Here’s a 15-minute segment of the latest Glenn Show, featuring Glenn Loury and John McWhorter. (To see the rest requires a Patreon donation). In it, both men take up the issue of the black/white race gap in academic achievement, and both seem to attribute it to the culture of African-Americans. That, of course, is anathema to antiracists like Ibram Kendi, who seems to has a feud going on with McWhorter.
McWhorter refers to Ibram Kendi’s dictum, one that I just read in his How to be an Antiracist book, that black students should be ranked on their “desire to know” rather than what they do know. McWhorter’s characterization of Kendi is correct, as Kendi says that there are “different ways of ranking” appropriate to each race, and that black students should be ranked not by achievement, which is a white criterion, but by things like their spunk and their desire to know. And yet despite that, Kendi also says that the idea of a black culture is an illusion, and that all races are equal in every respect, including culture, though there are some local differences. This is one of the contradictions I found in Kendi’s book. (I recommend that everyone read it, as we all need to know about the bibles of the anti-racist movement. You will learn some stuff, and it’s not all bad, but it’s truly Manichean in its worldview.)
Loury gets particularly exercised at the low performance of black students in mathematics (he’s an economist), and at people who say that math is not a Black Thing. At times Loury looks like he’s going to blow out an artery, almost yelling that the response of people like Kendi is to “denounce the entire corpus that your people are not mastering by saying that it’s somehow alien to, or in fact repressive to the essence of your people.”
McWhorter chimes in, adding that the notion that each ethnic group should be judged by a different set of academic standards is a view that is often raised, but “has never gotten any purchase”. Loury and McWhorter both suspect that the achievement gap is caused by a subtle cultural factor connected with “what it is to be raised black”. And that view is absolutely opposed to the ideas of Kendi, who doesn’t think that black “culture” operates any differently from white culture. Kendi, I believe, would attribute the math gap to racist policies of the present put in place by the academic power structure.
Loury winds up extolling the universality and beauty of math, using as one example we should admire the fact that “there is no largest prime number.” The universality of mathematical instruction, he implies, means that there is no reason not to teach any group differently from any other, nor hold different groups to different standards.
I hope that Loury doesn’t have high blood pressure, as he’s going to get an aneurism if he keeps getting this exercised. Both men, as usual, are great speakers, uttering long disquisitions without a hitch. Their conversations are a thing to behold.