Thu 5 Jan 2006
President Morty Schapiro’s Introduction to the Diversity Initiatives merits careful study. It perfectly captures the confusion, obfuscation and borderline dishonesty which plague discussions of diversity at Williams and elsewhere. Although Morty (and Williams) deserve praise for the openness with which this study has been conducted — especially for the publication of a variety of data tables — the overall result lives down to my already low expectations.
The confusion and obfuscation start at the very beginning.
The most significant change in higher education during our time may be its increasing inclusion of students, faculty, and staff from groups that had previously been excluded from its campuses.
First, the notion that there was a great deal of exclusion at Williams and places like it is, historically, false. Morty may not have read The Chosen by Jerome Karabel, but those of us who have know that there is little if any evidence of significant discrimination against Asian American, Latino or African Americans (AALAA) since 1900 in elite admissions. If you had the grades (and the money), you got in (unless you were Jewish). If you didn’t have the grades and the money, you didn’t get in, regardless of race. There were, of course, individual acts of discrimination — see pages 232-233
of The Chosen for a particular disgusting example involving a Williams graduate — as well some schools, like Princeton, with particularly backward attitudes, but it is just false to claim that the number of AALAA students at Williams and other schools prior to 1965 would have been much higher in a colorblind world than it was in our imperfect world. It would not have been. Discrimination, at the admissions stage, probably affected dozens of students, not hundreds much less thousands. The real victims of elite discrimination in the 20th century were the Jews. The Report has little if anything to say about that.
Second, the most significant change in higher education — outside of exploding sticker price — in our time (meaning, say, post 1950) has been sorting by IQ. In the 1950’s, lots of not so smart (white) men got into Williams and places like it. (Not you, Dad.) Now, with very few exceptions, almost every student at Williams is from the far right tail of the Bell Curve.
Now, Morty knows these things, and there is nothing wrong with a little pablum from a college president. Yet issues surrounding diversity at Williams are difficult. The closer we can get to an honest description of the facts, the more progress we can make.
Although mission statements are mostly fluff, it is nice to see Morty provide a clear goal for Williams.
The College’s mission to provide the highest quality liberal arts education is enhanced by the rich variety of backgrounds and experiences that students, faculty, and staff bring to the task of educating each other.
I agree that the goal of Williams should be “to provide the highest quality liberal arts” in the world. I also agree that diversity of all types helps with that goal. I can’t imagine that Williams could be as good as it might be if there were, for example, no international students on campus. But it is a long leap from this premise to the actual policies that Williams currently follows, and even longer to the policies that people like Evelyn Hu-DeHart would like to see Williams follow.
More importantly, as every good economist (like Morty) knows, there are trade-offs. Every time you let in an under-represented minority (URM, which in a Williams context almost always means Latino or African American), you deny admission to someone else, someone who might be smarter, who might be poorer, who might even be a minority herself. (Williams denies admissions to dozens of Asian American applicants with much stronger SAT scores and high school grades than those of some of its URM admittees.) Williams is poorer because that student is not present. But she is also invisible. It is hard to judge the cost of rejecting her if none of us can clearly see what she might have added.
The hard decisions are, as always, made on the margin. The first 20 URMs that Williams admits are as good as any Jewish or Asian or WASP Eph. The second 20 are also. But by the time we get to number 100 of enrolled, not just accepted, we are talking about applicants with significantly weaker high school records than their classmates at Williams.
In the class of 2009, Williams is 20% URM. The hard question for those who love Williams is whether this number should be 10% or 30%.
One of the stranger parts of the discussion involves Morty’s desire to focus on “intrinsic” factors.
For all the progress Williams has made in becoming more open and supportive, the case remains that some people, because of factors intrinsic to them, are excluded from the College or have less full and satisfying experiences here.
Does this make sense? Morty implies that by “intrinsic” he means things like race and gender that we are born with, not factors like religion. (Let’s leave aside the question of whether or not one can be born a Jew.) The problem is that no one is born Hispanic, at least by the definition of Hispanic that is used by Williams.
Again, I realize that the Diversity Initiative can not be about everything and that it is reasonable for Morty/Williams to focus on some aspects of diversity rather than others. But, don’t claim to be focusing on “intrinsic” factors and then spend time on cultural ones.
Greater awareness of this fact, resulting from the compelling testimony of current and former members of the campus community and from analysis of data on student demographics and student experiences, led to the launching at the beginning of this academic year of the Diversity Initiatives.
Isn’t this borderline dishonest? Unless I am mistaken, there were no plans to launch a great big Diversity Initiative until the Nigaleian fiasco of last fall.
But the most disingenuous section of the Introduction involves those dreaded conservative critics, bane of left-thinking college presidents everywhere.
Several submissions to the Web site raised issues regarding the political beliefs of faculty. These echo concerns expressed more publicly about college faculties in general, usually in terms of suspected proselytizing to students. These submissions failed to gain traction through the Initiatives process, perhaps because few people, if any, on campus believe such proselytizing takes place, and because one’s political views are considered to be a characteristic that is acquired rather than intrinsic.
Why is this dishonest? First, Morty acts as if the primary, if not only, concern about political diversity raised by outsiders involved fears of “proselytizing.” But, as anyone can see, not a single outsider raised this concern. There are several discussions of diversity of political opinion among the faculty, but they almost all fall in the category of diversity-of-opinion-is-a-good-thing. Of course, few if any readers of the Diversity Initiative are likely to read those comments, so Morty can safely (?) misrepresent their contents.
I suspect that I speak for the vast majority of the political diversity camp when I claim that the problem is not that Williams has leftist professors. Some of my friends are leftist professors! The problem is that Williams has virtually no professors willing to publicly argue the Republican/conservative/libertarian view. That is a problem.
Second, Morty acts as if concerns about “suspected proselytizing to students” are crazy kookery. Why should such ridiculousness get any “traction” with the members of the Coordinating Commitee? Tell that to Jennifer Kling ‘98 (and her family). The New York Times reported back in 1996 that
Jennifer Kling left Williams College here to join the National Labor Federation in Brooklyn with dreams of organizing the poor to create a more just world.
Instead, Ms. Kling found herself trapped in a cramped, tense apartment building, unable to walk outside. Every second was charted. During the day, she filed papers, wrote articles and worked a phone bank, selling advertisements in the organization’s publications. In the evenings, she was required to attend political lectures that would often go until 4:30 A.M., when she was finally allowed to collapse into sleep in a small room with five other women.
Six hours later, at 10:30, the wake-up call would come over the loudspeaker, and Ms. Kling and about 50 other members of the group, which has been called a cult, would start the cycle all over again.
”They didn’t encourage idle chatter,” she said. ”Time was precious. Every minute was pre-scheduled. They kept you so busy that you didn’t have time to think about leaving.”
It took a terrified Ms. Kling weeks to build up the courage to sneak out of the building one morning last year and take a bus home to her family in Missouri.
Scary stuff. The entire article is provided below the break. If any of our seminar participants were on campus in this era, please provide some background and details in the comments.
Morty might like to claim that this is just some sad story unconnected to “proselytizing” by the Williams faculty. After all, only those crazy conservative wingnuts think that this might be a concern at Williams, land of the open-minded professor.
Indeed, Western Massachusetts Labor Action became almost an institution on campus and enjoyed a reputation as a sort of Salvation Army with a political edge, a place where socially conscious students could go to work with the poor. Its connection to Mr. Perente-Ramos was not readily apparent, and the local group’s lead organizer was invited to economics and political science classes to lecture on the region’s social conditions.
Kling and others were sucked into this cult directly from a Williams classroom. My former professor Kurt Tauber, now retired, is mentioned by name. I believe that other Williams professors still on the faculty were involved as well.
Now, just because a few students were lost to one cult does not mean that having outside visitors is a bad idea or that students shouldn’t be encouraged to participate in social work in the local community. But Morty does us all a disservice when he pretends that “proselytizing” is a fringe concern. Nothing to see here. Just move along.
Why should a concerned alum trust the rest of the Report when it is so misleading about this sordid history?
All in all, the Introduction is weak. I realize that Morty (rightly) feels constrained in how “presidential” he must be in this context, but a little more directness and a lot less dissembling would have reassured me that the entire Diversity Initiative was a worthwhile project and not just a circular PC love-in, an exercise in which the people that mattered knew the answer before the first meeting was held. I am not reassured.
New York Times article:
Jennifer Kling left Williams College here to join the National Labor Federation in Brooklyn with dreams of organizing the poor to create a more just world.
Instead, Ms. Kling found herself trapped in a cramped, tense apartment building, unable to walk outside. Every second was charted. During the day, she filed papers, wrote articles and worked a phone bank, selling advertisements in the organization’s publications. In the evenings, she was required to attend political lectures that would often go until 4:30 A.M., when she was finally allowed to collapse into sleep in a small room with five other women.
Six hours later, at 10:30, the wake-up call would come over the loudspeaker, and Ms. Kling and about 50 other members of the group, which has been called a cult, would start the cycle all over again.
”They didn’t encourage idle chatter,” she said. ”Time was precious. Every minute was pre-scheduled. They kept you so busy that you didn’t have time to think about leaving.”
It took a terrified Ms. Kling weeks to build up the courage to sneak out of the building one morning last year and take a bus home to her family in Missouri.
This was the odd world of a fringe group that had remained relatively unknown and hidden until Monday night, when the police entered their Brooklyn headquarters, a cluster of buildings that group members called ”the cave,” and discovered a small arsenal of guns and explosives.
The group, which at different times called itself the National Labor Federation and the Provisional Communist Party, was established by Eugenio Perente-Ramos, who billed himself as a radical labor organizer, though the police and experts on cults have called him a cult leader. Experts familiar with the group say Mr. Perente-Ramos, who died last year, had a following of several hundred in the Brooklyn complex and around the nation in rigidly organized satellite groups, known in his jargon as ”entities.”
While the group’s stated aim was to mobilize the poorest workers to challenge the fundamental economic system, it appears to have achieved little in that arena. What has perhaps drawn the greatest attention to the group is its recruiting efforts among a very different target audience: idealistic college students.
Ms. Kling, now 21, was one of many Williams College students who were approached by a front group, Western Massachusetts Labor Action, that had strong ties to the Brooklyn office. The group has recruited at other schools in Massachusetts and Vermont, but its efforts have come under particular scrutiny at this elite private school of 2,000 students in this small Berkshires town.
For about 20 years, the local group, based nearby in Pittsfield, relied on volunteers from Williams. Although only three students, including Ms. Kling, joined the federation as full-time volunteers, a steady stream of Williams students helped canvass surrounding towns for new members, chopped firewood for the poor and attended meetings, among other tasks.
Indeed, Western Massachusetts Labor Action became almost an institution on campus and enjoyed a reputation as a sort of Salvation Army with a political edge, a place where socially conscious students could go to work with the poor. Its connection to Mr. Perente-Ramos was not readily apparent, and the local group’s lead organizer was invited to economics and political science classes to lecture on the region’s social conditions.
When the school held its annual community volunteer fair, Western Massachusetts Labor Action had a table there. One former student, Michelle Kang, noted that a class that involved doing community service included the group as one of the ways to meet the requirement.
”I remember getting phone calls all the time from them, even in my senior year, trying to get me to help,” said Ms. Kang, who graduated two years ago. She got on the group’s phone list after taking the community service class as a sophomore.
Yet what the group was doing with this help is unclear.
Kurt P. Tauber, a retired political science professor who sponsored the group on campus and helped it raise money, said its organizing work had been a disappointment to him. He said the group was obsessed with forms and bureaucratic detail — with precise instructions about where to put pencils and erasers.
While Dr. Tauber described the group as having a muddled, almost nonexistent political ideology, he noted that its bible was an organizing handbook that gave precise instructions on how to do everything from knock on a door to set up a desk. Dr. Tauber, who met Mr. Perente-Ramos in Brooklyn 13 years ago, said he was not impressed by him and did not like how he barked orders at people.
Yet Dr. Tauber, like others at Williams, saw the goals of the organization as admirable and continued to support it. And he admired the dedication of the unpaid organizers, who worked seven days a week, had no homes of their own and appeared to survive on doughnuts and coffee.
The group’s standing, however, plummeted last year when Ms. Kling’s experience became known and an expose in the campus newspaper, The Williams Record, publicized the local group’s connections to the Brooklyn office, suggesting it was more cult than political group.
Since then, the college has moved to discourage the group from coming onto campus and tried to educate faculty members and students about its questionable background. In the last few months, the group’s lead organizer has left, and its presence on campus has diminished.
On campus Wednesday night, a random survey of a dozen people revealed that most had not even heard of the group. Those who were familiar with it regarded it as something of a joke.
”They were a pretty weird bunch,” said Yamelin Castillo, who graduated in June and is working here. ”No one took them seriously.”
The group continues to work from its storefront office in Pittsfield, occasionally distributing leaflets here. A man who answered the group’s office phone today denied any connection with the Brooklyn group.
Yet there appears to be little doubt that the groups are linked. Peggy Uman, who started working with Mr. Perente-Ramos in the early 1970’s, said she moved here in 1975 to establish the group, having first cleared it with him. Then, until she left the group seven years later, she filed daily reports about her activities, she said.
Ms. Kling, despite her experience, remains ambivalent about her break with the group and was upset to read that five of her former comrades had been arrested on weapons charges, including Dianne Garrett, her sponsor. ”She’s a compassionate, caring person,” Ms. Kling said. ”She really cares about the poor. She would never use a gun.”
Ms. Kling objected to the characterization of the group as a cult, and said that no physical force was ever used to keep her there. But, she said, she does not want to go back.
In the first three months of 1995, Ms. Kling said, she was cloistered in Brooklyn. When her father was visiting from Missouri and wanted to spend the day with her, the group told her that she should not leave. Instead, he came to visit, and they were never left alone, she said.
The building was filled with bright people — including a number of lawyers — but it also was a tense place. Some recruits were clearly mentally ill, she said, and screaming arguments erupted regularly.
Dissatisfied with the life she was leading, Ms. Kling spent weeks plotting her escape. On that dark morning in March, alone in New York for the first time in her life, she wandered the streets of Brooklyn and tried to find a subway station.
”It was scary,” she said, ”but it felt wonderful to breathe the air of New York.”
If Jennifer Kling did not suffer from “proselytizing” in a Williams classroom at the hands of Williams professors, then the word has no meaning.
2006-01-05 11:33:36
David:
You read much more into Morty’s introduction than I did. I see his introduction as a statement of his obvious concern (see Anchor Housing) about fragmentation of the Williams student body.
You are correct that the Nigaleian and other recent “racial” incidents are symptomatic of the issues Morty is trying to address. In a more general sense, he is attempting to shine some light on why “non-mainstream” segments of the Williams community feel some degree of estrangement.
These issues are very common at colleges. Morty’s introduction seems quite straightforward to me, very much in keeping with the way these issues are addressed in higher education circles. There no particular surprises in its identification of the issues or general recommendations for improvement.
My only real complaint with Morty’s overview is his failure to acknowledge that the issues may stem as much from the admissions profiles used for the majority “mainstream” segments than from a lack of adequate programming initiatives for minority students. I think back to the surprise he expressed recently upon learning that the athletes are the center of heavy problem drinking on campus. Is he similarly naive about the diversity fragmentation on campus?
Could Williams relatively heavy emphasis on recruiting wealthy, white, full-pay, private school students be a contributing factor in the Balkanization of campus he perceives? In having varsity sports be the featured excurricular activity for 30% of each incoming class, is the school short-changing the enrollment of students whose extracurricular activities and experiences involve a comfort level in diverse communities? Is the fact that Williams has the highest percentage of full-pay students among the most selective northeast colleges and universities producing a student body with little or no experience with diverse cultures?
2006-01-05 16:24:49
Again, I am being somewhat hard on Morty here, perhaps because I expect him to do better than the usual college president fluff. I am surprised about his misleading description of the views of the proponents of political diversity, but that is an issue that we have all month to discuss.
hwc asks:
No. Well, of course there are a lot of subtle issues here but, big picture, the sorts of (often Northeast) prep schools that produce so many Williams students (and a lesser number of athletes) are much more diverse places with much more of an emphasis on diversity issues that the often lily-white wealthy suburban public schools that produce an equal number of Williams students.
In other words, the typical rich public school has very low URM enrollment for a variety of factors. The typical Williams student from such a school will, therefore, be much less likely to have had a URM in a class or on a sportsteam. The typical prep school, on the other hand, ensures that it has some URM enrollment, generally through the use of scholarships.
Now, it isn’t clear that being in the same 4th grade classroom as someone a different shade of purple from you prepares you for the diverse environment of Williams. But it can hardly hurt.
So I doubt that diversity problems can be fairly attributed to the (high) number of Williams students from prep schools. In fact, I’d wager that if you looked at some of the more troubling incidents of recent years you would be less likely to find prep school graduates. Say what you will about St. Grottlesex, but they do teach you that certain things are simply not said.
2006-01-05 16:52:18
David:
Let me broaden my question. Is Williams’ higher than average emphasis (relative to its Ivy League and liberal arts college peers) on recruiting wealthy full-pay students with athletics as a main extracurricular interest reducing the pool of enrolled students from less blue-blooded backgrounds whose main EC interest may have involved exposure to or involvement in more diverse communities?
Is the composition of the student body, resulting from admissions office targeted profiles contributing to some of the Balkanization issues at the top of Morty’s agenda?
Do you think Morty has any sense that revising the admissions profile could impact the campus culture (beyond simply trying to recruit Questbridge students)?
Simply put: If Morty wants more true interaction on campus, wouldn’t it make sense to actively target applicants who would be more inclined in that direction? I believe that Nesbitt and his people could do that if they were told to make it a priority.
2006-01-05 17:17:57
Congrats, David, you’ve gotten me back for a little bit. I doubt that that is such a good thing, but here I am…
I find this (shock of shocks) reading of the introduction and many of its points to come from a very different understanding of the initiatives and the larger concept of diversity than I have. Some (well, many) points:
1. The idea that the first quote from Morty is obfuscating is wildly off the mark. AALAA as you put it were excldued, but the exclusion before 1956 happened well before they reached the university admissions process. They simply weren’t anywhere near having a chance to consider Williams, so they didn’t apply. This still happens, especially when considering students of lower-class background, but especially beforehand. Intelligent AALAA children from before 1960 were discriminated against, and that is why they weren’t at Williams. For more on the concept behind that, read any of Bourdieu’s work, especially on the idea of habitus and cultural capital. Karabel’s work, because it was so specific to the history of the schools he wrote about and because the idea was so obvious to him as a sociologist, didn’t bother to talk about that idea.
2. The Bell Curve? Oh wow…and sorting by “IQ”? Never happened. never. not once. “academic” sorting, yes, but IQ? No. And should it ever be by “IQ”, especially as defined by the Bell Curve? No.
3.Yes, the problem is being “born Hispanic”. Except the real problem is that “diversity” is not about fixing wrongs, but about improving a whole. If we talk about the diversity initiatives in the sense of social redress to historic and continued social injustice, then yes, being “born Hispanic” in the sense of a category, is the issue. Such an identity, repeatedly foisted upon people throughout life, and often mistakenly foisted or not foisted as well, is a leading explanation of enduring inequity. But, more importantly for the diversity initiatives, is that diversity of background is seen in itself as a good, not only as a redress for earlier errors (though I personally like the redress explanation more, Williams is following the diversity-is-good argument, especially after the Michigan cases). So being “Hispanic” adds diversity and thus is a good because diversity is good. Because one thing a lot of people need to learn is that not all “Hispanics” are Mexican, and not all “Hispanics” speak Spanish or dance salsa, etc.
4. The “Nigelian fiasco” also led to a whole lot of students and alumni and professors getting a chance to directly communicate with the higher ups in the administration their dissatisfaction. Nigelian triggered stories of many more feelings of discrimination and racial stereotyping, especially in classes, that led to seeing the incident not as a one time, one person error, but a sign of much greater problems on campus. If Nigelian had not triggered that outpouring, I doubt anything would have happened to this scale…not that I’m sure what “this scale” yet entails (I, too, harbor doubts. the left and the right meet up again…)
5. I read the publicly avaiable comments (I’m sure some were not publicly available) from community members. this initiative did have the above trigger, however, which explains why political diversity was not seen as a part of this effort. further, your example of political proselytizing seems to be reaching a bit…unless you think the NY Times was not off when it recorded that few had heard of the program, that most students just did a little bit of work, and that no one realized it was a front for the crazy cult. Looks like your getting righteous here a little too quickly on that one.
I’d like to see some figures supporting your contention that prep schools are more diverse than the “lily-white” public schools. I doubt it just from looking at a couple of the prep schools with some middle school students over the summer. I remember playing “count the minorities” in one brochure and coming up with 3.5 (because one particularly appealing student was pictured twice). That was in a twenty page brochure with each page having four or five pictures. Not quite scientific, but neither is your assertion (unless you know something you did not share).
This is not to defend the initiatives, which I think have not produced the creative ideas I think necessary for Williams to make a large step forward in terms of embracing diversity. I’d say more, but my computer doesn’t seem to want to connect to the report for some annoying reason.
BTW, Morty mentions a “prioritized list”. Did we ever see that?
2006-01-05 18:09:54
In an interview with the Telluride Association at Cornell in the Spring of ‘92, I mentioned that the Williams ideal of creating community was to put an athlete and a geek in the same room and see what happened.
The committee laughed at what they saw as absurd. Janet offered, “But that doesn’t mean they’ll talk to each other.”
We keep repeating the same mistakes, waiting for the result to come out differently.
The problem in the 90s was the same as the problem now, and it is about bodies politic, and free choice, not “diversity” as conceived above.
It seems so obvious that the population of Telluride House wants to live with each other, and the population of Delta Upsilion wants to live with each other. It’s a near-optimum arrangement; each grouping serves its members’ “intrinsic” needs, and members of each group can experience or join the other.
And the point is that they are different. Fundamentally. A person can like Kurt Vonnegut can become one or the other– but there is a distinction of type here, one which the common inhabitant of northeast liberal arts college office habitats is unable or unwilling to recognize.
They are different environments, and campus diversity is also about providing a diversity of environments– not a uniform adminstrative monolith. Much with the variety and differentiation of the housing system– replace the quirky series of art buildings with a neo-Bauhaus square– turn the frosh quad, Mission and Morgan into the same thing– and you destroy the diversity of options that makes Williams work.
It seems equally obvious that Kurt Vonnegut wanted to live at DU, not Telluride– but that Telluride next door was critical to his Cornell experience. And that fraternity next to theme house may not be a bad model; you can move from one to the other; you can choose to live in either.
It seems equally clear that if you mix the population of Telluride House and DU,– if you forced the two groups to integrate via a cookie-cutter solution– you’d create a bloody mess of people who don’t want to live with each other and don’t get along.
2006-01-05 18:20:34
Ken — THANK YOU!
Your distinction between the diversity of environments (much like Justice Brandeis’ famous concept of the states as “Laboratories of Democracy”) and the uniform diverse environments succinctly and accurately captures much of my dissatisfaction with Morty and Roseman’s purported reforms.
We want to give student the freedom to choose their own college experience within Williams’ ranges of experience, rather than forcing them into the one-size-fits-all campus atmosphere that we (rightly, IMO) deride many other schools for maintaining.
2006-01-05 18:27:19
Further commenting on Ken’s point about the cookie-cutter solution and the bloody mess of people, the “integration” of campus communities will not be without a cost, and a substantial one at that. The advocates of the housing changes, while probably motivated by good intentions, fail to recognize that the effects of these changes will not be Pareto-superior, let alone necessarily Kaldor-Hicks-superior.
I cannot support any of these reforms without a frank and honest cost-benefits analysis by the administration that considers the inevitable increase in student dissatisfaction based on not allowing students to arrange themselves into “quiet” and “party” areas.
Living in Williams C basement during Winter Study (when I had crack-of-dawn wrestling practices, and even earlier weekend matches) while seemingly half the football team was loud and drunk in my common room until 3 am most nights was not an experience I’d care to repeat. I think that experiences such as these will be, unfortunately, all the more likely.
2006-01-05 18:47:09
Pres. Shapiro’s comments unsurprisingly avoid many of the hard questions associated with the “diversity” movement in higher education. There were a few passages, however, that caught my eye.
1.) “The Self Study emphasizes academics. This is appropriate since Williams is primarily an academic institution and progress on diversity issues will best be measured by how fully members of historically underrepresented groups thrive here intellectually.”
I wonder how far Williams is prepared to go down this line, particularly in determining what constitutes “intellectually thriving.” I teach at a school (Brooklyn College) that follows the pedagogical approach of a group called the Association of American Colleges and Universities (AAC&U), a group whose ideas on “diversity” would make virtually everything in Pres. Shapiro’s statement look like something from the pen of Antonin Scalia. The AAC&U and like-minded groups have stressed that college diversity programs need to ensure a roughly even breakdown of grades among all students–i.e., if standards are changed, or lowered, to achieve a more “diverse” student population, and the less qualified students then struggle academically once in college, grading standards need to be changed. The basic thrust is less emphasis on exams and papers; and more on grading through “collaborative learning”–group work, discussion about students’ personal feelings, etc. It’s a lot easier to receive an A if you spend your class sitting around talking about your feelings than if you have to take an exam. In short, is there a line for a school like Williams that cannot be crossed in terms of reducing academic quality, even in the pursuit of “diversity”?
2.) “Several submissions to the Web site raised issues regarding the political beliefs of faculty. These echo concerns expressed more publicly about college faculties in general, usually in terms of suspected proselytizing to students. These submissions failed to gain traction through the Initiatives process, perhaps because few people, if any, on campus believe such proselytizing takes place, and because one’s political views are considered to be a characteristic that is acquired rather than intrinsic.”
This statement is disappointing, especially in light of remarks by presidents of Brown and Columbia recognizing that intellectual diversity is a goal worth achieving. What was the political and pedagogical complexion of the Initiatives group? If basically one-sided, it’s unsurprising that the group didn’t find pedagogical or ideological diversity to be a problem.
3.) “Our goal is to reach the point at which the experience of students from all historically underrepresented groups mirrors that of students in general. For that to happen, we will need also to improve our record in the recruitment and retention of faculty and staff from these groups.”
Again, how far is Williams willing to go in pursuit of this goal, given that even at a college like Williams, financial resources are limited? In awarding new faculty lines, will the college give priority to having a faculty that is well-rounded pedagogically, where critical curricular and disciplinary issues are covered to a sufficient degree, or to have a faculty that is racially and ethnically balanced? Inside Higher Ed recently reported on Marquette’s “diversity” initiative, where departments must design new faculty positions to maximize the likelihood of minority candidates being among the finalists. Fields where that isn’t likely are discouraged by the campus administration. So, this year, MU’s History Department abandoned its first choice (a historian of US foreign relations) to ask for another immigration historian, out of a belief that more minorities would be likely to apply for the latter position; and MU is worried that it will be unlikely to hire in German or Russian history, fields in which few minorities work. Sometimes, of course, pedagogical and “diversity” needs coincide–but far more often than not, that is not the case.
2006-01-05 21:58:11
First, will people stop using jargon particular to their own field (acronyms too!!!), especially if they aren’t willing to explain in lay-terms (look, you got me so upset I even resorted to exclamation points). I am an economist and I have never, ever found it necessary to replace: “an overall increase in welfare that we can then spread around so everyone is better off” with “Kaldor-Hicks superior.”
Second, I have argued in the past that Dave’s concern about conservative voices on campus is a storm in a tea kettle. We may disagree on this, so be it, but I don’t think the assertion that Morty does not care about this issue is correct.
It is apparent that liberals have been on the defensive in this country since the Nixon administration. Of all the liberal bastions, academe and Hollywood are the last two still standing mostly untouched.
In the face of this, liberal academics are going to resist tooth-and-nail any perceived encroachment by conservatism. If Morty is not doing anything about this issue, I don’t believe it is because Morty does not think it important. Before this became a hot-button issue (1997), he mentioned his concerns about political preaching from the professorial pulpit. With all the initiatives that Morty has put forth: an enormous capital campaign, rebuilding campus, increasing the faculty size, and introducing more tutorials, amoung others, this is just not the best way to spend his leadership capital. To do anything about this issue will require the agreement of the faculty at large, and I that would be an impossible pursuit at best. It seems that Morty recognizes this in what he has written, and does not consider it a problem that tops the to-do list.
2006-01-05 22:45:38
No kidding.
My daughter attends a college that is viewed as being more “liberal” than Williams. We’ve had several conversations about professors and politics and “political correctness”. Her experiences are far more textured than Bill Bennett’s cultural wars “talking points” would suggest.
Yes, she has had one visiting professor (from Japan) who she felt blindsided the class with a syllabus heavily focused on women’s issues, but still found the seminar to be worthwhile.
Offsetting this, her African History professor has written on his blog that the best thing the West could do to help Africa is end all aid programs — hardly a quintessential liberal view. Even more interesting is her American Politics professor — an expert on Reconstruction and black voting rights. She was somewhat surprised that his assigned research sources for a paper on the “nuclear option” in the Senate were written from a Republican perspective. She also found the final exam question “What good is judicial review….really?” to be interesting. And, then one day in class, they got on a discussion of contemporary politics and the professor revealed his two favorite politicians: John McCain and Barney Frank. I don’t think that pairing fits in any neat little box!
In any event, I think we sell students short in their ability to discern and make allowances for agendas. These are pretty smart kids who have grown up on 24 hour cable news cycle, sound bytes, and “gotcha” politics. The professors at her school who use the lectern as a pulpit are well-known and avoided like the plague by everyone who isn’t already a member of that particular choir.
2006-01-06 09:38:00
Welcome back to Rory! EphBlog has been a less interesting place in your absence. I do not think that you and I disagree that much about the empirical facts here, but perhaps I have expressed myself infelicitously.
1) It seems obvious to me that Morty is referring to the higher education, at least that is how I read “change in higher education”. Implicit, I think, is a notion that he is referring to elite higher education at places like Williams. Access to high quality elementary school education is, obviously, important, but that is not the topic here (or in the Initiative).
2) By “IQ” I mean whatever-the-thing (WTI) that leads to high Academic Ranks (the 1-9 measure that Williams Admissions uses) and which also, unsurprisingly, leads to academic success at Williams. The upper reaches of class rank, Phi Beta, thesis writers and outstanding students are dominated by AR 1s. Very few AR 5s achieve nearly as well. Now this WTI is part natural smarts, which some people like to call IQ, part ambition, part good education, part involved parents. But whatever it is, Williams (and every other elite school) is much more focussed on it than they were 50 years ago.
3) You write “Because one thing a lot of people need to learn is that not all “Hispanics” are Mexican, and not all “Hispanics” speak Spanish or dance salsa, etc.” Perhaps. But one of the issues that I want to thresh out here is the marginal cost and marginal benefits. Williams is currently 10% Hispanic. Is that the optimal number? Would 15% or 30% or 80% be clearly “better”? The answer here depends on a lot of empirical facts that I want to explore over the course of the month.
4) We don’t disagree with the effects of Nigaleian. I just think that Morty portrayed history in a misleading fashion.
5) You claim that on the topic of a Williams student being sucked directly from a Williams classroom at the suggestion of a Williams professor into a scary Stalinist-style cult that caused her to cut off contact with her family for three weeks and, perhaps, almost destroyed her life:
I suspect that Jennifer Kling’s mother might have a different perspective. I hope to bring more of the facts of this incident to the fore later in the seminar. Again, I am not claiming that this is an important issue at Williams today. I just think it is misleading for Morty to act as if such concerns are the fever swamps of conservative wingnuts.
I don’t have any figures on diversity in the public schools that send students to Williams versus the private/prep schools that do. But this is certainly consistent with my casual empiricism and I was more reacting to HWC’s claim. I’ll leave it to him to bring statistics into the discussion. But I do not know of a single Northeast prep school without significant amounts of diversity. There are many lily-white public schools in the US.
With regards to Morty’s “prioritized” list, I am not sure. Perhaps he is referring to Appendix F of the report? There was definately supposed to be some follow up in the Fall of 2005, but I don’t think this ever happened.
2006-01-06 09:52:08
KC Johnson asks:
Well, we can look for ourselves at the Coordinating Committee. There is certainly no one that jumps out as likely to disagree with the diversity agenda, but I certainly don’t know the politics of people like Kohut, Berger, Garrity or Dudley. There are certainly not operating with, I think, in the Hu-DeHart world view. But, as far as I can tell, they also didn’t write any of the Report.
It would have been nice if a vocal proponent of intellectual diversity had been on the committee. There were certainly a couple of students who would have fit the bill. But, for me, the real problem was the College’s refusual to invite an outside consultant who might make this point, who might disagree with the standard diversity approach on campus, who might ask the hard questions. The Diversity Initiatives process itself could have used some more intellectual diversity.
From what I have heard, the College is favoring the latter goal over the former. But I hope to dive into the data more in the course of the month. One interesting place to start is with this Record op-ed by Oren Cass ‘05. He begins with:
Read the whole thing.
2006-01-06 13:03:35
Oren’s op-ed doesn’t seem to fit the picture offered if one goes to the history department’s website and look at the courses being offered. Looks quite solidly middle-of-the-road in terms of breadth of the offerings in American History. and if i remember correctly, the history department responded with a refutation of his complaint in a record soon after that article was published.
let me explain my statement re: your righteousness. Yes, what happened to Jennifer Kling was horrible and it is good that she escaped. BUT, in terms of Williams’ “proselytizing” it proves nothing as it seems you and I both agree that it was a rare experience that thankfully has not been replicated and does not look to be replicated if Williams continues. The harm of a lack of diversity/embracing of that diversity in other concepts of diversity (race, gender, etc.) has been shown to be much more pervasive than this one event. That’s why it gets an initiative. Were conservative students to show evidence of consistent feelings of being othered, then they might get an initiative too. They failed that test this time.
You also insinuate that not asking about intellectual diversity meas not asking the hard questions in your most recent response. I disagree. Those are easy questions because they do not carry anything near the social stigma asking direct questions about race and class carry.
as for prep schools, i did a good search. couldn’t find a breakdown into traditional categories, but students of color seem to make up roughly 1/4 of the school at most of the top schools (lawrencevill was high at 30%, Exeter low at 10-15%). What we don’t know is what percentage of those students are asian, latino, or black, and how international students fit into that picture(Lawrenceville had a high percentage of international students). Of course, if we go down the street to my alma mater high school, I cannot find an actual number. But looking at my old yearbook gets us 60 out of 250 in my graduating class, or roughly 25%. Of course, that assumes all students at PHS were equally taught, and that definitely wasn’t true. So, coming from a suburban public school gave me experience in a (dysfunctional, and effectively segregated via tracking) multicultural community.
Here’s my main concern as I above continued to follow the rabbit into the hole: we’re not talking about the central issue of the initiatives: racial and ethnic diversity and a dabble in class issues. Of course, the introduction isn’t the best place for that as it is only a tablesetting, but it is quite impressive that already we’ve delved into:
-public vs. private high school
-”intellectual diversity”
-a cult
-academic ratings of incoming students
-morty debatably getting the history wrong.
Yet not a word about the central goal, which I would put as:
“To put it more generally, we want to move toward the day in which every Williams student, faculty, and staff member can feel that this is their college, not a college for others to which they’ve been invited. We have not reached that day yet, but we will.”
Problems with that, anyone? Or does that, as I believe it does, serve a good job of expressing the main goal of the initiatives? Let’s meet the initiatives where they are, instead of throwing out lots of grandiose ideas and tangents and get lost in the shuffle.
2006-01-06 14:07:29
Can’t…talk…now… the leftists have captured me and are feeding me… bread, lot’s of bread…making me repeat over and over: “diversity is good”…”diversity is good.” Can’t find any Republicans anywere….more bread…help…
2006-01-06 14:15:58
the anonymous was me, btw. Though I believe Professor Crane officially wins for best response possible.
2006-01-06 14:16:07
In my obtuse style, I was addressing this issue by asking whether the admissions profile is so homogeneous that the college does, indeed, only belong to the majority group on campus with everyone else being mere guests.
From a numbers standpoint, there is little to fault regarding diversity at Williams. The school has done an impressive job in rapidly increasing non-white and non-US enrollment. However, the underlying question in the diversity report, IMO, is why a significant group of students feel estranged and, specifically, why students and faculty hurl racial epithets at each other. In other words, it’s a campus culture issue, not a numbers issue.
2006-01-06 17:11:07
hwc: Can’t the admissions office somehow screen out those dreadfully uncivilized applicants, no matter their virtues, for whom it is predictable that they will tend either to hurl racial epithets or to be so hypersensitive to such epithets that they will raise a stink when they receive or otherwise hear one? If the College could do that, then it would only have to work on its uncivilized faculty.
2006-01-06 19:32:26
I agree that Sam wins for best response, but more on that another day. The issue of political diversity among the faculty is not among my top 10 concerns about Williams but it is in the top 50. My main fight is with those who deny it is any problem.
My reference to the “hard problems” that are avoided, both by Morty and by the Report as a whole, has nothing to do with political diversity. The really hard problem is: What is the optimal percentage of URM students at Williams? Right now, it is 20%. Is that too high or too low? If it is too low than would 30% be too high? 80%?
That is a hard question. It forces one to consider trade-offs among applicants, to think about the marginal benefits of various students, conditional on students that are already at Williams. It prevents you from avoiding the issue of the substantial admissions boost that URMs receive today.
As always, I am not claiming that I know what is best for Williams. But it seems clear to me that Morty et al would rather avoid the hard problems. More the pity.
Rory rightly directs our attention to Morty’s goal:
I agree with Rory that this is a worthwhile goal. Just to get a sense of context, though, has this been achieved for Jewish students at Williams? I ask this, not to make trouble — I would have assumed that the answer was Yes by the 1980s, much less by today with a Jewish president — but to highlight the central tension between otherness and assimilation. I think that this is a surmountable problem, but if any/some/most/all Jewish students at Williams today do not feel that it is “their college,” then the probability of doing so for other groups would seem low indeed.
2006-01-06 19:49:31
Given the experience of my one Orthodox classmate (who had to adapt to a situation with no kosher food except mostly at WCJA shabbat dinners, no minyan), I think it’s pretty conclusive that Williams is NOT welcoming or inviting for observant Jews.
2006-01-06 20:27:14
I will push Lowell’s comment and add that the college (dining services) is pretty bad in general about observants of many religions. As I recall, fish was never offered on Fridays during Lent and little was done to my knowledge for Muslim students who fasted during Ramadan besides the usual “dinner points.” I distinctly remember attending dinner at a Jewish professor’s house on Good Friday and being served beef.
But I don’t think this is a matter of being welcoming or inviting. It’s most a matter of ignorance–’ignorance’ is the appropriate word but it carries some many negative connotations, I hesitated before typing it. I think dining services would respond and with the help of ever-so-creative Williams students, would develop some way to resolve the issue. Let’s not take a mole hill and turn it into a mountain.
But I do have a question for Lowell, and will admit my own ignorance. As I have moved to other parts of the country, I have discovered that not everyone grows up around Jews. Coming from the second largest Jewish city on the planet, I just assumed everyone went to Bat Mitzvahs when they were 13 and ate apples and honey at the New Year, regardless of whether they went to Temple on Saturdays. At least a quarter of Williams now comes from New York, New Jersey, and Connecticut and an ever increasing portion from public school on Long Island, Westchester, Northern Jersey, Greenwich, etc. Is Williams really that uninviting to Jews. Does this have more to do with residual history or the people who are currently there. Again, maybe because of where I grew up, I just took all this for granted.
2006-01-06 21:11:04
I distinctly remember Jennifer saying she felt her quotes were misused in the NYTimes article, and that the general tone of the article was, to her, inaccurate. Elaborations, if any, were not concise enough for me to remember almost 8 years later.
So please read that with a few grains of salt.
2006-01-06 22:00:16
Richard,
I grew up in a fundamentalist Methodist household, and I noticed the problems above in the fall of ‘88. I was thus amazed to read the above. Does nothing move forward?
I certainly do not want to “make a mountain out of a molehill,” nor focus on the obstacles and not the goal. However, like so much else at Williams, I think the dynamics are much more complex.
For one, this is about how Williams educates its employees– or doesn’t. (Organizationally, Williams resembles nothing from the 90s).
It is also about where Williams is located and what that means; about the economic decline of North Adams and the region and the consequences; about the fact that Williams, for all its wonder, did little to stem that tide– which, according to one ephBlog Eph at RISD, was all about the management techniques and attidude that North Adams lacked– and that Williams still lacks.
There is ignorance– but what I am saying above is that Williams’ management structures are relics of the attitudes which failed North Adams. And that’s why this issue was at exactly the same place twenty years ago.
As with Housing, decades have passed doing the same thing– and expecting a result that does not appear. Its time to find new solutions.
BTW, want to help with a certain Mexican American voting project?
2006-01-06 22:15:26
Alexander,
Many people I know prefer to be interviewed audio/video media over print because of exactly this point. The standards of print journalism have declined somewhat, since the days when an editor hung out in Mary Lawrences’ house on Park St.
At the NYT, Jennifer (or anyone else who is so misused) can certainly contact the editors with their objects. I believe they will be taken quite seriously.
2006-01-06 23:07:16
Richard, Williams is not so much uninviting to Jews in general as it is to “Conservadox”, Orthodox, and other “observant” Jews.
Jews of those levels of observance typically require Kosher dining facilities (technically precluding the dining halls, though my acquaintance had to make adjustments in his level of observance due to practicalities) with kosher food and supervision of food preparation, a minyan (a “quorum” requiring a minimum of at least 10 other men praying for each holiday and Shabbat every week), and a way to access the dorms on Shabbat and holidays without swiping in (which, since the swipe cards are electromagnetic, is technically “making fire”).
Their requirements over Passover are also more restrictive than for less observant Jews.
2006-01-07 08:55:23
Rory asks:
I agree that it is useful to “meet the initiatives where they are,” but I think that there will never be a successful resolution as long as the College practices significant amounts of affirmative action.
Almost any URM with an Academic Rank of 1 or 2 or even 3 is admitted to Harvard/Yale/Princeton/Stanford. (If this is not true, I would be eager to be corrected.) Most choose those places over Williams. This means that the URMs at Williams are, on average, a full notch less qualified than their peers. At a place where intellectual achievement is central, this will inevitably lead to problems.
My preferred solution is to start, quietly, bribing the high AR URMs to choose Williams. We already do this a bit with the Tyngs. But more could be done.
No group of signficantly lower average AR will ever feel that Williams is “their” College.
Although I do want to meet the Report on its own grounds, its failure to discuss, in any meaningful way, the scope and scale of the differences in ability that different students bring to Williams is another example of its refusal to consider the hard questions.
2006-01-07 12:41:25
David,
It is interesting. Right now I am reading Bourdieu’s look at elite institutions in France, The State Nobility. It’s a freakin hard read, especially considering how little i knew of the French system prior to reading, but one of his most fundamental criticisms of that system is that by only taking people from outside the wealthy who most emulated the wealthy (in the US, that can be seen as race), those schools were able to appear much more meritocratic without facing any challenge to their role in perpetuating the cultural capital system they helped create. That’s a butchered explanation of the book, but it seems applicable right now.
Further, one of the problems I have with your logic (other than the above paragraph’s implied critique) is your assumption that URM students feel unconnected to the schools because of lower academic standing. I highly doubt that such a logic is true. Now, you could argue that that academic difference manifests itself in a myriad of ways, but rather, I’d be an ethnomethodologist and look at what the actual students/alums say. Oh, look, we have a section of the report that does just that, the alumni section. And the stories mentioned do not speak of the minority student feeling doubt, but because others expressed that doubt to the student. And one of the many things Claude Steele has shown is that what others say to you will affect your academic success in that class.
I’ve known many a URM who blew me away with his/her intellect, but did not know the mores of how to work in an elite white institution. Those students, who I personally looked to for help with papers, thesis, and understanding readings I don’t get (the only person I knew who understood Hegel who wasn’t a professor, for example) consistently scored well poorer than me because I knew how to write in a manner professors liked about issues professors wanted to read. I want those students in my class, and unless I just hung out with the academic 1s and 2s (I doubt it, considering what they told me of their high school grades and SAT scores. especially their SAT scores), then once again, the meritocratic science of admissions is exposed as something of the guessing game it more often resembles.
Your theory is instinctually appealing, but unproven and truly problematic.
2006-01-10 00:23:13
False. That is all.
2006-01-10 08:02:51
Thanks for the correction! Although note that my weasel words of “almost any” save me from having to change the text of the post.
As always in admissions, there are exceptions to every rule and the exact standard for URMs are a closely guarded secret at Williams and elsewhere. Not also that not all URMs are created equal. The average SAT scores for African Americans and Latinos at Williams are probably different and I would be amazed if the Admissions Office treated, say, someone with Mexican immigrant parents the same as someone with a Spanish great-grandfather (even if they went to the same high school, lived on the same street and had, otherwise, similar opportunities).
The people who know this best are the folks from a high school from which a URM was accepted by Williams. (And the same applies to a tip level athlete or wealthy legacy.)
But, as always, we appreciate specific examples. Others are solicited.