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Phi Beta Cons

The Right take on higher education.

Diversity’s Deficits



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Not only is it disputable that diversity brings educational benefits, there is reason to think it brings deficits.  I posted the following paragraph some time ago on PBC and I’m sure it describes something that can be found on many campuses:  

[A]ccording to another New York Times article (“Where Race Matters, 13 April 2003), by Jodi  Wilgoren, affirmative action and diversity have brought strain and tenstion to the University of Michigan Law School.  Wilgoren, who also writes from a point of view sympathetic to affirmative action and diversity, visited the school and found that the black students huddle together in almost every class, and that everyone “shuts up” when the race issue arises.  Wilgoren also notes that “in the cramped corner devoted to the Black Law Students Alliance, everyone has a story of being stigmatized, of being presumed less qualified, of being looked to as an advocate for some particular perspective.”
Plus, let me add a little more today.  Diversity does not just mean racial and ethnic mixing.  It is an ideology as well.  Bringing diversity into every corner of the educational experience is the goal of the diversicrats, as Peter Wood has called them, so diversity can eat up every other educational value.  Colleges spend money on vast campus-wide diversity “audits.”  The study of diversity, group differences, group inequalities, and the need for “social justice” (i.e. group equality), and so on become central, and multicultural and diversity courses have taken over many departments, addressing issues in a non-scholarly, ideological way.  There also have to be sensitivity workshops, “difficult dialogues,” and the like, conducted by students and consultants especially trained for this work.  There are multicultural administrators and offices of multicultural affairs.  One diversity manual recommends making sure that each group pursuing a project in a math class is racially and ethnically diverse.  All of this takes away from the focus on education itself, on the transmission of knowledge, the study of the best that has been thought and said, the search for truth, and all those things that used to constitute an education.  


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