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.