Im-Politic: A Case for Reparations

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African Americans, education, GI Bill, higher education, housing, Im-Politic, immigrants, inequalty, mortgages, race relations, racism, reparations, wealth gap, white privilege, World War II

Here’s a RealityChek post I never thought I’d write, leading off with two ideas I never thought I’d consider: First, I’m warming a lot toward the idea of the U.S. government paying some kind of taxpayer-funded reparations to African Americans in compensation for at least one cut-and-dried historical episode of economically costly racism. Second, a main reason is that I and my family – and millions and millions of others like us – have benefited economically, and considerably, from the white privilege reinforced by this episode.

I’m still somewhat wary of a main possible result of reparations – that payment will generate an ever growing list of demands for more payments. I also remain concerned that reparations will ease much of the moral pressure felt by white and others who oppose reparations to eliminate sources of racial economic inequality ranging from lousy and inequitably funded public schools to discriminatory mortgage practices.

But the more I think about it, the more I’m convinced that these worries reflect overly simplistic “slippery slope”-type arguments to which I’ve objected in the context of other issues. Specifically, they too easily become excuses for avoiding many necessary actions. For they imply that citizens and political leaders are devoid of the judgment needed to make the kinds of distinctions any complex community or society needs to be able to identify in order to remain even minimally functional.

More important, a little research I conducted the other day brought to my attention an instance of massive, systemic racism that took place many decades after emancipation. It came in the form of the discriminatory implementation of the GI Bill of 1944, which denied more than a million black World War II veterans vital most of the opportunities created by the law to establish a foothold in the nation’s middle class, and beyond.

If you’ll remember, opening unprecedented economic opportunity to the men and women that risked their lives to save their country and indeed the world was the whole point of the legislation. The means chosen were low-interest mortgages and equally generous loans for buying businesses and farms, and stipends to finance higher education expenses. Given the importance of homes and other assets in amassing significant amounts of wealth, and of college and many vocational degrees in generating middle-class-and-beyond income levels, the strategy made perfect sense. And it worked like a charm for most of the white veterans who used it.

Inexcusably, however, as this account makes clear, most black World War II veterans were excluded from these programs by a combination of state-level official and informal barriers to participation. Just as important, the effects of this discrimination also hobbled the economic prospects of the descendents of these African American servicemen and women. One major piece of evidence – the decades-old yawning racial wealth gap, which results largely from the long limited home-owning opportunities available to African Americans.

And here’s where the story gets personal – for me and others whose ancestors only came to the United States in the late-19^th and early 20^th centuries. It’s absolutely true that our grandparents or parents never owned slaves, overwhelmingly had no hand in maintaining systemic American racism, and largely arrived from their homelands with little more than the clothes on their backs. It’s also true that many and even most worked like the dickens to achieve their share of the American Dream, and that many were the victims of at least informal discrimination at some point in their lives.

This history was long the principal basis for my own insistence that, if any reparations were to be paid, I sure didn’t owe any.

Getting down to my case, my father, and his peers in the ranks of my relatives and friends, also came from economically modest backgrounds and generally worked like the dickens. My own father was blessed with the most powerful mind I’ve ever encountered, and owed much of his success to this brainpower as well (as did so many others of course).

He didn’t buy his first home until 1963, and so just missed the chance for GI Bill mortgage assistance. But there’s an excellent chance that, despite his intellect and other talents, he’d have never gone to college without the financial aid provided by the legislation – which enabled him to attend full-time and not have to worry about helping to pay the family bills. Certainly, my grandparents never encouraged him to continue his education beyond high school. Without college, of course, there would have been no law school (at night, on top of working full-time), and without his law degree, my own upbringing mightn’t have been so comfortable, and my own higher education opportunities might have been very different.

Again, my father was so brilliant, and so driven, that I’m sure he would have achieved considerable professional success without the GI Bill. I’m similarly confident that the same applies to any number of his peers. But it’s entirely possible that they wouldn’t overall have achieved as much success. And on the whole nowhere near as quickly. More important, their GI Bill benefits relieved or at least partly relieved my father and millions of other white veterans of having to make the kinds of often difficult choices and accept the kinds of often family-straining tradeoffs that confronted black veterans denied these benefits.

As a result, some amount of reparations based on the economic impact of GI Bill discrimination seems justified to me, along with including GI Bill beneficiaries like me as payers.

Obviously, critical details would need to be worked out, along with the question of what other kinds of reparations should be considered and paid. But the GI Bill’s history amounts to a clear instance of the federal government, and many sub-federal governments, systematically awarding to one group of Americans benefits whose effects have lasted many generations, and just as systematically excluding another class of Americans with equally valid claims. And even though subsequent veterans aid programs have been put into effect much more admirably, this clearcut discrimination, moreover, has had lasting, damaging effects.

What could be more fair and ethical than openly acknowledging this inequity, and providing compensation to the victims? And seriously discussing other cmparaable wrongs that might be at least partly righted in this way?  

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: Why Prioritizing Dead White Guys’ Literature Isn’t Bigoted

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academia, critical thinking, culture wars, education, higher education, identity politics, Im-Politic, literature, racism, scholarship, The Washington Post, Trump, Viet Thanh Nguyen

One of the most dispiriting findings in recent years about the state of the nation concerns evidence that colleges are failing to achieve a fundamental goal: improving students’ critical thinking skills. (Click here, here, and here, for some leading studies showing that these institutions have failed to teach undergraduates “how to sift fact from opinion, make a clear written argument or objectively review conflicting reports of a situation or event,” in the words of a typical description of the conclusions. Here’s a dissenting view.)

And if Viet Thanh Nguyen, a University of Southern California professor and Pulitzer Prize-winning novelist to boot, is the slightest bit typical, then it’s painfully obvious that a main reason for this sorry record is that way too many college faculty lack these skills themselves.

As presented in a Washington Post article yesterday, Nguyen’s argument is…well, it’s actually hard to tell what his argument is. As best as I can surmise, he’s upset that, in too many instances, American college students are discouraged from reading non-western literature, and that young literary scholars are discouraged (by continuing bleak job prospects stemming from intolerant appointment committees) from researching and writing on these works.

He cites his own experiences trying to climb the academic career ladder, as well as a controversy that’s just broken out at Barnard College in New York City over the demands of “some English majors” for “greater diversity in their curriculum.”

At the same time, Nguyen makes clear that since such issues became a bone of contention in the late-1980s and 1990s, reformers who “demanded more space for works by women, people of color, the working class, the queer and the non-white” have “triumphed.” In fact, their victory had taken place by the late-1990s.

The author’s belief that these “culture wars” are flaring anew on campuses, and that a Donald Trump-fueled revival of “white identity politics” is mainly responsible, is also puzzling – to say the least. After all, neither the President nor his more extreme, racially motivated supporters seem to have many supporters in the ranks of U.S. professors or higher education administrators. Nor does there seem to be any scarcity of courses and degree programs in non-western literature and culture in American academia.

So Nguyen’s article flunks three basic texts of critical thinking – advancing a coherent argument, providing serious evidence on its behalf, and refuting major evidence-based counter-arguments.

Nguyen’s real beef seems to be somewhat narrower, but no less important:  A charge that higher ed’s English and American literature curricula, especially in courses covering their seminal works (i.e., their canon), don’t make enough room for non-white and female writers. But here he falls short of meeting another important critical thinking challenge: placing objects or ideas in their proper categories. Here’s what I mean.

The study of literature obviously has to include a study of the entire environment in which that literature is created – including its history, economy, social structure, other aspects of its culture, etc. But first and foremost the study of literature is the study of an art form (which can be both fictional and non-fictional in nature). Therefore, it’s primarily concerned with how and why and how this literature’s aesthetic features have evolved; how successfully and skillfully, and creatively or derivatively, various authors achieved their goals and sent their messages; what the artistry of these works can tell us about how their creators perceived and interpreted, both knowingly and unwittingly, the various elements of their environments, characteristics of human psychology, and the crucial ideas that have molded the human experience; how these factors in turn influenced these authors; what their works reveal about these circumstances; and what, if anything, they can teach us today.

To apply Nguyen’s complaint and this definition of literature to the American canon, there can be no doubt that throughout its history, the nation’s population has consisted of many racial and ethnic groups (and more than one gender). There’s no doubt also that the various forms of contact these groups and genders have had with each other have influenced the worldviews, and therefore the literary output generated by each.

But there’s also no doubt that the influence of white males of European descent has been dominant, and that this dominance was especially pronounced in the nation’s formative years and decades – when the ideas and values and perspectives that have (so far) contributed the most to American culture (and other elements of its environment) began crystallizing. And the degree of injustice in part responsible for this group’s dominance has no intrinsic bearing on its role and its lasting influence. Nor does the inarguable fact that the influence of these white European-descended men itself consists both of admirable and shameful aspects.

So it makes perfect sense that American literature courses, especially at the more general level, to date have emphasized the works of these white males. By extension, it makes perfect sense that much less emphasis has been placed on the works of authors from other groups. Indeed, Nguyen himself explains why: In his words, these authors have been “submerged, overlooked and forgotten.”

Now, if the aim is the entirely worthy objective of learning more about these marginalized groups as such, then of course exposure of their literature is essential. But the greatest responsibility for achieving this goal logically belongs with other academic disciplines – which focus on the histories, social structures, broader cultures, etc. of these groups. Acquaintance with their literature is also needed to understand how these groups have influenced the dominant culture.

And of course, as greater opportunities have opened up for marginalized groups, their output inevitably has become more influential as well, and requires more attention in order for purely literary studies to remain truly representative and accurate. For example, it’s clearly not now legitimate to study American literature as a whole since the early or mid-twentieth century without recognizing the substantial role played by female, African-American, and Jewish authors.

More recently, writers from other groups have gained significant audiences and critical acclaim. Their works will surely wind up making lasting notable and lasting contributions to the nation’s culture. As a result, they should surely be spotlighted prominently in future curricula, and in particular in survey-type as opposed to more specialized courses. In addition, scholars right now should by all means be debating which works should qualify for this status. But it’s far too early for academia to reach an intellectually respectable consensus on the matter.

Moreover, this more recent prominence of previously marginalized groups creates no valid reason for concluding that their contributions to the national canon have so far been comparable with the contributions of the dominant group for most of U.S. history. Think of it this way: As stated above, Jewish authors have played an important role in American literature since roughly the middle of the twentieth century. But it would be utterly misleading to argue that Jewish authors played an important role in American literature before then.

One interesting wrinkle here – how to handle the likelihood that any number of overlooked works by submerged American groups fully measure up in artistic terms to the acknowledged classics. These works need to be found because, by definition, they would contain major insights into all the crucial issues addressed by great literature. Scholars should be searching for them and describing their virtues, and their discovery should be deeply appreciated by everyone who appreciates the value of great literature.

But because prologue cannot be past, even in these cases (and if readers have any examples or candidates, feel free to let me know about them), it would be essential — and intellectually honest — to specify that their effect on the nation’s literary and broader cultural life would need to be potential and prospective. Claiming a marked effect on the American story to date would amount to speculation or wishful thinking at best, and cheerleading at worst – none of which should have any place in genuine scholarship.

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: Beyond Parody with Uber-Pundit Thomas Friedman

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China, corruption, foreign students, higher education, Im-Politic, Immigration, Muslims, Reuters, tech workers, The New York Times, Thomas Friedman, travel ban, Trump

Last March, I took one look at a column by Thomas Friedman on then-presidential candidate Donald Trump’s trade policies and concluded that the multiple New York Times Pulitzer winner must have been hacked. Any other interpretation would have meant that Friedman was either stunningly ignorant about these subjects or (at best) willfully ignorant.

A year later, it’s painfully obvious that either some impostor is still publishing pieces with The Times, or that Friedman is still reality-challenged. His March 29 offering contains the same kinds of trade fakeonomics and crackpot geopolitics as that piece I spotlighted last March. But even worse this time around are some out-and-out howlers about major implications of the Trump administration’s travel ban proposals.

According to Friedman, President Trump wants to “make it harder for people to immigrate to America, particularly Muslims. This…signals the smartest math and science students in the world to start their start-ups overseas and not in America. “

As evidence, Friedman writes that “NBC News reported last week that applications from foreign students, notably from China, India and the Middle East, ‘are down this year at nearly 40 percent of schools that answered a recent survey by the American Association of Collegiate Registrars and Admissions Officers.’”

In other words, could any Trump policy be more catastrophically dumb, especially over the long-term? The trouble is, when you look at these matters in any depth whatever, you realize how deeply silly these claims and fears are. In the first place, the idea that foreign students on U.S. college campuses are all or mainly or even disproportionately academic superstars is completely fallacious. And nowhere is it more fallacious than in the case of Chinese students.

For anyone knowing anything about contemporary China knows that it’s become one of the world’s leading plutocracies. The wealthy generally either make (or keep or lose) their fortunes depending on their connections with or via help from the Chinese government, or are comprised of political leaders themselves who have exploited their power and contacts to become millionaires many times over. Given the astronomical costs of American higher education (especially by the standards of even the typical Chinese urban – meaning relatively well-off – family), it could not be clearer that the main distinguishing characteristic of Chinese students on U.S. campuses is family money, not brains.

The money angle is further strengthened by admissions practices of so many American colleges and universities. After all, even well-endowed schools prize foreign students to a great extent because they’re wealthy enough to pay “full freight.” That is, they don’t need financial aid. Indeed, they’re profit centers. In fact, as I reported last October, a Reuters investigation found out that many Chinese students have gained access to American colleges and universities through payments to these institutions that can only be called corruption. In other words, their parents have bought their way in. Would most of this bribery be necessary if the kids were such geniuses?

Moreover, if you think that the money issue is confined to China, think again. For an expensive American college education is also far beyond the reach of most families in most of the rest of the world, too – especially the developing world.

As for the world’s math and science whizzes, especially from the Muslim world, avoiding the United States and choosing other regions and countries to open up businesses, ask yourself the simple question, “Like where?” Economically speaking, America’s growth prospects continue looking brighter – as they have for most of the current global recovery – than those of other major economies. The United States also offers among the world’s best levels of intellectual property protection.

And as for tech whizzes from the Muslim world, does Friedman really think they’re going to be increasingly welcome in, say, Europe, given its understandable anxieties about Islamic extremism and global terrorism? Japan and South Korea, it’s widely known, aren’t welcoming to any immigrants. And the idea that China, which has long battled Muslim separatists in its western regions, is going to open its doors wider just doesn’t pass the laugh test.

Canada and Australia are unmistakably examples of national economies that are both successful and immigration- (and refugee-) friendly. But I’ll take my chances on America retaining its competitive edge over them for many decades to come.

These kinds of gargantuan goofs and omissions would be bad enough coming from a run-of-the-mill journalist or even pundits. Coming from Friedman, they are nothing less than appalling. For his almost uniquely lofty status stems for the most part from his (supposedly) unique knowledge of how the world works in the most fundamental senses. Indeed, he’s especially well known for writing books purporting to know what the world’s becoming in the same fundamental senses. Columns like his latest indicate that Friedman at best should spend more time learning about the present than predicting the future.

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.

Im-Politic: Ignorant Pundit-izing About Education? Or Worse?

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education, education spending, higher education, Im-Politic, Mainstream Media, OECD, vocational education

Here’s some startling evidence both that lots of pundits don’t think seriously about their pundit-izing, and that lots of Mainstream Media publications and broadcast don’t seriously edit their pundits.

It comes from this morning’s New York Times column from Nicholas Kristof about America’s failings in education. No one who’s even halfway informed can reasonably doubt them, especially on the primary and secondary level. But what the author clearly intended as one of his stop-the-presses facts instead shows how complicated the situation really is, and particularly how diffficuilt it is to settle on policy solutions.

Way up in his fourth paragraph, Kristof breaks the news that, among industrialized countries, the United States has now fallen behind Russia in terms of the percentage of adults with a university education. Sounds awful, right?  And all the more so given that America used to be Number One.

But think about this for more than two seconds. Russia? Is the author holding that country up as an economic success story? As a success story of any kind? Of course not. But it just goes to show: It clearly takes much more than producing lots of B.A.-and-beyond-holders to achieve the kinds of goals all people of good will want to achieve.

More reasons for doubting the paramountcy of college graduation rates come from looking at the actual data highlighted by Kristof – which come from a new report from the Organization for Economic Cooperation and Development (OECD), an international organization made up of the world’s high-income countries.

According to the study, for example, from 2000 to 2012, Spaniards went from being slightly less well educated than Germans to slightly more. But would anyone in his right mind want to live in Spain during that period rather than in Germany? France also out-performed Germany during this period – which raises the same question. And here’s a shocker – so did Greece!

Although the United States has slipped in the ranks of countries sampled, it has way out-performed Germany in turning out college graduates. Yet many liberals like Kristof have long lauded Germany as a country that’s done much better than the United States in generating not only prosperity but broadly based prosperity. Meanwhile, Japan has pulled ahead of the United States, too, in this gauge of higher education. Isn’t its economy supposed to be completely dead in the water, according to the conventional wisdom? (Whether that’s true is another matter.)

The OECD report also presents some figures for developing countries. Guess which one ranks dead last among all countries studied? China. It’s well behind even such economic laggards as Mexico, Hungary, and – yes – Greece.

The mediocrity of Germany’s university education level reveals one limitation to Kristof’s analysis even the most casual observer will recognize: There’s growing doubt in America regarding the economic value of a college education nowadays. And Germany has excelled in providing vocational education for its youth.

But the broader disparity between the prevalence of college degrees and national economic success reveals a more important limitation. It indicates that the truly decisive ingredient for enduring national prosperity and all the benefits it brings is a country’s ability to organize its people, institutions, and resources in genuinely productive ways. Expanding the availability of college and graduate-level education could be one measure that fosters this goal (as well as the worthy ends of producing better citizens, expanding individuals’ horizons, and the like). But it seems far from even the most important step.

Finally, although Kristof rightly criticizes America’s property tax-dominated method for funding public primary and secondary education, he seems completely unaware of all the sad examples showing that money is no panacea. Even adjusting for regional costs differences, for example, the District of Columbia leads the nation in spending per public school pupil by state. It sure doesn’t lead the nation in educational results.

But even in the highly unlikely event that Kristof didn’t know any of this, is it really imaginable that all of his editors were completely clueless? Ponder that question the next time you read a Mainstream Media figure bewailing his industry’s loss of public credibility – and audience.