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Sunday, July 16, 2023

What’s the Matter with Men? by Idrees Kahloon, The New Yorker

I read every word of this piece that delves into the disparities that many of us are observing between men and women in U.S. society. Author, Idrees Kahloon, notes that 

"[M]any social scientists agree that contemporary American men are mired in malaise, even as they disagree about the causes." 

Kahloon cites interesting research that focuses on males, while also considering academic achievement and pay differentials between women and men, as well as physiological differences in maturational development that translate into increased chances of getting diagnosed with ADHD (attention deficit hyperactivity disorder), higher rates of school suspension and dropping out relative to girls.

The answer to this malaise, Kahloon suggests, is not resorting to the kind of "vintage masculinity" that fosters an entitled sense of dominance and power over others. He cites a British scholar and sociologist, Richard V. Reeves who has studied this phenomenon who concludes "It's not that men have fewer opportunities. It is that they are not taking them."

"Prosocial masculinity" as a remedy derives from Kahloon's readings on the matter. He delves into race a bit, but insufficiently. He also doesn't provide any specific insights into our younger, Generation Z youth for whom observed significant differences on a range of political attitudes that serve as indicators of progressivism that markedly distinguish females and males (Twenge, 2023). I "see" Gen Z in his analysis but he pivots simplistically between younger and older males. In all fairness to Kahloon, his is a synopsis of the literature that is, by definition, abbreviated. Reeves (2023) is who people are reading right now. If you keyword him in Google you'll see that he's ignited the press and the blogosphere.

I still wonder of Kahloon's insufficient attention to the impact of the culture wars in reifying notions of traditional masculinity that tend to be at odds with more complex, fluid and non-binary notions of gender. A related factor is that this malaise is occurring simultaneously with a generation of youth that researchers maintain is the most queer generation in U.S. history (Twenge, 2023). What a combination!

Societally, what this means, among other things, is that many of us Baby Boomers did not pass on the stigmas held by our earlier generations and that's a good thing. 

In my parents'—and their parents' generation, they used such terms as "out-of-wedlock" to describe children born outside of the bounds of marriage. When was the last time you heard that expression? It used to be a matter of tremendous shame to get a divorce. And how shameful to be someone's "second husband" or "second wife." Forget being lesbian, gay, or transgendered. "Coming out of the closet" was a common expression in my younger years.

All of these stigmas—atop existing ones like race and class—were socially, emotionally, and psychologically costly, if not brutal, for earlier generations. The social movements of the late 1960s and early 1970s were impactful and a clear departure from the past—to which today's culture wars tortuously, if impossibly, seek to reverse.

I completely agree that we have to be intentional in our caring for our young men and boys. We need to also remain focused on our girls, too, who to their credit, tend to be more prosocial than boys. Still mental health is a huge issue for Gen Z so we cannot be over-attentive to such matters. Much to consider and ponder.

-Angela Valenzuela

References

Reeves, R. (2022). Of Boys and Men: Why the Modern Male is Struggling, why it Matters, and what to Do about it. Brookings Institution Press.

Twenge, J. M. (2023). Generations: The Real Differences Between Gen Z, Millennials, Gen X, Boomers, and Silents—and What They Mean for America's Future. Simon and Schuster.

What’s the Matter with Men?

They’re floundering at school and in the workplace. Some conservatives blame a crisis of masculinity, but the problems—and their solutions—are far more complex.

First, there was Adam, whose creation takes center stage on the ceiling of the Sistine Chapel. Then, fashioned out of Adam’s spare rib, there was Eve, relegated to a smaller panel. In Michelangelo’s rendition, as in the Bible’s, the first man sleeps through the miraculous creation of his soul mate, the first woman and the eventual mother of humanity. Many of our foundational myths are, in this way, stories about men, related by men to other men. The notion of female equality is, historically, an innovation. “Woman has always been man’s dependent, if not his slave; the two sexes have never shared the world in equality,” Simone de Beauvoir wrote in “The Second Sex,” published in 1949. “And even today woman is heavily handicapped, though her situation is beginning to change.” Nearly three-quarters of a century later, that change has continued. By a variety of metrics, men are falling behind parity. Is the second sex becoming the better half?

Many social scientists agree that contemporary American men are mired in malaise, even as they disagree about the causes. In academic performance, boys are well behind girls in elementary school, high school, and college, where the sex ratio is approaching two female undergraduates for every one male. (It was an even split at the start of the nineteen-eighties.) Rage among self-designated “incels” and other elements of the online “manosphere” appears to be steering some impressionable teens toward misogyny. Men are increasingly dropping out of work during their prime working years, overdosing, drinking themselves to death, and generally dying earlier, including by suicide. And men are powering the new brand of reactionary Republican politics, premised on a return to better times, when America was great—and, unsubtly, when men could really be men. The question is what to make of the paroxysm. For the revanchist right, the plight of American men is existential. It is an affront to biological (and perhaps Biblical) determinism, a threat to an entire social order. Yet, for all the strides that women have made since gaining the right to vote, the highest echelons of power remain lopsidedly male. The detoxification of masculinity, progressives say, is a messy and necessary process; sore losers of undeserved privilege don’t merit much sympathy.

Richard V. Reeves, a British American scholar of inequality and social mobility, and a self-described “conscientious objector in the culture wars,” would like to skip past the moralizing and analyze men in the state that he finds them: beset by bewildering changes that they cannot adapt to. His latest book, “Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do About It” (Brookings), argues that the rapid liberation of women and the labor-market shift toward brains and away from brawn have left men bereft of what the sociologist David Morgan calls “ontological security.” They now confront the prospect of “cultural redundancy,” Reeves writes. He sees telltale signs in the way that boys are floundering at school and men are leaving work and failing to perform their paternal obligations. All this, he says, has landed hardest on Black men, whose life prospects have been decimated by decades of mass incarceration, and on men without college degrees, whose wages have fallen in real terms, whose life expectancies have dropped markedly, and whose families are fracturing at astonishing rates. Things have become so bad, so quickly, that emergency social repairs are needed. “It is like the needles on a magnetic compass reversing their polarity,” Reeves writes. “Suddenly, working for gender equality means focusing on boys rather than girls.”


Thursday, July 13, 2023

‘Racist,’ ‘grooming’: Why parents are trying to ban so many picture books

Friends:

I would read this in tandem with today's earlier post. The extent of book banning signals the existence of a well-funded campaign to discredit public schools teachers, books, and librarians. Not that some parents' complaints aren't legitimate, but rather that it's hard to separate this from the reactionary policy climate we're seeing in our legislatures throughout the nation. It's curious that author, Hannah Natonson didn't mention this.

-Angela Valenzuela



‘Racist,’ ‘grooming’: Why parents are trying to ban so many picture books

The culture war over what children can read has reached illustrated texts for the youngest readers


by Hannah Natonson | Washington Post | July 12, 2023

“Dangerous.” “Grooming.” “Reckless.” “Racist.” “Lying.”

All are adjectives that adults applied to children’s picture books as they sought to ban the titles from schools last year. These illustrated texts, intended for the youngest readers, are a surprising focus of the historic spike in efforts to restrict literature in classrooms and K-12 libraries, according to a first-of-its-kind Washington Post analysis of schoolbook challenges.

The discontent with children’s picture books overwhelmingly centers on titles with LGBTQ characters and storylines, which were targeted in 75 percent of such challenges, The Post found. The top motive, cited in 64 percent of the picture-book complaints, was a wish to prevent children from reading about lesbian, gay, bisexual, transgender, nonbinary and queer lives. The next most-common reason was books’ “inappropriate” nature, cited in 44 percent of challenges, and the third most-common reason was that books were “anti-police,” a charge included in 25 percent of challenges.

“This book … opens up conversations that lead to grooming and does not separate education from moral beliefs,” an Idaho woman wrote in a filing against “Pride: The Story of Harvey Milk and the Rainbow Flag.”

A Pennsylvania woman alleged that the book “Julián Is a Mermaid,” featuring a boy who dresses as a mermaid, will “confuse a child … to use drag clothing and makeup.”

And a man in Virginia wrote that the book “A Place Inside Of Me: A Poem to Heal the Heart,” which explores a Black child’s reaction to the police killing of a girl in his hometown, has “very dark and sinister parts,” including the fact “law enforcement is depicted as villains throughout this work.”

Want to know more about my reporting on school book challenges? Submit your questions for a live chat next week.

The Post requested and analyzed roughly 2,500 pages of book challenges filed in more than 100 districts nationwide throughout the 2021-2022 academic year. Picture books made up nearly 10 percent of all the titles challenged in the 1,000-plus complaints, The Post found. The free expression advocacy group PEN America, too, concluded that more than 300 picture books were challenged at school in the 2021-2022 school year.


“Part of me is like, ‘Wow, people are really putting all this emphasis on picture books?’” said Kaylani Juanita, who illustrated “When Aidan Became a Brother,” which features a transgender protagonist. The title was the second most-challenged picture book identified by The Post. “They’re treating these books like weapons.”

It is par for the course that political topics du jour are shaping a debate about kids’ books, said Carol Tilley, an associate professor at the University of Illinois at Urbana-Champaign who researches children’s print culture. She pointed out that, in the 1950s, adults in Alabama crusaded against “The Rabbit’s Wedding,” which told the story of a black and white rabbit getting married.

“That didn’t play well in segregationist states at the time,” she said. “I think that you see a long pattern: Concerns tend to mirror whatever the big social changes are at any particular time.”

Objection to sexual, LGBTQ content propels spike in book challenges

As conflicts rage over what and how children should learn about race, gender and sex at school, public opinion seems split. A late-2022 Post-KFF poll found that more than 70 percent of adults feel it is inappropriate for teachers to discuss trans identity in kindergarten through fifth grade, while slightly more than half of adults also believe the topic is inappropriate for grades six through eight. At the same time, 77 percent of Americans say they are “extremely” or “very” concerned by book restrictions in schools, according to a March poll from Fox News.


(Washington Post illustration; HarperCollins Publishers; iStock)

It is also the case, said Skidmore College professor Catherine Golden, who teaches a class on 19th-century children’s literature, that objections are surging because the number of visual-rich picture books portraying what it’s like to have gay parents or be transgender has exploded.

“Picture books are now taking these LGBTQ issues on,” she said. “And the picture makes it easier to jump on it, the picture makes it easier to criticize, because it visualizes something that people might see as objectionable.”




Parent challengers argue some picture books must be banned to spare children uncertainty, mental health problems and racist beliefs.

Reading about gender identity will yield “social isolation, violence, hypersexualization … reduced economic opportunities, anxiety, depression, lack of self identity, and so much more,” wrote Sashell Dragich in Florida’s St. Johns County School District. Dragich, who did not respond to requests for comment, was objecting to “Peanut Goes for the Gold,” a book about a nonbinary guinea pig by Jonathan Van Ness, star of the Netflix series “Queer Eye.”

Sylvia Loosveldt in Washington state wrote in a challenge that Ibram X. Kendi’s “Antiracist Baby Picture Book” should be pulled from schools because it “is teaching young students to become racist” by “telling young children they should look at others only on the basis of skin color.”

Loosveldt said in an interview that she became aware of “Antiracist Baby” when a librarian friend with the Kennewick School District flagged its presence in two elementary schools. She read the book and grew disturbed, especially by an image of a White kid climbing a complete ladder while a Black kid climbs a ladder that is broken at the top. Loosveldt, 64, is retired but said she spent more than three decades teaching kindergarten and first-grade, so she knows firsthand the stakes of what goes into children’s books.

“Those kids just believe everything that you tell them,” she said. “If teachers tell you you can be any gender you want, or that you’re bad because you’re White, kids are going to believe you.”


(Washington Post illustration; Penguin Random House; iStock)



Reaction from picture-book creators, meanwhile, range from bemused to heartbroken to defiant. Illustrator Juanita said, “at this point, I’m just so filled with disappointment and rage.” Zetta Elliott, author of “A Place Inside of Me,” said she believes adults’ fixation on certain kinds of picture books reflects a discomfort with darker moments in American history, especially episodes of racism and police brutality.

“It flows from a certain group of parents who are afraid of having difficult conversations,” she said. “But this idea that adults should not be permitted to help children interrogate difficult subjects is just ludicrous.”

And Rob Sanders, author of “Pride,” the book about assassinated LGBTQ rights activist Harvey Milk, said he is far from shocked: He expected the title would draw complaints as soon as he penned it in 2015. He was inspired to write the book when he saw the White House illuminated in rainbow colors the night after the Supreme Court struck down the Defense of Marriage Act, paving the way to legal recognition of same-sex marriage. A schoolteacher, he wanted his students to understand how the rainbow flag came to represent LGBTQ rights.

In Nebraska’s Wauneta-Palisade Schools, Vanessa Fanning filed to remove “The Undefeated” — a Caldecott Medal-winning poem by Kwame Alexander about Black America — due to her concerns that the book sends an “anti-police message” and because it “insinuates white lives do not matter.”

The book “divides children into two groups,” wrote Fanning, who declined to comment. “Those who look like the pictures and those who were ‘responsible’ for those racial injustices. It keeps racism alive.” She added that the book “probably would make a child of a police officer uncomfortable.”

In New Jersey’s Westfield Public Schools, a challenger — whose name school officials redacted — wrote in a filing that “Our Skin: A First Conversation About Race,” by Megan Madison and Jessica Ralli, lies to children. The challenger quoted a line from the book stating that “Racism is … the things people do and the unfair rules they make about race so that white people get more power.”

“Racism is not something that only white people do or are capable of,” the challenger wrote. “As a Jewish American, I have personally experienced racism based on my Jewish ethnicity, despite my skin color being what most would describe as ‘white.’ ”

And in Texas’s Prosper Independent School District, another anonymized challenger sought to eliminate “When Wilma Rudolph Played Basketball,” a biography of a Black sprinter who overcame childhood polio to win Olympic medals and become the fastest woman in the world in the 1960s. The book “opines prejudice based on race,” the challenger wrote, pointing to page 15, which depicts Rudolph as saying of segregationist America, “There’s something not right about all this … White folks got all the luxury, and we black folks got the dirty work.”

The book’s author, Mark Weakland, said in an interview that the quotes on page 15 come from Rudolph herself: They are words she spoke.

Elliott, the author of “A Place Inside of Me,” agreed that the subjects evoked in that title and other children’s books she’s written — including America’s history of lynching, gun violence and brutality perpetrated by police against Black citizens — are thorny. But that’s why her work is necessary, she said: There are millions of Black and brown children in the United States whose families and communities do not have a healthy relationship with police.

“So what do you do with this complicated relationship Black people have to the United States?” she said. “I wanted to write something that would give a child an opportunity to honor all of their emotions.”



(Washington Post illustration; Macmillan Publishers; iStock)

Other reasons for challenging picture books varied.

An adult in Texas’s Plano Independent School District took issue with “Skippyjon Jones,” by Judy Schachner, which tells the story of an adventurous kitten who sings, “My name is Skippito Friskito. / I fear not a single bandito. / My manners are mellow, / I’m sweet like the Jell-O, / I get the job done, yes indeed-o.”

“This book promotes negative stereotypes towards Mexicans and the Spanish language,” wrote the complainant. “Throughout the book -O is added to the end of the word to sound like Spanish.”

Elsewhere in the same state, an adult in the Lamar Consolidated Independent School District objected to Colin Hynson’s book “You Wouldn’t Want to Be An Inca Mummy!,” part of a series which showcases some of the less wonderful aspects of ancient societies.

The book “talks about child sacrifice … as if to be sacrificed is a ‘great honor,’” the challenger wrote. It “makes these subjects glamorized or they try to make it appealing. … It introduces topics that children should not need to think about during elementary years.”


Story editing by Adam B. Kushner. Copy editing by Dorine Bethea. Design by Lucy Naland.

Numbers suggest murky future for Moms for Liberty

Friends:

There is a lot to unpack here and I'll only do a bit. Honestly, we all need to take time to parse out all of this and have conversations about it. At the most general level, who are "Moms for Liberty, also known as "M4L" and "MFL"?" As per this blog by Heath Brown, their information is hidden from view, however, they say that they have 275 chapters in 45 states and more than a hundred thousand members nationwide. Some view them as akin to the Tea Party Movement that formed in 2009.

They say that they're anti-CRT, but they really aren't because they clearly do not understand it. This stance nevertheless serves their purposes as it allows them to conveniently weaponize race that they decry as “woke indoctrination.” They're also anti-LGBTQ and they back a false ideology of Christianity known as "Christian Nationalism" that promotes allegiance to country and their specific definition of Christianity. They also have a penchant for parading Black and Brown people who align with their cause to make it seem that they're more diverse than they really are. 

As you can read from the Southern Poverty Law Center website, the SPLC characterizes M4L as an anti-government, extremist group. 

Medhi Hassan with MSNBC notes that they keep their funding sources secret yet they enjoy close ties with the Heritage Foundation, also noting that they received funding in 2021 from Judy Fancelli who bankrolled the "Stop the Steal" January 6th attack on our nation's capital. The optics are deeply troubling. You can follow them yourselves on Twitter to learn more.  

What's most revealing to me is just how toxic they are from all the various reports I'm reading right now. The things is that "rage tactics," as Williams (2022) observes in her must-read piece in The New Yorker, is actually what they're about.

They do not express a desire to actually transform schools and curriculum, as those of us in the Ethnic Studies Movement seek to accomplish, but rather to promote censureship, dismantle public education and privatize schools by fostering a campaign of disenchantment in hopes that white, suburban mothers, in particular, turn against public schools. Ethnic Studies Movement advocates like myself are diametrically opposite, seeking to mend, not end, public education.

Born out of our long, extended, historical project of democracy as a nation, that at the grassroots level, is truly about living and being in relation to our public schools, and the public sphere, M4L belies the notion that public life should be rewarding—even if in moments contentious—whether occurring at local, city, or state-level politics.

It's almost as if the more unpleasant they are, the more power they think they have. I would hope that instead of praising M4L and giving them a platform as Trump and DeSantis have done, that all people of decency and conscience see them as the enemies of democracy that they are. 

If you have any doubt about this, I urge you to read the Williams (2022) piece. Even if this organization is less ascendant than they portray themselves to be, their access to eye-popping resources from conservative non-profits and wealthy donors is impactful, with power to potentially distort the public imagination of their levels of trust toward public education as connected to the common good that they abhor.

Thanks to Diane Ravitch for sharing this piece by Heath Brown.

-Angela Valenzuela

References

MSNBC News. (2022, Nov. 30). The Far-Right Moms Fighting the School Board Wars, The Mehdi Hassan Show [Video]. Youtube. https://www.youtube.com/watch?v=FLG1LWUN0tY

Williams, P. (2022, Oct. 31). The Right-Wing Mothers Fuelling the School-Board Wars, The New Yorker.


New chapters are forming, but not where it matters most for 2024

by Heath Brown | July 6, 2023


Photo by Gayatri Malhotra on Unsplash

There’s been a lot hay made lately about Moms for Liberty — the group formed in 2021 to oppose school mask mandates and other pandemic precautions. Jennifer Schuessler at the New York Times called them “a force in Republican politics” and Chris Lehmann at The Nation likened the group to the Tea Party.

There are good reasons to take Moms for Liberty seriously.

As Jennifer Berkshire and Jack Schneider explain on their podcast, it’s re-positioned itself over the last 12 months as the voice of anti-teacher vitriol, eager to ban books at the mere mention of race or LGBTQ issues. Classics, like The Color Purple, Water for Elephants, and The Bluest Eye, were challenged by the Indian River County chapter of the organization in Florida last fall.

Candidates for the Republican presidential nomination also have taken the organization up on the offer to speak to its members, most recently at last week’s Moms for Liberty Summit in Philadelphia. At the event, Governor Rick DeSantis called Gender Queer, a memoir by nonbinary writer Maia Kobabe, “hardcore pornography.” The book has been banned by over 50 districts recently, the most of any book in the country, according to Pen America.



The Origin of Student Debt: Reagan Adviser Warned Free College Would Create A Dangerous “Educated Proletariat”

Friends:

Check out this excellent piece on this history of student tuition and student debt. Readers may be surprised to read that 

"Student debt...played a minor role in American life through the 1960s, increased during the Reagan administration and then shot up after the 2007-2009 Great Recession as states made huge cuts to funding for their college systems." 

This piece takes us back to a historical moment during the Nixon Administration where charging college tuition, though disguised as cost-saving, was ideologically about college's not creating a dangerous "educated proletariat." Today, this rhetoric would get cast as "anti-Wokism," illustrating how the very same elitist politics reinvent themselves as weapons against not just the working, but also the aspiring, middle class.

Today, some act as if student tuition were ordained by God when the historical record shows it as an artifact of ultra-conservative politicians' views of the late 1960s and early 1970s where they felt threatened by the existence of a well-educated populace.

We need a total re-think of higher education today where higher education is a right, as opposed to a privilege, not unlike K-12 schooling. Moreover, it should be viewed positively, as the constructive force that it has largely been—both for individuals and society, as a whole. For this, we must all vote for candidates amenable to such proposals as canceling student debt and College for All. Here is one such proposal: H.R.2861 - America’s College Promise Act of 2021 Also check out this piece in Newsweek by Dr. Denisa Gándara.

In the wake of the U.S. Supreme Court recently striking down Biden's student debt plan (Stratfor, Gerstein, & Frazier, 2023), we need to support Biden's decision to use the Higher Education Act as a vehicle for canceling this debt (Bazail Eimil, 2023). A helpful resource in the struggle is The Debt Collective https://debtcollective.org/, an organization that is calling for debt abolition and relief, and holding the U.S. Department of Education accountable for the student debt crisis.

Thanks to Dr. Kevin Kumashiro for sharing.

-Angela Valenzuela 

#CollegeForAll #CancelStudentDebt 


References

Bazail Eimil, E. (2023, June 30). White House pushes forward on student loan forgiveness in wake of SCOTUS ruling, Politico.

Gándara, D. Now Let's Make College Free | Opinion, Newsweek

H.R.2861 - America’s College Promise Act of 2021

Stratford, M. Gerstein, J. & Frazier, K. (2023, June 30) Supreme Court strikes down Biden’s student debt relief plan



Gov. Ronald Reagan explains his requested shutdown of California’s higher education system in Sacramento, Calif. on May 6, 1970. Photo: Bettmann Archive

THE ORIGIN OF STUDENT DEBT: REAGAN ADVISER WARNED FREE COLLEGE WOULD CREATE A 

DANGEROUS “EDUCATED PROLETARIAT”


In 1970, Roger Freeman, who also worked for Nixon, revealed the right’s motivation for coming decades of attacks on higher education.


by John Schwartz | Aug. 25, 2022 | The Intercept


WITH THE vociferous debate over President Joe Biden’s announcement that the federal government will cancel a portion of outstanding student debt, it’s important to understand how Americans came to owe the current cumulative total of more than $1.6 trillion for higher education.

In 1970, Ronald Reagan was running for reelection as governor of California. He had first won in 1966 with confrontational rhetoric toward the University of California public college system and executed confrontational policies when in office. In May 1970, Reagan had shut down all 28 UC and Cal State campuses in the midst of student protests against the Vietnam War and the U.S. bombing of Cambodia. On October 29, less than a week before the election, his education adviser Roger A. Freeman spoke at a press conference to defend him.

Freeman’s remarks were reported the next day in the San Francisco Chronicle under the headline “Professor Sees Peril in Education.” According to the Chronicle article, Freeman said, “We are in danger of producing an educated proletariat. … That’s dynamite! We have to be selective on who we allow [to go to college].”

“If not,” Freeman continued, “we will have a large number of highly trained and unemployed people.” Freeman also said — taking a highly idiosyncratic perspective on the cause of fascism —“that’s what happened in Germany. I saw it happen.”

Freeman was born in 1904 in Vienna, Austria, and emigrated to the United States after the rise of Hitler. An economist who became a longtime fixture in conservative politics, he served on the White House staff during both the Dwight Eisenhower and Richard Nixon administrations. In 1970 he was seconded from the Nixon administration to work on Reagan’s campaign. He was also a senior fellow at Stanford’s conservative Hoover Institution. In one of his books, he asked “can Western Civilization survive” what he believed to be excessive government spending on education, Social Security, etc.

A core theme of Reagan’s first gubernatorial campaign in 1966 was resentment toward California’s public colleges, in particular UC Berkeley, with Reagan repeatedly vowing “to clean up the mess” there. Berkeley, then nearly free to attend for California residents, had become a national center of organizing against the Vietnam War. Deep anxiety about this reached the highest levels of the U.S. government. John McCone, the head of the CIA, requested a meeting with J. Edgar Hoover, head of the FBI, to discuss “communist influence” at Berkeley, a situation that “definitely required some corrective action.”

During the 1966 campaign, Reagan regularly communicated with the FBI about its concerns about Clark Kerr, the president of the entire University of California system. Despite requests from Hoover, Kerr had not cracked down on Berkeley protesters. Within weeks of Reagan taking office, Kerr was fired. A subsequent FBI memo stated that Reagan was “dedicated to the destruction of disruptive elements on California campuses.”

Reagan pushed to cut state funding for California’s public colleges but did not reveal his ideological motivation. Rather, he said, the state simply needed to save money. To cover the funding shortfall, Reagan suggested that California public colleges could charge residents tuition for the first time. This, he complained, “resulted in the almost hysterical charge that this would deny educational opportunities to those of the most moderate means. This is obviously untrue. … We made it plain that tuition must be accompanied by adequate loans to be paid back after graduation.”

The success of Reagan’s attacks on California public colleges inspired conservative politicians across the U.S. Nixon decried “campus revolt.” Spiro Agnew, his vice president, proclaimed that thanks to open admissions policies, “unqualified students are being swept into college on the wave of the new socialism.”

Prominent conservative intellectuals also took up the charge. Privately one worried that free education “may be producing a positively dangerous class situation” by raising the expectations of working-class students. Another referred to college students as “a parasite feeding on the rest of society” who exhibited a “failure to understand and to appreciate the crucial role played [by] the reward-punishment structure of the market.” The answer was “to close off the parasitic option.”

In practice, this meant to the National Review, a “system of full tuition charges supplemented by loans which students must pay out of their future income.”

In retrospect, this period was the clear turning point in America’s policies toward higher education. For decades, there had been enthusiastic bipartisan agreement that states should fund high-quality public colleges so that their youth could receive higher education for free or nearly so. That has now vanished. In 1968, California residents paid a $300 yearly fee to attend Berkeley, the equivalent of about $2,000 now. Now tuition at Berkeley is $15,000, with total yearly student costs reaching almost $40,000.

Student debt, which had played a minor role in American life through the 1960s, increased during the Reagan administration and then shot up after the 2007-2009 Great Recession as states made huge cuts to funding for their college systems.

That brings us to today. Biden’s actions, while positive, are merely a Band-Aid on a crisis 50 years in the making. In 1822, founding father James Madison wrote to a friend that “the liberal appropriations made by the Legislature of Kentucky for a general system of Education cannot be too much applauded. … Enlightened patriotism … is now providing for the State a Plan of Education embracing every class of Citizens.”

“Knowledge will forever govern ignorance,” Madison explained, “and a people who mean to be their own governors must arm themselves with the power which knowledge gives.” Freeman and Reagan and their compatriots agreed with Madison’s perspective but wanted to prevent Americans from gaining this power. If we want to take another path, the U.S. will have to recover a vision of a well-educated populace not as a terrible threat, but as a positive force that makes the nation better for everyone — and so should largely be paid for by all of us.

Monday, July 10, 2023

JOB POSTING: The Goizueta Foundation Chair of Latino Teacher Education and the Executive Director of CLASE

Great opportunity in Latino Teacher Education at the University of Georgia Athens. Please help spread the word.

-Angela Valenzuela

The Goizueta Foundation Chair of Latino Teacher Education and the Executive Director of CLASE


Posting Number:

F1688P

Working Title:

The Goizueta Foundation Chair of Latino Teacher Education and the Executive Director of CLASE

Department:

COE-Education Dean's Office

About the University of Georgia:

Since our founding in 1785, the University of Georgia has operated as Georgia’s oldest, most comprehensive, and most diversified institution of higher education (https://www.uga.edu/). The proof is in our more than 235 years of academic and professional achievements and our continual commitment to higher education. UGA is currently ranked among the top 20 public universities in U.S. News & World Report. The University’s main campus is located in Athens, approximately 65 miles northeast of Atlanta, with extended campuses in Atlanta, Griffin, Gwinnett, and Tifton. UGA employs approximately 3,000 faculty and more than 7,700 full-time staff. The University’s enrollment exceeds 40,000 students including over 30,000 undergraduates and over 10,000 graduate and professional students. Academic programs reside in 18 schools and colleges, as well as a medical partnership with Augusta University housed on the UGA Health Sciences Campus in Athens.

About the College/Unit/Department:

The University of Georgia (www.uga.edu) is a land grant/sea grant institution located in Athens, Georgia, 65 miles northeast of Atlanta. Athens is known for its music, art, food and cost of living, as well as its accessibility to the Atlanta area, the beautiful Georgia coast, the North Georgia mountains, and other natural features (see www.visitathensga.com and www.georgia.gov). The Mary Frances Early College of Education (MFECOE) is committed to promoting diversity in education and society through its Office of Diversity, Equity, and Inclusion, through its research and teaching missions, and through collaborative work with community residents and organizations. Its Elementary Education and Curriculum and Instruction programs consistently rank in the top ten nationally. The excellence of the faculty has enabled the MFECOE to recruit doctoral students nationally and internationally and place them in a variety of prestigious positions following graduation, further enhancing the College’s outstanding global reputation.

As the 4th largest public college of education in the country, and the 3rd largest college at UGA, the Mary Frances Early College of Education (MFECOE) improves the lives of residents of Georgia and beyond through our instruction, research, and service. Named for Mary Frances Early, UGA’s first African American graduate, in February 2020, the MFE COE has a long and distinguished history as a leader in diversity, equity, and inclusion. Our other strengths include a) partnerships with multiple units on campus, in the local community, and across the state of Georgia, b) faculty expertise manifested in well- regarded scholarship and applied practice, and c) recognition of our academic programs by external stakeholders.

CLASE is committed to UGA’s tripartite mission of research, teaching and service and engages in an integrated array of research, professional development, and outreach initiatives to effectively prepare teachers and school personnel to effectively work with Latino students and families. CLASE has developed a formidable reputation for providing a range of teacher professional learning opportunities and resources grounded in a culturally responsive pedagogical model, Instructional Conversations (ICs), that supports academic and linguistic (often multiliterate) achievement of Latino students while promoting resilient and strong multicultural identities. Through these professional learning offerings, CLASE has developed a teacher community of practice (CoP) that now includes more than 2,000 educators of Latino and other culturally and linguistically diverse learners. CLASE actively works to create collaborative partnerships with a range of stakeholders at the local, state, national and international levels to conduct research to support the educational outcomes of Latino students. Leveraging the expertise and experience of the Center’s interdisciplinary cohort of Goizueta Foundation Graduate Assistants, CLASE also provides outreach and mentoring support to P-12 students regarding post-secondary goals and pathways. CLASE further provides program support for districts in developing strategic plans for supporting culturally and linguistically diverse learners.

College/Unit/Department website:

https://coe.uga.edu/

Posting Type:

External

Retirement Plan:

TRS

Employment Type:

Employee

Benefits Eligibility:

Benefits Eligible

Underutilization:

Minorities & Females

Anticipated Start Date:

08/01/2024

Job Posting Date:

07/06/2023

Open until filled:

Yes

Special Instructions to Applicants:

Please review the University of Georgia’s Promotion and Tenure Guidelines for Rank Faculty (effective 8/1/23) for more information on requirements for tenure and the rank of Professor. Any request for tenure must be approved before hiring.

Applicants should submit:

  • Letter of application
  • Research Statement
  • Curriculum Vitae
  • Three recent publications (combined into one pdf)
  • Contact information for three references. References will not be contacted until the candidate has been notified

Applications received by October 2, 2023 will be assured full consideration. The position will remain open until filled. Address questions to the search committee Edward Delgado-Romero (edelgado@uga.edu).

Location of Vacancy:

Athens Area

EEO Statement:

The University of Georgia is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, ethnicity, age, genetic information, disability, gender identity, sexual orientation or protected veteran status. Persons needing accommodations or assistance with the accessibility of materials related to this search are encouraged to contact Central HR (hrweb@uga.edu).

Classification Title:

Professor

Faculty Rank:

Professor

Contract Type:

Academic (9 mo.)

Tenure Status:

Tenure Track or Tenured

Minimum Qualifications:

Earned doctorate in a field related to Latino education (e.g., Applied Linguistics, TESOL, Math, Science or STEM Education, Educational Administration and Policy)

Position Summary:

The Center for Latino Achievement and Success in Education (CLASE), housed in the Mary Frances Early College of Education (MFE COE) at the University of Georgia (UGA) is pleased to announce the search for an individual to lead and coordinate educational, outreach, and research efforts as The Goizueta Foundation Chair of Latino Teacher Education and the Executive Director of CLASE beginning August 2024 (although the start date is negotiable). The Goizueta Foundation Chair is funded by a generous endowment from the Goizueta Foundation that provides substantial annual support for pursuing research and development activities in Hispanic/Latino/a/x teacher education. The Goizueta Chair/Executive Director will be an individual with a record commensurate with an endowed professorship and appointment as a tenured professor, including recognized outstanding accomplishment, influential work, and national and international prominence in Latino teacher education, broadly defined.

This is a 9-month position with a competitive salary and the opportunity for additional summer funding. The successful candidate must be eligible for tenure as a Professor in one of the academic departments in MFE COE. The Chair is expected to teach at least one course per year and contribute to the research, instructional, and service missions of that academic department. The Goizueta Foundation Chair/CLASE Executive Director will report to both the Department Head in the unit in which they hold an academic appointment and the Dean of the Mary Frances Early College of Education.

Additional Requirements:

  • Established program of research related to Latino teacher education
  • Established record of securing external funding for research
  • Outstanding national and international reputation in Latino teacher Education
  • Eligibility for tenure and appointment at the rank of Professor in a department of the Mary Frances Early College of Education

Relevant/Preferred Education, Experience, Licensure, and/or Certification:

  • Established program of research related to Latino teacher education
  • Established record of securing external funding for research
  • Outstanding national and international reputation in Latino teacher Education
  • Eligibility for tenure and appointment at the rank of Professor in a department of the Mary Frances Early College of Education

Preferred Knowledge, Skills, Abilities and/or Competencies:

The successful candidate will be an established scholar with demonstrated and extensive:

  • research history and a proven and ambitious research agenda about the preparation of teachers and allied professionals for the effective instruction of Latino students (e.g., securing external funding, leading interdisciplinary research teams, sharing research through scholarly writing and presentations, mentoring graduate students)
  • capacity to provide administrative leadership of CLASE including overseeing project budgets and implementation, and hiring and supervision of personnel
  • established record of working in education and/or community organizations to advance equitable access to educational opportunities for Latino children and youth
  • knowledge of successful, research- and evidence-based practices that positively impact the educational outcomes of Latino children and youth
  • established history of establishing, coordinating, and leading collaborative partnerships with a range of stakeholders (e.g., PK-12 institutions, community partners, institutions of higher education)

Is this a Position of Trust?:

Yes

Does this position have operation, access, or control of financial resources?:

Yes

Does this position require a P-Card? :

No

Is having a P-Card an essential function of this position? :

No

Is driving a responsibility of this position?:

No

Does this position have direct interaction or care of children under the age of 18 or direct patient care?:

No

Does this position have Security Access (e.g., public safety, IT security, personnel records, patient records, or access to chemicals and medications):

Yes

Credit and P-Card policy:

Be advised a credit check will be required for all positions with financial responsibilities. For additional information about the credit check criteria, visit the UGA Credit Background Check website.

Duties/Responsibilities:

As CLASE Executive Director, this individual will provide visionary leadership for research, instruction and outreach initiatives that reflect the Center’s respected history, complement its current initiatives, and make important and forward-thinking contributions to the future of the Center.

Percentage Of Time:

100

Please see Special Instructions for more details.

Please review the University of Georgia’s Promotion and Tenure Guidelines for Rank Faculty (effective 8/1/23) for more information on requirements for tenure and the rank of Professor. Any request for tenure must be approved before hiring.

Applicants should submit:
  • Letter of application
  • Research Statement
  • Curriculum Vitae
  • Three recent publications (combined into one pdf)
  • Contact information for three references. References will not be contacted until the candidate has been notified

Applications received by October 2, 2023 will be assured full consideration. The position will remain open until filled. Address questions to the search committee Edward Delgado-Romero (edelgado@uga.edu).