Category: Hot Topics

  • American Family named a DiversityInc  Top 50 company for diversity

    American Family named a DiversityInc Top 50 company for diversity

    For the first time, American Family Insurance has been named a Top 50 company for diversity by DiversityInc, ranking 48.

    The DiversityInc Top 50 list, issued annually since 2001, recognizes the nation’s top companies for diversity and inclusion. These companies excel in such areas as hiring, developing, promoting and retaining a diverse workforce. In 2019 and 2020, American Family was on the organization’s Noteworthy list.

    The companies on the list were evaluated based on responses in the following areas:

    • Human capital diversity metrics
    • Leadership accountability
    • Talent programs
    • Workplace practices
    • Supplier diversity
    • Philanthropy

    “We’re continuously strengthening and deepening our inclusive practices, and the fact that we achieved this recognition reflects that,” said Yasir Kamal, vice president of Inclusive Excellence. “Our goal is to be an employer of choice for diverse talent, and with our commitment – and action – in areas that matter to our employees, agency owners, customers and communities, I have no doubt we’ll achieve that.”

    Areas of strength for American Family in 2020 included leadership accountability, workplace practices and philanthropy. Those were again strong, and the company showed improvement in other areas, which helped move it to the Top 50 list this year.

    In 2021, American Family has also been recognized for the sixth consecutive year as a best place to work for LGBTQ equality and made the Forbes Best Employers for Diversity list for the fourth year in a row. In addition, as part of its Free to Dream initiative, American Family pledged $105 million over the next five years to further its commitment to closing equity gaps and affecting positive change in communities.

    To view the entire Top 50 list and specialty lists, visit http://www.diversityinc.com/top50 or follow the conversation at #DITop50.

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    About the American Family Insurance group
    Based in Madison, Wisconsin, American Family Insurance has been serving customers since 1927. We inspire, protect and restore dreams through our insurance products, exceptional service from our agency owners and employees, community investment and creative partnerships to address societal challenges. We act on our belief in diversity and inclusion by constantly evolving to meet customer needs and preferences. American Family Insurance group is the nation’s 13th-largest property/casualty insurance group, ranking No. 254 on the Fortune 500 list. The group sells American Family-brand products, primarily through exclusive agency owners in 19 states. The American Family Insurance group also includes CONNECT, powered by American Family Insurance, The General, Homesite and Main Street America. Across these companies the group has more than 13,500 employees nationwide.

    About DiversityInc
    The mission of DiversityInc is to bring education and clarity to the business benefits of diversity. The DiversityInc Top 50 Companies for Diversity list began in 2001, when many corporations were beginning to understand the business value of diversity management initiatives. The 2020 Top 50 Companies for Diversity results will be featured on DiversityInc.com. DiversityInc is a VA certified veteran-owned business and a Disability:IN certified business owned by a person with a disability. For more information, visit and follow us on Facebook, Twitter and LinkedIn @DiversityInc.

    For any DiversityInc media-related questions, contactpr@diversityinc.com.

    This content was originally published here.

  • Rumor: Top Disney Lobbyist Wars With Chief Diversity Officer Over DC Statehood Bill, Lobbyist Believes It Gives Democrats Too Much Power

    Rumor: Top Disney Lobbyist Wars With Chief Diversity Officer Over DC Statehood Bill, Lobbyist Believes It Gives Democrats Too Much Power

    A new rumor claims that there is drama at Disney as the company’s top lobbyist is battling the the company’s Chief Diversity Officer over DC statehood.

    The rumor comes after Democrats pushed H.R. 51 The Washington, D.C. Admission Act through the House of Representatives on party lines with a 216 to 208 vote.

    Source: Congress.gov

    According to the official website of the United States Congress, the bill was initially introduced back on January 4th by Democrat Elanor Holmes Norton.

    The bill states, “This bill provides for admission into the United States of the state of Washington, Douglass Commonwealth, composed of most of the territory of the District of Columbia. The commonwealth shall be admitted to the Union on an equal footing with the other states.”

    Phil Coale, Public domain, via Wikimedia Commons

    As for the rumor regarding the drama at Disney, it comes from OAN host Jack Posobiec.

    He posted to Twitter, “Hearing drama at Disney over DC statehood. Their Chief Diversity Officer wants it but their top lobbyist is against it. Big fight with Senior Dems today.”

    Source: Jack Posobiec Twitter

    Posobiec would provide Bounding Into Comics with more information on the drama, telling us the information came to him from Democrat sources in DC.

    He told us, “Chief Diversity Officer wants statehood along with Senior Dems but it was their top lobbyist and some Senior VPs who are against it. Think it looks like a power grab and would give the Ds too much control going forward.”

    Disney’s Chief Diversity Officer is Latondra Newton. She joined The Walt Disney Company in that position in February 2017.

    Source: The Walt Disney Company

    On Disney’s website they state she “leads the Company’s strategic diversity and inclusion initiatives, helping Disney and its employees around the world tell stories that entertain, enlighten and inspire.”

    It adds, “Ms. Newton partners with various business segments and leaders across the enterprise to build on Disney’s commitment to produce entertainment that reflects a global audience and sustains a welcoming and inclusive workplace for everyone.”

    Another portion of her bio on reads, “Ms. Newton has been recognized as a forward-thinking and progressive leader in business and diversity and inclusion throughout her career.”

    Source: Out & Equal Workplace Advocates YouTube

    She previously worked for Toyota Motor North America Inc, as their Social Innovation and Chief Diversity Officer. She was also the Chief Program Officer for Toyota Mobility Foundation, Toyota Motor Coporation. She had worked with Toyota since 1991.

    What do you make of this rumor regarding inner turmoil at Disney?

    The post Rumor: Top Disney Lobbyist Wars With Chief Diversity Officer Over DC Statehood Bill, Lobbyist Believes It Gives Democrats Too Much Power appeared first on Bounding Into Comics.

    This content was originally published here.

  • Recognizing religious diversity in physics

    Recognizing religious diversity in physics

    A Muslim, a Christian and a Hindu walk into a lab… It sounds like the start of a joke, but this is what happened in late 2017 when I and two colleagues met to talk about our experiences of having religious beliefs and working in science. The National Physical Laboratory (NPL) in the UK has respect and inclusivity embedded in its core values and, like many scientific organizations, is learning to value and support equality, diversity and inclusion. What started as a little chat in the lab soon transformed into the NPL’s faith and religious diversity group that now supports people with all beliefs to thrive in the workplace.

    My colleagues and I often talk about “enabling everyone to bring 100% of themselves to work”. When it comes to religion this mostly concerns practical adjustments to support inclusivity: providing a prayer room and ablution facilities on site; considering religious dietary requirements for meetings; as well as taking note of religious sensitivities when choosing suitable venues for events. Yet there is also a wider need for education. Many of us are unaware of the different religious holidays or observances that might affect our colleagues and are afraid of unwittingly causing offence by asking about others’ beliefs or practices.

    Changing attitudes

    A British Social Attitudes survey in 2019 found that 48% of the UK population identifies as religious and that since 1983 there has been a decline in the proportion of Christians, an increase in the non-­religiously affiliated, as well as a rapid rise in the Muslim population, along with other minority religions (up from 2% to 9%). In other words, the beliefs and worldviews of the UK population are becoming more diverse as we move away from a predominantly Christian population to a more mixed one. Yet in this regard – as in other aspects of diversity – the UK scientific community is strikingly out-of-step with society. Indeed, a report from Rice University in 2016 found that just 27% of UK scientists identify as religious compared with 47% of the general population (Socius 10.1177/2378023116664353).

    Neither society nor scientific pursuits stand to benefit from being out-of-step with each other

    So, what is keeping religious people away from science? It is tempting to follow the Enlightenment phil­osophy that places science and religion in conflict: “as science advances, religion declines”. But that is far too simple. The Rice report compares eight countries, finding that the disparity between scientists and the general population who identify as religious is small in nations such as Turkey and India, while in others such as Taiwan and Hong Kong religious people are even over-represented in science. That picture is very different from the UK and other western countries where the religiously affiliated are strikingly under-represented. The report also finds that most scientists do not believe there is a conflict between science and religion – instead it being more a societal issue than a philosophical one.

    Irrespective of the reasons why religious people are under-represented in science, which are no doubt manifold and complex, I believe that neither society nor scientific pursuits stand to benefit from being out-of-step with each other. Rachel Brazil’s insightful Physics World article “Fighting flat-Earth ­theory” traces the rise of belief in a flat Earth back to religious convictions. It stands as a warning that we need to build bridges between scientific and religious communities rather than allowing the divide to widen further. In a society that increasingly recognizes the value of diversity, it is worth reflecting on the history of science to see that no single religion or worldview has a monopoly on scientific progress. Even a cursory glance reveals profound contributions to science from individuals representing the full range of religious and non-religious worldviews, both historic and contemporary. Clearly this diversity of thinking is of enormous and proven value to science and technology, and is something to be treasured, nurtured and encouraged.

    An open environment

    At NPL we have made “inter faith week” a regular fixture in our calendar. This is a national initiative that supports and encourages constructive interactions between people with different beliefs to build relationships and mutual understanding, recognizing common values as well as differences. We also encourage colleagues to share their experiences of how their beliefs affect their work and invite guest speakers to talk about a subject relating science to religion. Over the past three years we have had talks on the relationship between artificial intelligence and religion, the role of faith in science and the health benefits of intermittent fasting. Each year we find that there is an enormous desire to learn about and discuss these topics.

    The very nature of religious diversity is that we fundamentally and profoundly disagree with one another. It is no secret that our different worldviews are mutually incompatible. So, we do not shy away from disagreement and debate within a respectful and constructive context, but we come together within the scientific community to tackle discriminatory behaviours. Ultimately, we are united by the thing that brought us together in the first place: science.

    The post Recognizing religious diversity in physics appeared first on Physics World.

    This content was originally published here.

  • Data Sharing, Diversity Key to Accelerating Precision Medicine

    Data Sharing, Diversity Key to Accelerating Precision Medicine

    – Enhanced data sharing and increased diversity will help accelerate precision medicine efforts and establish a more equitable healthcare industry, according to a new commentary published in Cell.

    In the commentary, Francis S. Collins, MD, PhD, Director of NIH and Joshua C. Denny, MD, MS, CEO of the All of Us Research Program, noted that the healthcare industry is already beginning to realize the promise of data-driven transformation.

    “Researchers are routinely using healthcare data for discovery, identifying genomic underpinnings of cancer and many other common and rare diseases, introducing transformative molecularly targeted therapies, and leveraging massive computational capabilities with new machine learning methods. We are beginning to see the fruits of these efforts,” the authors stated.

    “There is perhaps no more poignant example than the response to the COVID-19 pandemic. Genomics and molecular technologies were key in identifying the etiologic agent, developing diagnostics and treatments, and creating vaccine candidates. At the same time, COVID-19 has highlighted the need for precision medicine to move further and faster.” 

    In order to accelerate equitable precision medicine efforts, Collins and Denny stated that the industry will need to maximize the potential of big data resources.

    An open science approach is emerging, which will allow researchers from around the world to access data from national cohorts like the UK Biobank and the All of Us Research Program. However, healthcare leaders will have to take additional steps to enable widespread data sharing, Collins and Denny said.

    “The next step is clear: make it easier for researchers to merge data from multiple cohorts. Currently, this requires painstaking manual phenotype adjudication and building large consortia including experts from each cohort. Fortunately, there are efforts underway to improve this process,” the authors wrote.

    “Groups such as the Global Alliance for Genomics and Health are working to develop and to coordinate common data models and file formats to facilitate collaboration and interoperability. In recognition of the need for better collaboration, the International Hundred Thousand Plus Cohort Consortium has brought together more than 100 cohorts in 43 countries comprising more than 50 million participants.”

    In addition to enhancing data sharing efforts, improving diversity and inclusion in healthcare research will also speed the development of equitable precision medicine.

    The authors noted that less than three percent of the participants in published, genome-wide association studies are of African, Hispanic, or Latin American ancestries, while 86 percent of clinical trial participants are white.

    This lack of diversity could exacerbate existing health disparities, as well as prevent researchers from making discoveries that could benefit all patient populations.

    “With a growing depth of data, we have an opportunity to replace adjustments for race and ethnicity with more specific measures. In particular, ‘race’ conflates a plethora of social, cultural, political, geographic, and biologic factors together and can perpetuate systemic racism,” said Collins and Denny.

    “Routine collection of social determinants of health in both research and clinical care in combination with more precise measures of environmental influences, habits, and genetic ancestry can provide more rational, etiology-based adjustments and yield better risk stratifications and treatments.”

    As the industry works to promote diversity and inclusivity in research efforts, Collins and Denny pointed out that healthcare should also aim to increase the diversity of the biomedical research workforce.

    “A more diverse workforce—in culture, ancestry, beliefs, scientific backgrounds, and methodological approaches—brings increased understanding, innovation, trust, and cultural sensitivity; is more likely to pursue questions relevant to different audiences; and ultimately delivers better research,” the authors stated.

    Collins and Denny also emphasized the role big data and artificial intelligence will likely play in the advancement of precision medicine. The technology has transformed areas ranging from language translation to image interpretation, and holds great potential for speeding the development of personalized therapies.

    However, the team pointed out that the use of data analytics and AI in healthcare has been limited by the lack of readily available large, commonly structured datasets.

    “Looking forward, biomedical datasets will become increasingly ready for analyses. The growth of clinical data (including image, narrative, and real-time monitoring data), molecular technologies (genomics principal among them), and the availability of devices and wearables to provide high-resolution data streams will dramatically expand the availability of detailed phenotype and environmental data not previously available at this scale,” the authors said.

    “Applications of machine learning approaches could result in new taxonomies of disease through genomic, phenomic, and environmental predictors.”

    The ongoing pandemic has highlighted the need for healthcare research to change in order to serve communities nationwide – especially communities of underserved populations.

    “In this time of COVID-19, science has been the answer to an existential medical threat. Yet we are reminded that many of the benefits of medicine’s advancement have not always been available to all. Biomedical approaches, computation algorithms, and the availability of high-resolution data will dramatically increase over the next decade,” Collins and Denny concluded.

    “Implementation of a bold plan to collaborate internationally, to engage diverse populations of participants and scientists, to deeply measure our populations, to make clinical and research data broadly available, and to implement this knowledge in clinical practice—in a true learning healthcare system—will allow us to achieve the vision of precision medicine for all populations.”

    This content was originally published here.

  • Tucker Carlson Warns United Airlines Diversity Initiative Will Eventually Kill People

    Tucker Carlson Warns United Airlines Diversity Initiative Will Eventually Kill People

    Fox News host Tucker Carlson has said that United Airlines‘ new diversity initiative will eventually kill people.

    On Tuesday, United—the only major U.S. airline with its own flight school, United Aviate Academy—announced its plan to train 5,000 new pilots by 2030. The airline wants at least half of the pilots to be women and people of color.

    In an interview with CBS, United CEO Scott Kirby explained that his company wanted to increase diversity among its pilots because only 7 percent of the airline’s pilots are female and only 13 percent aren’t white.

    On Wednesday’s installment of Tucker Carlson Tonight, Carlson said, “Safety is no longer that airline’s top concern—identity politics is.”

    “The way people look is totally irrelevant. How they perform is all you should care about. Once you forget that, airplanes tend to crash…. Hiring on the basis of irrelevant criteria will, over time, get people killed, and it will,” he said. “We have to fight for the colorblind meritocracy for real. I mean, our lives depend on meritocracy.”

    Tucker Carlson United Airlines diversity kill deadly

    Carlson called United’s initiative “a combination of a hyper-aggressive corporate HR department and a left-wing political action committee… big on moral pronouncements and mandatory social engineering.”

    In a statement released on Twitter, United announced, “All the highly qualified candidates we accept into the academy, regardless of race or sex, will have met or exceeded the standards we set for admittance.”

    However, Carlson said that the company was lying.

    “We know they’re lying and you know it too,” he said, “because in the airline business there is only one standard that matters, and it is not race, and it’s not gender. It’s competence.”

    In the U.S., 93.7 percent of professional pilots are white and 92.5 percent are male, according to the U.S. Bureau of Labor Statistics.

    Romello Walters—a social media manager for Fly for the Culture, an organization dedicated to diversifying the airline workforce—told CNN that many inner-city children of color aren’t exposed to the aviation industry in their schools or communities. Many also lack the tens or hundreds of thousands of dollars needed to attend a flight academy and become a licensed pilot.

    United said it will find applicants by partnering with the Organization of Black Aerospace Professionals, Sisters of the Skies, the Latino Pilots Association and the Professional Asian Pilots Association.

    Hiring a more diverse workforce could help the aviation industry avoid a looming pilot shortage, according to Shannon McLoughlin Morrison, Assistant Director of Academics and Program Assessment at Ohio State University.

    In an article she wrote about the lack of airline diversity, she reported that Black and female pilots cited a lack of mentors, access to the industry, resources and “people who look like you” as barriers to entering and staying in the flight industry.

    Newsweek contacted Fox News for comment.

    This content was originally published here.

  • Can Diversity, Equity and Inclusion Deliver Peace?

    Can Diversity, Equity and Inclusion Deliver Peace?

    Join USIP and the Heller School for Social Policy and Management at Brandeis University for a timely discussion on how applying the principles of diversity, equity, and inclusion can contribute to more effective U.S. peace and development programs around the world. Panelists will consider efforts to meaningfully engage marginalized or underrepresented groups such as women, youth, and social movement actors to support locally driven peacebuilding.

    This content was originally published here.

  • With equity—and diversity—for all?

    With equity—and diversity—for all?

    With equity—and diversity—for all?
    Debate over an elite San Francisco school’s admissions policy encapsulates fraught conversations about a new buzzword
    WildPixel/iStock

    The first day Joseph Huayllasco entered Lowell High School, an academically selective public high school in San Francisco, a Latina student spotted him in the swarm of mostly Asian and white faces. She grabbed him by the hand: “Hey, you speak Spanish?” When Huayllasco nodded, she barked, “Come with me,” and led him through the courtyard to a huddle of about a dozen other Latino students. 

    That was 1988, and they were the only Latinos among the more than 2,000 students at Lowell. That was when Huayllasco, the son of Peruvian and Costa Rican immigrants, felt his first racial discomfort at Lowell. He’s now an entrepreneur with a nonprofit that teaches underprivileged kids how to code, but that discomfort hit him again when on Feb. 9 the San Francisco Board of Education decided to stop admitting students to Lowell based on academic performance, saying that’s “incompatible with diversity, equity, and inclusion.” Lowell will instead use the same lottery-based system as other public schools in the district: Any student who applies would have a shot at Lowell, whatever his academic level.

    The discussion around Lowell’s admissions system is the tip of a hot national discussion on educational equity. Debates over whether to ax merit-based admissions or how to diversify gifted programs are raging in New York, Virginia, Texas, Massachusetts, and Ohio. Educational equity means helping all children receive what they need to develop their academic and social potential. But what that looks like on a granular level is messy. 

    Some want to keep merit-based admissions, saying academic achievement shouldn’t be demonized. Many families, especially Asian students who make up the majority in such specialized schools, see these schools as their ticket out of poverty. But those who want to scrap merit-based admissions say the idea of “bad schools” and “good schools” shouldn’t exist, and selective schools such as Lowell exacerbate segregation and inequity. They complain that more than half of Lowell’s 2,900 students are Asian, 18 percent are white, 12 percent are Latino, and 2 percent are black. In comparison, the overall district is 33 percent Asian, 28 percent Latino, 15 percent white, and 6 percent black. San Francisco has one of the highest rates of private school enrollment in the nation, but the conversations about equity are primarily focusing on the city’s public schools.

    The debate over Lowell reveals two fundamentally different views on “equity.” One side sees unequal results as a sign of inequity and believes government and society have a moral and intellectual mandate to eliminate it. The other side, while acknowledging problems, argues that human efforts cannot eradicate them and warns the unintended consequences would be worse than the solution. Such different views lead to completely different approaches: One side focuses more on ethnic diversity and inclusion, while the other focuses more on making sure the process treats everyone the same. What’s happening in San Francisco and at Lowell is significant because it indicates where liberalism is headed in education reform.

    LOWELL HIGH SCHOOL is one of the nation’s top-rated public high schools for its academic rigor, the sort of crème-de-la-crème institution that parents name-drop at dinner parties. For more than a century, Lowell attracted top-scoring, high-achieving students from all across the San Francisco Unified School District. To get in, students had to take entrance tests and display near-perfect grades. 

    Huayllasco assumed he got into Lowell because of his stellar test scores. But he felt hurt when his classmates found out he had the highest grade in a particularly challenging math class, and their jaws dropped: Were they shocked because he was Latino? 

    He squirmed during the many times his Asian American friends complained about Lowell allotting spots for underrepresented students, saying that’s discriminatory against Asians. For several decades, Lowell’s student body has been majority Asian. His friends didn’t accuse him of getting into Lowell because of his skin color—but the implication was there, and he felt torn between empathizing with his friends but also quietly seething. 

    “I felt embarrassed,” he recalled. “The way we talked about Latinos or African Americans was like, maybe they’re not good enough to come [to Lowell] and if we let them in, they’re not going to make it. It made one feel like you don’t belong.”

    Many black and brown students still feel that way at Lowell. In January someone posted anti-black, anti-Semitic slurs and pornographic images on an online forum for Lowell students, prompting an uproar from students who said such racism isn’t out of the norm at Lowell. 

    Photo by Craig Lee/Genesis Photo by Craig Lee/Genesis

    Joseph Huayllasco works at home in Antioch, Calif.

    Soon after, four school board commissioners and two student delegates drafted a resolution titled “In Response to Ongoing, Pervasive Systemic Racism at Lowell High School.” They wrote that Lowell’s merit-based admissions process “perpetuates segregation and exclusion” and that black and brown students “do not feel physically, emotionally or culturally safe and valued at Lowell.” Included in the resolution is a call for an “equity audit” that will create a plan to address racism at Lowell. The school board had already decided to use temporarily a lottery admissions system for Lowell last October, but the February vote made it permanent.

    Two commissioners (out of seven) voted against the resolution. One of them, Jenny Lam, a second-generation Chinese American, pointed out recent anti-Asian attacks in the Bay Area and urged the board to consider other community voices as well. The other opposing commissioner, Kevine Boggess, who’s black, said he too experienced “anti-blackness and institutional racism” during his school days at San Francisco Unified School District (SFUSD). But he wondered if focusing on Lowell’s admissions without broader community input would achieve equity across the district: “How do we make sure every student who wants access to a class that’s offered at Lowell … has access to that?”

    Equity was also on Huayllasco’s mind as he observed other Lowell alumni discuss the board’s resolution on Facebook. He saw former classmates vehemently argue that the new admissions policy is anti-Asian, that it’ll “dumb down” academic standards at Lowell—and once again, he wrestled with that familiar inner conflict he felt at high school.

    Huayllasco’s parents taught him diligence, personal responsibility, and fairness. He attributeshis great education at Lowell mostly to the social climate: Like grains of rice speed-steaming inside a pressure cooker, being around highly motivated, academically excelling classmates challenged him to study harder, reach higher. He credits Lowell for preparing him for the University of California, Berkeley, and for his Wall Street career—and he wants those same opportunities for others like him. 

    But as he observed the impassioned chatter among Lowell alumni, Huayllasco also felt the familiar “Oh, I’ll prove you all wrong!” indignation that used to spring up when people questioned his place at Lowell. Many of his Latino friends didn’t get the quality education he did—not because they weren’t smart or didn’t work hard, but because their families didn’t have the knowledge and resources to blast open paths of opportunities as his did. What does equity look like for those kids?

    “There’s no quick fix. This is a societal problem that’s been going on for a long time.”

    EQUITY ADVOCATES say inequitable systems exist by design. Like other districts, San Francisco’s school district has a history of systemic racism that created disparities persisting to this day. The first public schools opened in 1851 were only for white children. California law prohibited nonwhite students from attending white public schools. Explicitly segregated schools, along with redlining maps, continued until the 1954 Brown v. Board of Education Supreme Court ruling that “separate education facilities are inherently unequal.” 

    But segregation persisted for more than a decade longer in San Francisco (and many other cities). SFUSD tried a busing program to integrate schools, but black and lower-income families noticed it was mostly their kids being ferried across town, whereas middle-class white and Asian students found ways to attend schools within their own neighborhoods. Meanwhile, the white student population dropped by more than 30,000 between the mid-1960s to late 1970s as white families moved out. 

    In 1978 the NAACP and a group of black parents sued the district and the state, accusing them of maintaining school segregation. In 1983 the NAACP and the district reached a court-approved settlement (called a consent decree) that set racial quotas in schools and called for increased resources for historically neglected schools. The consent decree was partly successful in desegregating many schools, but disparities in academic performance persisted. By the 1990s segregation had increased again as Latino and Asian populations burgeoned while the white population dipped.

    In 1994 a group of Chinese American parents sued the district, upset that SFUSD assigned their children to schools outside their neighborhoods. They settled in court in 1999: SFUSD could no longer consider race or ethnicity in student assignments. The district then decided to use a lottery system to assign students to schools, focusing on race-neutral factors such as socioeconomic status, English proficiency, and test scores. The idea was that allowing more choice for families would break down class and racial barriers to high-demand schools. But segregation and inequities continued.

    In 2011 the school board tweaked the lottery: Families ranked their choices of any school in the district. Again, the opposite happened: San Francisco’s schools are more racially segregated today than they were 30 years ago. The district didn’t factor in the numerous preexisting disparities between families. Parents working two to three jobs, low-income single parents, and those who don’t know how the system works fell behind parents who had the time, resources, and connections to go on multiple school tours and navigate the complicated application process. As a result, more upper- and middle-class children than poor children enrolled in desirable schools.

    Jeff Chiu/AP Jeff Chiu/AP

    Lowell High School

    THE SOCIAL ENGINEERING hasn’t worked. For families who cannot afford private schools, Lowell offered a private school education at a public school price. And Lowell did try to diversify its student body. For years, the school reserved one-third of spots for underrepresented students who had lower test scores but met minimum academic standards. 

    Francisco Lopez, a 71-year-old retired principal, said tinkering with Lowell’s admissions policy won’t make a dent in fixing the disparities among students: “There’s no quick fix. This is a societal problem that’s been going on for a long time.” The son of working-class immigrants (his father fled the Spanish Civil War as a refugee), Lopez graduated from Lowell in 1967 when many students were Jewish and the Chinese population was steadily growing. He loves Lowell: He can still sing the alma mater, he sent his daughter to Lowell, and he donates to its alumni association. 

    Lopez also worked 27 years as a teacher and principal in preschools and elementary schools in SFUSD. Some kids entered his preschool reading at second-grade level, while others couldn’t tell letters apart. Lopez remembers thinking, “How can that be? That’s such a big gap!” By the time the kids entered high school, their academic trajectory was already set.

    He also saw a resource gap. One preschool consisting predominantly of Mexican and Salvadoran immigrants needed a playground, so parents spent hours wrapping and selling tamales. They raised $900. In another elementary school with a Japanese immersion program, the mostly upper-middle-class Japanese parents raised $190,000 in one fundraiser. Lopez was principal of that elementary school, and he remembers how easy it was to find parents willing to volunteer. But in the other preschool, most parents worked two to three jobs as house-cleaners and gardeners. Meanwhile, students brought their trauma into the classroom: Lopez had foster children who moved from home to home, kids with severe disciplinary problems that disrupted the entire class, boys who died from gun shootings before they turned 18.

    How does a school district close those gaps? “They want to hold schools responsible for all the problems of society. It’s the great American experiment: We’re trying to make all of us equal when we’re not created equal,” Lopez said, meaning people are born with different learning styles, family backgrounds, gifts, and personalities. 

    WHEREAS LOPEZ believes some inequalities can’t be changed, the school board blames racism for perpetuating inequalities. Its measure of equity is racial and ethnic diversity, and Lowell’s previous admissions system, the board said, “excludes students of color.”

    Much of that discussion focuses on negative experiences of black and brown students at Lowell. Helena Colindres, who graduated from Lowell in 2014, remembers one teacher using a racial slur and Asian students refusing to partner with black and brown students because they’ll “bring down their grades.”

    Jessica Yu, a senior and president of the Student Body Council at Lowell, told me Lowell’s selectiveness “breeds an elitism that makes students think they’re so much better and smarter” and resent black and brown students, assuming they got in because of their skin color. She thinks worrying that diversifying the student body will bring down academic standards is “an incredibly classist and racist idea.” 

    But another Lowell alumnus, a Chinese American, told me he and his classmates simply worked hard to get into Lowell and felt like they “earned it”: “If you don’t get an A, people will tease you. It’s not based on ethnic background or skin color.” He and those who agree with him ask different questions than the San Francisco school board is asking: Is a merit-based admissions system really inherently racist? Is racial diversity a measure of equity? What are the unintended consequences of changing schools’ admissions? 

    Those are all questions Joseph Huayllasco ponders today. He knows his hard work and intelligence aren’t the only reasons he got into Lowell. He was 10 when his parents encouraged him to set his sights on Lowell, and his family moved into the San Francisco district so he could attend Lowell. 

    But perhaps his success had to do with personality and personal choices: Huayllasco is competitive, and he wanted to go to Lowell because he thrived in that stressful environment, loved the challenge and competition. Can anyone, given the same privileges as he had, do what he did? 

    Last year, Huayllasco instinctively signed an online petition opposing the school board’s decision to suspend Lowell’s merit-based admissions process. Today he’s not so sure: “I think I have too many questions in my mind. I feel that equity is important. But I’m just not sure if San Francisco is solving it the right way.”

    This content was originally published here.

  • Diversity, Equity & Inclusion: The Competitive Edge

    Diversity, Equity & Inclusion: The Competitive Edge

    The Importance of Diversity in the Workplace

    In today’s marketplace, one of the most relevant factors in gaining a competitive advantage is probably not listed among the business-success factors you learned years ago. That key factor is diversity, and it’s too-often overlooked. Leaders in the most competitive organizations today know that having a diverse workforce is critical to long-term success and profitability. Here’s what the statistics show:

    • Companies in the top quartile for ethnic and cultural diversity outperformed their competitors by 36% in profitability.
    • Companies in the top quartile for gender diversity on executive teams were 25% more likely to have above-average profitability than their competition.
    • For every 1% increase in gender diversity, company revenue increases by 3%.

    Additionally, organizations that intentionally seek diversity in their leadership and workforce also enjoy an improved reputation, employee inclusion, and a competitive hiring advantage. According to Glassdoor, 67% of active and passive job seekers say that when evaluating companies and job offers, it is important to them that the company has a diverse workforce.

    How to Incorporate Diversity into Your Workplace Culture

    Is it possible that despite your best efforts at embracing diversity, building equity, and maximizing inclusivity, there are unrecognized obstacles limiting your organization’s competitive edge? Do you have a diversity and inclusion strategy? Is your organization doing enough around DEI?

    Creating an inclusive workplace culture is about all of us. It relates to the big things and the little things that occur in organizations day in and day out. Most people understand the basic meaning of diversity, equity, and inclusion but don’t know what it means in the context of the workplace and how they think and act. People need to realize that the lack of these important elements can occur in situations we are totally unaware of like

    • How a person feels when they walk into a room and they look different from everyone else.
    • How a woman feels when she is constantly interrupted or talked over in meetings.
    • When a more senior person or junior person’s opinion is not taken seriously because of their age.
    • When a person feels uncomfortable sharing information about their personal life because they have a different sexual preference from everyone else in the room.

    Many leaders recognize the revolving door through which members of diverse groups come and go, but they are at a loss when it comes to changing the organizational culture and improving retention. Here are four obstacles to diversity, equity, and inclusion that must be overcome if your organization is to maintain the trust of team members and other stakeholders and make DEI a competitive advantage.

    1. Bias
      The most effective organizations today help leaders and team members recognize unconscious biases and their effects on the organization. Do people in your organization know how to recognize bias? Do they know how to break down bias? In today’s world, employee engagement and the public’s trust in your organization is built largely on their belief in your commitment to diversity—and it starts with breaking down bias. Organizations can’t afford to look the other way.
    2. Microaggressions
      How are subtle, unintentional slights undermining team-member productivity and performance? Are almost-imperceptible biases creating pernicious behaviors that negatively impact your organization? Strong leaders and team members at all levels need to know how to prevent these microaggressions and how to build an organizational culture where muted insults don’t damage the organization’s competitive edge.
    3. Mishandling Differences
      How do people handle differences between themselves and others in your organization? Organizational leaders must know how to avoid the common ways differences are mishandled, and then they must lead by example in respecting the differences that exist among races, genders, cultures, abilities, religions, and sexual and gender orientations. Leaders set the tone for the rest of the organization.
    4. Isms
      Sexism, Racism, Ableism, Heterosexism, Ageism, Religiocentrism, and other discriminatory isms occur at multiple levels. Capable leaders know how to recognize the way isms are hidden and expressed at every level of the organization. Their organizations develop cultural sensitivity that translates into respect for all humanity, higher profitability, improved employee morale, greater creativity, and a competitive advantage.

    Diversity, Equity, and Inclusion training has never been more important, and the time to make it a competitive advantage for your organization is now. For organizations to thrive in today’s diverse work environment, they must provide learning and development experiences to improve awareness around DEI as well as tools and skills for the workforce and members of the leadership team. This effort will support the ability of every team member to become a powerful advocate and put action behind DEI statements and policies in your organization.

    Visit our Store to access the Diversity, Equity, and Inclusion Essentials self-paced, digital course.

    Multiple Authors:

    Hope Cheeks, MS

    Laverne Hanes Collins, PhD, LPC

    Stephanie Mead, MBA

    The post Diversity, Equity & Inclusion: The Competitive Edge appeared first on CMOE.

    This content was originally published here.

  • The Diversity Industry: Guilt-Leveraging at America’s Universities

    The Diversity Industry: Guilt-Leveraging at America’s Universities

    Rockwell speaks at Michigan State University

    3,931 words

    At the invitation of a student group at Michigan State University, George Lincoln Rockwell, head of the American Nazi Party, came to the campus in East Lansing to address the students in 1967. No reported incidents. It was just another typical day on a typical American university campus. Imagine today the violence and vandalism that would explode with the announcement of a university administration anywhere in the country that it had permitted a real, self-affirming Nazi to address its students. Think of the tumult that would ensue if he attempted to come and speak. It is a terrifying thought experiment, one which captures the staggering magnitude of the success of the Left in its march through our social institutions, particularly the one supposedly dedicated to the “life of the mind” and “the pursuit of truth.”

    Let’s assume you survive this terror of imagination. Knee-slapping humor follows when you listen to GLR’s opening remarks. “Let me first thank the school [MSU], administration, and the committee that invited me and tell you how grateful I am for this opportunity. The only chance I have left in this country to speak is in the academic community. . . . This is the only chance where I have to present ideas for your judgment.”

    Rockwell’s invitation, speech, and its relatively courteous reception at MSU occurred in a historical period to be designated as “BD,” “Before-Diversity.” BD was a time when men were men and women still seemed to like them. Back then, “African-Americans” were politely called “colored people” — not to be confused with “people of color.” What a difference a preposition can make. Life, BD, was also a bit more carefree and relaxed, before the widespread installation of professional scolds to regulate our conversations and enforce their enlightened norms of sensitivity. At American universities in the 1960s “diversity” had not yet become the prime mover in the “mandatory chapel” sessions conducted by cult-Marxist appointees following a liturgical script of egalitarian devotion.

    “Diversity” back then was just a word that aroused no particular emotion and with none of today’s odious ideological trappings. “Diversity” was merely the opposite of “sameness” or “uniformity.” In some cases, diversity was a good thing, as in a “diversity of options.” In other cases, sameness or uniformity was the desideratum, as in “same high quality,” or a “uniform” approach. There were no Vice-Presidents for Diversity and Inclusion, no diversity conferences to go to, no mandatory diversity workshops and seminars you were forced to attend, no entertaining spectacles of desperate, frantic university administrators climbing up over each other’s backs to vehemently proclaim their “commitment to diversity.” Real, self-proclaimed Nazis could be invited to campuses. Polite and well-spoken, they were viewed as “interesting,” regarded more with curiosity than as threats; half the country was not said to be in the grip of fascism.

    In 1905, the American philosopher Charles Sanders Peirce announced that “pragmaticism” would be the best, single word to capture his work, saying that it was “ugly enough to be safe from kidnappers.” “Diversity,” like “gay,” unfortunately, was not ugly enough to save it from the multicultural kidnappers, who made it into a tool to help them, as the historian Leonard Shapiro once described Soviet propaganda, “produce a uniform pattern of public utterance in which the first trace of unorthodox thought reveals itself as jarring dissonance.” Universities must now, above all, be about “diversity.” Utterance of that word is the unmistakable, rigorously uniform signal that tightly scripted rituals of moral affirmation and admonition are about to begin. Everyone present must nod vigorously in unanimous approval to avoid falling under suspicion. Failure means expulsion, or worse.

    These rituals and their enforcement, however, unintendedly expose the ugly protrusion of an unsatisfiable, desperate, and ruthless form of neediness — the need to feel superior. Of course, there are boundless ways in which someone can feel superior to someone else — some obvious and basic, such as intelligence, looks, talent; some trivial, like your marathon finishing time or your kid’s ACT scores. However, the best way, the one that will trump any other form of superiority, is to feel morally superior. The lust for moral superiority is what the “diversity” chatterboxes are all about. Hillary Clinton’s “basket of deplorables . . . irredeemables” must surely be the most memorable words of the 2016 Presidential election campaign. They illustrate the basic logic in play. Morally superior people need, indeed demand, morally inferior people to feel superior to; lots of them, it seems. The tricky part with this is that being morally inferior to someone else is not the sort of permanent deformity that the inferior party in this most invidious of all invidious comparisons is likely to embrace happily or easily. This we may recall from the reaction to Mrs. Clinton’s remark and its galvanizing effects on the targets. Being branded with this kind of inferiority makes for seriously unpleasant practical outcomes, and one should always be suspicious of prospectors mining for this sort of gold. Most people, I believe, will strenuously resist wearing the mantle of moral inferiority. But, there are ways.

    Thus, the big question: how do you get someone to admit that he is morally inferior to someone else? The quick answer: guilt that can be leveraged ideologically. But it’s somewhat complicated, historically speaking. The best place to start is with Bertrand Russell and his “doctrine of the superior virtue of the oppressed.”

    “Oppression” in this doctrine must be collective. To be “oppressed,” you had to be a member of a collective entity sharing grievances that you could leverage against the members from a collective-oppressor. The leverage that being “oppressed” gives you is “superior virtue,” the “moral superiority” I’m talking about. Russell was certainly aware that Karl Marx had invented this seductive scheme with his two hostile camps, the oppressed working class, “the proletariat,” and the capitalists who exploited and oppressed them. Crudely put, with Marx you had the good guys (morally superior-wise) who did all the hard work, and the bad guys who were bad (morally inferior-wise) because of how they treated the good guys, i.e. stealing the profits from their hard work. Even worse, they fooled them into thinking that this was normal and appropriate.

    The best part of being in the good guy camp is that it gives you a carte blanche to do whatever you like to the bad guys. The euphemism for this carte blanche was “Revolution.” Revolutionary thinking, planning, action, anything “revolutionary,” in fact, is good, because it always aims at getting rid of the bad guys. As Marx technically put it, “expropriating the expropriators.” This nicely captures the moral asymmetry of the equation — the good guys use the methods of the bad guys to even things up. The methods are only good or bad relative to which group of guys are using them, illustrating Lenin’s “Who-Whom” dictum. Think of it as morally justified revenge acted out on the world-historical stage. A gripping drama, it appeals to the sophisticates and the high-minded as well as the underclass, the ones up for breaking heads. And, who doesn’t like revenge, even though we’re not supposed to admit it?

    You can buy Greg Johnson’s White Identity Politics here.

    At some point, everyone pretty much realized that the “proletariat overthrowing the capitalists” lingo didn’t make all that much sense anymore. Who actually were members of the proletariat? Are the lowly clerks who process applications, forms, and push paper around in the Ohio DMV members of the proletariat? Are the unionized college professors (average annual salary $90,000 a year with summers off) on strike at Central Michigan University members of the proletariat? The “good guy worker” — “bad guy factory owner” division of society was a tired, sloppy, useless anachronism that no one paid attention to anymore. Still, Marx’s seductive appeal of viewing society as an escalating duel of morally inferior-superior camps with the inferiors beating up on the growing ranks of the superiors was firmly in place. It’s locked in actually. And post-WWII, this template was retained but retrofitted with two different sets of inferior/oppressors-superior/oppressed players.

    The new players put a more promising, powerful dynamic into place: race. This would be the fulcrum upon which moral distinctions were pivoted. “Racism” would be the key to unlocking the dark history that revealed the real divide between the good guys and the bad ones, morally speaking. It would be more complicated and far-reaching than the proletariat-capitalist version, which didn’t make sense anymore. Most importantly, the race angle had staying power. Racism is “in our DNA,” as President Obama put it. That is, “our” as in white peoples’ DNA. The good guys were no longer the lunch bucket proletariat; it was black Americans, victims of racism. The bad guys, of course, white American racists. These two groups are now locked in eternal struggle, the oppressed and their oppressors.

    “Racism” got “re-engineered” with load-bearing walls for the weight of the grievances it would have to bear as the moral underpinning for the impregnable “good guy” status of black-minority America. The eternal, unforgivable wickedness of white America is where we are at. Thus, move to guilt-leveraging. Guilt as a means for taking and exerting power over others is more effective and efficient, less messy than the overt violence deployed by the likes of Lenin and Castro. Guilt would be the engine of “cultural revolution” courtesy of some folks from a certain tribe — Adorno, Horkheimer, and Marcuse — who helped the Americans occupying defeated Germany achieve maximum guilt-leveraging with Entnazifizierung, denazification.Twenty-first century Germany may be the most guilt-ridden place on the planet, run by nasty, self-hating, white women.

    The first step on the way to guilt-leveraging “racism” was to make it (a) permanent, and (b) ubiquitous. Attached to the bad guys, it became a “moral” stain that, as you can clearly see now, never washes away, and is everywhere. Even the stone and marble in the Confederate monuments from an earlier era bear those stains. When is the last time you heard that “racism” was a thing of the past, or even that it was on the wane? When do you think that you will hear anyone around you who is sane, serious, and sober say anything like this?

    Taking a huge breath, all of this brings us to the birth and expansion of what is called the “diversity industry.” Once you grasp the dynamics of “racism” and collective guilt, the emergence and explosive growth of the “diversity industry” will make perfect sense — even though over the last fifty years the past barriers of race by all objective measures have drastically fallen.

    So, finally, here is what “diversity” is actually about. It’s a code word. When uttered it first signals that the utterer is positioned in the ranks of the morally superior. Second, what follows will be guilt-leveraging; “unmasking,” as they call it. Unmasked is the deep-structured unfairness of the status quo. Prepare yourself, white-privileged dude. It’s worse than ever. It’s worse than during the Jim Crow period because the unfairness perpetuated by the oppressors is glossed over or hidden by a false cover of “progress.”

    “Diversity” is the trigger that “diversity professionals” rely on to keep the doctrine of the superior virtue of the oppressed front and center and further leverage the guilt by exposing new and recondite forms of oppression. Jim Crow, back of the bus, segregated drinking fountains and restrooms, etc. had been done away with. No more Bull Connors, “white only” signs, N-word for whites, anti-miscegenation laws. The problem is that with all of this one might be tempted to conclude that things, race-wise, were getting a bit better. Getting “better,” however, means losing that leverage. “Getting better” will never happen.

    “Racism” is at the heart of the diversity industry and for it to be a “growth industry” there must be more rather than less “racism.” Sorry, there is no other way for it to prosper if you look at it both logically and sociologically. This leads us to the multiplier effect: from generic “racism,” ragged and worn from overuse, we move to a continuously updated and expanded thesaurus that includes covert and insidious forms of “racism.” Thus: “institutional racism,” “systemic racism,” “structural racism,” “covert racism,” “environmental racism,” “economic racism,” and more to follow — the flow of adjectives, Geritol for the flagging noun. The social pathology of “racism” becomes endemic, entrenched everywhere in American society. This means that there is a lot of heavy lifting and endless opportunities for those to carve out niches in the “anti-racism business.” The practice of “anti-racism” in America resembles a never-ending game of “whack-a-mole.” One of these pesky little critters pops up. You whack him down. Another immediately pops up somewhere else. A “diversity professional,” you might say, has a full-time job of playing whack-a-mole.

    These pathologies rage in and out of control. Pathology-containment relies on pathologists who recognize the endless way in which racism permutates, identifying it, labeling it, and calling out its practitioners. Also needed are personnel to tend to the victims, the wounded, focused on promoting their threatened wellbeing and guarding their tender feelings, helping them grasp and appreciate their moral superiority, and energize and polish their grievances. Finally, the most challenging and intractable elements are the racists (the morally inferior) themselves. Many of them fail to understand that they are morally defective. At best, they remain insensitive to the continuing victimization they are responsible for; at worst, hostile to efforts to reeducate them. Hence, “diversity training,” a euphemism for the guilt-leveraging that unfolds in the “shaming” and “struggle sessions,” as this sort of re-education was called during the Cultural Revolution in China. Diversity-trained whites learn about “white privilege,” microaggressions, and, most importantly, how to grovel.

    “Diversity” offices or divisions in universities, if I may simplify a bit, are tasked with what I call “the racism watch.” There are no incentives for anyone who wanted to be successful in this industry to report that racism is in decline. A decline would mean fewer staff members, smaller offices, smaller paychecks, fewer perks, and fewer conferences to attend — less visibility. If whites were behaving themselves and needed no “tutoring,” there would be no need for an office of diversity. Remember: to flourish, the morally superior need the morally inferior. Diversity personnel must pretend they want racism to be eliminated because it’s the ultimate evil, but if that happens, they are working themselves out of their jobs. The material incentives are entirely in perverse opposition to the professed moral ideal, and when those two come into conflict, everybody knows which one is going to win.

    The diversity industry got a huge boost because the “ism” piece of “racism,” its foundation and engine, went into franchise. “Racism” offered spinoffs: more “isms’ and “phobias,” menacing abstractions galore, using the morally superior-inferior template originated by Marx, thus swelling the ranks of the “morally superior” and enlarging the parameters of guilt. You do not argue with success. You can never defeat an abstraction. Once born, an “ism” lives forever, deepening and expanding the culpability of the oppressor. The virtuous victim classes (the good guys and gals) were rapidly multiplying: Latinos, women, gays, and the disabled — “sexism,” “homophobia,” “ableism.” “Transphobia” remained undiscovered for decades. Many nuances of victimhood to elucidate and morally superior people to attend to. It was also time for more intense concentration to bear down on the moral-inferiors and up the guilt-leveraging. “Whiteness” came into being, evil now ontologized in an abstracted form, making it ubiquitous and permanently illusive.

    Job security.

    The “diversity industry” also mimics nouveau religion with its scriptures, rites, saints, and banishment rituals for heretics. And, as we all know, new religions are fertile ground for fakers, fanatics, and fools. What we also know is that a religion in its early, expansionist stage heavily tilts toward the heresy-banishment side of the ledger which means that there is no toleration for “deviation” from the established “truth.” Heretics are not just misguided, wrong, or mistaken. They are evil, morally defective, and have no place in the community of believers (as Hillary Clinton put it, the “deplorables” are “thankfully, not part of America”). The pursuit of heretics and their excommunication is not for timid personalities. BLM and Antifa are not timid folks.

    The language that the “diversity industry” uses to discover and pounce upon the heretics — or if you incline toward Stalinism, “deviationists” — is the argot of Diversity-speak. Diversity-Speak unfolds with an insidious grammar, phrasing, and intonation used by the Moral-Elect to dominate the agendas, shape university policies, and put them in the institutional driver seat. For example: “In this meeting, we will be leading the conversation. . .” Or, “Our objective is to shape the narrative. . .” And, of course, they are constantly about “changing the culture.” “Conversation,” “the narrative,” and “the culture” are loosely interchangeable code words for “control.” Taking control and bossing people around is what they are about.

    Look also for heavy use of the first-person plural pronouns “we,” “us,” and “our,” as in “our democracy.” These are all to camouflage the “we’re-all-in-it-together” head-fake that downplays the heavy-handed propaganda that they use to signal that deviation from their way of thinking, their “narrative,” is not allowed in the “conversation” (the terms they are dictating) that they are leading to “change the culture” (take over). But the four words terminating with a question mark, sternly uttered, that throws any university administrator from the President on down into a state of fecal incontinence are: “your commitment to diversity?” You see, “diversity” has become so vaguely ritualized and with no precise meaning that no one can begin to prove or demonstrate his “commitment” to it.

    You can buy Greg Johnson’s Here’s the Thing here.

    This is perfect.

    The diversity inquisitor in the driver seat. She is the one who gets paid to peer into the “commitment” crystal ball, and what she sees is seldom good news for the poor administrator on the receiving end of the question. He is permanently mired in “commitment”-deficit mode, which meant that the diversity staff always get to be in the “collection” mode, resource and power-wise.

    “Your commitment to diversity?” is the combination that unlocks the university safe for the diversity office. The seriousness of the university’s “commitment to diversity” is directly proportional to a combination of factors in the diversity division: how many staff, the size of their salaries, the prestige of the titles, the size and prime location of the offices, and resources available for professional development and programming. The more and the higher the combination of these are, the more precise the measurement of the placement of “diversity” in the university’s firmament of priorities is. The “smart” administrators quickly grasp how critical these metrics are for predicting the course of their professional futures. The University of Michigan may be the Platonic Form of “Diversity Staff” perfection with its division of almost one hundred staff — including four “Assistant Vice Provosts” — and an annual payroll budget of over eleven million dollars.

    Prestigious titles — Vice President, Associate Provost, etc. — are a critical element for the success of “diversity” as they signal importance and power and, of course, institutional commitment. The problem is that they attach themselves to the nebulous abstractions at the heart of the industry: e.g., Vice President for Diversity and Inclusion. This finally raises a question that brings us to the “the Emperor has no clothes” (EHNC) moment. What, exactly, does a VP for Diversity and Inclusion do?

    The EHNC answer: The Chief Diversity Officer is the tip of a pyramid scheme.

    Here is a workable definition:

    A pyramid scheme is a way of making money that cannot continue very long. It involves promising people payment, services, or ideals, primarily for enrolling other people into the scheme or training them to take part. It does not supply any real investment or sale of products or services to the public.

    A slight bit of tweaking shows the pyramid scheme essence of the “diversity industry.” Rather than “making money,” this version is about “ideals,” the making of racial harmony by promising people payment in the form of “fairness and equality” and ultimately the vanquishing of “racism.” To do this requires the continuous enrolling of yet more people into the “scheme” and/or training them to take part in the noble effort. However, for all of the elevated titles, bloated budgets, expansive staff, relentless propaganda sessions, and never-ending “diversity training,” they do not “supply any real investment or . . . services” to the university. There is no ROI. “Racism” still abounds and is even more pervasive and threatening. None of the fairness and equality in high demand ever seems to be in near reach; the payouts are always elusively somewhere way down the road. Only more staff, more resources, and, most importantly, more of that illusory “commitment” will put the unreachable within reach.

    Pyramid schemes must expand or they eventually collapse, which explains why university diversity offices are always in “growth mode,” continuously adding staff to address the pressing need to correct the entrenched unfairness and move toward the equality that never materializes, to vanquish the “racism” that only seems to get worse: the more staff added, the more inequalities they seem to discover, which leads to ever more staff. The pyramid grows as it must.

    Consider Parkinson’s Law in light of this: “Work expands to fill the time available for its completion.” Then, a corollary, the “Diversity” Parkinson’s Law: “Diversity work expands to fill the time of the staff added to the diversity payroll.” “Diversity” work is comprised of talking about the importance of diversity, and since there is never enough diversity, and since no one can tell you if you’ve reached “peak diversity” or if you’re even close, ergo, you can never have enough people to talk about it, to remind everyone how monumental it really is. The supply can never meet the demand. So, are you beginning to grasp the vicious circularity in play? Because the language of “diversity” is so nebulous, abstract, and expansive, the “work” of “diversity” turns out to be neither more nor less than the praising of diversity, self-worship, a spectacular exercise of moral solipsism.

    Let’s push this a bit further to draw the conclusion.

    Consider the job of a different university employee. A math professor, for example. The math professor isn’t employed to talk about how important mathematics is. He teaches people how to do mathematics. How about the university custodian? Think what would happen to him if all he did was talk about how important it is to have tidy buildings, but never emptied the trash cans. The mathematician doesn’t need to talk about how important mathematics is because it is obvious. No one wants or needs oratorical praise of cleanliness from the custodial department. This should be a clue. An industry that exists and grows with its sole product simply being a continuous advertisement for itself is a pyramid scheme, a massive guilt-leveraging fraud built on the cult-Marxist doctrine of the superior virtue of the oppressed. The resources it takes to expand itself is theft. Its “professionals” are snake-oil vendors.

    The administrators who employ them have joined the growing legions of useful idiots: tergiversators of the worst kind.

    You can find Stephen Paul Foster’s newly published novel here.

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    The post The Diversity Industry: Guilt-Leveraging at America’s Universities first appeared on Counter-Currents.

    This content was originally published here.

  • Towards an anti-racist curriculum: Step 2. “Usualise diversity”

    Towards an anti-racist curriculum: Step 2. “Usualise diversity”

    My last post on this topic was Step 1. Reading. This wasn’t necessarily meant as the start of a series, but I’m going to continue taking steps along the path, when I feel ready to do so. It’s time for Step 2.

    Towards an anti-racist curriculum: Step 1. Reading

    Ever since the wave of discussions about racism that flowed from the Black Lives Matter demonstrations in June and July, I’ve been thinking a lot about what an ‘anti-racist’ curriculum would look like in schools. It’s a huge, important, complex area – one you don’t want to get wrong – so, I’m writing this with … Continue reading


    Since posting Step 1, the debate regarding responses to the BLM protests has continued. There’s been a lot of activity and exchanges of views and I think it’s important to recognise that there is spectrum of opinion. Whether you agree with any one viewpoint or not, this forms a backdrop against which school leaders have to adopt a position that is supposed to be both principled and politically neutral (if that’s ever possible!). Where some people appear confident in their views around the concepts of white privilege, whiteness, race essentialism, critical race theory, structural racism, decolonisation – I think it’s fair to say that framing the debate and strategy around anti-racism in these terms is not typical within most schools. There’s still a lot of baseline learning and consensus-building to be done amongst adults – especially where personal perspectives and experiences of racism are so profound and so varied. On that basis, whilst engaging students in all-important discussions about racism and how to eradicate it, it’s premature and probably inappropriate for schools to launch initiatives that require teachers to deliver an anti-racist curriculum formulated through these concepts if they’re not equipped to do so, ready to deal with challenges from within their community. The risk of alienating the very people you seek to educate and include is high if you get this wrong.

    At the same time, the imperative to take an anti-racist stance in schools burns as fiercely as ever. As far as I’m concerned, the complexities of the CRT/BLM debate cannot be allowed to side-track or inhibit people. Nick Dennis (@nickdennis) wrote an excellent blog on the legal aspect of this. He reminds people: “Racism exists and being anti-racist is enshrined in law”…” There is no need for ‘balanced’ views on this or to be impartial, because it is not politically partisan, it is the law.” 

    Taking an anti-racist position as a school isn’t some kind of ‘woke’ or ultra-liberal-left ‘take’; you’re not either a race essentialist or preaching Marxist critical race theory to feel strongly that your curriculum should be packed with strong anti-racist substance. It’s about protecting people’s rights in law, taking a stand in face of de facto prejudice and structural inequalities in society – even if some BAME people don’t experience or interpret things the same way others do. An anti-racist stance is about celebrating and protecting our basic timeless shared humanity; our responsibility to treat all people equally and to recognise everyone’s place and contribution to our history, culture and society. Leaders and teachers should go forward actively promoting an anti-racist position with pride, confidence and a certain determination and resolve. The big remaining question is – how?

    Thankfully, there are people working in this area who have been able to express ideas that have cut through the noise. It’s not controversial to assert the simple idea that every student should be able to feel that the school curriculum is their school curriculum; one they are part of as much as anyone else is; to see themselves represented and valued within it. For me, one of the most useful and powerful ideas I’ve encountered in delivering this is:

    Usualising diversity

    I first heard this expressed by Bennie Kara (@benniekara) during her Curriculum Masterclass, an event I ran with Mary Myatt and John Tomsett. Subsequently she has published a superb book, Diversity In Schools, linked here:

    Crediting Sue Sanders, founder of Schools Out, Bennie explains how usualising diversity has significant power in relation to all forms of diversity issues. For example, she implores teachers not to create ‘shrines to gay people’ in the corners of their classrooms but rather to ensure LGBTQ+ people are represented alongside others; integrated; ever-present. The same applies to the Black Scientists posters… This attempt at promoting diversity can actually just reinforce the othering effect. Diversity isn’t something you stick a label on and make room for on special occasions: here comes a dose of diversity…. now, back to normal. No. Instead, you usualise it. It’s always there, woven into the fabric. In so-doing, we educate children about people who are different to them; we tackle ignorance, break down barriers and prejudices. The gallery of ordinary people, families, characters, rulers, authors, scientists, politicians, heroes and villains, artists and professors that children encounter consists of a diverse array of people representing different ethnicities, genders, LGBTQ identities. Embedded, everyday, usual.

    This chimes with the numerous voices who, during the most recent Black History Month, promoted the idea of #BHM365. Why would we need a Black History Month if we have integrated black history into the curriculum, all year round? Black history is British history; human history; part of everyone’s history, not something sitting to the side. If we’re getting it right, why does it need a special month?

    In essence, that is what schools should be aiming for: a curriculum where diversity is usualised; embedded; integrated; constant. How is this to be done? Bennie Kara expressed this brilliantly in her masterclass under the heading ‘Ways into the curriculum’. Her list included:

    • Expand the world: tell stories from beyond students’ experience: other countries; other faiths; other cultures/
    • Parallel stories: show how multiple stories happened side by side – for example soldiers from different nations fighting in WW1 and WW2; the experience and perspectives of indigenous people on the receiving end of colonial conquests on every continent.
    • Migration: tell the story of migration to Britain throughout the ages; link it to wider human story of migration from our African origins; highlight the many avenues that have led to people being black and British – much as David Olusoga describes in his epic recent book. Every British citizen is as British as any other – and our collective stories add up to our identity as a nation. This is true for all of us, regardless of our own personal ancestry.
    • Linguistic and cultural connections: show how our language, number system and numerous aspects of modern culture connect to other cultures.
    • Countering dominant narratives: In her book she talks about avoiding victim narratives but, instead, making sure that people and their histories are represented in the round. Black history cannot be restricted to slavery and civil rights narratives, important as they are.

    From the teachers’ side, this requires careful evaluation, research, curation, planning, cultivation. It’s deliberate and purposeful; designed. However, from the students’ side, this just becomes the one coherent curriculum they encounter in that school. Diverse people, narratives, cultures, histories, perspectives are embedded in their curriculum; they become part of what they understand to be a British curriculum. It’s just how things are. Usualised.

    I love this idea. It helps to give direction to teachers and leaders putting these ideas into practice. Some will feel pressure to add ever more to a crowded curriculum. However, listening to a range of speakers recently – Bennie Kara, Mary Myatt, Christine Counsell – I’m convinced by the argument that ‘adding more’ is the wrong way to think of it. It’s more a case of ‘weaving together’. If you read different texts and explore histories and cultures in parallel, side by side, you lay out a diversity-rich landscape where each reference point may only need a brief encounter to make a significant impact to the overall perspective – that Britain is a diverse nation, with diverse roots, diverse heritage, diverse cultural elements making us who we all are together. Weaving narratives together is time efficient – so we’re not always robbing Peter to pay Paul, making unholy trade-offs. But it also does the job of ‘usualising’ – because the stories belong together on an equal footing not as a token here and a token there.

    Of course, ultimately, it all comes down to details. Which texts? Which historical narratives? Which people to provide the all-important diversity of representation and perspective? To get started, text selection for English is a good place to look. In truth the choice is massive – and will take time for teachers to read, evaluate and then select and embed these texts into their curriculum. I asked some of my curriculum thinking partners for some suggestions (thanks Bennie, Sonia, Mary, John T and colleagues, Julian…) Here’s what they came up with:

    KS2
    Artichoke Hearts by Sita Brahmachuri 
    Race to the Frozen North: Catherine Johnson- The forgotten story of Matthew Henson (First (Black)Man to reach the North Pole.

    Voices Series: 
    Son of the Circus. A Victorian Story by E. L. Norry
    Empire’s End. A Roman Story by Leila Rasheed.

    Ellie and the Cat (Malorie Blackman)          
    Sam Wu series (Kevin and Katie Tsang)
    Blackberry Blue (Jamaica Gavin) –
    ‘The Librarian of Basra: A True Story from Iraq’ by Jeanette Winter 

    KS3
    Blackberry Blue and Other Fairy Tales by Jamila Gavin  though probably for Y7 max!
    Salt to the Sea by Ruta Sepetys 
    Children of Blood and Bone by Tomi Adeyemi 
    Undefeated: Kwame Alexander – Black American History (very powerful)

    Voices Series:
    Windrush Child – Benjamin Zephaniah 
    Diver’s Daughter. A Tudor Story – Patrice Lawrance
    Now or Never. A Dunkirk Story – Bali Rai 

    ’Straight Outta Crongton’ by Alex Wheatley 
    ‘But Where Are You Really From?: On Identity, Humanhood and Hope Amanda Khozi Mukwashi.
    ‘The Inconvenient Indian: A Curious Account of Native People in North America by Thomas King 

    KS4/5
    Surge by Jay Bernard
    The Penelopiad by Margaret Atwood
    The Miseducation of Cameron Post by Emily M Danforth
    Their Eyes were watching God by Zora Neale Hurston 
    Zadie Smith’s Grand Union Stories.
    Bernardine Evaristo’s books like ‘Mr Loverman’ and ‘The Emperor’s Babe’, and of course her Booker winner ‘Girl, Woman, Other’.

    There is also this superb list from The Centre for Literacy in Primary Education CLPE Black History Book List Download – shared by Sonia Thompson.

    Mary Myatt shared this superb link to a range of bookshops with excellent resources in this field/

    Julian Girdham shared this: The (US) School Library Journal has good resources and lists :https://www.slj.com/?subpage=Diversity

    There is also the BAMEEd list of books for children: https://www.bameednetwork.com/wp-content/uploads/2020/10/Books-for-children.pdf

    That’s just the English ball rolling…some of you will be a way down this path already. Of course we also need to look at exactly what we cover in history and how geography, science, art, music….. contribute meaningfully. I think some of this detail will be featured in Step 3. I will need to do more crowd-sourcing. There’s more to discuss about representation and usualising diversity in the round without falling into the trap of forcing in representation when it isn’t there. I call this the Solvay Conference problem… But that’s in Step 3.

    (Thanks for all the support with this post from those who contributed ideas and/or gave it a once-over before publication.)

    This content was originally published here.

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