving the debate about the Israeli/Palestinian conflict and how Jewish students and other Israel supporters are treated as part of the university community.

As you well know, the notion that a vocal minority of self-important ideologues can determine what views may or may not be expressed on a particular campus is not only antithetical to the purpose of a university, but is vaguely fascistic by purposely or carelessly relinquishing power to a few to decide what can be said and what speech is allowed and what must be suppressed; it is what former Yale University president Bartlett Giamatti characterized as the “tyranny of group self-righteousness.”

https://www.frontpagemag.com/fpm/2019/12/stealth-newspapers-and-posters-expose-jew-hatred-sara-dogan/

In a stealth campaign to expose the malignant threat of Jew hatred that has invaded America’s college campuses, the David Horowitz Freedom Center distributed thousands of newspapers listing the “Top Ten Colleges that Promote Jew Hatred and Incite Terrorism” on three Southern California campuses this week. UCLA, UC-Irvine and Pitzer College were all targeted by the campaign.

All three campuses were named in the Freedom Center’s recent report “From Campus to Congress: Allied with Terror,” on the growing prevalence of Jew hatred and its ties to the Islamic terror organization Hamas.

“Jew hatred is no longer solely the purview of academic outliers, those institutions known for radical activism and absurdist teachings,” the report explains. “The Jew hatred promoted by Hamas through its front group Students for Justice in Palestine has now trickled down to infect less typically activist campuses in the heartland.”

The report also documents how the anti-Israel terror group Hamas funds the BDS movement on American campuses by funneling money to chapters of Students for Justice in Palestine (SJP) through an intermediary organization named American Muslims for Palestine (AMP).

https://alphanewsmn.com/as-colleges-move-to-do-away-with-the-sat-in-the-name-of-diversity-detroit-high-school-valedictorian-struggles-with-low-level-math/

DPS Note: Western civilization is losing on every front. And it is all self-imposed … {“…math has been and continues to be used to oppress and marginalize people and communities of color.”}

The valedictorian of a Detroit high school is reportedly struggling with basic math in college.

The development comes as colleges have increasingly rejected objective admissions criteria in the name of “equity,” with University of California poised to no longer require the SAT because of the racial impact it has on admissions.

“Marqell McClendon has struggled in the low-level math class she’s taking during her first semester at Michigan State University,” the news outlet Chalkbeat reported Nov. 15. McClendon, the valedictorian of her graduating class at Detroit’s Cody High School, was used to getting all A’s, but found herself asking strangers to help her with her college coursework, it said.

MSU has pushed for admitting more racial minorities in the name of diversity. Its “incoming freshman class is predicted to be the largest and most diverse in the school’s history, with more than 8,400 anticipated students,” the school stated in May 2018, noting that black enrollment was up 24%.

But nearly half of graduates from Detroit’s main school district must take remedial courses when they get to college, Chalkbeat reported.

In 2016, MSU removed the requirement that all students at least take algebra in either college or high school. Algebra is taught in eighth grade in many schools. Meanwhile, Wayne State University in Detroit dropped its general-education math requirement altogether.

Bob Murphy, the director or university relations and policy for the Michigan Association of State Universities, told Inside Higher Ed that not requiring math will ideally “lead to more successful graduation outcomes.”