Report on Race, Gender in College History Courses Stirs Debate

Ralph Haurwitz, Statesman, January 20, 2013

When a report on American history classes at the state’s two public flagship universities was released this month, it quickly became clear that its sponsors were pursuing more than an intellectual exercise.

The National Association of Scholars and its Texas affiliate want the state Legislature to act on the report’s recommendation that public institutions of higher learning put less emphasis in history courses on race, class and gender and more on political, diplomatic and military matters.

Critics, including some faculty members at the University of Texas and Texas A&M University, are questioning the study’s methodology and the academic credentials of one of the principal researchers. The dispute also underscores the larger issue of just how far lawmakers should go in specifying what must be taught, the details of which have traditionally been left to campuses and their faculty members.

{snip} Thus far, no measure has been filed along the lines of the report’s recommendations.

“We turn to our friends in the Texas Legislature and say, ‘How ‘bout it? We need some amendments here,’” Peter Wood, president of the National Association of Scholars, said at the report’s official unveiling Jan. 10 in Austin. He was referring to a 1971 law that requires students at public colleges and universities to earn six credits, typically by taking two courses, in American history.

{snip}

Officials of the National Association of Scholars and the Texas Association of Scholars said they spent two years analyzing all textbooks and other readings for 85 sections of freshman and sophomore U.S. history courses at A&M; and UT that satisfied the state requirement. They were able to undertake the review because Texas has a law that requires an unusual degree of disclosure, said Richard Fonté, an author of the report who was previously president of Austin Community College and director of a program at the National Endowment for the Humanities. Enacted in 2009, it requires faculty members at public universities to post the syllabus, reading assignments and other information for each course on the school’s publicly accessible website.

A total of 625 reading assignments were tallied, and after taking duplications into account, that worked out to 499 different titles. Each reading was classified into one or more of a dozen categories, including military history, political history, social history with gender emphasis, social history with racial or ethnic emphasis, religious history and so forth.

The analysis found that 78 percent of the UT faculty members teaching the courses were “high assigners” of race, class and gender readings, meaning that more than half of the content included a focus in those areas. At A&M;, 50 percent of faculty members were deemed high assigners.

Moreover, 89 percent of faculty members assigned none of the 100 “milestone documents” of U.S. history listed by the National Archives and Records Administration, the report said. Those include the Constitution and the Declaration of Independence.

Overall, the assigned readings gave students “a less-than-comprehensive picture of U.S. history,” with the situation “far more problematic” at UT than at A&M;, the report concluded.

{snip}

UT issued a statement challenging the basis of the study. “The report attempts to isolate race, class and gender as something distinct and separate from other areas of study, when in fact they are intrinsic to these other areas,” the university said.

{snip}

David Oshinsky, a Pulitzer Prize-winning historian at UT, said it’s true that race, class and gender are emphasized more than they were 30 or 40 years ago. That’s because history courses previously focused narrowly on the “great white man,” such as Washington, Jefferson and Lincoln, he said. More recently, American history courses have taken on an increasingly global flavor, examining the nation’s place in a world where climate change, immigration and other issues span international boundaries.

Oshinsky said the report reflects the “very strong agenda” of the National Association of Scholars. “They have a very, very conservative message. Some of it appeals to me,” said Oshinsky. “But they can’t make out like they just want to teach all facts. Just like the left has its political agenda, these people have their political agenda.”

The association, whose 3,000 members are mostly professors, has long advocated a return to traditional courses in American history and Western civilization. {Snip}

The association was founded in 1987 “to confront the rise of campus political correctness,” as its website puts it. The group opposes racial preferences and filed a brief siding with the plaintiff in a lawsuit, now under review by the U.S. Supreme Court, that seeks to strike down UT’s consideration of race and ethnicity in admissions. {snip}

{snip}

The Legislature has long held a certain amount of sway over the undergraduate core curriculum. State law specifies that all students must study not only history but also math, science, communication and certain other subjects. In some cases, students can satisfy the requirements in high school—for example, by taking an Advanced Placement course.

Legislating the details of what must be taught, or conveying a sense that lawmakers are looking over faculty members’ shoulders, would be “bleak” and “frightening” for academic freedom, said UT’s Oshinsky.

“It would be very, very hard to hire good faculty,” Oshinsky said. “They’d be worried about what they could and couldn’t teach.”

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  • The__Bobster

    I wonder why parents will spent up to six figures sending their kids to these indoctrination centers.

    • Daisy

      Because academia is endemically infected with anti-white racism. At best you can go to places that are less offensive but sadly, our most competitive and prestigious universities have all become more or less dominated by liberal racist thought.

  • David Ashton

    “Race, gender, class” like “equality and diversity”, identical Cultural Marxist themes in the US and UK alike.

  • Ed_NY

    Revisionists at work.

  • bigone4u

    I know these schools well, having taught at A & M for a while and being part of the UT system for years. As far as UT, the chancellor of the whole 11 campus system is Hispanic and so are many, many university presidents and administrators, appointed by the System.
    *
    To a large degree these universities exist as indocrination centers. The one I taught at congratulates itself on graduating huge numbers of Hispanics, but the reality is that nine out of ten of them end up in debt but without a job. They have been schooled in cultural Marxism, however, which is the real but hidden agenda. Shedding light on this issue is a good thing, but unless the Governor and legislature, which control the money, act forcefully, it will not matter.

    • jay11

      Where I’m at, the faculty routinely inflates the grades of the black and latino students, otherwise our fail rates in the classes would flag us as ‘ineffective’ teachers in need of removal. The liberal social justice young white dingbats give a lot of VERY easy ‘projects’ to the students which (at the high school level) are basically 2nd grade projects with a heavy emphasis on ‘diversity’ and ‘celebrating’ their own ‘unique’ cultures. I try to judge their performance as fairly as possible, but there are lines I have learned not to cross, seeing how other patriotic teachers were drummed out of the teaching corp for daring to hold people to traditional educational standards. When liberal education reformers talk about ‘standards’ mind you, what they are really referring to is the lowering of them for ‘social equity.’

      • bigone4u

        I hear you. At the university I taught at the professors actually had the students doing poster projects. I associate poster projects with K-4, not HS or college.

        • Garrett Brown

          You have to remember they’re teaching mostly blacks and Hispanics because of AA now… So yah, poster projects are about right for their level of intellect.

      • Daisy

        I’ve always wondered about this conscious premeditated grade inflation. Is it actually spoken of or just what profs do by an ‘understanding’ or to defend themselves from persecution.

        • Chris

          I would say its an unspoken, unofficial understanding but nonetheless very real coercive force to pass minorities. Universities are loaded with students who don’t belong there. Most, if not all minority students are on some form of financial aid, be it loans or affirmative action race specific scholarships. Universities are a business after all, and they know that financial aid students must maintain a 2.0 or 2.5 GPA to stay eligible. If they flunk, they lose the aid. If they lose the aid, the school loses money. The school is also under pressure by both the state and federal government to graduate more and more minority students. The more they graduate, the more grant and endowment money they receive. Professors know what butters their bread. Plus, they don’t want the “racist” label for failing too many minorities. Textbooks are getting slimmer and slimmer as more is cut out and less reading is required. Publishing houses have dropped their classics due to fewer schools ordering their books because they are not assigned anymore. I graded tests that looked like they were taken by a six year old. One professor I worked for started giving multiple choice scantron exams that are graded by a machine, just to avoid my having to ask him repeatedly if I should give credit for some unintelligible gibberish. Anyway, you get the picture.

          • Daisy

            I had no idea how truly institutionalized it all was, nor what the concrete mechanics were, like that there even were AA race specific scholarships. Are they gov’t funded? I also didn’t know about the state/fed. gov’t grant, etc. monies correlating with minority graduations. That’s way worse than I had suspected.

            Seems like most whites know businesses are under extreme pressure to not fire ethnic minorities, but I doubt many understand how deception-based that dynamic is. I’m fairly certain companies lie and falsify reviews for minorities to avoid lawsuits from more competent whites, who could easily sue based on performance evaluators otherwise. When Fisher sued UT a consortium of corporations filed an amicus brief (or some legal term) trying to influence the court to defend AA. The flood of lawsuits that will come from whites as AA is struck down, or would have been more fully if Romney were elected, will cost them likely millions of dollars.

          • saxonsun

            I teach English Lit. at a NYC college, a famous one. My rosters now include pictures of the students. Most of them are non-white. I have been teaching for years–I have seen the student population change drastically. There are tons of Muslim women in full regalia. Very scary. The advanced classes still have mostly Whites; this will probably change. And you are right about the lack of intellectual acuity–some of these kids should not have graduated junior high.

          • Sean

            There should be a separate, anonymous forum for educators against diversity and AA. Have it as a clandestine site where after credentials are confirmed there are news stories, discussion thread, etc. That way we can hear from you guys more AND have a place where your ideas can reach a critical mass.

      • David Ashton

        The slogans “diversity” and “celebrating” are identical all over the western world. The semantic PC armory can be traced back to its original sources. So far as white youngsters are concerned, many will resent being taken for a ride, and exposures of how they have been tricked can effect a powerful response in some of them.

  • Lewis33

    They are just teaching what the students and faculty want to hear, right Mr. Oshinsky? (Of the NYT as that tells you all you need to know.)
    http://www.hillel.org/about/news/2008/feb/14feb08_topschools.htm

  • Jefferson

    The only type of diversity that college liberals like is diversity of melanin, not diversity of thought.

    College liberals act like the same police state fascist nazis that they claim to hate, when they try to shut down and silence conservatives from speaking about politics on campus.

  • Chris

    I worked as a teaching assistant in graduate school at a Texas university. Before every semester, I would take a walk through the university textbook store to see what was being assigned in the various history classes. Every liberal arts class, not just history, assigned nothing but books on race, class ,and gender. English Lit., philosophy, history, humanities, you name it. In the classes I took, the reading list was books written by known leftists and outright Marxists. Traditional education is over. Universities are nothing, I repeat, nothing, but Marxist indoctrination centers.

    • Ella

      So where do you send your child off for higher education then? A trade school now?

    • SFLBIB

      Re: “…the reading list was books written by known leftists and outright
      Marxists. Traditional education is over. Universities are nothing, I
      repeat, nothing, but Marxist indoctrination centers.”

      Now that the Lefties have made education over to their worldview, they are complaining that reigning in their excesses is “politicizing education.” Caesar said that Gall was divided into three parts, but he never met these people.

    • David Ashton

      This is an almost universal plague, contaminating everything it touches. The Cultural Marxist “revolution” of the 1960s has spread upwards and outwards, and is now imposed downwards on a hapless and/or unwitting public. Fortunately only “almost” universal – a Goliath of nonsense, deception and fiction that can, in “theory”, be brought down by a few slingshots of truth, logic and common-sense. The big problem is finding the battleground and getting people to watch the fight.

  • jay11

    Every history teacher I have ever met in the last ten years, except for one, and I’ve met about 25 or so, teaches a ‘social justice’ curriculum which is, as you all know, “Whitey-bad, non-white good.” Day in and day out.

    • ed91

      isn’t that stereo-typing?

      • jay11

        Not if it is personal observation from a position within actual departments, as opposed to wild estimations based on hearsay.

  • purestocles

    Consider Slavery.

    Do the revised, race, class and gender conscious courses attempt to view the institution of slavery in its historical context? Or do they just “deconstruct” it in the context of today’s world?

    Prior to the invention of the steam engine (roughly 1800), animal power was the prime mover of industry (there were windmills and waterwheels in some places but they played a minor role). The steam engine revolutionized the world because it could be set up (preferably near a source of coal) and a factory employing tens of thousands built up around it. Before this, there was little incentive to centralize industry since animal and human power could be employed anywhere.

    Slavery was practiced universally. It was not just a White invention. Polynesians, AmerInds, Romans, Greeks, Persians, Egyptians, Mayans, Papuans, African Blacks, virtually everyone utilized slaves for the simple reason that muscle power was the only thing available. Slaves were usually those captured in battle. When a man chose surrender rather than death, he gave up his freedom to his conqueror. That was the bargain and everyone on both sides understood it.

    Today, with the luxury of gasoline and diesel engines, electric motors, steam and water driven turbines etc., we would regard anyone who insisted upon using slave labor as crazy. But in our ignorance, we project our modern sentiments into the past and therefore regard our predecessors as inhumane and barbaric. But that’s crazy. They just used what was available. And we would do the same were it not for our discovery of mechanical prime movers. So in the interest of historical accuracy we should drop the false sense of superiority and moral smugness that characterizes so many of these revisionist histories.

    • IstvanIN

      Ah, but the “Republicans’ love that soft form of slavery called “cheap labor”. Rather than develop more modern methods of production, so that each man employed can do more work, and thus be more efficient (and, God forbid, earn more) the “right” imports old fashioned, very dumb, and ultimately very dangerous, manpower. Cheap and easy, even if it means death to your grandchildren. 100 years from now there will be a Japan, there won’t be an America or Canada.

      • So it’s the right that wants more Mexican immigrants?

      • OnGuard

        Your thinking here is too simplistic. The Republicans are looking out for the common man more so than Democrats when they voted against the TARP bailouts (that enriched bankers that brought down the economy), voted for an audit of the Federal Reserve (who also rob the average man) and are against amnesty for illegals (who compete for jobs and bring down wages). The stereotype is that Dems are for the common man, and the Republicans are for the wealthy. Too many people still base their votes on those simplistic, outdated beliefs.

        • purestocles

          @ both IstvanIN and OnGuard,

          Both of you are correct.

          The problem lies within the structure of America’s political system. Winner take all elections tend to create two-party systems. By necessity, each party must be an amalgam of disparate interests. Parties in parliamentary systems that seat members according to proportion of votes received have much clearer identities and messages and seated members MUST (unless they wish to literally get up and walk to the other side of the chamber) vote with their party on whatever issue is up for debate. So the voter (consumer) knows clearly what (s)he is buying when (s)he casts his vote in general elections.

          In parliamentary systems, third parties become viable because of the possibility of coalition governments i.e. a voter is not necessarily “throwing away their vote” when they support the offbeat alternative.

          To institute such a change in our system is impossible given the entrenched nature of moneied-power in Congress. Today, neither party represents the middle class working person. We are drifting inexorably towards a financial feudal system that pits American serfs against the serfs of distant nations. All of this made possible by the technical innovation of dirt-cheap bulk shipping.

      • Luca

        Democrats want low IQ slave labor too. Don’t kid yourself. They live in their white, gated neighborhoods, send their kids to private school and have cheap immigrant gardeners, maids, housekeepers etc. And don’t think for one moment that only Republicans own businesses.

        The issue here is that liberal elites are thoroughly engaged in social engineering to create an entire society ignorant enough to believe that they are being saved while they are being enslaved. They are doing everything possible to break down the white, Christian, heterosexual, male leadership that created this country and brought it to greatness in the world. Part of the agenda is to indoctrinate the ignorant masses and redefine what is right or wrong, good or evil, fact or fiction. They have disproportionate control of media, academia and the legal system.

        They are the one true enemy. They are the head (brains) of the monster.

        • David Ashton

          That is more or less correct: the main target all along has been “heterosexual male leadership”, white if not necessarily Christian. Those who know must say so. Don’t write us British opponents off, Luca. We all need to unite our ideas and forces.

  • SintiriNikos

    Identity politics are nothing but cultural Marxism. The difference between this brand of Marxism and the original is the oppressed and oppressor are not classes, but rather gender and race opponents. Basically your average White guy is the offender, and the victims are women and non-Whites.

    But all our Presidents are uniters, so how can this be?

    If you want your kids to learn something worthwhile in the diploma mills that are the modern western universities, they need to be Med, Science, or Engineering majors. And they need not show up for diversity activities and events and, if in Texas, ditch that traitorous mandatory ‘American (revisionist) history’ bollocks.

  • Mike Lane

    Well, at least there is Hillsdale.

  • Athling

    I am in favor of a classical Western education for our young people. I wish Latin was still taught. Western history, philosophy, literature, and science should form the foundation of knowledge. What is going on in the classroom today is nothing short of brain-washing. White students are harmed by this diversity indoctrination. It instills a false world-view.

  • guest

    “Courses are more about brainwashing than history.”

    If it’s not obvious by now, all of these courses based on race or gender studies are all about brainwashing. They’re about distorting real historical events and making some groups of people feel like perpetual victims and guilt-tripping other groups into feeling like they’re oppressive.

  • I was recently speaking to a young white coworker, who is not racially conscious, and he told me how his college history course was nothing but a monologue on white guilt. I think their brainwashing program is backfiring on them – at least when it comes to the more intelligent students. As for that coworker, I gave him the link to “A Conversation About Race.”

    http://www.jewamongyou.wordpress.com

    • NorthernWind

      As a student, I have personally seen white guilt tactics backfire more than once. The funniest was actually when a Chinese exchange student offended the professor by saying that Chinese don’t think highly of Africans and that she never saw so many Africans as in the city where the university was located.

      • pablo

        There, the other minorities have not been browbeaten like whites. Remember, the liberals like to isolate whites so its the evil white guys who are the oppressors. So when a minority voices a racial opinion about the other minority race, it throws a loop to the master plan of the msm. That is not supposed to happen. Its only whites who are racist.

  • George

    Unfortunately, one major drawback of standardised testing is that teachers teach to the test…and in inner city districts, often ‘redo’ students’ work before submitting the test papers. Teachers who send too many students to the office, or fail too many students are evaluated as having poor class control, or an inability to teach. This trend continues in colleges and universities.

    In Ontario, schools may no longer fail an elementary student. A student may only be held back to repeat a year at a parent’s request, which is usually denied. The result is that these children enter high school without the ability to read, write or do sums.

    All of this means that inept students, who have failed to master course material, are passed ever upward. The smallest complaint is that it cheapens MY university degree, or those of others who have indeed done their homework. The greatest complaint is that schools churn out poorly educated individuals, unprepared for the intellectual rigours of the modern workforce.

    It’s time there was a 180-degree turn in education administrators’ thinking. A teacher who fails students is, in fact, doing her job — and doing it very well. The ultimate responsibility for academic success rests not with a spoon-feeding teacher, but rather with the student himself. A teacher who sends students to the office for disciplinary matters is, in fact doing his job, and doing it well. Class control is not about tolerating poor behaviour in the classroom, but rather it’s about maintaining an environment where engaged students are safe and can learn.

    An added bonus: students who can think critically are better able to see the gaps in reasoning within the liberal agenda. They are better prepared to face the man behind the curtain. They are better prepared to resist the guilt trips and falsehoods foisted on the intellectually weak.

    • Unperson

      Yesterday I was doing some reading on a mid-century British painter named Richard Hamilton, and came across a phrase I’d never encountered. As a student, Hamilton was expelled from an arts academy for “not profiting from the instruction.”

      What a wonderful concept: that a school could expel a student for nothing more than “not profiting from the instruction.” Hamilton was white, but think of the potential for clearing out the dead-weight of intellectually-inadquate affirmative-action admissions (i.e. most of them): “We’re terribly sorry, Mr. Obongo, but it’s become undeniable that we made a serious error in judgment when we admitted you, as you are simply not getting anything out of your education here. We need the place that you’re taking up in your lecture halls and in your dorm-room for a student who’s actually going to learn something while they’re here. So pack up your things and prepare to leave.”

      Hey, I can dream, can’t I?

      • convairXF92

        St. John’s College–the “Great Books” school in Annapolis–has as its rule for expulsion: “when a student’s learning has stopped”. Unfortunately this can be abused too. A long time ago I met an ex-student from there who was a hardcore devotee of Ayn Rand. In a class discussion, he claimed X was wrong or immoral, because the theory of “*the* philosopher” (meaning Rand, whom apparently he had referred to previously) led to that conclusion. “What??” “THE Philosopher!!!” He was immediately reported to the relevant Committee, which voted him out, as the “THE Philosopher!” statement was proof that his “learning had stopped”.

  • LHathaway

    “Just like the left has its political agenda, these people have their political agenda.”

    Unfortunately, no student has experienced this agenda in 50 years.

  • Terry

    What is interesting is that the first slaves in America were actually white, not black. In fact, black slavery was actually modeled after white slavery. It is a known fact that nobody knows for sure where it started, or where it can be pin pointed as a beginning. However, it never started with the white race. The white race fought against slavery from the beginning, and it was the white race that was responsible for eliminating it. The Pilgrims were accused of being slave owners because they bought slaves. However, slavery was such an institution at that time that in order to free them you had to buy them. In other words, the Pilgrims bought the slaves to free them. The first slave traders were actually Jews; Levi, Lopez, Solomon, and others. The Jews change their names all the time, and Lopez changed his name so he would hide the fact that he was Jewish. The difference between white and black slavery was that white’s were kidnapped (kid nabbed) and forced into slavery, while blacks were bought from black tribes in Africa who conquered black tribes and put them into slavery. The first black in the colonies that was owned for life was owned by a black man. Since it cost nothing to own a white slave, and cost a lot to own a black slave, it was the white slaves that were actually treated more brutally. Because of this, they were called “honky,” “red neck,” and “cracker,” and they were called this by black slaves. it was actually the white slaves that did the hard back breaking work out in the field because they were expendable. There were also black plantation owners who owned white and black slaves. Frederick Douglass who preached about his slave days;, and the beatings he took which forced him to run a way from the plantation. However, he never mentioned that the plantation he was a slave at was in Maryland and owned by a black family. Blacks have always treated one another worse than the whites have treated them. With blacks it’s a tribal thing. They hate one another because of different tribes. It is said that in the last 150 years the fierce Zulu tribe literally eliminated at least 300 black tribes. In other words, these tribes don’t exist; and yes, the Zulu’s and all black tribes in Africa were slave traders and slave owners.

  • Terry

    What is interesting is that the first slaves in America were actually white, not black. In fact, black slavery was actually modeled after white slavery. It is a known fact that nobody knows for sure where it started, or where it can be pin pointed as a beginning. However, it never started with the white race. The white race fought against slavery from the beginning, and it was the white race that was responsible for eliminating it. The Pilgrims were accused of being slave owners because they bought slaves. However, slavery was such an institution at that time that in order to free them you had to buy them. In other words, the Pilgrims bought the slaves to free them. The first slave traders were actually Jews; Levi, Lopez, Solomon, and others. The Jews change their names all the time, and Lopez changed his name so he would hide the fact that he was Jewish. The difference between white and black slavery was that white’s were kidnapped (kid nabbed) and forced into slavery, while blacks were bought from black tribes in Africa who conquered black tribes and put them into slavery. The first black in the colonies that was owned for life was owned by a black man. Since it cost nothing to own a white slave, and cost a lot to own a black slave, it was the white slaves that were actually treated more brutally. Because of this, they were called “honky,” “red neck,” and “cracker,” and they were called this by black slaves. it was actually the white slaves that did the hard back breaking work out in the field because they were expendable. There were also black plantation owners who owned white and black slaves. Frederick Douglass who preached about his slave days;, and the beatings he took which forced him to run a way from the plantation. However, he never mentioned that the plantation he was a slave at was in Maryland and owned by a black family. Blacks have always treated one another worse than the whites have treated them. With blacks it’s a tribal thing. They hate one another because of different tribes. It is said that in the last 150 years the fierce Zulu tribe literally eliminated at least 300 black tribes. In other words, these tribes don’t exist; and yes, the Zulu’s and all black tribes in Africa were slave traders and slave owners.

    • Ed_NY

      I have had many black criminals tell me that White police, correction and parole officers usually treat them much better then their black brethen in those same positions.

  • deadly western mistakes

    When will whites ever apologize to themselves for being conned into African slavery by the tribal chiefs purging all their rejects since not only was this horrific system never needed in a million years in the new western hemisphere but it was the absolute worst of the worst economic systems that bankrupted half the large plantations not to mention allowing the introduction of Marx and his Lincoln tool plus completely split the white race and created the demonic pc age. White on white slavery should have never ended since white slaves built off of Europe and maintained it for 1000s of years without a problem never using or needing a single black slave. Lets dont forget how the white Shemite christians made a monumental mistake also of no failing to recruit white Shemite arabs having a 600 year window to do so before the pedophile mohammed came along in the 7th century but much of that can be blamed on sibling rivalry since both jew and arab aka Issac/Jacob and Ishmael were blood brothers from the same gentile paternal Abraham.

  • NeanderthalDNA

    “The report attempts to isolate race, class and gender as something distinct and separate from other areas of study, when in fact they are intrinsic to these other areas,” the university said.

    The above statement is an ideological canard held by a critical mass of ideologues with PHD’s in humanities and what passes for social “sciences” these days. These arrogant mandarins filter out from aspirants to join them in their august conclaves all who hold “unacceptable” views. They do ever over impute some kind of veneer of either hard, proven science, Godless-heaven sent prophetic revelation, or a combination of the two with a juicy dollop histrionic threat to brand as RACIST and gauche any who dare oppose.

    If you have not done so, please find a copy of Alan Bloom’s The Closing of the American Mind, 1987. Although at times the classicist bemoans the decline of his beloved specialty a bit overly in my opinion, in general his accounts of gun toting Black Panthers on Ivy League campuses in the 60’s, the sickening Lib-lefty response (lowering of standards and creating of victim studies departments to accommodate the flood of loud, angry, substandard intellects that were clamoring at the door to be included) should send a chill down the spine of any who live with eyes wide open or shut these days.

    Since that time, our universities’ social sciences, humanities (especially the victim studies specialty areas), and education departments have served as a dumping ground and showcase of “successful” minorities. The lowering of standards to make such diverse faculties possible has been, as in every other area diversity has corrupted, the result of putting angry, blame game playing substandard-intellect ideologues in seats of intellectual authority.

    The presentation of ideology as science, delivered with the judgmental proselytizing zeal of the true believers, is the true purpose of these accursed departments. Truth suffers, our people suffer.

    • Daisy

      Universities had to admit women because their scores were falling behind co-ed institutions. My mother graduated from Trinity College, a catholic women’s school, in 1964 or ’65 and her class had higher SAT’s than Princeton’s that year. Women’s Studies may be rife with various kinds of corruption (I personally avoided such courses for the most part) but overall women in universities only helped schools’ stats for SAT’s, grades, etc. I didn’t notice that all women’s studies majors were intellectually inferior and since most are female there’s likely more of a character, perspective and methodology issue.

      • NeanderthalDNA

        Oh I have no problem with women in universities or any other arena they wish to and can qualify for. I dislike the uber-feminist desire to define correct womanhood, and personally wonder why this doesn’t fall under sociology or anthropology. The social sciences are corrupted enough, but at least there is some effort at satisfying the rigors of…science as applied to human social situations rather than speculative ideology.

        I cannot imagine a modern university without women despite the distraction they were during my college days, har har…or because of I guess…

  • Fed Up

    Of course college courses (on history) are MORE BRAINWASHING THAN HISTORY! The liberals won’t have it any other way.

  • Don

    Whatever the legal impediments might be( and they should be given respect), it is no
    problem these days for a student to covertly tape record what a lecturer says about
    human differences along lines of race and gender. It may well be prudently done in
    terms of applicable law, to just make rejoinder to the class lecture and post it online, etc.
    When the (usually deliberately) omitted facts of life and references and brave scholars are
    injected appropriately as “the rest of the story”–a lot of this PC thought perversion will be
    much more widely perceived in a timely way for being what it is–rather than what is purports to be. That would be indeed educational.

  • Tom

    More than thirty years ago in a series of local newspaper exposes and later in Court
    testimony, a project hailed in the 60’s and 70’s to prove the importance of nurture and the
    insignificance of nature, was revealed as lacking research evidence for its claims. I refer
    to the Milwaukee Project of the late Prof. Rick Heber–a project that was touted all over in
    the American media in the 60’s as being “The Miracle of Milwaukee”. The early results based on operant conditioning were temporarily real but washed out as the children got older. The initial success was delcared and the subsquent collapse was concealed. But in fact the Milwaukee Project continued to be referred to and listed ( without demurrer or qualification insets ) in many textbooks and lectures long after its director was exposed and sent to federal country club prison in about 1981. It was many years before routine reference to the project stopped, but even then, it was more “air brushed” out of print than acknowledged for having been what it had long ago been revealed to be. Such is the huge bias on PC campuses (and in “respectable” publishing) –a world in which the comfy lie is granted a 900% advantage over the raw truth.

    • Puggg

      It goes back to the late Phil Rushton’s r-K deal. Black babies and infants and toddlers and per-kindergartners mature more quickly in body and maybe also in mind than whites of the same age. If you give 2 or 3 or 4 year old black kids some sort of program, of course it’s going to seem successful. But it’s not long after that their development levels off, and like you say, the positive results “wash out.”

    • Jim

      This program went on and on for years and years long after the initial three years or
      so (after which the cognitive gains washed out ). One of the evaded issues is why the
      University of Wisconsin at Madison had apparently no awareness of the lack of evidence of efficacy while the funding was received on and on. It was only about 1980 that a series of investigative articles in the leading Madison newspaper caused the University to kick on the tires and look under the hood. It is also interesting that federal government funding sources for about 13 years or more could sense nothing wrong. A lot of the broader story is just the sort on culturally pervasive bias affecting this scientific domain, according to which nurture gets lots of wink and smile; nature, lots of bark and bite. Aside from the local media, outside of the immediate region , there was nearly an Orwellian Memory Hole absence of coverage. Yet the initial nurture results were propagated all over the nation and beyond back in the mid 60’s. At the time of Heber’s indictments ( he was hailed into at least three Courts ) in about 1981, federal and state counterpart laws allowing freedom of information access could have permitted all of Heber’s travel vouchers, grant applications, Project purchases, etc. etc. to have been laid hold of. It is sad that 15 years or so after the internet has offered easy means to display primary source material and easy means for those with direct knowledge of the events of the time to make commentary—there is just little known of the implications this matter has. The whole Heber Affair has been mostly bottled up and buried. While his convictions were for such specific offenses as buying golf clubs for himself with monies appropriated for the Project, hiring a non existent secretary, etc. etc. all these items do nothing to reveal the historically significant larger story Heber was on campus a kind of Paul Bunyon legend in that while he
      was a full time tenured faculty member, he was almost never seen on campus or anywhere near Madison. He had “consultation” arrangements with mentally retarded research projects all around the US and flew his own private planes in and out of such settings. He had an international (and seemingly very favorable ) reputation in the
      world of fine horses–importation, training, showing and breeding. He appears to have been living on his Colorado horse ranch for years while being a faculty member at U. of Wisconsin , Madison. He was, a giant wheeler-dealer. And independently
      wealthy, it would seem. He had a meteroic rise to the top of the Madison campus
      power structure within about three years after setting foot there in the late 50’s or at the beginning of the 60’s. The solid facts, if such they be, that undergird the Court findings etc. appear to be, in effect, a gerrymandering of the facts out of a much larger and revealing story that has been hidden for decades and probably by now is doomed to remain so.

      • Ron

        Once the media reports all over that a “Miracle” has raised IQ by nurture means, nobody involved with it is going to reveal a few years later that it turned out to be wrong–just a flash in the pan–that fooled everyone in the effort.

  • Ella

    Some States require students to take these “race sensitive” courses to graduate. I doubt in engineering but for liberal arts it is mandatory. I protested to the dean and wanted a different course but they said, “you have a choice between two classes and that is the best I can offer.” The desired course would have directly helped my career and skills but colleges want your monies today instead of providing practical educational training. To this day I have no use for the class. I also refused to take the original desired course to save time and money.

  • John

    As to Rick Heber, the “Miracle in Milwaukee” and the U. of Wisconsin at Madison—it is good to
    note how important restrospectives can be in correcting misinformation. For decades campus
    classrooms taught that the work about 1900 of J. M. Cattell (not to be confused with Raymond
    Cattell ) and Clark Wissler was dispositive in determining that “g” (IQ) and mental speed were
    unrelated. Many decades later, Arthur Jensen chose to re-examine this “rock solid” finding.
    He noted how many collegues considered his scepticism quixotic, at best. In fact, he found that when the full range of relevant research at the time of Cattell and Wissler was viewed in retrsspect there never was any basis to assert a lack of relationship. His own work and that of others has clearly established a biologically based relationship between “g” and mental speed
    after decades of campus classroom delusion about the matter. The charges of fraud brought
    against the late Sir Cyril Burt of having faked data–charges brought forth after his death–were considered definitive up to the point many years later that the retrospective examination of
    the matter by Ronald Fletcher in one book and by William Joynson, in another, made the
    assumption of fraud collapse. It is hardly a far out “conspiracy theory” to suppose that a
    retrospective about Heber and his Project could have (yet might? ) reconfigure the image
    of the whole thing. All of these instances are important to the nature/nurutre question. That
    domain of science just seem saturated with distortion and misunderstand and the persecution of those who seek to correct the distortion and misunderstanding. Amazing.

  • David Ashton

    Maybe what is needed is something like the UK Open University, but which combines truthful history and DWEM literature with supplementary critiques of PC propaganda, tactics and aims.
    Correspondence courses on the internet, plus summer schools. It needs to be of the highest academic quality, no crackpot rubbish (leave that to our opponents).
    There are plenty of classic and modern authors to fit the bill – the problem would be which to select.