All posts filed under: Education

COVID-19 Has Exposed Critical Weaknesses in Global Higher Education

The traditional educational services sector in the United States, and world at large, was not prepared for the COVID-19 pandemic, including institutions of higher education, leading to significant disruptions in learning outcomes and budgets. Notified at the last minute, many students found themselves having to pack up their bags and leave campus dorms—sometimes with nowhere to go. Although the dust is still settling, four-year colleges might experience a 20 percent decline in fall enrollment, accelerating a trend already in place since 2011. In fact, 500 to 1,000 colleges might be put completely out of business. These new challenges add to already deteriorating outcomes among college graduates, ranging from an all-time high of nearly $1.6 trillion in student debt as of 2020 to a flattening college wage premium. Moreover, a national 2018 survey of employers found that only around 40 percent say that recent college graduates exhibit professionalism, a good work ethic, and have decent oral and written communication, and only 33 percent say that recent graduates possess leadership skills. This is particularly concerning given that …

The Fight over Alternative Education

Articles in college alumni magazines, even in the Ivy League, are usually puff pieces about academic programs and professors. They are designed to make graduates feel so good about their alma mater and its intellectual achievements that they will write out yet another donation check. Seldom do the articles circulate much outside of the closed circle of alums. Not so with a 1,007-word piece in the May – June 2020 issue of the Harvard Magazine entitled “The Risks of Homeschooling” in which Harvard Law School professor Elizabeth Bartholet recommended a “presumptive ban” against parents’ educating their children at home (as between three and four percent of US parents currently do). That is, unless these parents can prove to educational authorities “that their case is justified.” Bartholet had already expressed this view in an extensively footnoted 80-page scholarly article for the Arizona Law Review entitled “Homeschooling: Parent Right Absolutism vs. Child Rights to Education & Protection” published earlier in 2020. There, she wrote: A very large proportion of homeschooling parents are ideologically committed to isolating their …

Declining Med School Standards in a Time of Pandemic

In the beginning were the Medical College Admission Tests, or MCATs, a time-honored means of ascertaining worthiness for medical school. Formulated by the Association of American Medical Colleges, the MCATs assessed an applicant’s cognitive heft and baseline acumen in such no-nonsense disciplines as anatomy, biology, kinesiology, chemistry, and other precincts of hard biophysical science. Then, around the turn of the millennium, early social-equity advocates began insisting, in essence, that the MCATs unfairly limited med school to people who showed significant potential as doctors. Specifically, the pool of physicians being churned out each year was judged insufficiently diverse. A chief concern was that African Americans, 13 percent of the US population, represented barely six percent of medical school enrollees. Efforts were made; the numbers ticked up incrementally. Then in 2009 the body that accredits medical schools, the Liaison Committee on Medical Education (LCME), touched off a parity panic across the med school landscape by issuing stern new guidance on diversity. In order to remain accredited, declared LCME, medical schools “must” have policies and practices in place …

The Misleading Racial Achievement Gap Statistic

Montgomery County, Maryland, is one of the most racially diverse counties in the United States. Four different ethnic groups—white, black, Hispanic, and Asian—all comprise at least 15 percent of the population of the county, not to mention a vast mixed-race population as well.  It is one of the wealthiest counties in the nation by average household income. It also has a high “racial achievement gap.” The Stanford Educational Opportunity metric pegs the black/white achievement gap score at 3.09, and the black-Hispanic/white-Asian gap even higher, which means that the average white or Asian eighth-grader in Montgomery County scores more than three grade-levels higher on standardized performance exams than the average black or Hispanic student. Apparently, by the standards of the Montgomery County Public School (MCPS) system, the racial achievement gap is nothing short of an educational crisis or profligate systemic failure. Current MCPS superintendent Jack R. Smith wrote in the Washington Post, “For 50 years, the achievement gap in Montgomery County has grown in the shadows while many of our county’s schools and students garnered well-deserved …

I’ve Been Fired. If You Value Academic Freedom, That Should Worry You

Orthodoxy whether of the right or of the left is the graveyard of creativity. ~Chinua Achebe Until a week ago, I was a tenure-track assistant professor at a small college. Then I was fired. And although I am but one professor at one small college in one small town, I want to persuade you that, if you care about free speech and free inquiry in academia, you should be alarmed by my termination. My troubles began in October 2019 when I was invited to address an evolutionary group at the University of Alabama. I had decided that I would discuss human population variation, the hypothesis that human biological differences are at least partially produced by different environments selecting for different physical and psychological traits in their populations over time. I planned to defend this view as most consistent with a Darwinian understanding of the world. My first day in Tuscaloosa was uneventful. On the second day, I visited a class and had an enjoyable discussion with students about various topics, including human evolution and social …

Making Homer and Vergil Optional at Oxford Won’t ‘Diversify’ Classics

When I was in sixth grade, the English teachers at my New York all-girls’ school started revamping the decades-old curriculum. First, they cut The Catcher in the Rye (too masculine), then they cut Jane Eyre (too feminine), and finally, much to my dismay, they cut Homer. I had been looking forward to reading the Odyssey in class for years and begged my teachers to reconsider. “Don’t worry,” they said, “you’ll all read Homer in college, anyway.” This response, of course, was laughable. My high-school classmates went on to study such subjects as Mechanical Engineering and Media Studies, and if they read any literature in college, it wasn’t, alas, Homer. Knowledge of Homer is no longer expected in our technocratic and multicultural society. Although I believe everyone would benefit from reading the works that form the basis of our inherited tradition, the absence of Homer in particular from school curricula does not bother me all that much. My passion is ancient philosophy, and if it were up to me, I would make everyone read Plato. But …

On the Study of Great Books

Anyone familiar with Australian universities will recognize the opportunistic hype produced by their marketing departments and distilled in titillating slogans like: “Create Change,” “Life Impact,” “Research with Impact,” “Make Change—Change Your Life, Change the World,”  “A University for the 21st Century,” “The University that Makes a Difference.” The problem with this is not just the fatuous hubris, it is the open betrayal of the ideals of liberal education. Compare the slogans listed above with the proverbs that still adorn the archaic coats-of-arms of some of the nation’s universities. Another representative sample: Sub Cruce Lumen (“Light Under the Cross”), Scientia Manu et Mente (“Knowledge by Hand and Mind”), Sidere Mens Eadem Mutate (“The Stars Change, The Mind Remains the Same”), Ancora Imparo (“I am Still Learning”). Where the new slogans are dominated by the images of change and impact, generating a sensation of hectic and thrilling novelty, the older proverbs are sober and modest, emphasising the patient and hard-won acquisition of learning and enlightenment, and suggest that a university education is more concerned with what endures than …

Lee Jussim Is Right to Be Skeptical about ‘Stereotype Threat’

Rutgers University professor and social psychologist Lee Jussim recently posted a link on Twitter to a study that found “neither an overall effect of stereotype threat on math performance, nor any moderated stereotype effects”: In Which I Explain Why I am Exceedingly Skeptical of Stereotype Threatin response to a Harvard grad astonished that folks are skeptical and a postdoc asking, "Know of any large-scale studies in the real world?" Well, yes.Thread. https://t.co/gVF1jLSFXA — Lee Jussim, The UnCanceled (@PsychRabble) February 17, 2020 He did so in response to a Harvard University graduate student expressing surprise that there are people who think “stereotype threat” doesn’t exist: People out here thinking stereotype threat don’t exist? I believe Evelyn put it best; there are certain phenomena that feel real, and *because* they feel so real they exist in some important sense. Stereotype threat is one of those cases. Wasn’t there a replication project??? https://t.co/WX2QwNvSXo — Sa-kiera T. J. Hudson (@Sakiera_Hudson) February 17, 2020 Dr. Robin DiAngelo would also be quite surprised to hear such doubts. In her book, What …

Yale against Western Art

For decades, Yale offered a two-semester introductory sequence on the history of Western art. The fall semester spanned the ancient Middle East to the early Renaissance; the spring semester picked up from the High Renaissance through the present. Many Yale students were fortunate enough to take one or both of these classes while the late Vincent Scully was still teaching them; I was among those lucky students. Scully was a titanic, galvanizing presence, combining charismatic enthusiasm with encyclopedic knowledge. When the lights went down in the lecture hall, the large screen behind him, on which slides were projected, became the stage on which the mesmerizing saga of stylistic evolution played out. How did the austere geometry of Cycladic icons bloom into the full-bodied grandeur of the Acropolis’s Caryatids? Why were the rational symmetries of the Greek temple, blazing under Mediterranean light, replaced by the wild vertical outcroppings of the Gothic cathedral? What expressive possibilities were opened up by Giotto’s fresco cycle in the Arena Chapel? Such questions, under Scully’s tutelage, became urgent and central to …

The Misguided Moral Panic About Racism in British Universities

According to one of the most extensive surveys ever conducted by the European Union, the U.K. is one of the least racist societies in the world, and what racism that remains is diminishing.1 These trends have been helped by the U.K.’s university system, which has educated millions of people across the globe and long been at the forefront of progressive social change and the promotion of equality of opportunity in Britain. However, in October 2019 the Equality and Human Rights Commission (EHRC) released a series of reports that purported to show that racism is widespread in Britain’s higher education sector, to an extent that is “seriously damaging to individuals and our society.” The reports argued that the problem was so large it could only be properly addressed by new laws and regulations. The reports triggered a moral panic, both among those who’d compiled them and among the sector’s leaders. Rebecca Hilsenrath, the Chief Executive of the EHRC, argued that universities were “not only out of touch with the extent that [racism] is occurring on their …