Let colleges and universities have the courage, if they truly believe what they say privately to themselves and to me, to put it on page one of their catalogues, fundraising letters and appeals to the state assembly: “This University believes that your sons and daughters are the racist, sexist, homophobic, Eurocentric progeny or victims of an oppressive society from which most of them receive unjust privilege. In return for tuition and massive taxpayer subsidy, we shall assign rights on a compensatory basis and undertake by coercion their moral and political enlightenment.”
This is Alan Kors in his sweeping exposition of the origins and state of political bias in the Academy. His insider’s view on this problem is illuminating:
It is the faculties (both the minority of zealots and the majority of cowards) and the administrations (both the minority of ideologues and the majority of careerists with double standards) who are to blame.
Academics, in their own minds, face an almost insoluble problem of time. How, in only four years, can they disabuse students of the notion that the capital, risk, productivity and military sacrifice of others have contributed to human dignity and to the prospects of a decent society? How can they make them understand, with only four years to do so, that capitalism and individualism have created cultures that are cruel, inefficient, racist, sexist and homophobic, with oppressive caste systems, mental and behavioral? How, in such a brief period, can they enlighten “minorities,” including women (the majority of students), about the “internalization” of their oppression (today’s equivalent of false consciousness)? How, in only eight semesters, might they use the classroom, curriculum and university in loco parentis to create a radical leadership among what they see as the victim groups of our society, and to make the heirs of successful families uneasy in the moral right of their possessions and opportunities? Given those constraints, why in the world should they complicate their awesome task by hiring anyone who disagrees with them?
Even if we put them on truth-serum, the academics who dominate the humanities and social sciences on our campuses today would state that K-12 education essentially has been one long celebration of America and the West, as if our students were intimately familiar with the Federalist Papers and had never heard of slavery or empire. Having convinced themselves that the students whom they inherit have been immersed in American and Western traditions without critical perspective—they do believe that—contemporary academics see themselves as having merely four brief years in which to demystify students, and somehow to get them to look up from their Madison and Hamilton long enough to gaze upon the darker side of American and Western life. In their view, our K-12 students know all about Aristotle, John Milton and Adam Smith, have studied for twelve years how America created bounty and integrated score after score of millions of immigrants, but have never heard of the Great Depression or segregation.
The rise of this counter-cultural mission in institutions of higher education has corresponded to an erosion of educational quality. Expanding on the idea that college is an expensive way of taking an IQ test, Kors explains,
The power of universities comes from their monopoly of credentials. As Richard Vedder so deeply understands in his “Going Broke by Degree,” they are the only institutions allowed to separate young individuals by IQ and by the ability to complete complex tasks. They do not add value to that, except in technical fields. Recruiters do not pay premiums because of what the Ivy League or the flagship state universities teach in English, history, political science, or sociology. They hire there despite, not because of, that. Recruiters do not pay premiums because our children have been sent to multicultural centers for sensitivity training. Recruiters pay premiums for the value already there, which universities merely identify. So long as recruiters pay premiums, however, it is rational for parents who wish to gain the most options for their children to send them to the university with the most prestigious degree. That will not change in the current scheme.
The sad bottom line is that there are no incentives for administrators to offer a different product, such as a niche of high-quality education, equal treatment, liberty and merit. Parents invest understandably in the value of degrees, not in the quality of curriculum and faculty.
Amplifying my warning in Runaway Higher Education he cautions:
We now have closed-shop, massively subsidized, intolerant political fiefdoms, and they are the gatekeepers of society’s rewards. Without incentives for different models of higher education, we shall have this same system of colleges and universities as far as the mind can foresee. The tax-free mega-endowments will grow. The legislators and the public will not end the subsidy. The alumni will continue their bequests. The trustees will proudly attend the administrative dog-and-pony shows, the most efficient act on any campus. Well-intentioned donors will support ghettoized “centers” (without faculty lines, cross-listed courses, graduate fellowships, or degrees) that marginalize inquiries that should be central to the academy. These provide protective coloration for administrators, help with fund raising in certain quarters, and permit a transfer of funds to the accelerating thirst for ever new forms of regnant campus orthodoxies. Until civil society makes administrators pay a price for the politicized hiring, curriculum and student life offices they administer, nothing truly will be reformed.