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The Politically Correct University shows how the universities' quest for 'diversity' has produced in too many departments a stifling uniformity of thought. Required reading for those who want American universities to eschew political correctness." — Michael Barone, resident fellow, American Enterprise Institute
Political correctness if one of the primary enemies of freedom of thought in higher education today, undermining our ability to acquire, transmit, and process knowledge. Political correctness limits the variation of ideas by an ideologically driven concern for hue rather than view. This volume is not simply another rant; there are good data here, along with well-crafted, hard-to-ignore logical interpretations and arguments. It is the sort of work that those who adhere to idea-limiting notions of the university will try to trivialize. That alone should make it important reading. --Michael Schwartz, president emeritus, Kent State University and Cleveland State University
From the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher education In this bracing book, Michael S. Roth stakes out a pragmatist path through the thicket of issues facing colleges today to carry out the mission of higher education. With great empathy, candor, subtlety, and insight, Roth offers a sane approach to the noisy debates surrounding affirmative action, political correctness, and free speech, urging us to envision college as a space in which students are empowered to engage with criticism and with a variety of ideas. Countering the increasing cynical dismissal—from both liberals and conservatives—of the traditional core values of higher education, this book champions the merits of different diversities, including intellectual diversity, with a timely call for universities to embrace boldness, rigor, and practical idealism.
The classics of Western culture are out, not being taught, replaced by second-rate and Third World texts. White males are a victimized minority on campuses across the country, thanks to affirmative action. Speech codes have silenced anyone who won't toe the liberal line. Feminists, wielding their brand of sexual correctness, have taken over. These are among the prevalent myths about higher education that John K. Wilson explodes. The phrase "political correctness" is on everyone's lips, on radio and television, and in newspapers and magazines. The phenomenon itself, however, has been deceptively described. Wilson steps into the nation's favorite cultural fray to reveal that many of the most widely publicized anecdotes about PC are in fact more myth than reality. Based on his own experience as a student and in-depth research, he shows what's really going on beneath the hysteria and alarmism about political correctness and finds that the most disturbing examples of thought policing on campus have come from the right. The image of the college campus as a gulag of left-wing totalitarianism is false, argues Wilson, created largely through the exaggeration of deceptive stories by conservatives who hypocritically seek to silence their political opponents. Many of today's most controversial topics are here: multiculturalism, reverse discrimination, speech codes, date rape, and sexual harassment. So are the well-recognized protagonists in the debate: Dinesh D'Souza, William Bennett, and Lynne Cheney, among others. In lively fashion and in meticulous detail, Wilson compares fact to fiction and lays one myth after another to rest, revealing the double standard that allows "conservative correctness" on college campuses to go unchallenged.
Liberals represent a large majority of American faculty, especially in the social sciences and humanities. Does minority status affect the work of conservative scholars or the academy as a whole? In Passing on the Right, Dunn and Shields explore the actual experiences of conservative academics, examining how they navigate their sometimes hostile professional worlds. Offering a nuanced picture of this political minority, this book will engage academics and general readers on both sides of the political spectrum.
This book aims to investigate the level of political tolerance at conservative Protestant colleges and universities. Through innovative and methodologically sophisticated techniques, the authors test the political openness of these institutions as a proxy for their willingness to accept opinions that fall outside of those held by their religious community. The purpose of this study is to determine if there is an insular environment at conservative Protestant institutions beyond religious obligations, or if these institutions are only restrictive as it concerns those theological commitments. Drawing from five distinct sets of data, the authors demonstrate that conservative Protestant institutions of higher education exhibit more political diversity and political tolerance than other institutions of higher education, including elite ‘Research 1’ institutions.
Contemporary American politics is highly polarized, and it is increasingly clear that this polarization exists at both the elite and mass levels. What is less clear is the source of this polarization. Social issues are routinely presented by some as the driver of polarization, while others point to economic inequality and class divisions. Still others single out divisions surrounding race and ethnicity, or gender, or religion as the underlying source of the deep political divide that currently exists in the United States. All of these phenomena are undoubtedly highly relevant in American politics, and it is also beyond question that they represent significant cleavages within the American polity. We argue, however, that disagreement over a much more fundamental matter lies at the foundation of the polarization that marks American politics in the early 21st century. That matter is personal responsibility. Some Americans fervently believe that an individual's lot in life is primarily if not exclusively his or her own responsibility. Opportunity is widespread in American society, and individuals succeed or fail based on their own talents and efforts. Society greatly benefits from such an arrangement, and as such government policies should support and reward individual initiative and responsibility. Other Americans see personal responsibility-while fine in theory-as an unjust organizing principle for contemporary American society. For these Americans, success or failure in life is far too often not the result of personal effort but of large forces well beyond the control of the individual. Opportunity is not widespread, and is by no means equally available to all Americans. In light of these basic facts of American life, it is the responsibility of the state to step in and implement policies that alleviate inequality and assist those who fail by no fault of their own. These basic differences surrounding the idea of personal responsibility are what separate Republicans and Democrats, conservatives and liberals, in contemporary American politics.
(Re)Discovering University Autonomy has far reaching implications for leaders and managers, researchers, educators, practitioners, and policy makers by addressing modern challenges to university autonomy in Europe and beyond in a new and innovative way.
In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.