The Neo-Con Jewish Obsession with Cancelling Affirmative Action Continues Unabated
David Shasha
The Neo-Con Jewish Obsession with Cancelling Affirmative Action Continues Unabated
True politeness has no scornful epithets for classes or races, who, if not organically inferior, have been born under, or environed by inferior conditions. Humanity is God’s child, and to fail in true kindness and respect for the least of His “little ones” is to fail allegiance to Him. Contemptuous injustice to man is treason to God, and one of the worst forms of infidelity is to praise Christ with our lips and trample on the least of His brethren with our feet – to talk sweetly of His love, and embitter the lives of others by cold contempt, and cruel scorn.
Frances E.W. Harper, “True and False Politeness” (1898)
I am not despondent of the future of my people; there is too much elasticity in their spirits, too much hope in their hearts, to be crushed by unreasoning malice.
Frances E.W. Harper, Iola Leroy (1892)
I recently wrote an article on Hate Crimes against Asian-Americans and juxtaposed the use and abuse of Asian-Americans in the ongoing battle, soon to find success, against Affirmative Action:
https://groups.google.com/g/Davidshasha/c/4kfSc9lZ2Zk
We are very close to seeing the Trumpscum White Supremacist SCOTUS strike Affirmative Action down:
It is more than somewhat curious to learn that Neo-Con Jews are at the very tip of the spear when it comes to removing Affirmative Action privileges from African-Americans.
The Tikvah Fund is right there.
Tikvah Tablet Whore of Trump:
https://www.tabletmag.com/sections/news/articles/the-american-jewish-affirmative-action-about-face
Newhouse has also deployed Asian-American Neo-Con reactionary Wesley Yang as her go-to pitbull:
https://www.tabletmag.com/sections/news/articles/asian-americans-racial-quota-system
https://www.tabletmag.com/sections/news/articles/race-quotas-and-class-privilege-at-harvard
Yang is a real piece of Tikvah Straussian work – if he did not exist Zalman Bernstein would have had to invent him!
In a highly ironic move, he has called his book of essays “The Souls of Yellow Folk,” in a perverse co-optation of DuBois’ classic:
https://wwnorton.com/books/The-Souls-of-Yellow-Folk
https://www.amazon.com/Souls-Black-Bedford-History-Culture/dp/0312091141
Ironic, given that Yang has chosen Neo-Con White Supremacy against African-American rights.
There are numerous Tikvah Tablet examples of his perfidy:
Is it OK to be White?
https://www.tabletmag.com/sections/news/articles/is-it-ok-to-be-white
And who knew that America is a “New Sex Bureaucracy”?
https://www.tabletmag.com/sections/arts-letters/articles/americas-new-sex-bureaucracy
That the Emperor has “Woke Clothes”!
https://www.tabletmag.com/sections/news/articles/political-correctness-minority
And, of course, Yang is all in with Trump Alt-Right Fascist poster boy Jordan Peterson:
https://www.tabletmag.com/sections/news/articles/jordan-peterson
We have seen Abe Greenwald in Tikvah Mosaic and Commentary make the Jew-Asian-American anti-Affirmative Action connection explicit:
Ditto Catholic Fascist Ross Douthat:
https://www.nytimes.com/2022/10/29/opinion/supreme-court-affirmative-action.html
And, of course, Bret Jewish Genius Stephens was on the case early on in 2018 when the lawsuit against Harvard was first filed:
https://www.nytimes.com/2018/10/19/opinion/harvard-case-affirmative-action.html
The Tikvah-related BOOKATEE twins are naturally with Pornographer Thomas:
The Pornographer, who has been given all the Affirmative Action advantages, but does not want other African-Americans to have them, does not seem to know what “diversity” is!
The intellectually- and morally-challenged Trumpscum SCOTUS Thomas has acted the part of Uncle Tom White Supremacist stooge; a proud recipient of Right Wing African-American Affirmative Action, allowing him to move up the career ladder quickly and efficiently, under the thumb of Republican White Supremacists:
https://en.wikipedia.org/wiki/Clarence_Thomas#Early_career
https://en.wikipedia.org/wiki/Clarence_Thomas#Federal_judge
https://en.wikipedia.org/wiki/Clarence_Thomas_Supreme_Court_nomination
He is the Anti-Thurgood Marshall:
https://www.americanprogress.org/article/clarence-thomas-the-anti-thurgood-marshall/
The Anti-Affirmative Action litigation is being run by one Edward Blum, apparently not a lawyer; aggressively working against African-Americans, in Affirmative Action as in Voting Rights:
It is thus interesting to look at Jewish matriculation at Harvard in relation to the total percentage of Jews in America;
https://www.pewresearch.org/religion/2021/05/11/the-size-of-the-u-s-jewish-population/
https://www.hillel.org/college-guide/list/record/harvard-university
Jews in America are 2.4%, Jews in Harvard are 10%.
You can check other colleges on the Hillel website.
As far as African-Americans and Asian-American at Harvard:
https://college.harvard.edu/admissions/admissions-statistics
Asian-Americans are 27.9%, African-Americans 15.2%.
Those numbers take into account Affirmative Action admissions.
Apparently the Asian-American claim in the current lawsuit is to increase that percentage, arguing that the Affirmative Action laws are “discriminating” against them.
The following article from the Center for American Progress, a Liberal thinktank, provides important details on the issue:
https://www.americanprogress.org/article/gaps-debate-asian-americans-affirmative-action-harvard/
Here is their conclusion:
No matter what happens with the Harvard case or at the Supreme Court, higher education institutions must work to ensure that all students of color have an equitable chance at attending top universities by re-evaluating their current admissions preferences and procedures. This includes collecting disaggregated data on Asian American students and other students of color to better address any differences in access and recruitment among ethnic subgroups.
Arguably even more significant is the following Op-Ed on Asian-American educational attainment and the complexity of racial preferences from The New York Times;
https://www.nytimes.com/2022/11/01/opinion/affirmative-action-asian-american-bias.html
The complete article follows this note.
The author of the article, Columbia Sociology Professor Jennifer Lee, is herself Asian-American, and her academic work is focused on Asian-Americans:
https://sociology.columbia.edu/content/jennifer-lee
She raises issues and questions that are not currently being addressed amidst all the racial hysteria.
Most important is the issue of how High School students are judged based on racial stereotypes rooted in prejudice and racism, and which becomes an unofficial, but critically important, form of Affirmative Action:
We found that teachers’ positive biases of Asian American students sometimes led them to place even low-achieving Asian American students on competitive academic tracks, including honors and Advanced Placement classes that can be gateways to competitive four-year universities. Once there, we found that these students took their schoolwork more seriously, spent more time on their homework than they had previously and were placed in classes with high-achieving peers, thereby boosting their academic outcomes.
…
None of the white, Black or Hispanic adults we interviewed were treated similarly. Hispanic students in particular experience the opposite effect in school, as my work with Estela Diaz shows. The Hispanic students we studied received little encouragement from their teachers to attend college and even less information about how to get in.
…
Dr. Shi and Dr. Zhu also found that the presence of a single Asian student in a class amplifies teachers’ negative assessments of Black and Hispanic students vis-à-vis white students. Research in education typically focuses on Black-white or Hispanic-white achievement gaps and pays little or no attention to Asian Americans. But these new lines of research show how much more we learn about the ways race affects achievement when we include Asian Americans in our studies. They also show what we get wrong when we exclude them.
It must be remembered that one of the most important indicators of educational attainment, class grades, are largely dependent on classroom teachers, who have some very subjective views of students, rooted in racial expectations.
According to Professor Lee, this has skewed the admissions process in favor of Asian-Americans, and which necessitates the use of Affirmative Action as a control mechanism to ensure diversity and equity in a process that is severely compromised.
The bottom line is that both African-Americans and Asian-Americans have experienced racism in this country, and their experience of persecution must be acknowledged and honored – and redressed.
African-Americans have been in this country – originally against their will as chattel property – and thus have a valid claim against the educational institutions of the country, as until the 1950s there has not been a fair admission process for them.
It is always interesting to note the prominence of Legacy Admissions in the process, and how it also skews the system in favor of White Americans:
https://www.nytimes.com/2022/07/13/us/legacy-admissions-colleges-universities.html
That article was included in SHU 1069:
https://groups.google.com/g/davidshasha/c/kmuOLJKu6p8/m/Tyb3khIOAQAJ
Of course, African-Americans were not permitted to attend these Apartheid institutions and thus have no “Legacy Admissions”:
The following post from Kenyon College provides an overview of the African-American problem in higher education:
Here is a historical timeline, weighted to a large extent with HBCUs and their role in African-American higher education in our history:
https://www.jbhe.com/chronology/
The idea that these racial disparities have magically disappeared in a “Post-Racial” society should be rejected, especially in the Trump era and the renewed attempt to create a Jim Crow society rooted in Confederacy values:
https://www.cnn.com/2020/07/07/politics/donald-trump-politics-race-election-2020
https://www.brookings.edu/blog/up-front/2020/07/06/donald-trump-fakes-history-in-order-to-divide-us/
It is all about White Supremacy, as was seen in the Charlotteville Trumpscum Fascist rally:
https://www.americanprogress.org/article/white-supremacy-returned-mainstream-politics/
Not only are we seeing attacks on Voting Rights, but are dealing with this attack on Affirmative Action, which is ultimately meant to undermine Black advancement in this country, at the expense of other groups who are amply represented in the ultra-competitive educational hierarchy.
That Jews are prominent in this battle against African-Americans is truly pitiful, though not unexpected, as those Jews remain implacably hostile to a multicultural and diverse American society, even when such diversity has allowed Jews to thrive and prosper in such a Liberal system that is sensitive to the issue of Racism and prejudice against minorities.
David Shasha
Asian American Students Face Bias, but It’s Not What You Might Think
By: Jennifer Lee
Affirmative action is on trial again. This time, opponents of race-conscious college admission practices are claiming that Asian Americans are hurt by it. The plaintiffs in Students for Fair Admissions Inc. v. President & Fellows of Harvard College, which presented oral arguments before the Supreme Court on Monday, allege that Harvard holds Asian American applicants to higher academic standards and rates them lower than other students on personal characteristics, such as fit, courage and likability. The proposed solution is to abandon race as a factor in admissions decisions.
This approach is based on a fundamental misconception. Asian Americans face bias in education, but not in the direction the plaintiffs claim. Research that I and others have done shows that K-12 teachers and schools may actually give Asian Americans a boost based on assumptions about race. Affirmative action policies currently in place in university admissions do not account for the positive bias that Asian Americans may experience before they apply to college. Abandoning race as a consideration in admissions would further obscure this bias.
The surge in violence against Asian Americans in the United States since the onset of the coronavirus pandemic is clear evidence that they are the targets of pernicious discrimination. Going back much further than the pandemic, U.S. history is fraught with anti-Asian violence and nativist discrimination, including decades of exclusion from immigration and citizenship that kept the Asian American population at a mere 0.6 percent of the country’s total as late as 1960, according to the Pew Research Center.
But in an educational context, those biases play out in very unexpected ways. In “The Asian American Achievement Paradox,” which I wrote with Min Zhou and is based on 162 interviews of Asian, Hispanic, Black and white adults in Los Angeles, we found that Asian American precollege students benefit from “stereotype promise”: Teachers assume they are smart, hard-working, high-achieving and morally deserving, which can boost the grades of academically mediocre Asian American students.
We found that teachers’ positive biases of Asian American students sometimes led them to place even low-achieving Asian American students on competitive academic tracks, including honors and Advanced Placement classes that can be gateways to competitive four-year universities. Once there, we found that these students took their schoolwork more seriously, spent more time on their homework than they had previously and were placed in classes with high-achieving peers, thereby boosting their academic outcomes.
A Vietnamese American student I’ll call Ophelia (all names have been changed to protect participants’ privacy under ethical research guidelines) described herself as “not very intelligent” and recalled nearly being held back in second grade because of her poor academic performance. Ophelia had a C average throughout elementary and junior high school, and when she took an exam to be put in Advanced Placement classes for high school English and science, she failed. Ophelia’s teachers placed her, with her mother’s support, on the AP track anyway. Once there, she said that something “just clicked,” and she began to excel in her classes.
“I wanted to work hard and prove I was a good student,” Ophelia explained. “I think the competition kind of increases your want to do better.” She graduated from high school with a grade-point average of 4.2 (exceeding a perfect 4.0) and was admitted into a highly competitive pharmacy program. Ophelia’s performance was precisely what her teachers expected, so they did not have to confront the role they may have played in reproducing the stereotype of Asian American exceptionalism.
Ophelia’s experience is not unique. In our research, we found numerous examples of Asian American students who were anointed as promising by their teachers, even in spite of weak grades and test scores.
None of the white, Black or Hispanic adults we interviewed were treated similarly. Hispanic students in particular experience the opposite effect in school, as my work with Estela Diaz shows. The Hispanic students we studied received little encouragement from their teachers to attend college and even less information about how to get in.
The sociologist Sean J. Drake drew on two years of ethnographic research in a highly ranked Southern California high school and found a similar positive bias toward Asian American students: “I don’t necessarily look at my classroom and treat a kid differently because they are Asian, but I know that if I have an Asian student in my classroom, I can count on that student. That student will probably work hard and be engaged. I can rely on that kid, and the parents, more so than I can for other groups,” one teacher told him.
Teachers’ positive biases toward Asian students affect their assessment of white, Black and Hispanic students, too. The economists Ying Shi and Maria Zhu looked at the standardized test scores of public school students in North Carolina and compared them to teachers’ judgments of the same students. In research the economists presented at a National Bureau of Economic Research conference this spring, they found persistent Asian-white disparities in teacher ratings. Teachers are significantly more likely to rate Asian students’ skills higher relative to their standardized test scores compared to similarly performing white peers in the same class, even after adjusting for sociodemographic and behavioral measures.
Dr. Shi and Dr. Zhu also found that the presence of a single Asian student in a class amplifies teachers’ negative assessments of Black and Hispanic students vis-à-vis white students. Research in education typically focuses on Black-white or Hispanic-white achievement gaps and pays little or no attention to Asian Americans. But these new lines of research show how much more we learn about the ways race affects achievement when we include Asian Americans in our studies. They also show what we get wrong when we exclude them.
Asian Americans made up 6 percent of the U.S. population in 2020, and 27.6 percent of Harvard’s class of 2026. Students for Fair Admissions argues that number would be even higher if admissions were based on objective, meritocratic metrics, unconstrained by race. But the research my colleagues and I have done shows that some of the metrics that are most commonly cited as objective indicators of academic talent and effort — things like teachers’ assessments and grades — are subject to bias and woven into the educational system well before students apply to college.
Asian American students who have earned admission to Harvard are smart, promising and have no doubt worked very hard. But in ways that are most likely not visible to them, they may have also benefited from their racial status long before they applied. Race-conscious policies provide a mechanism to address this and other biases, and help level the field of opportunity for a diverse student body.
Jennifer Lee is a sociology professor at Columbia University and a 2022-23 member of the Institute for Advanced Study. She is a co-author of “The Asian American Achievement Paradox.”
From The New York Times, November 1, 2022