Im-Politic: Yet Another Weird, Dangerous Turn in Identity Politics

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affirmative action, African Americans, colleges, Congress, higher education, Hispanic Association of Colleges and Universities, Hispanics, historically black colleges and universities, identity politics, Im-Politic, lobbying, minorities, Politico, reconciliation bill, universities

Just what America needs right now – yet another source of identity politics-driven division, right? And one that looks completely bogus. Apparently this is exactly what the Hispanic Association of Colleges and Universities (HACU) thinks.

Politico.com reported last week that the organization is competing with Historically Black Colleges and Universities (HBCU) for funding reserved for “minority-serving institutions” in the big social spending bill (also called the “reconciliation bill”) passed by the Democratic Party-controlled House of Representatives but still still under consideration in the Senate.

And according to Politico, that’s how the measure has been structured – which depressingly indicates that the scramble for power, influence, and government resources has great potential to pit various racial and ethnic minority groups against one another, as well as continuing to foster competition between these groups collectively against whites. (Another example of intra-minority tensions – the pushback by Asian-American groups against affirmative action programs that they claim unjustly discriminate against them and for other “people of color.”)

But let’s say that, for some whacko reason, Americans decide that these battles among minority groups should be encouraged, or tolerated. Let’s also agree for the sake of argument that throughout American history, Hispanics have suffered from discrimination comparable to that which has victimized African Americans. (It’s a completely specious claim, but that’s not the point.) Shouldn’t the organizations involved at least boast genuine levels of legitimacy? If you agree, then the HACU doesn’t have a leg to stand on, even though according to the group’s website, the federal government for decades has formally recognized “campuses with high Hispanic enrollment as federally designated HSIs and [begun] targeting federal appropriations to those campuses.”

After all, the HBCUs were founded because of decades of unquestionably systemic and predominantly officially sanctioned discrimination in U.S. higher education against black Americans. Those days thankfully are gone, but it’s understandable that many African American students still want to attend those colleges and universities for reasons like demonstrating solidarity with them due to their historic role, or to a greater sense of comfort academically and/or socially on majority black campuses.

But the story of “Hispanic Serving Institutions” (HSIs) is totally different from that of the HBCUs. In fact, it’s so totally different that they don’t seem to have a story as such at all. The first big clue comes from the HACU’s own description of its membership: They’re schools “committed to Hispanic higher education success in the U.S., Puerto Rico, Latin America, Spain and U.S. school districts.” Even overlooking the inclusion of non-U.S. institutions in this definition (and, incredibly weirdly, Spain???), evidently the only hard and fast characteristic distinguishing these schools is their domination of Hispanic college enrollment in the United States (allegedly two-thirds).

But a look at the HACU’s membership list (which includes memberships of all types, in addition to institutions it classifies as HSIs) reveals that this criterion is meaningless on two major grounds. First, a very large percentage of these institutions are located in places like California, Texas, Arizona, Florida, New Mexico, and New York. In other words, they’re located in states with big Hispanic populations – along with Puerto Rico. So of course they enroll outsized shares of Hispanic students – especially since so many of those schools are public colleges, universities, and community colleges. And that’s supposed to demonstrate a defining commitment?

Second, perusing the membership list also quickly reveals that this commitment is often pretty weak, at least numerically speaking. For instance, Ball State University in Indiana is a member. Hispanics represents just 6.26 percent of its undergraduate and graduate enrollment. Case Western Reserve in Cleveland, Ohio belongs, too. It’s Hispanic enrollment is just 6.52 percent. For Central Michigan University, it’s a mere 4.89 percent. Duke University, with an overall student body that’s 6.78 percent Hispanic is a member. So is Emory University in Atlanta (8.17 percent), Michigan State University (6.01 percent), Mount Holyoke College (7.61 percent), Northwestern University (8.68 percent), the Univeristy of Alabama-Birmingham (4.42 percent), the University of North Carolina-Charlotte (7.31 pecent), the University of Tennessee (4.75 percent), the University of Chicago (4.54 percent), the University of Michigan (6.51 percent), the University of Pennsylvania (6.74 percent), the University of Pittsburgh (3.70 percent), Villanova University (5.38 percent), Washington University in St. Louis (6.69 percent).

(Note: Many of these figures come from the “Universities” section of the DataUSA.io website founded in part by the international consulting firm Deloitte.  The others come from the websites of these institutions themselves.)

And here’s some vital context: As of the latest available (2016) data from the U.S. Department of Education, the share of Hispanic students at all degree-granting American post-secondary schools was 17 percent. So all the above schools associated with the HACU are serving Hispanic students much less well according to this key measure than the national average. And since figures from the same agency show that the Hispanic share of the American college and university student body has been rising faster than that of any other racial or ethnic group, and since the above enrollment figures are all from well after 2016, arguably their performance has worsened in recent years.

Even more bizarre: The HACU reports that for its own “membership purposes, Hispanic-Serving Institutions (HSIs) are defined as colleges, universities, or systems/districts where total Hispanic enrollment constitutes a minimum of 25% of the total enrollment.” So by its own standards, none of the above schools should be members – or even close.

Moreover, the federal government itself has no official list of HSIs. But for the purposes of determining eligibility for aid, the 25 percent threshhold also seems crucial (though as you will see, HACU acknowledges that there’s no fixed formula.

If Hispanics want to start their own separate higher education system and then seek as much taxpayer-funded assistance as they can get, that’s their God-given right as citizens of this great country. But it’s obvious that no such system has ever existed, that none exists now, and that the idea that Congress should pay any attention an organization even claiming to speak for a significant number of schools with an unusually strong commitment to higher education for Hispanics is a sham.

Moreover, rather than continue to play grievance politics – and with an artificial interest group – wouldn’t it be much better for the nation as a whole, and even for Hispanics specifically, for these institutions reorient their lobbying toward ensuring college affordability for all American students in need who can truly benefit from higher education. And wouldn’t it be nice if on top of seeking additional access to the government funding trough, and thereby indirectly feathering their own nests even more lavishly, they paid at least as much attention to reducing their long-soaring costs – e.g., by improving their performance and their efficiency?

After all, if American higher education doesn’t start helping students think more logically and coherently; receive an accurate, balanced picture of the society in which they live and the civilization that spawned it;  and function effectively in the economy that it’s created, then any lobbying victories it wins will be hollow for those they say they’re championing.       

Im-Politic: On a Parkland Applicant, Harvard Flunks the Character Test

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adolescents, character, college admissions, colleges, Earl Warren, Florida, forgiveness, gun violence, Harvard University, higher education, Hugo Black, Im-Politic, Japanese internment, Ku Kux Klan, Kyle Kashuv, Parkland, racism, school shootings, Supreme Court, universities, World War II

The more I read and think about Harvard University’s decision to rescind admission to Kyle Kashuv because this survivor of the Parkland, Florida high school mass shooting last year made a variety of racist and other offensive and bigoted remarks in a digital document two years ago, when he was all of sixteen years old, the more outraged I get. And the more convinced I become that Harvard pounced upon an excuse to respond to pressure to punish Kashuv for refusal to jump aboard the gun control bandwagon.

Let’s get one aspect of this incident clear right away. Kashuv’s remarks were genuinely appalling. But for any fair-minded observer, the mitigating factors are overwhelming. He was in mid-adolescence – when even good kids often get tempted to do and say lots of stupid and even cruel things. His remarks were so loopy that they even included anti-semitic slurs – even though Kashuv is Jewish. They were made in private digital communications to a handful of apparently equally stupid friends and other schoolmates – i.e. no one has ever accused him of voicing such sentiments in public, an act that would create actual victims. He has admitted responsibility and apologized profusely. Further, nothing known about him so far – and clearly, folks have been looking, since he was outed by a fellow Marjory Stoneham Douglas student who apparently opposed his views on guns – indicates that these remarks ever reflected his actual views, much less do so now.

In fact, overall, Kashuv’s behavior has been far more honorable than Harvard’s handling of his character issues. To its credit, the university first responded to “media reports discussing offensive statements allegedly authored” by Kashuv by noting the morals clause that’s one of its admissions considerations and asking for “a full accounting” so that the matter could be “considered.” (The best source for these and the following Kashuv and Harvard statements is Kashuv’s Twitter feed:  @KyleKashuv.   

But Harvard’s professed open-mindedness was actually a sham, as is clear from its June 3 letter to Kishuv following his apology and explanation, and rejecting his appeal. The admissions dean William R. Fitzsimmons told Kashuv that he and his colleagues “appreciated [his] candor and…expressions of regret” and “discussed [them] at length.” And they bounced him anyway.

It’s disturbing enough that Harvard refused to accept a lengthy apology for a 16-year old’s misdeeds, an equally lengthy promise to learn and grow, and evidence of actually acting on this promise (in the form of reaching out to the university’s diversity office for guidance and counseling). At least as disturbing is seeing this inflexibility at an educational institution – which presumably is in the business of human improvement and focuses on teenagers, who surely represent many of the most improvable individuals on the planet.

As Kashuv himself has wisely noted, Harvard’s actions also raise broad moral questions about whether “we live in a society in which forgiveness is possible or mistake brand you as irredeemable.” I’d add that the odds of making offensive comments in particular have risen dramatically in recent years, since the amped up coarsening of culture and society is bound to trickle (and even flood) down to the young. Moreover, given how unpopular his guns views tend to be in the left-leaning political cultures on so many college campuses, and especially at so-called elite institutions like Harvard, the school’s treatment of Kashuv reeks of a politicized admissions process.

At the same time, the potential practical consequences of such gun jumping (no pun intended) should be sobering. I’m thinking in particular of Hugo Black. This mid-twentieth century Supreme Court Justice belonged to the Ku Kux Klan as a young adult. He was never especially apologetic, either. But on the High Court, he became one of its staunchest proponents of racial integration and a singular champion of free speech and other individual liberties – for Americans regardless of color.

And don’t forget Earl Warren, Chief Justice of the Court during much of Black’s tenure. As Attorney General and Governor of California during World War II, he was instrumental in carrying out the federal policy of indiscriminately throwing Japanese-Americans into internment camps solely because of their race or ethnicity. Not until his memoirs were published posthumously is there any public record of regret for these actions. Yet as Chief Justice, he became an even more powerful force than Black for racial justice and civil liberties.

The main – and screamingly obvious lessons – it seems to me are:

First, people can evolve even as adults, much less from their childhood and adolescent selves.

Second, the case for affording the benefit of the doubt, especially when the offender is young, and forgiveness is sought, is impressive.

And third, to understand these truths, you sure don’t need a Harvard education.

Im-Politic: A New China Threat to U.S. Higher Education

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China, Chinese Students and Scholars Associations, colleges, Confucius Institutes, foreign students, higher education, Im-Politic, Norman Matloff, The New York Review of Books, The New York Times, universities

A few weeks ago, a tweet of mine on the infiltration of China’s dictatorial regime on U.S. college campuses got a huge (for me) amount of feedback. I was responding to this New York Review of Books article titled “Should the Chinese Government Be in American Classrooms?” and I asked in turn, “This is even a question?”

After all, the piece dealt with the spread of so-called Confucius Institutes throughout American higher education (as well as, shockingly, into the nation’s primary and secondary schools). These organizations purport simply to be teaching Chinese language and culture. But as the article explains:

“[T]heir curriculum is largely shaped by Chinese [government] guidelines. Moreover, they have often been set up in secretive agreements with host institutions, which has caused Western scholars to question whether their universities are ceding undue control to a foreign government—in this instance, a foreign government well known for aggressively propagandizing its official views, censoring dissenting opinions, and imprisoning those who express them.”

So it sounds to me like an open-and-shut case for closing all of them down. But this past week, Norman Matloff, the University of California-Davis computer scientist who’s one of the leading U.S. authorities on America’s Chinese immigrant community, spotlighted another emerging threat from the People’s Republic to the nation’s colleges and universities: the mounting numbers of students they’ve been admitting from China.

The main ideas behind educating Chinese (and other foreigners) look great on paper and often work out well in practice. Americans clearly hope (and even expect) that exposure to these quintessentially free institutions will wind up injecting these newcomers with democratic values – which they hopefully will spread, either consciously or not, in their home countries upon their return. And of course U.S. educators rightly and reasonably hope that native-born students and teachers will benefit from the resulting new opportunities to learn firsthand about foreign countries.

But as made clear in a New York Times piece from last week mentioned in Matloff’s excellent blog, the Chinese government, again, is being imported along with these Chinese students. According to Times reporter Stephanie Saul, these students “often bring to campus…the watchful eyes and occasionally heavy hand of the Chinese government, manifested through its ties to many of the 150-odd chapters of the Chinese Students and Scholars Associations. The groups have worked in tandem with Beijing to promote a pro-Chinese agenda and tamp down anti-Chinese speech on Western campuses.”

It would be nice to think that American higher education, with its historic commitment to free inquiry, would have pushed back strongly against these practices – and even kicked off campuses any students found colluding with Beijing. But such optimism seems to be totally unjustified. Although the Associations’ pressures have by and large been resisted, according to Saul, their presence evidently continues to be tolerated. One likely reason: Chinese students tend to come from wealthy families, and to pay full-freight tuition and other costs – which financially strained public and private institutions value highly.

In other words, although U.S. higher education’s Chinese students policies aim in part to turn these youth into freer thinkers, the Chinese presence is turning these institutions more receptive to a major contemporary Chinese norm: Money talks.

Im-Politic: America Keeps Importing Corruption from China

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admissions process, China, colleges, corruption, education, higher education, Im-Politic, meritocracy, Reuters, universities

Sorry for the recent hiatus! Those darned computer problems!

Luckily, although today’s subject is based on a news story more than a week old, it will be incredibly timely for as long as the problem it describes is with us. Simply put, Reuters has reported – complete with devastating evidence – that China is corrupting the U.S. college admissions process. And the findings should prompt Americans and especially their leaders to start asking much more searching questions about the People’s Republic’s growing role in the nation’s economy and society than they’ve been posing so far.

As is no doubt known by anyone who’s sent a kid to college lately (or who keeps up with China-related developments), the population of students from the PRC on American college and university campuses has been surging for years. China’s nouveaux riches and Communist Party leaders (two classes with lots of overlap) increasingly want to give their kids the benefit of an American education. And since they’re able to pay full freight, American higher education has been only to happy to welcome them.

This practice has disturbing enough overtones – especially when you find it in taxpayer-supported public institutions. But assuming that the Chinese students involved meet a school’s academic standards, or come close, it’s not outright corrupt – at least no more so than the longstanding admission of children of wealthy actual or prospective American donors or influential alumni even when they’d otherwise be uncompelling candidates.

As the Reuters investigation shows, however, at least one Chinese “education company” has paid thousands of dollars in perks or cash to admissions officers at top U.S. universities “to help students apply to American schools.” The perks consisted of travel expenses for “workshops” held in China to advise students whose families are clients of Shanghai-based Dipont Education Management Group “on how to successfully apply to U.S. colleges.”

In theory, that can be excused. (Although one Boston University researcher quoted in the article claimed that such behavior, too, raises major ethical problems.) But not the payments – which consisted of “honoraria” for attendance that went right into the pockets of U.S. admissions officers, which amounted to $4,500 per head in the last two years, and typically in the form of hundred-dollar bills.

Moreover, the seven schools that have confirmed that their employees have been on the take from China aren’t only or even mostly smaller private institutions that, especially since the Great Recession, have been struggling financially. They’re Carleton College, Hamilton College, Lafayette College, Rensselaer Polytechnic Institute, Tulane University, the University of Vermont, and the University of Rochester.

In addition, the following schools declined to comment or did not respond at all about the travel expenses or the honoria when contacted by Reuters about the article’s allegations: Davidson College, Wesleyan University, Claremont McKenna College, Colorado College, Harvey Mudd College, Syracuse University, and Texas Christian University.

Nothing reported by Reuters about the Chinese practices should surprise any knowledgeable readers. After all, a perfect storm of skyrocketing national wealth, the Communist Party’s monopoly on political power, and the millennia-old absence of rule of law has produced in China a society that arguably is the most corrupt in contemporary history. Nor should it be news that the United States is full of individuals, organizations, and institutions that are happy to play along.

Here’s what Americans should be asking, though: Given the undeniable reality of systemic Chinese corruption, why are any Chinese organizations permitted any contact with the admissions offices of any American institutions of higher learning? Indeed, given Chinese corruption and the importance of fund-raising in U.S. higher education, why are any Chinese organizations permitted any contact with any American colleges or universities that may have an impact on admissions.

And, as suggested, the main reason for barring the Chinese has nothing to do with the supposed purity of American morals. Instead, it’s a matter of recognizing how extensively home-grown pollution has already stained this supposedly meritocratic system, and wondering why a well-known foreign source of corruption needs to be invited in.

In fact, the same question should be raised about China’s growing economic footprint in the United States (on top of crucial national security and economic concerns). For any Chinese actor large enough to consider buying into America has surely succeeded at least in part due to its mastery of the country’s kleptocratic politics. Does business in the United States really need immense new injections of graft and cronyism from abroad?

Openness to foreign individuals, organizations, capital, goods, technology, cultures, and other influences unquestionably has been a tremendous boon to the United States throughout its history (and a decisive one when it comes to immigration). But not all foreign countries are created equal, and the example of China strongly suggests that some systems are at best incompatible with and at worst dangerous to America’s well being. China’s undermining of U.S. higher education’s integrity signals loud and clear that the actual downside of permitting Chinese participation is already outweighing any conceivable benefits – and that more wide-ranging official U.S. discrimination is needed in order to choke off similar Chinese threats in other spheres of American life.