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Education: The Microaggression Farce

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Heather Mac Donald writes: In November 2013, two dozen graduate students at the University of California at Los Angeles marched into an education class and announced a protest against its “hostile and unsafe climate for Scholars of Color.” The students had been victimized, they claimed, by racial “microaggression”—the hottest concept on campuses today, used to call out racism otherwise invisible to the naked eye. UCLA’s response to the sit-in was a travesty of justice. The education school sacrificed the reputation of a beloved and respected professor in order to placate a group of ignorant students making a specious charge of racism.

Demotivated students sitting in a lecture hall with one girl napping in college

“The silence on the repeated assailment of our work by white female colleagues, our professor’s failure to acknowledge and assuage the escalating hostility directed at the only Male of Color in this cohort, as well as his own repeated questioning of this male’s intellectual and professional decisions all support a complacency in this hostile and unsafe climate for Scholars of Color.”

The pattern would repeat itself twice more at UCLA that fall: students would allege that they were victimized by racism, and the administration, rather than correcting the students’ misapprehension, penitently acceded to it. Colleges across the country behave no differently. As student claims of racial and gender mistreatment grow ever more unmoored from reality, campus grown-ups have abdicated their responsibility to cultivate an adult sense of perspective and common sense in their students. Instead,heather-mac-book they are creating what tort law calls “eggshell plaintiffs”—preternaturally fragile individuals injured by the slightest collisions with life. The consequences will affect us for years to come.

[Heather Mac Donald is the author of “The Burden of Bad Ideas: How Modern Intellectuals Misshape Our Society“, available at Amazon]

UCLA education professor emeritus Val Rust was involved in multiculturalism long before the concept even existed. A pioneer in the field of comparative education, which studies different countries’ educational systems, Rust has spent over four decades mentoring students from around the world and assisting in international development efforts. He has received virtually every honor awarded by the Society of Comparative and International Education. His former students are unanimous in their praise for his compassion and integrity. “He’s been an amazing mentor to me,” says Cathryn Dhanatya, an assistant dean for research at the USC Rossiter School of Education. “I’ve never experienced anything remotely malicious or negative in terms of how he views students and how he wants them to succeed.” Rosalind Raby, director of the California Colleges for International Education, says that Rust pushes you to “reexamine your own thought processes. There is no one more sensitive to the issue of cross-cultural understanding.” A spring 2013 newsletter from UCLA’s ed school celebrated Rust’s career and featured numerous testimonials about his warmth and support for students.

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It was therefore ironic that Rust’s graduate-level class in dissertation preparation was the target of student protest just a few months later—ironic, but in the fevered context of the UCLA education school, not surprising. The school, which trumpets its “social-justice” mission at every opportunity, is a cauldron of simmering racial tensions. Students specializing in “critical race theory”—an intellectually vacuous import from law schools—play the race card incessantly against their fellow students and their professors, leading to an atmosphere of nervous self-censorship. Foreign students are particularly shell-shocked by the school’s climate. “The Asians are just terrified,” says a recent graduate. “They walk into this hyper-racialized environment and have no idea what’s going on. Their attitude in class is: ‘I don’t want to talk. Please don’t make me talk!’ ”

Val Rust’s dissertation-prep class had devolved into a highly charged arena of competing victim ideologies, impenetrable to anyone outside academia. For example: Were white feminists who use “standpoint theory”—a feminist critique of allegedly male-centered epistemology—illegitimately appropriating the “testimonial” genre used by Chicana feminists to narrate their stories of oppression? Rust took little part in these “methodological” disputes—if one can describe “Chicana testimonials” as a scholarly “method”—but let the more theoretically up-to-date students hash it out among themselves. Other debates centered on the political implications of punctuation. Rust had changed a student’s capitalization of the word “indigenous” in her dissertation proposal to the lowercase, thus allegedly showing disrespect for the student’s ideological point of view. Tensions arose over Rust’s insistence that students use the more academic Chicago Manual of Style for citation format; some students felt that the less formal American Psychological Association conventions better reflected their political commitments. During one of these heated discussions, Rust reached over and patted the arm of the class’s most vociferous critical race–theory advocate to try to calm him down—a gesture typical of the physically demonstrative Rust, who is prone to hugs. The student, Kenjus Watson, dramatically jerked his arm away, as a burst of nervous energy coursed through the room.

After each of these debates, the self-professed “students of color” exchanged e-mails about their treatment by the class’s “whites.” (Asians are not considered “persons of color” on college campuses, presumably because they are academically successful.) Finally, on November 14, 2013, the class’s five “students of color,” accompanied by “students of color” from elsewhere at UCLA, as well as by reporters and photographers from the campus newspaper, made their surprise entrance into Rust’s class as a “collective statement of Resistance by Graduate Students of Color.” The protesters formed a circle around Rust and the remaining five students…..(read more)

City Journal 

Heather Mac Donald is a contributing editor of City Journal, the Thomas W. Smith Fellow at the Manhattan Institute, and the author of The Burden of Bad Ideas: How Modern Intellectuals Misshape Our Society.

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2 Comments on “Education: The Microaggression Farce”

  1. Paul H. Lemmen says:

    Reblogged this on A Conservative Christian Man.

  2. […] The Butcher Heather Mac Donald writes: In November 2013, two dozen graduate students at the University of […]


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