The first article below, in Persuasion, is a précis of a much longer one by the same authors that I read recently; it’s not yet published it but you can access it below; click on the second shot to see the bigger piece.
The upshot is that the authors examined 27 million syllabi from colleges around the world by “scraping” them from websites. The object was to take three contentious topics: race discrimination, the Israel-Palestine conflict, and the ethics of abortion, and answer these questions for each:
- For each topic, how often was a “progressive” paper or book assigned if it was assigned by itself? (The three areas and views are those promoting the ubiquity and strength of race discrimination, works favoring Palestine as an oppressed territory, and works favoring choice inb abortion.)
- Ditto for “anti-progressive” papers or books (works critical of others that claimed to bigotry, especially in the criminal justice system, works favoring Israel or critical of pro-Palestinian works, and works taking a “pro-life” view.
- For those courses in which “progressive” works were assigned, how often were works critical of the progressive readings assigned as opposed to readings supportive of the progressive readings?
- Ditto for courses assigning “anti-progressive” works: how often were works critical of those assigned as well works supporting the anti-progressive views.
The object was to see how often faculty were exposing students to both sides of an argument. That would have been the result if “progressive” works were often assigned with works that were critical of them as opposed to works that simply buttressed them.
The upshot is what you might expect: “anti-progressive” (or “conservative”) works were assigned with progressive ones far less often than were works that buttressed the progressive point of view. Conclusion: liberal academia is not exposing students to credible alternative points of view (and yes, the authors took care to examine cite only works that academically credible).
Classic “progressive” works used in their analysis include the following; you won’t know the critical views so much but you can see them in the paper. I’d recommend reading the big unpublished paper if you have time as it has a lot more data.
- The classic progressive views of racism in the criminal-justice system: Michelle Alexander’s book The New Jim Crow and Ta-Nehisi Coates’s book Between the World and Me
- The classic progressive view of the Israel/Palestine conflict (and oppression of Arabs in general): Edward Said’s book Orientalism
- The classic progressive “pro-choice” paper: Judith Jarvis Thomson’s paper “A Defense of Abortion“
What to read. Here’s the précis:
and the longer paper from which the above is drawn (click to read):
Now both of these papers lay out possible problems with the results. Still, the results they got are pretty much what you’d expect given the pervasive liberalism of college professors. Progressive texts are assigned by themselves much more often than are conservative papers on the same ideas; but, more important, when progressive papers are assigned, they are assigned much more often along with papers that support them than with papers that are critical of them. This is not what we’d expect if professors are supposed to stimulate students by teaching them scholarly controversies about divisive issues. Instead, we get what looks like propagandizing. Again, I may not be giving a good summary of what the papers found, but I would recommend reading either the Persuasion paper or, preferably, the unpublished one.
Here’s a summary of data from syllabi containing works about race. This comes from the Persuasion paper:
Across each issue we found that the academic norm is to shield students from some of our most important disagreements.
Consider, for example, Michelle Alexander’s important 2010 book, The New Jim Crow. Alexander argued that mass incarceration emerged after the collapse of the Jim Crow system in the South, largely as a way to reestablish the subjugation of black Americans. It would be hard to overstate its influence. Ibram X. Kendi called it “the spark that would eventually light the fire of Black Lives Matter.” And on college campuses, it became the assigned reading. On the topic of race and the criminal justice system, no other work is more popular in the syllabi database; it appears in more than four thousand syllabi in U.S. universities and colleges.
As soon as it was published, The New Jim Crow stirred contention within academia. The most prominent critic was James Forman, Jr., a professor at Yale Law School. In a seminal working paper, Forman challenged Alexander’s thesis. Among other shortcomings, Forman wrote that The New Jim Crow “fails to consider black attitudes toward crime and punishment, ignores violent crimes while focusing almost exclusively on drug crimes, obscures class distinctions within the African American community, and overlooks the effects of mass incarceration on other racial groups.” Forman’s work culminated in a book titled Locking Up Our Own, a well-regarded work that won the Pulitzer Prize.
How often is Forman’s book assigned along with Alexander’s? Less than four percent of the time. Other prominent critics—like Michael Fortner, John Pfaff, and Patrick Sharkey—are assigned even less often. Fortner’s important book The Black Silent Majority, for example, is assigned with The New Jim Crow less than two percent of the time.
So what is assigned with The New Jim Crow? Mostly books that are broadly aligned with it. The three most commonly co-assigned texts include Angela Davis’s Are Prisons Obsolete?, Ta-Nehisi Coates’s Between the World and Me, and Michel Foucault’s Discipline and Punish. We estimate that less than 10 percent of professors assigning Alexander’s book actually teach the controversy surrounding it.
That’s pretty depressing. All three issues fit the same pattern, though the issue of abortion is more balanced. In general, important progressive texts are assigned with texts that support them, not texts that criticize them. A summary of the other issues from Persuasion:
Orientalism is among the most popular books assigned in the United States, showing up in nearly four thousand courses in the syllabus database. But although it was a major source of controversy, both then and now, it is rarely assigned with any of the critics [Edward Said] sparred with, like Bernard Lewis, Ian Buruma, or Samuel Huntington. Instead, it’s most often taught with books by fellow luminaries of the postmodern left, such as Frantz Fanon, Judith Butler, and Michel Foucault.
What about the ethics of abortion? This question is taught in a more even-handed way, at least compared to the other issues we studied. More than a third of syllabi that assign Judith Jarvis Thomson’s classic defense of abortion rights, for example, pair it with a pro-life voice. Yet even in this case, we observe the same pattern: Most professors shield their students from scholarly controversy.
The authors’ conclusion in their big paper is that America’s waning trust of academia can be restored by teaching disagreements, not just one side of an issue. They emphasize that they are not saying to simply assign more conservative intellectual works, but simply to assign works that are critical of popular works like Alexander, Said, and Thomson. (I have read two of these and found both Alexander and Thomson very persuasive. Yet I didn’t even know about the credible scholarly works critical of what I read.) Yes, some of the critics are conservative, but not all of them. The point is to teach the controversies about live scholarly debates—though not with settled issues like evolution. Ideology here is less important than presenting students with the clash of ideas and getting them to think and debate.
I found one more bit of the Persuasion paper pretty horrifying:
Perhaps the most troubling objection to our project, and the most emphatic complaint we’ve heard since posting our paper, is that now is not the time to be raising these concerns. In the face of Trump’s blunderbuss war on the universities, we shouldn’t air our profession’s dirty laundry. One colleague, whose work we deeply respect, told us that it could be used “as a pretext” to do even more damage to the institutions that we love.
But we are convinced that there are other dangers to ignoring a real problem—dangers that are every bit as existential as Trump’s war on the universities. If we professors suspend our critical inquiries in the face of this emergency, then Trump has truly destroyed higher education.
This is precisely the criticism that some miscreants have leveled at the recent anthology compiled by Lawrence Krauss: The War on Science, a compendium of chapters in which over thirty authors mostly take the left to task for its inimical and ideological effects on science. We were told exactly what Shields et al. were: “now is not the time to show how the left is hurting science because Trump is hurting it much more.” That itself is a debatable point, of course, especially in view of the different ways the “hurt” is occurring. Regardless, telling critics of “progressivism” to shut up because we need to unite in criticizing Trump is badly misguided. It goes against everything that academia is supposed to promote, including freedom of speech and academic freedom. It is the combination of these two freedoms that is supposed to yield truth, not a one-sided view that leans toward the left.
I am a leftist, but also an academic, and I think that the big Shields et al. paper is important not only to buttress what we’re supposed to be doing, but also to stem the ongoing decline in the reputation of American universities. .






