Obama Administration Hunts Phantom Classroom Racism
Heather Mac Donald
Undisciplined
The Obama administration undermines classroom order in pursuit of phantom racism.
In
March 2010, Secretary of Education Arne Duncan announced that his
department was “going to reinvigorate civil rights enforcement.” The
secretary was speaking on the 45th anniversary of “Bloody Sunday,” when
state troopers savagely beat and teargassed peaceful voting-rights
marchers in Selma, Alabama. Duncan fleetingly acknowledged the racial
progress that the nation had made since that shameful era, but he was
soon back in the 1960s: “Skeptics sometimes tell me, ‘Slow down.’ They
say our agenda to pursue equal opportunity is too ambitious. To them, I
simply repeat what Martin Luther King said many years ago: ‘We can’t
wait.’ I repeat what President Lyndon Johnson said after Bloody Sunday,
when he told a joint session of Congress: ‘We have already waited a
hundred years and more—and the time for waiting is gone.’ ”
President Johnson was calling on Congress to pass the Voting Rights Act in order to end the South’s century-long obstruction of black suffrage. What was the pervasive racial injustice that led Duncan to present himself as a modern-day Johnson? Black elementary and high school students are disciplined at a higher rate than whites are. To Duncan, that disparity can mean only one thing: schools are discriminating.
And so the Departments of Education and Justice have launched a campaign against disproportionate minority discipline rates, which show up in virtually every school district with significant numbers of black and Hispanic students. The possibility that students’ behavior, not educators’ racism, drives those rates lies outside the Obama administration’s conceptual universe. But the country will pay a high price for the feds’ blindness, as the cascade of red tape and lawsuits emanating from Washington will depress student achievement and enrich advocates and attorneys for years to come.
This past March, Duncan released some newly gathered national discipline data. The “undeniable truth,” he said, was that the “everyday educational experience for many students of color violates the principle of equity.” The massive media coverage of Duncan’s report trumpeted the discipline disparity—blacks were three and a half times more likely to get suspended or expelled than their white peers—as convincing evidence of widespread discrimination. (The fact that white boys were over two times as likely to be suspended as Asian and Pacific Islander boys was discreetly ignored, though it would seem to imply antiwhite bias as well.)
http://www.city-journal.org/2012/22_3_school-discipline.html
President Johnson was calling on Congress to pass the Voting Rights Act in order to end the South’s century-long obstruction of black suffrage. What was the pervasive racial injustice that led Duncan to present himself as a modern-day Johnson? Black elementary and high school students are disciplined at a higher rate than whites are. To Duncan, that disparity can mean only one thing: schools are discriminating.
And so the Departments of Education and Justice have launched a campaign against disproportionate minority discipline rates, which show up in virtually every school district with significant numbers of black and Hispanic students. The possibility that students’ behavior, not educators’ racism, drives those rates lies outside the Obama administration’s conceptual universe. But the country will pay a high price for the feds’ blindness, as the cascade of red tape and lawsuits emanating from Washington will depress student achievement and enrich advocates and attorneys for years to come.
This past March, Duncan released some newly gathered national discipline data. The “undeniable truth,” he said, was that the “everyday educational experience for many students of color violates the principle of equity.” The massive media coverage of Duncan’s report trumpeted the discipline disparity—blacks were three and a half times more likely to get suspended or expelled than their white peers—as convincing evidence of widespread discrimination. (The fact that white boys were over two times as likely to be suspended as Asian and Pacific Islander boys was discreetly ignored, though it would seem to imply antiwhite bias as well.)
http://www.city-journal.org/2012/22_3_school-discipline.html
No comments:
Post a Comment