July 16, 2014
The John William Pope Center for Higher Education Policy
Many American colleges and universities are in the thrall of “diversity,” but none more so than my institution, the University of Wisconsin. This spring, the university adopted a new plan that, according to Board of Regents policy, “[p]laces the mission of diversity at the center of institutional life so that it becomes a core organizing principle.”
That is, promoting diversity appears to be more important than teaching students.
This Framework for Diversity and Inclusive Excellence sailed through our Faculty Senate without the least bit of attention, much less the “sifting and winnowing” on which it prides itself.
Although much of the language is a thicket of clichés, no one dared challenge it. Moreover, there was no probing of the ramifications of the plan. Apparently, “diversity” has become such a sacred cow that even tenured professors are afraid to question it in any way.
To begin, the university’s justification for the new policy is difficult to understand: “Our commitment is to create an environment that engages the whole person in the service of learning, recognizing that individual differences should be considered foundational to our strength as a community.”
That language is mere education babble, but the Faculty Senate swallowed it whole. So did the academic staff and the students.
The plan¹s definition of diversity focuses on a wide array of differences that can be found in every enrolled student. Here’s what it includes:
Individual differences in personality, learning styles, and life experiences, and group or social differences that may manifest through personality, learning styles, life experiences, and group or social differences. Our definition of diversity also incorporates differences of race and ethnicity; sex; gender; and gender identity or expression; sexual orientation; age; country of origin; language; physical and intellectual ability; emotional health; socio-economic status; and affiliations that are based on cultural, political, religious, or other identities.
The list is so expansive that it leads one to conclude that every student is “diverse.” And I believe that is correct. Every student is different in so many ways that it makes no sense to say that some students “increase diversity” while others don¹t.
The new plan provides no information on how the addition of these “individual and group/social differences” can create an environment that “engages the whole person,” whatever that means. Based on my experience, I would have no idea how to incorporate these “differences” into my economics teaching.
I wish someone had asked what bearing these particular “individual and group or social differences” have on student learning. Most people believe that individual differences in intelligence, aptitude, motivation, commitment, high school class rank, ACT/SAT scores, and academic preparation are far more important in contributing to student learning.
Those latter differences, what most people view as indicators of academic excellence, indeed are appropriate considerations at an institution priding itself as being a world-class teaching and research university.
How will the university assemble information on these supposedly crucial “differences”? Most applicants will not be able to describe their “learning styles,” or how to characterize their “personalities,” or how to assess their “emotional health.” Moreover, many students would hesitate to disclose personal information about their “cultural, political, religious, or other identities.” Without that information, it won’t be possible to use them “in the service of learning,” assuming that this notion is something other than empty rhetoric.
To achieve the plan’s vague aims, the Ad Hoc Diversity Planning Committee formulated five goals and thirty detailed recommendations. Unbeknownst to faculty senators, these goals and recommendations are based on the “Inclusive Excellence” framework adopted earlier by the Board of Regents. (See Agenda Item II.6 for the March 5, 2009, meeting of the University of Wisconsin System Board of Regents; in a PDF linked at the bottom of this page.)
That framework includes eight essential “working definitions,” among them the already-discussed diversity, as well as others: “compositional diversity,” “critical mass,” “inclusion,” “equity mindedness,” “deficit-mindedness,” “representational equity,” and “excellence.”
Let us take a closer look at one of these working definitions included, namely “representational equity.”
It calls for “proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades.”
We are not told exactly what adherence to this will entail. It appears to mean that directors of programs and departmental chairs will have to somehow ensure that they have a mix of students with just the right percentages of individuals who embody the various “differences” included in the definition of diversity. I cannot see how that is possible and even if it were, how it improves any student’s education.
Suppose there were a surge of interest in a high demand field such as computer science. Under the “equity” policy, it seems that some of those who want to study this field would be told that they’ll have to choose another major because computer science already has “enough” students from their “difference” group.
Especially shocking is the language about “equity” in the distribution of grades. Professors, instead of just awarding the grade that each student earns, would apparently have to adjust them so that academically weaker, “historically underrepresented racial/ethnic” students perform at the same level and receive the same grades as academically stronger students.
At the very least, this means even greater expenditures on special tutoring for weaker targeted minority students. It is also likely to trigger a new outbreak of grade inflation, as professors find out that they can avoid trouble over “inequitable” grade distributions by giving every student a high grade.
Is there any reason to believe that the UW system’s Inclusive Excellence plan implemented at UW-Madison is going to improve the education of its students? I can see no reason to think so. Actually, the contrary seems more likely.
One problem is that the obsession with all those non-academic details about students comes with a cost—the cost of good students who are not admitted because they don’t seem “diverse” enough. Also, some of the preferred, “diverse” students will be admitted with significantly weaker academic capabilities than their classmates.
Although campus officials regularly fail to publicize detailed results of their diversity programs, my investigations show that roughly a quarter of its “diverse” targeted minority students do not meet the competitive admission standard applied to other applicants. This means that the students UW-Madison is trying to help instead find themselves at an immediate academic disadvantage.
Moreover, the obsession with groups distracts everyone from what truly matters—whether or not each student makes the best academic progress.
The campus climate has worsened by constantly referring to minority students as “targeted” minority students, and in the process stigmatizing them. It has also led to an unseemly “us versus them” mindset among many of those students.
That manifested itself several years ago when Roger Clegg, general counsel of the Washington-based Center for Equal Opportunity came to Madison to report on his research showing that the university’s racial preference policy meant severe discrimination against white and Asian applicants. Two senior UW officials orchestrated a disgraceful pro-diversity mob-like student demonstration at the hotel near campus where Clegg was making his presentation.
The demonstrators burst in and shouted Clegg down until he left the building. (Peter Wood has a good account of the entire matter in this Chronicle piece.)
It is impossible for me to imagine anything less consistent with the values of any educational institution than organizing a mob to protest a talk. It is also impossible for me to think that such a thing could have happened at Madison but for the obsession with diversity that has been building for years.
The University of Wisconsin adopted its first diversity plan back in 1966 and every few years it launches a much-touted new one. During my 30-year teaching career at Madison, followed by more than a decade of retirement, I have seen not the slightest bit of evidence that the fixation on “diversity” has made the campus better in any respect.
I predict this new Inclusive Excellence plan will fail to produce its hoped-for utopian outcomes. In a few years, the university will hear demands for yet another diversity plan.
Achieving “diversity” is like sailing toward the horizon.
You never get there.
Download PDF file: Madness in Madison (428 k)
Letter to the Editor: Is labeling “targeted” minority students discriminatory?
April 08, 2014
The Daily Cardinal
The recently approved Regent Policy Document 14-6, “Discrimination, Harassment, and Retaliation,” raises troubling questions as UW-Madison formulates its new minority plan, “Forward Together: UW Madison’s Framework for Diversity and Exclusive Excellence.”
The focus of 14-6 on individual discriminatory behavior ignores institutional discriminatory behavior, what is often called “institutional racism.” Here are some examples;
Shouldn’t continued use of the label “targeted” minority students be viewed in the language of this new policy as a form of either “Discrimination” or “Discriminatory Harassment,” or perhaps both?
Does labeling minority students as “targeted” interfere with their “academic environment” and “create . . . a learning . . . environment that a reasonable person would find intimidating”?
Is the labeling of “targeted” minority students consistent with the UW System goal of “fostering an environment of respect for the dignity and worth of all members of the university”?
This widely used “targeted” label highlights the fact that some fraction—as many as a quarter—of “targeted” minority students—African American, American Indian, Hispanic/Latino, and Southeast Asian—are regularly admitted under UW-Madison’s “selective” or “holistic” rather than the “competitive” admission standard applied to most applicants.
The “targeted” label applied to minority students, both as individuals and members of their respective racial, ethnic, and national origin groups, indicates they are viewed by the campus administration as somehow “different” from the rest of the student body rather than as the individual students they are.
The numerous Minority and Disadvantaged Student programs— approximately 60 of them here at UW-Madison—designed primarily to accommodate the “selectively” admitted “targeted” minority students send a signal to the entire student body, that these students require special academic and other help not available to non-targeted students.
Finally, the “targeted” label carries unfortunate connotations that have no justification in the lexicon of campus mission statements, strategic plans, diversity “frameworks,” and the like.
What can be done to reshape our collective thinking on diversity? Unfortunately, diversity is an article of faith among top System officials and UW-Madison campus leaders. As a condition of their appointment, they are required to demonstrate a “personal commitment to issues of diversity and inclusion” Is such a test appropriate to the central mission of the university?
The obvious solution for the University of Wisconsin is to reaffirm the traditional concept of academic excellence in all aspects of campus life. This can be accomplished by treating all applicants in the same way, admitting them on the basis of an admission standard in which race, ethnicity, and national origin play no role.
It also means eliminating the double standard. Discrimination and harassment by students and staff is prohibited. Yet institutional racism continues. It does so because the UW System ignores its own prohibition against discrimination. This is exemplified by the way it labels “targeted” minority students, the very students it seeks to help.
Simply acknowledging that the University of Wisconsin practices the very discriminatory behavior it prohibits students and staff from engaging in will be a real test of character for the Regents, UW System officials, and UW-Madison campus leaders.
Even more difficult will be eliminating its racist behavior. Doing so will require the kind of courage few university leaders possess, here or elsewhere across the nation.