Jul 17, 2018 04:26 AM
(This post was last modified: Jul 17, 2018 04:41 AM by C C.)
https://www.city-journal.org/html/how-id...15826.html
EXCERPT: Identity politics has engulfed the humanities and social sciences on American campuses; now it is taking over the hard sciences. The STEM fields—science, technology, engineering, and math—are under attack for being insufficiently “diverse.”
The pressure to increase the representation of females, blacks, and Hispanics comes from the federal government, university administrators, and scientific societies themselves. That pressure is changing how science is taught and how scientific qualifications are evaluated. The results will be disastrous for scientific innovation and for American competitiveness.
A scientist at UCLA reports: “All across the country the big question now in STEM is: how can we promote more women and minorities by ‘changing’ (i.e., lowering) the requirements we had previously set for graduate level study?” Mathematical problem-solving is being deemphasized in favor of more qualitative group projects; the pace of undergraduate physics education is being slowed down so that no one gets left behind.
The National Science Foundation (NSF), a federal agency that funds university research, is consumed by diversity ideology. Progress in science, it argues, requires a “diverse STEM workforce.” Programs to boost diversity in STEM pour forth from its coffers in wild abundance. The NSF jump-started the implicit-bias industry in the 1990s by underwriting the development of the implicit association test (IAT). (The IAT purports to reveal a subject’s unconscious biases by measuring the speed with which he associates minority faces with positive or negative words; see “Are We All Unconscious Racists?,” Autumn 2017.) Since then, the NSF has continued to dump millions of dollars into implicit-bias activism. In July 2017, it awarded $1 million to the University of New Hampshire and two other institutions to develop a “bias-awareness intervention tool.” Another $2 million that same month went to the Department of Aerospace Engineering at Texas A&M University to “remediate microaggressions and implicit biases” in engineering classrooms.
The tortuously named “Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science” (INCLUDES) bankrolls “fundamental research in the science of broadening participation.” There is no such “science,” just an enormous expenditure of resources that ducks the fundamental problems of basic skills and attitudes toward academic achievement. A typical INCLUDES grant from October 2017 directs $300,000 toward increasing Native American math involvement by incorporating “indigenous knowledge systems” into Navajo Nation Math Circles.
The INCLUDES initiative has already generated its own parasitic endeavor, Early-concept Grants for Exploratory Research (EAGER). The purpose of EAGER funding is to evaluate INCLUDES grants and to pressure actual science grantees to incorporate diversity considerations into their research. The ultimate goal of such programs is to change the culture of STEM so that “inclusion and equity” are at its very core.
Somehow, NSF-backed scientists managed to rack up more than 200 Nobel Prizes before the agency realized that scientific progress depends on “diversity.” Those “un-diverse” scientists discovered the fundamental particles of matter and unlocked the genetics of viruses. Now that academic victimology has established a beachhead at the agency, however, it remains to be seen whether the pace of such breakthroughs will continue.
The NSF is conducting a half-million-dollar study of “intersectionality” in the STEM fields. “Intersectionality” refers to the increased oppression allegedly experienced by individuals who can check off several categories of victimhood—being female, black, and trans, say. The NSF study’s theory is that such intersectionality lies behind the lack of diversity in STEM. Two sociologists are polling more than 10,000 scientists and engineers in nine professional organizations about the “social and cultural variables” that produce “disadvantage and marginalization” in STEM workplaces.
One of the study’s directors is a University of Michigan sociologist specializing in gender and sexuality. Erin Cech has received multiple NSF grants; her latest publication is “Rugged Meritocrats: The Role of Overt Bias and the Meritocratic Ideology in Trump Supporters’ Opposition to Social Justice Efforts.” The other lead researcher, Tom Waidzunas, is a sociologist at Temple University; he studies the “dynamics of gender and sexuality” within STEM, as well as how “scientists come to know, and hence constitute, sexuality and sexual desire.” Such politically constituted social-justice research was not likely envisioned by Congress in 1950 when it created the NSF to “promote the progress of science.”
MORE: https://www.city-journal.org/html/how-id...15826.html
EXCERPT: Identity politics has engulfed the humanities and social sciences on American campuses; now it is taking over the hard sciences. The STEM fields—science, technology, engineering, and math—are under attack for being insufficiently “diverse.”
The pressure to increase the representation of females, blacks, and Hispanics comes from the federal government, university administrators, and scientific societies themselves. That pressure is changing how science is taught and how scientific qualifications are evaluated. The results will be disastrous for scientific innovation and for American competitiveness.
A scientist at UCLA reports: “All across the country the big question now in STEM is: how can we promote more women and minorities by ‘changing’ (i.e., lowering) the requirements we had previously set for graduate level study?” Mathematical problem-solving is being deemphasized in favor of more qualitative group projects; the pace of undergraduate physics education is being slowed down so that no one gets left behind.
The National Science Foundation (NSF), a federal agency that funds university research, is consumed by diversity ideology. Progress in science, it argues, requires a “diverse STEM workforce.” Programs to boost diversity in STEM pour forth from its coffers in wild abundance. The NSF jump-started the implicit-bias industry in the 1990s by underwriting the development of the implicit association test (IAT). (The IAT purports to reveal a subject’s unconscious biases by measuring the speed with which he associates minority faces with positive or negative words; see “Are We All Unconscious Racists?,” Autumn 2017.) Since then, the NSF has continued to dump millions of dollars into implicit-bias activism. In July 2017, it awarded $1 million to the University of New Hampshire and two other institutions to develop a “bias-awareness intervention tool.” Another $2 million that same month went to the Department of Aerospace Engineering at Texas A&M University to “remediate microaggressions and implicit biases” in engineering classrooms.
The tortuously named “Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science” (INCLUDES) bankrolls “fundamental research in the science of broadening participation.” There is no such “science,” just an enormous expenditure of resources that ducks the fundamental problems of basic skills and attitudes toward academic achievement. A typical INCLUDES grant from October 2017 directs $300,000 toward increasing Native American math involvement by incorporating “indigenous knowledge systems” into Navajo Nation Math Circles.
The INCLUDES initiative has already generated its own parasitic endeavor, Early-concept Grants for Exploratory Research (EAGER). The purpose of EAGER funding is to evaluate INCLUDES grants and to pressure actual science grantees to incorporate diversity considerations into their research. The ultimate goal of such programs is to change the culture of STEM so that “inclusion and equity” are at its very core.
Somehow, NSF-backed scientists managed to rack up more than 200 Nobel Prizes before the agency realized that scientific progress depends on “diversity.” Those “un-diverse” scientists discovered the fundamental particles of matter and unlocked the genetics of viruses. Now that academic victimology has established a beachhead at the agency, however, it remains to be seen whether the pace of such breakthroughs will continue.
The NSF is conducting a half-million-dollar study of “intersectionality” in the STEM fields. “Intersectionality” refers to the increased oppression allegedly experienced by individuals who can check off several categories of victimhood—being female, black, and trans, say. The NSF study’s theory is that such intersectionality lies behind the lack of diversity in STEM. Two sociologists are polling more than 10,000 scientists and engineers in nine professional organizations about the “social and cultural variables” that produce “disadvantage and marginalization” in STEM workplaces.
One of the study’s directors is a University of Michigan sociologist specializing in gender and sexuality. Erin Cech has received multiple NSF grants; her latest publication is “Rugged Meritocrats: The Role of Overt Bias and the Meritocratic Ideology in Trump Supporters’ Opposition to Social Justice Efforts.” The other lead researcher, Tom Waidzunas, is a sociologist at Temple University; he studies the “dynamics of gender and sexuality” within STEM, as well as how “scientists come to know, and hence constitute, sexuality and sexual desire.” Such politically constituted social-justice research was not likely envisioned by Congress in 1950 when it created the NSF to “promote the progress of science.”
MORE: https://www.city-journal.org/html/how-id...15826.html
