Bad Bunny is bad, brings obscenity to the Super Bowl

February 11, 2026 • 10:20 am

UPDATE: I couldn’t make out the lyrics, but Grok gave what he sang (h/t Luana), so it isn’t nearly as obscene as the entire lyrics linked here. But there are still obscene bits, not to mention suggestive ones. I suggest you use Google translate on this Spanish: “Si te lo meto no me llame'” And “if I put it in”? What does that mean?

So consider this a partial retraction. However, it’s still a pretty dirty song and there is also the crotch-grabbing and mock copulation.

[Parte II: Yo Perreo Sola + Safaera][Refrán: Nesi & Bad Bunny]
Ante’ tú me pichaba’ (Tú me pichaba’)
Ahora yo picheo (Mmm, nah)
Antes tú no quería’ (No quería’)
Ahora yo no quiero (Mmm, no)
Ante’ tú me pichaba’ (-chaba’)
¡Las mujeres en el mundo entero!
Ahora yo picheo
Antes tú no quería’
Ahora yo no quiero
¡Perreando sin miedo!
English Translation:
Before, you ignored me (You ignored me)
Now I ignore you (Mmm, nah)
Before, you didn’t want to (Didn’t want to)
Now I don’t want to (Mmm, no)
Before, you ignored me (-ignored)
Women all over the world!
Now I ignore you
Before, you didn’t want to
Now I don’t want to
Twerking without fear!
[Coro: Nesi & Bad Bunny, Ambos]
No, tranqui, yo perreo sola (Mmm, ey)
Ey, ey, ey, mueve, mueve, mueve
Yo perreo sola (Perreo sola)
Okey, ey, ey
English Translation:
No, chill, I twerk alone (Mmm, ey)
Ey, ey, ey, move, move, move
I twerk alone (Twerk alone)
Okay, ey, ey
[Verso: Bad Bunny]
Mi bi anda fuga’o y yo quiero que tú me lo esconda’
Agárralo como bonga
Se mete una que la pone cachonda, ey
Brinca en los Audi, no en los Honda, ey
Si te lo meto no me llame’
Que esto no es pa’ que me ame’
Si tu novio no te—
Pa’ eso que no—, ey, ey
English Translation:
My thing is on the run and I want you to hide it for me
Grab it like a bonga
She takes one that makes her horny, ey
She jumps in the Audis, not in the Hondas, ey
If I put it in you, don’t call me
‘Cause this isn’t for you to love me
If your boyfriend doesn’t—
For that he doesn’t—, ey, ey
[Puente: Bad Bunny]
En el perreo no se quita
Fuma y se pone bella, ey
Me llama si me necesita, ey
Pero por ahora está solita
Ella perrea—
English Translation:
In the twerking she doesn’t stop
She smokes and gets beautiful, ey
She calls me if she needs me, ey
But for now she’s alone
She twerks—
The medley transitioned into the next song after this bridge, cutting off before delving into additional explicit verses from the full studio version of “Safaera” (such as references to more graphic sexual acts or substances). This kept the performance energetic but toned down for the event. 


I didn’t plan to watch the Superbowl or its halftime show, and I didn’t.  But when I heard that Bad Bunny was the headliner of the halftime show, and reading that this was repeatedly described as “historic”, I figured his ethnicity was what made it “historic”, though I didn’t know his ethnic background.  Looking him up, I saw that he’s a Puerto Rican rapper, producer, and singer, and occasionally a professional wrestler. Wikipedia describes him as being “widely credited with helping Spanish-language rap reach mainstream global popularity and is considered one of the greatest Latino rappers of all time.” The article below says

So I figured, okay, he’s the first Hispanic to perform at halftime after 59 previous Superbowls.  But that seemed weird; surely there were others before him. Sure enough, Grok told me this:

Several Hispanic or Latino artists have performed at the Super Bowl halftime show prior to Bad Bunny’s appearance in 2020. Here’s a list of them, including the years they performed and brief notes on their heritage:

Gloria Estefan (Cuban-American): Performed in 1992 (Super Bowl XXVI, with Miami Sound Machine), 1995 (Super Bowl XXIX, with Miami Sound Machine), and 1999 (Super Bowl XXXIII).

Arturo Sandoval (Cuban): Performed in 1995 (Super Bowl XXIX).

Christina Aguilera (Ecuadorian descent): Performed in 2000 (Super Bowl XXXIV).

Enrique Iglesias (Spanish): Performed in 2000 (Super Bowl XXXIV).

Taboo (Jaime Luis Gomez of The Black Eyed Peas) (Mexican descent): Performed in 2011 (Super Bowl XLV).

Bruno Mars (Puerto Rican descent): Performed in 2014 (Super Bowl XLVIII) and 2016 (Super Bowl 50).

Gustavo Dudamel (Venezuelan): Conducted the orchestra in 2016 (Super Bowl 50). 

So I didn’t know what was “historic” about Bad Bunny’s appearance, but I supposed that it was because he sang in Spanish. Well, that’s one thing, but probably the most salient reason for all the excitement and praise was that the show occurred at an opportune moment: a time when liberal Americans, in the face of ICE’s assaults, can show their colors by being pro-immigrant (though Bad Bunny is, like all Puerto Ricans, an American citizen by birth).  As the article by David Volodzko in The Radicalist below begins (WARNING: graphic, sexual, and obscene language!):

The Apple Music Super Bowl LX halftime show opened in a sugar cane field with Bad Bunny singing in Spanish about girls sucking his dick, featuring guest appearances by Lady Gaga and Ricky Martin, some rapping about fucking girls with big tits in his car with his erect penis, then the dancers waved the flags of various Latin American countries with a sign that read, “Together, we are America,” and Bunny listed the countries of the Americas. At least it was entertaining. The political message was about as subtle as anything else Bad Bunny writes. We are all American. All Latinos are American. All the illegal immigrants coming to America from Mexico, Guatemala, and Honduras are American. Love defeats hate. Oppose ICE. Or something like that. The guy’s not exactly a philosopher.

As TODAY says, “Bad Bunny celebrated the history, culture and pride of Puerto Rico with his historic Super Bowl 2026 halftime show.” (The link also gives all the songs he sampled in the show.) Also, note that Lady Gaga, Ricky Martin, Cardi B, and Karol G. made cameo appearances in the show.

Here: take 13 minutes and watch for yourself, and note that, as a few readers said yesterday, he grabs his crotch quite a bit. Watch it by clicking on the “Watch on YouTube below” icon or here.

Click to read.

The point of the article, besides Bad Bunny’s obscenity, is that “Americans” refer to people in the U.S., not generally Latinos. Well, that doesn’t bother me. But Volodzko points out not only that this was not at all the first Spanish artist headlining the Superbow, and that the show was overly woke (again, I couldn’t care less).  The part I’m pointing out here is not only humorous but hypocritical: the nature of the show, with Bad Bunny grabbing his crotch and singing Spanish lyrics so obscene that I have to put them below the fold, would not be tolerated if the show was in English. Even Bad Bunny wouldn’t even get away with it if the lyrics were in English.

Remember when Justin Timberlake (accidentally) tore off Janet Jackson’s nipple cover at the Superbowl halftime show, exposing her nipple? That caused a huge scandal, which was called Nipplegate and has its own article on Wikipedia. Football is one of our national sports, and Americans want a good, clean halftime show.  I have to say that Bad Bunny’s show was lively and enjoyable, but think again when you read the lyrics below.

Finally, Volodzko avers that trying to mainstream Hispanic culture is unnecessary as it’s already here:

You see, Bad Bunny’s halftime performance signals the mainstreaming of Latin culture in America at a time when Latinos make up 20% of the population. The problem is, this abrasive performance was also totally unnecessary. It comes off like a celebration of Latino diversity, as if America has finally reached a moment when Latinos can be themselves. We’re here — deal with it. Except Latinos don’t need any mainstreaming. Shakira and J. Lo already did the halftime. Despacito was the No. 1 song in the United States and everybody loved it. Coco is one of the biggest Disney movies of all time. Chipotle is everywhere. Americans love Latin culture. Bad Bunny is declaring victory in a war that no longer exists. That’s because the subtext here is Trump, ICE, and immigration. And I’m sorry, but if that’s the conversation we’re having, then we are not all Americans.

I love Latin america. I have lived in many parts, including Puerto Rico. I am married to a Latina and we have a Latina daughter. I speak Spanish, I cook Latin food, and I dance salsa. Latin culture is a permanent part of my everyday life. Saying that we are not all Americans is not in any way disrespectful to Latinos. It’s just a fact.

Again, this isn’t a big deal to me. But the part below is—not that I’m a prude, but that Bad Bunny’s lyrics wouldn’t be tolerated except by people who don’t understand Spanish.  If he sang them in English, it would be a scandal worse than Nipplegate.

Writing for The Chicago Tribune, Christopher Borrelli described it as “close to art” and “a cultural moment, a paradigm shift.” Time characterized the show as “a fierce act of resistance” and “a sharp cultural and history lesson.” I could go on, but I’ll spare you. What I won’t spare you, however, are his lyrics. Yes, I’m exactly the kind of white-privileged male that Fienberg is taking about. One who looks things up. Here are some selected lyrics from the song “Safaera,” which Bad Bunny sang during the show:

GO BELOW THE FOLD TO SEE THESE LYRICS IN ENGLISH, which you can see in Spanish here, I had them checked by a friend of mine of Puerto Rican descent, and she said they were “adequate enough”. She was also said they were “disgusting.”

They are about as graphically obscene as yu can get.  Would they appear in a halftime show in English? Of course not.  They didn’t fly among many Hispanics, either. Here’s a contrast between assessments of Bad Bunny’s sbow by the Washington Post versus UHN Plus, a very popular Spanish-language online newspaper originating in Miami.

Wholesome? Did they even translate the lyrics?

I asked Luana, who speaks Spanish as well as her native Portuguese, to translate the UHN bit in the tweet on the right, and it says this: “Critique of the halftime show: images that generate embarrassment and reproach on the part of the public.”

There you go.  In the photo, of course, Bad Bunny is feigning copulation with a woman. I can’t see this as exactly a “wholesome” depiction of Hispanic culture. (It isn’t of course: it’s seen through the misogynistic lens of Bad Bunny.)

Anyway, if you don’t mind sexually graphic lyrics, go below the fold and read what Bad Bunny, who was very bad, sang during the show. Here’s the penultimate paragraph  from Volodzko:

You can decide whether you think the Super Bowl should be family-friendly or whether that ship has sailed. But I don’t think the English equivalent of this song would be allowed. So then what’s going on here? That’s the part that bothers me most about this latest flashpoint in our culture wars. I couldn’t care less whether Bad Bunny performed. I don’t watch the Super Bowl. But it’s the attempt to bullshit me, to gaslight me, to get away with something as if I wouldn’t notice, that rubs the wrong way. For example, to sing about girls sucking you off in front of millions of Americans and then pretend that people are objecting simply because they don’t like the sound of Spanish. Oh, because xenophobia is the problem, is it? Or as if Americans have a serious anti-Latino issue that needs addressing.

Rumors that BB was fined $10 million for crotch-grabbing and obscenity are false, though he was guilty of both!

Click “continue reading” to see the lyrics in English:

Continue reading “Bad Bunny is bad, brings obscenity to the Super Bowl”

Identity-based hiring goes wild in New Zealand

February 4, 2025 • 9:30 am

Just to show you how, in the hiring process, New Zealand gives much more weight to identity than to merit, I enclose part of the job description for the position of Chief Operating Officer of Wellington Water, the water utility for the Greater Wellington region (Wellington, a lovely city, is the capital of New Zealand).  The document was sent to me by a Kiwi who, of course, wishes to remain anonymous (you are not allowed to point out things like this for fear of losing your job or being demoted).

At the end of the whole job description (I have it on pdf), there’s a “person specification”, which gives both the “essential” and the “desired” qualities of the person to be hired.  Note that experience in working in such a water system (“three waters” delivery refers to drinking water, storm water, and sewage) or having established a network in the water sector are only “desired” qualities (including a bachelor’s degree).

 But the essential qualities, part of which I’ve outlined in red, include “an understanding and knowledge of te ao Maori, tikanga and the principles relating to Te Tiriti o Waitangi”.  Here’s the end of the ad:

I’ll explain the three terms. Teo ao Māori is defined this way by the University of Otago in NZ:

Te Ao Māori denotes the Māori World. While simple in definition, it is rich in meaning and vast in breadth and depth.

Here, Te Ao Māori refers to three key areas:

Together, these three areas will provide you with a broad overview, and hopefully, a better understanding of Māori culture and Māori realities.

“Tikanga” is Māori social lore, defined this way:

Tikanga, or societal lore within Māori culture, can best be described as behavioural guidelines for living and interacting with others. Tikanga tends to be based on experience and learning that has been handed down through generations, also deeply rooted in logic and common sense. While concepts of tikanga are constant, their practice can vary between iwi and hapū. For example, the way in which a hapū greet and welcomemanuhiri (visitors) may differ from the way another hapū extends greetings to its manuhiri. However, both will ensure that they meet their responsibilities of manaakitanga (hospitality) to host and care for their visitors.

Participating in a different culture requires a base level of awareness and understanding, which takes both time and patience. If you are unfamiliar with tikanga, learn as much as you can from as many sources as possible; this will enrich your experiences with the culture and improve your ability to participate more fully, and with greater confidence . Remember, ‘When in Rome, do as Romans do!’

And, finally, to run the water system you have to know the principles of the 1840 Treaty of Waitangi, regarded as a sacred document in New Zealand and used as the basis of the indigenous people’s attempt to gain power and equity.

Seriously, why do you even need these “qualifications” to run a water system?

Only if you know what’s going on in New Zealand can you see why the qualifications are given this way: identity—that is, Māori descent—is much more important than skills. As my correspondent wrote, quoted with permission:

So woke and DEI still rule in our capital city.  The Person Specification is also borderline racist, because it is unlikely that anyone other than a Maori would be deemed to be sufficiently steeped in te ao Maori and tikanga.

The correspondent added this:

Given the required skill set, it will not surprise you to learn that Wellington has the most poorly maintained and least efficient water supply and sewerage system of any major city in New Zealand, and routinely loses more than 50 per cent of the water stored in its supply dams because of an enormous number of leaks in the reticulation system.

When I asked for evidence that Wellington’s water system is indeed in bad shape, the reader sent me a bunch of stuff (too much to post), including this headline from the New Zealand Herald (check the photos, click to read):

As if that wasn’t enough indication of trouble, this is from the Wellington Scoop last May (click to read):

From Wellington Water‘s own website, highlighting the problems; click to read:

Their “story” (again on their website; click to read):

An important aspect of Wellington Water’s story is “te mana o te wai”, essentially meaning “the spirit of the water”. And that, of course, can be divined only by Maori.

Bolding below is mine. Note the prevalence of indigenous concepts involving superstition: 

Te Mana o te Wai

As a water services provider, on behalf of its shareholding councils, Wellington Water is required to give effect to te mana o te wai. Te mana o te wai is an expression in te reo Māori of the essential health of water, its significance to Māori, and the obligations everyone has towards water. Te mana o te wai is embedded as a fundamental concept in the management of water under the National Policy Statement for Freshwater Management, and giving effect to te mana o te wai is a requirement of water services providers under the Water Services Act, overseen through Taumata Arowai.

Wellington Water carries out this duty by working with iwi mana whenua within its area of operations to understand and give effect to their expressions of te mana o te wai. This includes the aspiration to begin long term strategy and planning processes from a position of understanding iwi priorities, through to working with iwi  [“iwi” are Māori tribes] on service delivery.

To further support this work, Wellington Water carries out ongoing training for staff on the principles of Te Tiriti, in te reo Māori, and capability building in te ao Māori me nga tikanga Māori. [“The Māori world and the Māori culture”]

“Mana” is, according to the Māori, a supernatural force in a person, place or object”that pervades all objects and gives them “power, prestige, and authority”.

New Zealanders of all stripes should be embarrassed that they so blatantly put ancestry above merit. Perhaps if they prized merit more, the Wellington Water system would not be in so much trouble.

Bulletin of Atomic Scientists: nuclear policy needs to be “queered”

August 24, 2024 • 9:45 am

The Bulletin of Atomic Scientists (BAS) is most famous for its “Doomsday Clock,” which assesses how close we are to a worldwide anthropomorphic catastrophe, including global warming and nuclear war. Right now the clock stands at “90 seconds till midnight,” but it’s gone back and forth over the years and I don’t take that figure too seriously.

But the journal is a serious one dealing with important existential issues for humanity, and I believe it’s widely respected (it was founded by Albert Einstein and participants in the Manhattan project after the nuclear bombings of Japan in 1945).

Well, it was serious—but now, after seeing the article below, we have to worry about ideological capture of yet another organ of science and technology. Why was this published?

Click the headline to read:

The article is a response to “hateful” tweets among comment that “the Vienna Center for Disarmament and Non-Proliferation received in response to a December 2022 panel discussion on LGBTQ+ identity in the nuclear weapons space.” The hatefulness is of course bigoted and uncivil, but in response the authors make insupportable statements that we need to “queer” thinking about nuclear weapons to prevent disaster.  Why? Some quotes from the piece (indented):

While the event received an outpouring of vocal and wide-reaching support from some of the best-known figures in the nuclear field, the disparaging tweets illustrated the common belief that queer identity has no relevance for nuclear policy, and that examining the relationship between queerness and nuclear policy is intended to push a social agenda rather than to address substantive issues.

During this Pride Month, we would like Bulletin readers to understand that the visible representation and meaningful participation of queer people matters for nuclear policy outcomes. Discrimination against queer people can undermine nuclear security and increase nuclear risk. And queer theory can help change how nuclear practitioners, experts, and the public think about nuclear weapons.

I’ve never really understood what “queer theory” is, so of course I went to Wikipedia:

The term “queer theory” is broadly associated with the study and theorization of gender and sexual practices that exist outside of heterosexuality, and which challenge the notion that heterosexuality is normal.  Following social constructivist developments in sociology, queer theorists are often critical of what they consider essentialist views of sexuality and gender. Instead, they study those concepts as social and cultural phenomena, often through an analysis of the categories, binaries, and language in which they are said to be portrayed.

. . . Similarly, queer theory remains difficult to objectively define as academics from various disciplines have contributed varying understanding of the term. At its core, queer theory relates to queer people, their lived experience and how their lived experience is culturally or politically perceived, specifically referring to the marginalization of queer people. This thinking is then applied to various fields of thinking

That doesn’t help me much; it seems to be a collection of post facto claims and generalization without much “theory”. At any rate, as you read on, the “theory”, as it relate to nuclear security and disarmament, turns out to be the usual demand for equity in a technical field based on the claim that increased equity will improve the field by bringing in salubrious views:

Equity and inclusion for queer people is not just a box-ticking exercise in ethics and social justice; it is also essential for creating effective nuclear policy. Studies in psychology and behavioral science show that diverse teams examine assumptions and evidence more carefully, make fewer errors, discuss issues more constructively, and better exchange new ideas and knowledge.

I’d check the references (I couldn’t access one of them), for the “diversity” mentioned included exclusively racial diversity and gender diversity sans “queer” diversity. The first reference in fact says that in business the “Theory” hasn’t worked, probably because it’s been misapplied. Here’s a quote from the Harvard Business Review (first link):

These rallying cries for more diversity in companies, from recent statements by CEOs, are representative of what we hear from business leaders around the world. They have three things in common: All articulate a business case for hiring more women or people of color; all demonstrate good intentions; and none of the claims is actually supported by robust research findings.

None of these references include diversity of sexual behavior or sexual identity encompassed in the authors’ call for more LGBTQ+ people, nor do they consider other forms of diversity, like socioeconomic background. While surely LGBTQ+ people should not be discriminated against in this field, and in others, the argument that they have “different ways of thinking,” and thus added representation will help stave off nuclear disaster, is not convincing. More from the BAS article:

When the stakes of making best-informed decisions are as high as they are with nuclear weapons, governments cannot afford to lose out on the human capital and innovation potential of queer people. Informed by their life experiences, queer people have specific skills to offer that are valuable in a policy and diplomacy context. LGBTQ+ people often must navigate being different from those around them; develop the ability to listen and empathize; and mobilize the skill and perseverance to make themselves heard.

This is an assertion without evidence, and the argument would of course apply to any “marginalized” group—were it true.

Again, any bigotry against people of color, women, and LGBTQ+ people in the area of nuclear policy is shameful and should be eliminated, but does it exist? Only one or two anecdotes are given, not a claims of “structural bigotry.”

Further, the article does nothing to dispel the notion that “examining the relationship between queerness and nuclear policy is intended to push a social agenda rather than to address substantive issues.” Indeed, I can’t imagine one could read this article and not conclude that it’s pushing a social agenda:

Here are a few of the putative advantages of creating LGBTQ+ equity (headings are mine):

Better decision making. 

Including a wider range of perspectives in nuclear decision making creates a more comprehensive definition of who or what constitutes a “threat” to nuclear security. An example of this is the threat posed by some white supremacist groups with plans to acquire nuclear weapons or material, which can go undetected when a white-majority workforce does not perceive these groups and their ideological motivation as a relevant threat to their nuclear security mission. Individuals targeted by these kinds of groups—including women, people of color, and the LGBTQ+ community—are more likely to identify these types of behaviors and attitudes as security risks and can play a crucial role in identifying a potential insider threat.

This seems both hypothetic and uber-hyperbolic to me, and again, seems clearly aimed at pushing a social agenda, not ameliorating palpable threats. If you look at the second link in the paragraph above, you’ll find another BAS article that says stuff like this (note that the article is not about white supremacists, as claimed above, but “far-right extremists”:

Inspired by the ideas of accelerationism, the modern breed of violent far-right extremism is becoming more destructive, and nuclear weapons certainly fit into this profile of catastrophic violence.

. . . While some violent far-right extremists are clearly motivated to carry out catastrophic terrorist attacks, a question remains: Do they possess the means and opportunity to conduct an act of nuclear terrorism? There is no public evidence violent far-right extremist groups have obtained the resources or exhibited the requisite operational sophistication to carry out an act of nuclear terrorism.

I can’t say that this really worries me, nor am I convinced that adding more queer people to the field would help us find white supremacists plotting to use nuclear weapons.  In fact, were the instances of theoretical “nuclear terrorism” already mentioned by those on the far right (some aren’t even in the U.S.) detected largely by queer people? We have no data here.  Here are some of the reasons why, say the authors, we must “queer” nuclear policy. Again, quotes from BAS are indented:

The historical legacy of anti-gay discrimination in government. 

Being LGBTQ+ has historically been considered a security risk. Akin to the “Red Scare” anti-communism movement, the “Lavender Scare” was a campaign persecuting and dismissing gay and lesbian federal employees. The linking of homophobia and national security concerns seems to stem from sensationalized case studies of defections of US intelligence specialists to the Soviet Union during the Cold War. This legacy of queerness being considered a security risk is still pervasive in the nuclear field.

Read the second link; it’s from 1995 and notes that since 1991 the investigators have found no cases of discrimination against gays procuring security clearances:

. . . .our work disclosed no evidence that sexual orientation has been used as a criterion in the security clearance process for federal civilian and contractor employees since 1991.

In fact, this kind of discrimination is now illegal, and could lead to lawsuits.  Once again, the evidence is distorted seemingly to push a social agenda.

Finally, there’s this claim:

Nuclear facilities don’t create a “welcoming environment: for queer people.

Despite setbacks, public acceptance of the queer community is rising globally, and the supposed links between espionage and homosexuality have been unfounded. However, nuclear facilities still have a reputation for being unwelcoming toward queer people and have failed to investigate allegations of homophobia and harassment. In part, this is due to the lack of diversity in the nuclear field. Homogenous organizations run a higher risk of isolating queer employees, leaving them vulnerable to pressure. Employees in the majority can feel threatened by those they perceive as “different” and exclude them due to discomfort, rather than any legitimate risk factors. Nuclear security practice needs to refrain from treating an individual’s behavior or identity as a risk and focus instead on identifying misbehaviors that indicate malicious intent.

By failing to create a welcoming workplace at nuclear facilities—whether military or civilian—practitioners risk reducing the effectiveness of an organization’s nuclear security culture.

Again, if there is bigotry and discrimination in nuclear facilities against queer people, that’s reprehensible and should be rooted out. But here we need facts, not feelings. Given the welcome and rapid acceptance of queer people into mainstream society and science in particular, the assertion of structural bigotry is questionable. In fact, the authors adduce only one link instance of a failure to investigate homophobic bullying and abuse at one British nuclear site. That’s reprehensible, but is one instance sufficient to indict the entire field and raise a sweeping call for equity?

The Solution:

We need to beef up the number of LGBTQ+ people in nuclear policy—that is, “queer the field”—to reap the substantial benefits of greater queer equity (though the present degree of inequity isn’t specified and is surely not known). Some quotes on the benefits:

Queer identity is also relevant for the nuclear field because it informs theories that aim to change how officials, experts, and the public think about nuclear weapons. Queer theory is a field of study, closely related to feminist theory, that examines sex- and gender-based norms. It shines a light on the harm done by nuclear weapons through uranium mining, nuclear tests, and the tax money spent on nuclear weapons ($60 billion annually in the United States) instead of on education, infrastructure, and welfare. The queer lens prioritizes the rights and well-being of people over the abstract idea of national security. . . [JAC: What is national security but a balancing of well-being and rights against dangers like nuclear weapons?]

. . . Queer theory also identifies how the nuclear weapons discourse is gendered: Nuclear deterrence is associated with “rationality” and “security,” while disarmament and justice for nuclear weapon victims are coded as “emotion” and a lack of understanding of the “real” mechanics of security.

That is another risible assertion without evidence; in fact, no quotes or links are given. It goes on:

. . . Queer theory is also about rejecting binary choices and zero-sum thinking, such as the tenet that nuclear deterrence creates security and disarmament creates vulnerability. It identifies the assumptions and interests these ideas are built on—and imagines alternatives that serve a broader range of interests, including those of the invisible and resource-stripped.

. . . Finally, queer theory informs the struggle for nuclear justice and disarmament. For example, queer artist and writer Jessie Boylan highlights the harm done by nuclear weapons by documenting the social and environmental consequences of nuclear testing in Australia as part of the Atomic Photographers Guild. Queer theory helps to shift the perception of nuclear weapons as instruments for security by telling the hidden stories of displacement, illness, and trauma caused by their production and testing.

As we know, there have been plenty of arguments for nuclear disarmament and depictions of the dangers of nuclear war made by non-queer people, beginning with Albert Einstein and Robert Oppenheimer, both cis physicists who pushed strongly for nuclear disarmament. Citing Jessie Boylan’s work does nothing to support the authors’ general argument.

And so we have Reitman and Nair’s argument, an argument that in principle could be made for any field of endeavor. It’s based on a concatenation of assumptions and  undemonstrated assertions, among them the claim that queer people have a “different way of knowing” and a “different way of thinking” than do non-queer people, and that absorbing these differences could lead to in a substantially better nuclear policy than we have now.

It is an argument based in victimhood and divisiveness, and forgive me if I find it unconvincing. As I said, if you adduce the past evidence of homophobia, which was once pervasive, any field of human endeavor could be subject to this article’s argument: all fields need to be “queered.”

But assuming that each once oppressed group can bring to the table important new “ways of thinking” about policy or science itself is not only unevidenced, but leads to an “otherism” that only serves to divide LGBTQ+ from cis people.

Although the authors claim that they are not trying to push a social agenda, it seems evident that they are. What is that agenda? Simply to bring more LGBTQ+ people into nuclear policy. But given our ignorance of the claimed inequities, and especially of any important “ways of thinking” of queer people that would inform nuclear policy, this seems to be an argument without evidence.

Of course bigotry against queer people in any field is reprehensible, and often illegal, and should be condemned. Equal opportunity for entry should be the rule. But that’s not the same thing as saying that we need more queer people in nuclear policy because they bring something new and important to the table. The whole argument is in fact what the authors deny it is: a pastiche of dubious claims that add up to a social agenda.

The’ comments by the article’s readers also show that, by and large, they aren’t buying it. Have a look after the article. Here are two:

That one deals with the “merit versus ideology” dichotomy, and, as always, I’m going with merit.

Princeton’s President makes bogus arguments that diversity and academic excellence are compatible

February 14, 2024 • 11:30 am

The article below, by the President of Princeton, just appeared in the Atlantic.  (Christopher Eisgruber has been Princeton’s President for 11 years.)  The title clearly implies that college diversity (and the implication is “racial diversity”) is not at all in conflict with excellence.

This is a message that, of course, the Progressive Left wants to hear, but when I read the article, I found it deeply misleading. It turns out that excellence at Princeton has not been maintained by admitting more racial minorities, but by allowing certain barred classes, like Asians, Jews, and the impecunious, into the school.  As far as the evidence goes for racial groups, yes, there is a tradeoff between excellence and diversity, and we know that for several reasons that I’ll mention below. One that we know well that colleges are omitting indices of merit, like SAT and ACT scores, as ways to increase equity, for racial minorities (save Asians) don’t do as well as whites (including Jews, which are seen as “white adjacent”).

This does not mean that colleges shouldn’t strive for more racial diversity, but I think they shouldn’t do it by substantially lowering the merit bar of admissions. There are other ways, like casting a wider net among prospective students, or, for equally qualified students, give the edge to minorities. But to imply that there’s no tradeoff between academic excellence and ethnic diversity (not including, of course, Jews and Asians, known to be overachievers) is to purvey a lie. But it is of course a lie in the service of “progressivism”.

It’s hard to imagine how the Atlantic could accept an article whose arguments are explained by the conflation of causation with correlation, as well as with cherry-picked examples or recent trends in grade inflation and selectivity. But let’s look at the argument.

You can click on the headline below, or find it archived here.

First, many American colleges either implicitly or explicitly have eliminated standardized tests (or made them optional) as criteria for admission, and yet, as I’ve written several times (e.g., here and here), SAT scores correlate better than anything else, including high school grade-point averages) with academic success in college. The reason they have done away with the tests, or made them optional, is to increase racial diversity, concentrating on blacks and Hispanics, who do worse on these tests.  Increasingly, medical schools are also ditching the once-required MCAT admissions tests for the same reasons, and Graduate Record Examinations, or GREs for graduate schools, are being deep-sixed for the same reasons.

But of course this isn’t mentioned by Eisgruber, nor the fact that Princeton itself did away with required SAT and ACT tests; apparently they’re now optional in the school’s “holistic admissions” process. And, as I’ve posted before, making them optional, or omitting them, actually hurts diversity! But misguided colleges don’t seem to realize that.

But here are the four main arguments Eisgruber giv; I’ve characterized them and put them in bold. First, though, his thesis:

A noxious and surprisingly commonplace myth has taken hold in recent years, alleging that elite universities have pursued diversity at the expense of scholarly excellence. Much the reverse is true: Efforts to grow and embrace diversity at America’s great research universities have made them better than ever. If you want excellence, you need to find, attract, and support talent from every sector of society, not just from privileged groups and social classes.

He’s right about how to achieve excellence—finding talent where you can—but this is not the same thing as saying that there’s no tradeoff between excellence and (ethnic) diversity and that you must reduce merit-based admissions if you want to increase diveristy. What the above says is that the more widely you look around, the more likely you are to find talented people. But again, that’s not people will read this article. Now, on to Eisgruber’s arguments:

He points to a few examples of ethnic minorities at Princeton who have been successful.

Not surprisingly, the first example is a Chinese-American, Fei-Fei Li.  But Asians, like Jews, are overachievers for what I think are largely cultural reasons, and that’s why Ivy League schools used to have Jewish quotas and why Harvard, until recently, had “Asian-American” quotas.

He then names one black person, one poor person, and one white but economically deprived person (Mark Milley) who became successes after attending Princeton.  Again, this proves nothing, for Eisgruber is making a general statement, and picking out one example from each of three minority groups proves nothing.

Princeton is academically better than it was in the middle of the last century because it began admitting public-school students and women.

But again, this proves nothing other than widening the pool of applicants that might contain meritorious students will allow more of those students to enrich Princeton. Once you begin at least considering public-school students and women, you suddenly have a whole large group of people from which to pluck the talented. But again, this says nothing about Eisgruber’s implied thesis: that admitting more minority students in general will not reduce “excellence” (presumably construed, though not defined, as graduation rates, grades in college, and success after college).

. . . Princeton’s history is illustrative, not because it is special but because—in this respect, at least—it isn’t. At the beginning of the 20th century, Princeton had a reputation as “the finest country club in America”—a place where privileged young men loafed rather than studied. When asked early in his Princeton presidency about the number of students there, Woodrow Wilson reportedly quipped, “about 10 percent.”
Half a century later, when the university began admitting public-high-school graduates in significant numbers, it sought to reassure alumni that the newcomers would not displace more privileged but marginally qualified children. The Alumni Council published a booklet declaring that Princeton would admit any alumni child likely to graduate. As evidence, it boasted that the sons of Princetonians were overrepresented not only in the bottom quartile of the class but among those who flunked out.
The Alumni Council’s brochure spoke about Princeton’s sons because, of course, the university did not admit women to the undergraduate program until 1969, thereby turning away roughly half the world’s excellence. That was only one of many unfair and discriminatory distinctions that American universities embraced at the expense of excellence.

Eisgruber also maintains that concerted efforts to obtain black students didn’t occur until the 1960s, but of course he doesn’t tell us how they fare at Princeton relative to Asian, white, or Jewish students (I guess the latter are counted as “white”). He also notes that Princeton had Jewish quoteas untyil the 1950s:

People who accuse universities of “social engineering” today seem to forget the social engineering that they did in the past—social engineering that was designed to protect class privilege rather than disrupt it. At Princeton and other Ivy League universities, anti-Semitic quotas persisted into the 1950s. Asian and Asian American students, who now form such an impressive part of the student body at Princeton and its peers, were virtually absent.

So now that there’s more “diversity” of Jewish and Asian-American students at Princeton, and the classes are doing better, does that prove that diversity is compatible with excellence? I don’t think that’s what Eisgruber means in his title. As New York Magazine says, and Harvard admitted, accepting Asians only by merit would result in “too many Asians”:

Harvard itself found in a 2013 internal study that, if it admitted applicants solely on the basis of academic merit, its share of Asian American students would explode from 19 percent to 43 percent.

No, no, we mustn’t have that! This is why, of course, Harvard discriminated against Asians by lowering their “personality scores,” and this is what the Supreme Court found when it banned race-based admissions. And, of course, blacks and Hispanics with the same indices of merit as Asians or whites are admitted much more often via affirmative action.  Again, this shows the conflict between merit and ethnic diversity.

Opening up admissions to poorer students increased excellence. 

With help from charitable endowments funded by grateful alumni and friends, Princeton and other leading research universities have also dismantled financial barriers that in the past discouraged brilliant students from attending. Contrary to what readers might infer from the endless stream of articles about debt-ridden college grads who become baristas, America’s elite research universities now offer financial-aid packages that make them among the country’s most affordable colleges. At Princeton, the percentage of students on aid has risen from about 40 percent in 2000 to 67 percent in the most recent entering class, covering low-, middle-, and even some upper-middle-income students. The average scholarship exceeds the tuition price.

The elimination of barriers to entry coincided with two other changes: students’ increased willingness to travel for an outstanding education and improved informational tools that colleges could use to assess the quality of students (and vice versa). The result, as documented by the Stanford University economist Caroline Hoxby in 2009, is that student bodies at America’s best colleges and universities are significantly stronger academically in the 21st century than they were in the 1980s or ’90s. By 2007, she reports, America’s leading colleges were “up against the ceiling of selectivity” defined in terms of academic credentials, not acceptance rate: Further improvements to the quality of the student body would be so refined as to be invisible.

Again, all that’s happening here is the advent of “need-blind admissions,” which we practice at the University of Chicago. If you don’t prevent impecunious students from attending Princeton—I was one of those, by the way; I couldn’t apply to Princeton, my first-choice school, because my family couldn’t afford it—then of course you increase the chances of finding students with good grades and high SAT scores.

Finally, over time, the degree of “excellence” of Princeton students has increased. This correlates, says Eisgruber, with an increase in diversity. 

Princeton’s internal data show striking changes consistent with Hoxby’s more general findings.  Princeton’s undergraduate-admission office has long assigned academic ratings to all applicants based on their scholarly accomplishments in high school, with 1 being the strongest and 5 being the weakest. In the late 1980s, Academic 1s made up less than 10 percent of the university’s applicant pool and less than 20 percent of our matriculated class. Indeed, if you plucked a student at random from the Princeton University student body in 1990, the student was as likely to be an Academic 4 as an Academic 1 (but unlikely to be either: Academic 2s and 3s made up half the class).

 

In recent years, by contrast, Academic 1s have constituted roughly 30 percent of the applicant pool and about 50 percent of the matriculated class. Princeton’s academic excellence has increased substantially across every segment of its undergraduate population.

Here we have the classic example of confusing correlation with causation. And there’s a double causation: standards for admissions have increased overall, which has raised the “rank” of admitted students, and the grade-point averages of students in college (presumably one index of “academic excellence” of Princeton students) has ballooned due to grade inflation.  At the same time, Princeton increased its ethnic diversity.  This is no evidence that the latter caused the former.

So there we have it, a pastiche of misguided or erroneous arguments, made by a guy who is a President of an academic powerhouse, to “prove” that you needn’t sacrifice academic merit for diversity. It’s all wrong, and it’s embarrassing—embarrassing for both the Atlantic and the hapless Eisgruber.

So how do we test whether diversity really is compatible with excellence?  There are two ways, and I’ve already mentioned them both:

  1. See if lowering the bar for merit of admissions (i.e., eliminating SAT scores) affects academic excellence and achievement. We already know it does because of the correlation of SAT scores and other standardized tests with academic achievement.  If Eisgruber were right, why are schools like Princeton getting rid of mandatory test scores, or making them optional? There’s only one reason, and it shows that Eisgruber’s thesis is wrong.
  2. Follow students of black or Hispanic ethnicity through college and see if their achievement (or post-college success) is negatively correlated with their minority status. I believe this is also the case, though I don’t have the data at hand. (I believe this is true for medical schools as well.) But if it is the case, it shows that there is a tradeoff between merit and diversity.  That is surely the case, and it’s one of the Great Lies of Wokism.

All the evidence I know of goes against Eisgruber’s contention. Why didn’t the Atlantic editors point out these simple problems? Because, of course, Eisgruber’s flawed conclusion happens to comport with the dominant narrative of “progressive” liberalism.

Two final points. I’m saying nothing about genetics or inherent abilities here, for I think that differences in achievement between racial/ethnic groups is cultural. (The genetic data simply aren’t in.) All I’m saying is that, given differences in qualifications and achievement among groups, Eisgruber’s thesis is wrong.

Second, I’m not saying that colleges should give merit 100% priority over diversity. That is a judgment call about whether, as Jon Haidt puts it, you want “Social Justice University” or “Truth-Finding University.”  But Haidt also notes that you can’t have both, and in this abysmal piece of analysis, Eisgruber takes issue with that. I have always said that I prefer some form of affirmative action, and I stick by that, but I’m not pretending that substantial increases in equity can be achieved without lowering overall “excellence.” There are other ways, though they’re slower. One of them is giving children from different groups equal opportunity at the outset. American doesn’t seem to have the dosh or the will to do that, but that’s what it will ultimately take to comport merit with diversity.

Bari Weiss on why DEI must be dismantled

December 19, 2023 • 9:15 am

In this 20-minute video, Bari Weiss makes two points. First, the testimony of the MIT, Harvard, and Penn Presidents before a House committee was antisemitic and reprehensible, and reflects a widespread lack of “moral leadership” in universities. Second, this moral leadership requires the elimination of Diversity, Equity, and Inclusion (DEI) initiatives in higher education.

Weiss points out what was really reprehensible in the Presidents’ testimony, which was their arrant hypocrisy in having a history of enforcing lesser violations of speech codes, not the fact that their speech codes apparently called for First Amendment-style freedom of speech (I’m not sure that they do). Insofar as such codes should reflect the First Amendment, then, yes, calling for the genocide of Jews is allowed in most cases, though the courts’ interpretation of the Amendment deems such speech impermissible on some occasions, like promoting predictable and imminent violence. (And of course real violence violates all university behavior codes. But you can’t start enforcing freedom of speech right at the moment that it’s calling for genocide of Jews.

In that sense, then, the Presidents were right in answering “it depends” when asked whether their speech codes permitted calls for genocide of the Jews. It’s unfortunate that their answers were given in such a  wooden and stiff way—probably the result of coaching by lawyers—and that adherence to institutional neutrality may have prevented them from expressing their own personal opinions, though in such a forum I think that giving their personal take would be okay. And, of course, they all have to fix their speech codes so that permitted speech not only comports with how the courts construe the First Amendment, but that speech regulations are enforced uniformly.

Where Weiss goes amiss, I think, is when she pronounces that Liz Magill and the other Presidents really did “do something wrong.”  What was that? Magill, says Weiss (and presumably the other Presidents, though they’re not mentioned here), failed in this way (7:53):

“failed the very basic duties that [Magill’s] role and responsibilities required of her, because the job of a university president is not merely to point out the basic Constitutional rights of student to scream for a violent uprising against Jews or anyone else—and of course the students have those legal rights—but is pointing out obvious legal rights why we have university presidents? Is their job simply to remind us that people are allowed to shout terrible things,  and that the First Amendment protects them from doing so?. . .

“The job of a university president is not merely to point out what is and isn’t legally permissible.  The job of a university president is to offer leadership—intellectual leadership, of course, but also moral leadership.

“. . . Can anyone look at these three people and say that they offer the kind of inspiring leadership and moral clarity that the country so desperately need at this moment. I think that those questions answer themselves?”

Weiss offers as her remedies “committing to  intellectual freedom, not ideology. . hiring based on merit. . .doing away with double standards based on speech”, and not sending your kids or checks to schools that betray truly liberal values.

This is all good stuff, except that if one expects college presidents to exert moral clarity leadership by condemning speech that they find reprehensible, or making political pronouncements—something that Weiss implies but doesn’t state directly—then that violates an important principle for promoting free discourse: intellectual neutrality. That is, schools should not make any official pronouncements on moral, ideological or political issues.

That principle, which is the opposite of universities providing “moral clarity,” is embodied in the Kalven Principle of the University of Chicago, a principle embraced by only two other of the several thousand American colleges.  We should not expect college Presidents to condemn Hamas or offer similar “moral leadership” as part of their regular jobs, for that violates institutional neutrality, chilling the speech of those who disagree.

You can’t fix a free-speech problem by placing more limits on speech. (Those limits, of course, will change over time, and are largely subjective.) The administration of the University of Chicago has made no public pronouncement on the morality involved in the Middle East war (see here for our statement), and we’ve come to no harm because of that.

Real moral leadership should be exercised by getting university to adopt those principles that promote the functions of a university: teaching, learning, and the free discourse that promotes these things. The other day I described Steve Pinker’s Fivefold Way: five principles that, if adopted by a school, can create the kind of climate that Weiss wants. These five are free speech, institutional neutrality, the prohibition of violence (already in place and already illegal), viewpoint diversity, and disempowering DEI.

These last two principles have not been enacted, but are necessary for The Good University.  Weiss doesn’t mention viewpoint diversity, but at 11:58 she does begin her clarion call for dismantling DEI, for she argues it imposes an injurious ideology on universities.  Pinker shares her views, as do I: DEI is divisive, sucks up lots of money without producing results, reduces viewpoint diversity, is racist in some ways, values ethnicity above merit, and quashes dissent.  Those are not liberal principles.

Here’s what Pinker said about DEI in his Boston Globe op-ed, as of the five parts of his Fix the Universities plan (I’ve given a screenshot since it’s impossible to cut and paste):

With the exception Weiss’s call for university presidents to exercise “moral clarity and leadership”, then, her discussion is eloquent and correct. I hasten to add that she doesn’t really specify how “moral leadership” is to be exercised.  The best way is to put in place and then adhere to the five principles outlined by Pinker.

Will that happen? I’m not confident that universities will launch policies of institutional neutrality, start dismantling DEI, and begin enforcing viewpoint diversity.  Very few are moving in even one of these three directions. But they’ll never do so unless people like us press for these changes.

 

h/t: Rosemary

Cal State Fullerton job: almost a parody of DEI requirements

September 18, 2023 • 11:30 am

Whenever someone asks, “Is wokeness growing or abating?”, I always say “growing.” True, more people are speaking up against “wokeness” (which I loosely define as performative “Social Justice” that accomplishes virtually nothing), but yet it’s still spreading quickly through American institutions.  In fact, it’s spread so widely that it almost seems like a parody of itself, so much so that it’s often hard to tell wokeness from satires on wokeness.

Here’s one example: a job advertised in the Chronicle of Higher Education for an “assistant professor of literacy” at California State University at Fullerton (CSUF). The relevant department is “The Department of Literacy and Reading Education.”

Click below to read the ad (and weep):

The entire ad involves the University patting itself on the back for being diverse and promoting diversity, and the diversity requirements (including a detailed statement that’s probably illegal) far outstrip all other professional qualifications.

Excerpts from the ad (emphases are mine)

The Department of Literacy and Reading Education at California State University, Fullerton, invites applications for a tenure‐track assistant professor position in foundations of literacy (PK-12), as well as literacy leadership, with appointment to begin Fall 2024.

California State University, Fullerton (CSUF) is a minority-serving institution and an affirmative action and equal opportunity employer. CSUF is firmly committed to increasing the diversity of the campus community and the curriculum, and to fostering the Guiding Principles of Social Justice as well as an inclusive environment within which students, staff, administrators and faculty thrive. Candidates who can contribute to this goal through their teaching, research, advising, and other activities are encouraged to identify their strengths and experiences in this area. Individuals advancing the University’s strategic diversity goals and those from groups whose underrepresentation in the American professoriate has been severe and longstanding are particularly encouraged to apply.

CSUF is committed to retaining all faculty and has established affinity groups you can join to support your success.

Yes, CSUF could serve minorities, but is that the same thing as being a “minority-serving institution”? Who knows? But the ad was posted about a week before the Supreme Court struck down affirmative action on the basis of race, and, at any rate, that form of affirmative action has been outlawed in California for a long time.

And what are the “Guiding Principles of Social Justice”? Ten to one this demands adherence to a specific ideology, a form of compelled speech that is also illegal.

“Affinity groups” are sex-specific or, more often, ethnicity-specific groups for say, only Hispanics, only blacks, only Asians, and so on. (It goes without saying that there are no “white affinity groups”.) The invitation for the candidate to join one of these groups presumes that the candidate should be from a minority ethnic group. That requirement is also illegal, but this is a sneaky way to practice affirmative action when hiring.

You can read the ad for yourself, and unless I miss my guess, most readers will find it very like a parody. Just for completeness, here are the requirements for applying. I’ve put everything referring to diversity, including the detailed requirements for a diversity statement, in bold:

Application

  • A complete on‐line application must be received by electronic submission to be considered. To apply, please visit http://hr.fullerton.edu/careers/Faculty.php, choose full-time faculty, search for position 529407, and provide the following required materials:
  • cover letter of application in which you respond to the required and preferred qualifications
  • curriculum vitae
  • teaching philosophy statement
  • Unofficial graduate school transcripts
  • statement on commitment to just, equitable and inclusive education (see below)
  • This statement provides the candidate’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of this statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help CSUF contribute to its mission in these areas.Diversity is a defining feature of California’s past, present, and future. Increasing the diversity of our educators to better reflect the population of California is just one aspect of the College of Education’s dedication to just, equitable and inclusive education. Diversity refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region, and more.All College of Education students leave with a perspective that recognizes, honors, and respects the knowledge and strengths all learners bring from their communities and identities. This perspective is known as Just Equitable and Inclusive Education (JEIE) and is evident in all our programs. College of Education students use this perspective to make community-based assets an integral component of curricular and pedagogical development to enhance academic success. In this way, our students learn to value and draw upon students’ backgrounds not only to support them in developing skills leading to success in the broader society, but also as a mechanism to transform our schools and communities. We believe that all faculty and staff who work for the College must share these same commitments.The diversity statement should focus on your commitment to a Just, Equitable and Inclusive Education. The diversity statement will be assessed based on knowledge, experience, application, and expertise as it relates to JEIE. The strongest statement will have an emphasis on the intersectionality between JEIE and a social identity or marker (social class, race, gender, sexual orientation, language, etc.)This statement can take several different forms and should address at least one of the following
  • Your contributions to advancing principles focused on JEIE.
  • How you incorporate principles of JEIE into your instructional practices, your research and/or service activities.
  • How you have personally experienced JEIE.
  • Your experiences and/or qualifications that enhance your ability to work with diverse students, faculty, parents, and community stakeholders
  • a list of three references with relevant contact information

Of the 533 words in the list of candidate qualifications, 396, or 74%, refer to what they call the required “statement on commitment to just, equitable and inclusive education”.  This is just a fancy and duplicitous way of saying “diversity statement” without using those hot-button words. But then at the end they slip up and say this:

The diversity statement should focus on your commitment to a Just, Equitable and Inclusive Education. The diversity statement will be assessed based on knowledge, experience, application, and expertise as it relates to JEIE.

So it is a diversity statement after all! Note too that one of the job qualifications is this:

Demonstrated experience in anti-racist teaching and in the preparation of professionals who model and advocate for just, equitable, and inclusive education.

Tell me that this is not asking the candidate to conform to a specific form of ideological “antiracism”. (Hint: it’s closer to Kendi than King.)

Similarly, note that they’re clever in how they define diversity:

Diversity refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region, and more.

So you might think they’re simply looking for viewpoint diversity, which is fine. But I don’t believe them. They are looking for ethnic diversity, pure and simple, but can’t get away with saying it straight out, because it’s illegal. Note that they could simply say “ideological and viewpoint diversity” above without going into detail, but then they couldn’t mention ableism, ethnicity, sexual orientation, and all the things that make CSUF look virtuous.

Finally, I got this ad from Luana Maroja, and after I wrote the above I asked her for her take, which she gave me and allowed me to publish with her permission. Note that there is some overlap, but not too much, between her comments and mine.

**************

Luana’s comments:

Here are my impressions (words in italics are copied directly from the ad):

“CSUF is firmly committed to increasing the diversity of the campus community and the curriculum, and to fostering the Guiding Principles of Social Justice”

What are the guiding principles of Social Justice?  This can mean many things – from “ungrading” courses to allowing people to express their opinions freely.

“Individuals advancing the University’s strategic diversity goals and those from groups whose underrepresentation in the American professoriate has been severe and longstanding are particularly encouraged to apply.”

Here they make clear that they are not really a “equal opportunity employer” as they state earlier.

In the qualifications section they implement more ideological biases, which don’t seem to be crucial to success in this current job (they appear instead to be ideological litmus tests):

“Demonstrated advocacy for, or experience working with intersecting social groups and communities historically underserved and marginalized by educational policies and practices”

“Demonstrated experience in anti-racist teaching and in the preparation of professionals who model and advocate for just, equitable, and inclusive education”

They initially dump the term “diversity statement” and replace it with “statement on commitment to just, equitable and inclusive education (see below)”  I guess this is possibly to distract people who are concerned with “diversity statements”. . . But then they forget to remove diversity statement further down (see below).

Notice that here they do not mention “diversity of political views“, which is one aspect which really enhances diversity which I am sure the college lacks:

“Diversity is a defining feature of California’s past, present, and future. Increasing the diversity of our educators to better reflect the population of California is just one aspect of the College of Education’s dedication to just, equitable and inclusive education. Diversity refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region, and more.”

Once again the emphasis is on identity politics:

All College of Education students leave with a perspective that recognizes, honors, and respects the knowledge and strengths all learners bring from their communities and identities. This perspective is known as Just Equitable and Inclusive Education (JEIE) and is evident in all our programs.”

Finally, here they forget they should not be using the term “diversity statement” and don’t use the euphemistic term from earlier in the ad:

The diversity statement should focus on your commitment to a Just, Equitable and Inclusive Education. The diversity statement will be assessed based on knowledge, experience, application, and expertise as it relates to JEIE. The strongest statement will have an emphasis on the intersectionality between JEIE and a social identity or marker (social class, race, gender, sexual orientation, language, etc.)”

So, overall this is such an over-the-top litmus test that one does not even need to read the whole ad to know that. It will discourage any non-woke or even white person to  from applying. It also reduces the pool of candidates, which is never a good idea as this might overlook talent.  And talent is really needed given how poorly minorities are doing in CA.

Why we can’t say “pipeline” any longer

July 9, 2023 • 1:15 pm

Here’s a short piece from the Journal of the American Medical Association Open that explains why we can no longer use the word “pipeline” when referring to the progress of human beings from birth until adulthood. The word is often used when discussing ethnic diversity, referring to a pipeline from birth to adulthood and its concomitants: college, jobs, and so on. If the pipeline is meant to include college and one’s achievements there, as well as jobs based on those achievements, the people who leave that career path are said to instantiate a “leaky pipeline.”

Now we are told that we can no longer use the “pipeline” simile, because it’s not inclusive. But on the other hand “American Indian” is a term that’s okay again!

Click to read:

I’m just going to quote from the short piece and make one or two brief remarks.

For many years, the term pipeline has been used metaphorically by researchers and policy makers to refer to the progression of students advancing toward a science, technology, engineering, or mathematics (STEM) degree or a career in medicine. Past criticisms of the term pipeline highlight how students, especially those from historically excluded backgrounds, such as American Indian, Black, and Latino/a individuals, “leak” out of the “pipeline” for a variety of personal, social, financial (economic), or cultural reasons. For American Indian and Alaska Native individuals, the term pipeline is especially offensive. More specifically, this term is pejorative for communities where pipeline projects in the US threaten sacred homelands and water supplies. Many people will recall the resistance of the Standing Rock Sioux Tribe and their allies to the Dakota Access Pipeline. Recently, a new pipeline project impacting racially marginalized residents, including Black and low-income residents, living in the Southwest Crossings neighborhood of Houston, Texas, highlighted the continuing practice of divestment and displacement faced by these communities.

. . . .In place of pipeline, the term pathways has come into favor by many, including the AMA and the Association of American Medical Colleges. Pipeline implies that there is only 1 entry point and 1 exit, and frames career development as a passive process in which individuals are commodified as a resource to be delivered as a final result. Pipeline leaves out the contexts, complexities, and variations of the myriad pathways students may take in education from elementary and secondary school, through higher education, and on to a STEM or health professions field. Pipeline connotes extraction, transport, and removal from community, rather than investment in and nurturing of people and resources in place. Since many historically marginalized or minoritized racial and ethnic groups of students may take nontraditional or divergent career pathways, it remains critically important to use the more inclusive, accurate term of pathways. Use of pathways for this purpose communicates respect for students’ choices, agency, and career exploration.

Note first that the term “American Indian” is used. More on that in a second. What I am wondering here are two things. First, has anybody besides these three privileged authors ever objected to the use of the term “pipeline”—which is reserved for intellectual discussion of academic and social achievement—as insulting to their community? If so—and I do follow these things—I’ve never heard it.  Second, do the authors seriously believe that replacing “pipeline” with “pathway” is going to improve society? How, exactly, will that happen?  Are some “American Indian” and “Alaska Native” individuals who previously refused to discuss career achievement because the discussion involved the p-word, now going to participate eagerly with the new, improved word “pathway.”

I don’t believe it. what we have here is exactly what the authors decry in the next paragraph: “performative allyship”!

Equity, diversity, and inclusion efforts have been challenged by performative allyship and the persistent lack of commitment to equitable access from institutional leadership. Proclaiming representative diversity as the end goal establishes dominant cultural norms of tokenism, deficit framing, and devaluation of historically excluded students and their communities. The messaging must evolve to value diversity as a shared value that benefits individuals, communities, institutions, and ultimately, patients. Using pathways terminology can help move beyond representation to inclusive excellence. Medicine as a profession must decommodify the language around workforce development challenges and focus on the power of diversity and inclusion to enhance and improve medicine, primary health care and health equity.

But the authors’ entire article is an example of useless language policing—”performative allyship” from three privileged academics and physicians.  As for the rest of the paragraph above, it is so badly written that I am not sure what they are trying to say except that they are in favor of more diversity and less oppression.  Oh, and that medicine will improve when we substitute “pathways” for “pipeline”.  If you believe that, well, all I can say is, “Show me the data.”

One more point. For years now, the term “Indian” or “American Indian” has been considered pejorative itself, like saying “Negro” instead of “African American” or “black”.  Now it’s apparently back again:

Allies who do not identify as American Indian or Alaska Native, including influential medical educators, researchers, clinicians, authors, and journal editors in the US, should update their language with preference for the terms American Indian or Alaska Native.

The updating by the Language Police happens so fast that I can’t keep up with it.