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"In the 1990s I was on some graduate admissions committees... It was apparent to me that... Black and Latino applicants were expected to be much more readily accepted than others." - Hallo friend WELCOME TO AMERICA, In the article you read this time with the title "In the 1990s I was on some graduate admissions committees... It was apparent to me that... Black and Latino applicants were expected to be much more readily accepted than others.", we have prepared well for this article you read and download the information therein. hopefully fill posts Article AMERICA, Article CULTURAL, Article ECONOMIC, Article POLITICAL, Article SECURITY, Article SOCCER, Article SOCIAL, we write this you can understand. Well, happy reading.

Title : "In the 1990s I was on some graduate admissions committees... It was apparent to me that... Black and Latino applicants were expected to be much more readily accepted than others."
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"In the 1990s I was on some graduate admissions committees... It was apparent to me that... Black and Latino applicants were expected to be much more readily accepted than others."

Writes John McWhorter in "On Race and Academia" (NYT).

I recall two Black applicants we admitted who, in retrospect, puzzle me a bit. One had, like me, grown up middle-class rather than disadvantaged in any salient way. The other, also relatively well-off, had grown up in a different country, entirely separate from the Black American experience. Neither of them expressed interest in studying a race-related subject, and neither went on to do so. I had a hard time detecting how either of them would teach a meaningful lesson in diversity to their peers in the graduate program....

The answer is in the official ideology of diversity, though I don't fault Professor McWhorter for failing to detect it on his own. The meaningful lesson in diversity is supposed to be that black people are individuals and not exemplars of a stereotype. By not being economically disadvantaged and by not choosing "race-related" major, these 2 grad students were teaching other students that black people are not all alike. (It's a very elementary lesson and thus scarcely the sort of "compelling" government interest needed to support race discrimination, but there it is.)

But I will never shake the sentiment I felt on those committees, an unintended byproduct of what we could call academia’s racial preference culture: that it is somehow ungracious to expect as much of Black students — and future teachers — as we do of others. That kind of assumption has been institutionalized within academic culture for a long time. It is, in my view, improper. It may have been a necessary compromise for a time, but it was never truly proper in terms of justice, stability or general social acceptance.... [T]he decision to stop taking race into account in admissions, assuming it is accompanied by other efforts to assist the truly disadvantaged, is, I believe, the right one to make.

 

Writes John McWhorter in "On Race and Academia" (NYT).

I recall two Black applicants we admitted who, in retrospect, puzzle me a bit. One had, like me, grown up middle-class rather than disadvantaged in any salient way. The other, also relatively well-off, had grown up in a different country, entirely separate from the Black American experience. Neither of them expressed interest in studying a race-related subject, and neither went on to do so. I had a hard time detecting how either of them would teach a meaningful lesson in diversity to their peers in the graduate program....

The answer is in the official ideology of diversity, though I don't fault Professor McWhorter for failing to detect it on his own. The meaningful lesson in diversity is supposed to be that black people are individuals and not exemplars of a stereotype. By not being economically disadvantaged and by not choosing

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"race-related" major, these 2 grad students were teaching other students that black people are not all alike. (It's a very elementary lesson and thus scarcely the sort of "compelling" government interest needed to support race discrimination, but there it is.)

But I will never shake the sentiment I felt on those committees, an unintended byproduct of what we could call academia’s racial preference culture: that it is somehow ungracious to expect as much of Black students — and future teachers — as we do of others. That kind of assumption has been institutionalized within academic culture for a long time. It is, in my view, improper. It may have been a necessary compromise for a time, but it was never truly proper in terms of justice, stability or general social acceptance.... [T]he decision to stop taking race into account in admissions, assuming it is accompanied by other efforts to assist the truly disadvantaged, is, I believe, the right one to make.

 

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