Dishonest Diversity

Irshad Manji (in a discussion with Tara Henley):

Dishonest diversity right now is the mainstream version of diversity. It slices and dices individuals into categories and then leaves them there. Now, I acknowledge in my book that labels can be starting points for further discovery, but they should never be finish lines, because labels can lie. They flatten each of us to one dimension, and vaporize all the rest that makes us, as I put it in the book, plurals.

By that I mean that all of us — the so-called white straight guy, as much as the queer Muslim — all of us are so much more than meets the eye.

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NYT Finally Covers a Story that Many School Districts Hide “Gender Transitions” from Parents

Many school districts are assisting students to "transition to a different gender" and hiding it from the student's parents. I've been telling people this for more than a year, and many people I talk to are refusing to believe that this happens, even though I have drafted letters of concern to districts on this topic. People refuse to believe this because the legacy media has consciously refused to cover these stories . . . until now. The NYT has finally decided that it's OK to write about this outrageous practice. From the NYT today:

Jessica Bradshaw found out that her 15-year-old identified as transgender at school after she glimpsed a homework assignment with an unfamiliar name scrawled at the top.

When she asked about the name, the teenager acknowledged that, at his request, teachers and administrators at his high school in Southern California had for six months been letting him use the boy’s bathroom and calling him by male pronouns.

Mrs. Bradshaw was confused: Didn’t the school need her permission, or at least need to tell her?

It did not, a counselor later explained, because the student did not want his parents to know. District and state policies instructed the school to respect his wishes.

Note: In this article, the NYT claims that "conservative" parents who are upset by this practice, but this is intentionally misleading. If you doubt this, just go ask your Democrat-voting neighbors what they would think if their child's school district hid this information, secretly conducting what amounts to unlicensed therapy conducted by classroom teachers, which often leads to dangerous lifetime drugs and permanent surgery.

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More on Dividing People into Colors

Many universities and their affiliates are now dividing people by color with regard to scholarships and grants. They see no problem with this, even though it is the opposite of what we figured out during the Civil Rights Movement.

"It's as if they think the law no longer applies to them," said Heriot, who also sits on the U.S. Commission on Civil Rights. "What worries me is that with the present administration, they may be right."

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Freddie DeBoer: About Good Students and False Hopes

If we tweak (or totally revamp) education, can we turn lackluster students into excellent students? Freddie DeBoer claims that, with some exceptions, no. The answer to this question bears substantially and harshly on many public policy issues. First, an excerpt from DeBoer's essay, "Education Doesn't Work 2.0: a comprehensive argument that education cannot close academic gaps":

The brute reality is that most kids slot themselves into academic ability bands early in life and stay there throughout schooling. We have a certain natural level of performance, gravitate towards it early on, and are likely to remain in that band relative to peers until our education ends. There is some room for wiggle, and in large populations there are always outliers. But in thousands of years of education humanity has discovered no replicable and reliable means of taking kids from one educational percentile and raising them up into another. Mobility of individual students in quantitative academic metrics relative to their peers over time is far lower than popularly believed. The children identified as the smart kids early in elementary school will, with surprising regularity, maintain that position throughout schooling. Do some kids transcend (or fall from) their early positions? Sure. But the system as a whole is quite static. Most everybody stays in about the same place relative to peers over academic careers. The consequences of this are immense, as it is this relative position, not learning itself, which is rewarded economically and socially in our society.

This phenomenon is relevant to the question of genetic influence on intelligence, but this post is not about that. The evidence of such influence appears strong to me, and opposition to it seems to rely on a kind of Cartesian dualism. However, one need not believe in genetic influence on academic outcomes to recognize the phenomenon I’m describing today. Entirely separate from the debate about genetic influences on academic performance, we cannot dismiss the summative reality of limited educational plasticity and its potentially immense social repercussions. What I’m here to argue today is not about a genetic influence on academic outcomes. I’m here to argue that regardless of the reasons why, most students stay in the same relative academic performance band throughout life, defying all manner of life changes and schooling and policy interventions. We need to work to provide an accounting of this fact, and we need to do so without falling into endorsing a naïve environmentalism that is demonstrably false. And people in education and politics, particularly those who insist education will save us, need to start acknowledging this simple reality. Without communal acceptance that there is such a thing as an individual’s natural level of ability, we cannot have sensible educational policy. . .

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FAIR’s Pro-Human Pledge

I fully support the mission of the Foundation Against Intolerance and Racism (FAIR). That mission is expressed in "The Pro-Human Pledge" of FAIR:

Fairness. “I seek to treat everyone equally without regard to skin color or other immutable characteristics. I believe in applying the same rules to everyone, and reject disparagement of individuals based on the circumstances of their birth.”

Understanding. “I am open-minded. I seek to understand opinions or behavior that I do not necessarily agree with. I pursue objective truth through honest inquiry. I am tolerant and consider points of view that are in conflict with my convictions.”

Humanity. “I recognize that every person has a unique identity, that our shared humanity is precious, and that it is up to all of us to defend and protect the civic culture that unites us.”

For more information on FAIR and to sign the pledge, you are invited to visit FAIR.

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