Tag Archives: higher education

Graduation remarks, 2020 edition: ‘We need you.’

Graduations are online this year. The good news is you can shop around for whatever speeches they want (Your choice: Barack Obama or Melania Trump). If you want one that’s under 5 minutes, with a 75/25 dark-uplifting ratio, aging leftist sensibility, a little sociology, and fair-to-middling production value, I offer this (transcript below):

Congratulations to the students graduating this year. You deserve to be congratulated for your accomplishments and the accomplishments of your family and community members as much as any other graduating class in history. Congratulations.

If that’s all you wanted to hear you can turn it off now. I won’t begrudge you. Because what’s next is going to be dark.

It’s common in graduation speeches to tell the promising graduates that the future is in your hands. That you will determine the course of our history in the future. I hope that is true. I sincerely hope that’s true. But I can’t promise you that, and neither can anyone else. Because we don’t know what’s going to happen next.

Humanity has gone through and is still going through a tragedy of unspeakable proportions. Millions of people have been sickened, many have suffered horribly, and hundreds of thousands have died, in the pandemic. And everyone has been disrupted, personally, economically, socially.

This virus travels the world on the backs of the healthy to infect and kill – among others – the old and the weak. The devastation has been worse in the United States than anywhere else, because of our systemic weaknesses, but now that it has set its sights on the poorer countries of the world, that likely won’t be true for long.

And that’s not the extent of our problems, of course. We’re in this predicament now because “normal” was already not on a sustainable path. Trump and the racist, nationalist horse he rode in on, the obscene concentration of wealth, climate change, guns, segregation, xenophobia, sexual violence, the degradation of our infrastructure, including science and science education, were all setting us up for this moment. Even if we can contain this pandemic, there is no sustainable normal to get back to.

And our tools for responding may not be up to the task. Our democracy is frail. Our discourse is polluted. Social media generates ever-expanding spirals of polarization, and it has displaced many of our other communication tools. Like journalism.

This pandemic will bring out more bad things. It will exacerbate inequality. It will lead people to shut down, and shut in, fear others, blame others. It has already put a damper on travel and social exchange across all kinds of boundaries, which has been a force for good – and that might last for a long time. And more people will suffer and die, many unnecessarily.

It could make bad things worse, if the economic crisis is long and deep, xenophobia rises, conflict flares up, war, political paralysis. No one can tell you these things are not very real possibilities.

But. In the contours of this crisis we can also see how to begin to make things better, how we could turn things around. If we make it possible, we could recognize the importance of collective action for global problems, including public health but also climate change. We can learn the importance of science and education. We can see the value of investing in social and material infrastructure, including the tools for public health. We might even learn the usefulness of government for saving us from the threats we face.

And you – You can still have great lives. Happy and productive and kind and generous and adventurous and doing the best you can. Which is what people have always hoped for. And you can do those things even if you can’t turn this all around. Look, people have made good lives in hard times before. You make life worth living by what you put into it, which is no more true in good times than bad.

And, we do need you. Even if you’re not not ready to invent this vaccine or fix our broken government. I hope you have your chance to do things like that, too. But before that we need you to figure out how we live with purpose and perspective. How we avoid turning inward and shutting down even as the physical distances between us grow. How to pull down barriers within our own walls. I hope you’ll help us, and yourselves, and the generations to come, figure this out.

Thank you. Good luck.

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Maybe you could go to college this fall, but should you?

May 1 is the traditional deadline for paying a deposit for the fall semester’s tuition. These are my thoughts for the students facing the decision about whether to enroll.

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PNCohen photo / Flickr CC / https://flic.kr/p/2iPmJDG

Higher education leaders are in a terrible situation as they plan for the fall. They’re bleeding cash from lost tuition, grants, and state support. With every school facing the prospect of collapsing budgets – and an unknown number on the brink of closing down – presidents, provosts, and deans are trying to make the most important decisions of their careers without the basic information they need even about the very near future. And they’re doing it from home in Zoom meetings with colleagues in their pajamas, apple sauce stuck to their laptop camera lenses, and kids screaming in the background.

Pulling off a 2020-2021 academic school year will take billions of emergency dollars, brilliant logistics, and heroic public health efforts. And most of the public is pulling for them. As Christina Paxson, the president of Brown University, wrote the other day, “The reopening of college and university campuses in the fall should be a national priority.”

They may still make it possible for students to at least start the school year this fall. Heck, at the University of Maryland, where I work, they may need to come back in the fall just to get their belongings, which have been locked up since the university abruptly canceled their move-out plans and closed up the dorms after spring break.

But for students, the question isn’t so much will campus be open, but should they go even if it is? Higher education’s famously high opinion of itself (which I sometimes share), is remarkably resilient to assaults from reality. President Paxson wrote, “If they can’t come back to campus, some students may choose — or be forced by circumstances — to forgo starting college or delay completing their degrees.” To which students might be wise to reply, “And?”

We need to be square with students on some hard questions. First and foremost, will you and your family get your money’s worth attending school this fall? Paxson says universities must maintain “the continuity of their core academic functions.” But a lot of what students get out of college results from social interaction – in labs, classrooms, gyms, stadiums, student groups, and – yes – parties. What is college worth without all that? If it’s reduced to recorded lectures and stilted online seminars, the value starts to fall towards that of a public library card (which is of course very high, but it’s also free). But the price is the same.

Practically speaking, students need to ask, if the contact tracing app beeps and I’m told to spend two weeks isolated in my dorm room because someone in my class is infected, will I get my tuition back? What if it happens more than once? What if classes move back online altogether? What is my protection if I’m kicked out of my dorm and stranded far from home?

And students also should consider their alternatives, which, contrary to the aspirational assertions of some higher education leaders, do exist. What if they stay home this fall?

They could attend a community college, which at a fraction of the cost might provide a smoother online instruction experience (and transfer the credits later).

They could take advantage of the voluminous, and expanding, array of free online lectures and instructional videos (I post the lectures for my students on YouTube, because why not?)

They could do vitally needed local (or remote) volunteer work, helping the members of their communities who are unemployed, homeless, hungry, at risk, or themselves struggling in school.

They could engage in the make-or-break effort to save democracy in the elections this fall, maybe at least slowing the country’s accelerating slide into oligarchy – and increasing the odds that we come out of this crisis moving in the right direction as we confront our health care crisis, climate change, and the rising tide of nationalism. With mandatory social distancing, campus political campaigns might not be where their efforts are best placed.

They might have a better chance of working a paid job to help support their families, including laid off parents and dependent relatives.

The people who make the most of this disastrous year will be disciplined and focused on their own wellbeing as well as the greater good, working in coordination with supportive community members and close social networks. In the best of times, a great college experience helps train people to do just that, and provides the social context in which those skills can blossom. But in the coming disarray, there may well be better, more cost effective, strategies for students.

You will have to be self-disciplined and highly motivated to make it work, but that will probably be the case more than ever at school as well in the coming year. Normally I would extol the virtues of learning together as one of the advantages of attending school, but the comparative advantage of the on-campus experience this year may be drastically reduced.

We all want a successful higher education system, and with luck we may end up with one. But let’s not put this on students, not this year. Saving higher education is not your job.

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Black women really do have high college enrollment rates (at age 25+)

The other day I reported on the completely incorrect meme that Black women are the “most educated group” in the U.S. That was a simple misreading of a percentage term on an old table of degree attainment, which was picked up by dozens of news-repeater websites. Too many writers/copiers and editors/selectors don’t know how to read or interpret social statistics, so this kind of thing happens when the story is just too good to pass up.

I ignored another part of those stories, which was the claim that Black women have the highest college enrollment rates, too. This is more complicated, and the repeated misrepresentation is more understandable.

Asha Parker in Salon wrote:

By both race and gender there is a higher percentage of black women (9.7 percent) enrolled in college than any other group including Asian women (8.7 percent), white women (7.1 percent) and white men (6.1 percent), according to the 2011 U.S. Census Bureau.

You know the rewrite journalists are playing telephone when they all cite the same out-of-date statistics. (That Census report comes out every year — here’s the 2014 version; pro-tip: with government reports, try changing the year in the URL as a shortcut to the latest version.)

But is that true? Sort of. Here I have to blame the Census Bureau a little, because on that table they do show those numbers, but what they don’t say is that 9.7% (in the case of Black women) is the percentage of all Black “women” age 3 or older who are attending college. On that same table you can see that about 2% of Black “women” are attending nursery school or kindergarten; more relevant, probably, is the attendance rate for those ages 3-4, which is 59%.

So it’s sort of true. Particularly odd on that table is the low overall college attendance rate of Asian women, who are far and away the most likely to go to college at the “traditional” college ages of 18-24. That’s because they are disproportionately over age 25 (partly because many have immigrated as adults). But, if you just limit the population to those ages 18-54, Black women still have the highest enrollment rates: 15.5%, compared with 14.6% for Asians, 12.6% for Hispanics, and 12.4% for Whites. Asians are just the most likely to be over 25 and not attending college, most of them having graduated college already.

This does not diminish the importance of high enrollment rates for Black women, which are real — after age 25; the pattern is interesting and important. Here it is:

womcolen

Under age 25, Black women are the least likely to be in college, over 25 they’re the most likely. This really may say something about Black women’s resilience and determination, but it is not a feel-good story of barriers overcome and opportunity achieved. And, despite her presence in the videos and stories illustrating this meme, it is not the story of Michelle Obama, who had a law degree from Harvard at age 24.

This is part of a pattern in which family events are arrayed differently across the life course for different race/ethnic groups, and the White standard is often mistaken as universal. I have noted this before with regard to marriage (with more Black women marrying at later ages) and infant mortality (which Black women facing the lowest risk of infant death when they have children young). It’s worth looking at more systematically.

ADDENDUM 6/29/2016: Cumulative projected years of higher education

If you take the proportion of women enrolled in each age group, multiply it by the years if the age group (so, for example, 18-19 is two years), and sum up those products, you can get a projected total years in college (including graduate school) for each group of women. It looks like this:

bweducaddend

Note this makes the unreasonable assumption that everyone who says they are enrolled in college in an October survey attends college for a full year. So, for example, Asian women are projected to spend 6.2 years in college on average between ages 18 and 54. What’s interesting here is that Black women are projected to spend more years in higher education than White women (5.5 versus 4.9). But we know they are much less likely than White women to end up with a bachelor’s degree (currently 23% versus 33%). This has to be some combination of Black women not spending full years in college, not going to school full time, or not completing bachelor’s degrees after however many years in school. Attendance may be an indicator of resilience or determination, but it’s not as good an indicator of success.

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No Black women are not the “most educated” group in the US

2020 UPDATE: This post has been up here for four years now. It has been viewed 100,000 times, but the meme that started this has been viewed 10 million times.  I’ll summarize: Compared with Black men, Black women are highly educated (more than women of other groups, compared to the men in those groups). But compared with White (and some Asian) women, Black women have fewer degrees, on average, because of structural racism. You just can’t tell how great a group of people are by how many degrees they have. Black women have been materially oppressed in America forever, and they deserve better than this — more education, better education, and more respect — because Black lives matter.

If you would like a “real” source to cite for this, you can cite my book, Enduring Bonds, which includes a version of this post on pages 160-164.

Here’s the original post:


I don’t know where this started, but it doesn’t seem to be stopping. The following headlines are all completely factually wrong, and the organizations that published them should correct them right away:

The Root: Black Women Now the Most Educated Group in US

Upworthy: Black women are now America’s most educated group

SalonBlack women are now the most educated group in the United States

GoodBlack Women Are Now The Most Educated Group In The U.S.

And then the video, by ATTN:, on Facebook, with 6 million views so far. I won’t embed the video here, but it includes these images, with completely wrong facts:

bweduc1

bweduc2

What’s true is that Black women, in the 2009-2010 academic year, received a higher percentage of degrees within their race/ethnic group than did women in any other major group. So, for example, of all the MA degrees awarded to Black students, Black women got 71% of them. In comparison, White women only got 62% of all White MA degrees. Here is the chart, from the data that everyone linked to (which is not new data, by the way, and has nothing to do with 2015):

bwdegchart

For Black women to be the “most educated group,” they would have to have more degrees per person than other groups. In fact, although a greater percentage of Black women have degrees than Black men do, they have less education on average than White women, White men, Asian/Pacific Islander women, and Asian/Pacific Islander men.

Here are the percentages of each group that holds a BA degree or higher (ages 25-54), according to the 2010-2014 American Community Survey, with Black women highlighted:

bwdegchartBA

23% of Black women ages 25-54 have BA degrees or more education, compared with 38% of White women. This does not mean Black women are worse (or that White women are better). It’s just the actual fact. Here are the percentages for PhD degrees:

bwdegchartPhDJPG

Just over half of 1% of Black women have PhDs, compared with just over 1% of White women – and almost 3% of Asian/PI women. White women are almost twice as likely to have a PhD and Black women, Asian/PI women are more than 5-times as likely.

Racism is racism, inequality is inequality, facts are facts. Saying this doesn’t make me racist or not racist, and it doesn’t change the situation of Black women, who are absolutely undervalued in America in all kinds of ways (and one of those ways is that they don’t have the same educational opportunities as other groups). There are some facts in these stories that are true, too. And of course, why Black women (and women in general) are getting more degrees than men are is an important question. But please don’t think it’s my responsibility to research and present all this information correctly before it’s appropriate for me to point out the obvious inaccuracy here. You don’t need this meme to do the good you’re trying to do by sharing these stories.

Our current information economy rewards speed and clickability. Journalists who know what they’re doing are more expensive and slower. Making good graphics and funny GIFs is a good skill, but it’s a different skill than interpreting and presenting information. We can each help a little by pausing before we share. And those of us with the skills and training to track these things down should all pitch in and do some debunking once in a while. For academics, there is little extra reward in this (as evidenced by my most recent, sup-par departmental “merit” review), beyond the rewards we already get for our cushy jobs, but it should be part of our mission.

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What if Reason didn’t write the NYT coverage of Oberlin students?

 

1989 Michigan Daily poto by Robin Loznak.

Daily Beast columnist Robby Soave is also a staff editor at Reason, according to his Twitter profile. Here I’m comparing his column from Dec. 20, “Oberlin College Students: Cafeteria Food Is Racist,” with a Dec. 21 news article in the New York Times, written by Katie Rogers, “Oberlin Students Take Culture War to the Dining Hall.”

Soave’s opening:

University dining halls aren’t exactly famous for serving gourmet dishes, but Oberlin students say their meals aren’t merely bad—they are racially inauthentic, and thus, a form of microaggression.

Rogers’s opening:

Some students at Oberlin College are taking their demands for diversity and racial inclusion to the dining hall, asking for more traditional meals and criticizing what they consider poor efforts at multicultural cooking.

First, the facts from Soave, in order:

  • Oberlin student with Japanese name, quoted in Oberlin Review, complained the sushi was inauthentic.
  • Oberlin student with Vietnamese name, also quoted in OR, complained that banh mi sandwich was inauthentic.
  • Oberlin tuition is $50,000
  • Fredrik de Boer snarky tweet about General Tso chicken not being authentic in the first place.
  • Black students (according to document linked, “obtained by Legal Insurrection,” a right-wing activist site) are demanding “safe space” for Black students.
  • Black students also demand Black psychologists and non-Western healers at the counseling center.
  • Black students also demand pay for organizing time. Offending community members “banished” (Soave’s word), and four buildings renamed.

Here are the facts from Rogers’s story, also in order:

  • Black student union “earlier this month” protested lack of response to an earlier petition for more traditional food, “including more fried chicken,” as reported by Oberlin Review.
  • List of complaints from the other OR story, including banh mi, sushi, and General Tso chicken. Same quote from Japanese-name student, attributed to OR.
  • Quoted statement from Oberlin dining services director.
  • Fredrik Boer tweet.
  • Response from dining services conglomerate.
  • Black student demands (same link to right-wing source): “segregated safe spaces” (Rogers’ paraphrasing of Soave’s critique), plus demand for increase in Black student enrollment.

Rogers added the next day’s worth of news to the story. So that’s the news. But the whole existence of the story is based on the Soave piece. The Vietnamese student complaint is from a story dated Nov. 6; the Black student dining hall protest was reported Dec. 12. As for the mysteriously-linked Black student demands, they were posted a week earlier by Legal Insurrection, who admit they don’t know who wrote them or who they represent, and their source for the document is anonymous. Nice reporting, NYT.

Look

People have been telling student activists to get off their lawns since they invented lawns. The criticism just varies between national-security-threat tear-gas them off the lawn and liberal disdain kids-these-days get off my lawn, depending on the context and climate. The difference is whether they spank (gas, arrest, surveil) or merely mock them for abusing their privileges when they should  be thanking their betters. Neither Soave nor Rogers nor any of the many who shared and copied the story cared to get the actual story from the actual actors involved. This is not required (by editors or readers) when all you’re doing is reinforcing the already-known sorry.

You wouldn’t know from the Soave/Rogers story that the Black student demands also include benefits for part-time dining hall workers, as well as better pay and benefits.

Of course, if the students are concerned about racism they could spend their energies instead just protesting the giant national racist movement that is leading one of our two political parties, and therefore presumably simply be ignored by the NY Times. But the transition from annoying spoiled brats to national security threat is surprisingly easy to make — when the story is owned by the national news media. Rogers could have written her story about the students’ explicit anti-imperialist rhetoric and tied it to the San Bernardino “self-radicalizing” story instead. The stretch wouldn’t have been much further.

When I complained that the Times was highlighting the fried chicken demand instead of the labor demand, Judith Shulevitz tweeted, “They kinda set themselves up for that one. Gotta pick your battles.”

But it’s not that simple.

DEPLORABLE PLAGIARISM CHARGE UPDATE

When I first saw this story I immediately linked it to the Daily Beast story, which I had been arguing about the previous day. When I saw how similar they were, I tweeted this:

I said it would be plagiarism in a class paper, because the main idea and most of the facts came from someone who was not acknowledged for that contribution. I honestly don’t know what constitutes plagiarism in journalism, but in my line of work such writing is unacceptable. In response, Patrick LaForge, who describes himself as senior editor of the NYTimes Express Team,* objected with three tweets (in reverse order):

laforge

My argument really is not about plagiarism, it’s about the news coverage – the story itself, the sources, and the writing. It is true that the NYTimes story did link to the Soave piece, but not in a way that gave any credit for all it contributed. I don’t see that as dispositive. Soave also tweeted that he “didn’t have a problem with the story,” which is nice. I guess he cares more about his influence whipping up the national hysteria about kids on the lawn than about getting individual credit for his work, which is admirable.**

* No disparagement intended by “describes himself”; I just couldn’t find this information on the NYTimes website.

** Of course, criticizing the NYTimes is all fun and games until you enrage an editor, and then it’s like, “Dude, I didn’t mean anything by it … you’re still gonna quote me, right? We’re good?”

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University paternalism and the outwardly-focused student movement

I’m not going to join  the criticism of the students at Yale, because I don’t know all that they’re going through. From a distance the symbolic things (like emails about Halloween costumes) that spark massive reactions often appear out of scale. Straws that break camels’ backs appear weightless.

So just two thoughts to share inspired by recent events.

Universities shouldn’t be in this business

A lot of people were taken aback by the casual way that Black students refer to Nicholas Christakis as the “master” of Silliman College. That archaic paternalism is not just linguistic.

I’ve previous argued that, although they do have legal and ethical obligations to respond to sexual assault on campus, colleges shouldn’t be in the business of investigating and punishing those crimes. They are terrible at it, their intervention downgrades sexual assault from crime to (student) women’s issue, and the campus system separates sexual assault (and its activists) on campus from the problem in the wider society. It’s a paternalistic system.

I’m equally skeptical about their role in protecting people from racism. One of the Yale students arguing with Nicholas Christakis, the “master” of one of the university’s residential colleges, in a widely shared video, said:

As your position as master it is your job to create a place of comfort and home for the students that live in Silliman. … It is not about creating an intellectual space! It is not! Do you understand that? It’s about creating a home here!

In fact, when Christakis took the job, he was quoted as saying:

The residential college system is one of the most distinctive features of Yale. Its virtue lies in the way it provides an intellectual, social, and moral home for students, and Yale is remarkable for its commitment to this kind of education.

Colleges have ethical and legal obligations to prevent and respond to racist discrimination and harassment on their institutional terrain. But everyone deserves a safe space where they can develop their social and moral foundations, in which to build communities and from which to launch their interventions into the wider society. Should universities be the ones to provide it — do only those admitted to Ivy League schools need this? Aren’t students adults, capable of waging the struggles to create their own social spaces? Some people offer a similar argument about the college athletes that make billions of dollars for their universities and the entertainment industry. The university is providing them with moral uplift and team spirit (so paying them would only undermine the pure motives of that effort). But left to their own devices, couldn’t student athletes negotiate a better deal for themselves?

Living in dorms and university-sanctioned fraternities and sororities is bad enough. (When I showed up to the University of Michigan — three years out of high school — it was my great fortune to have a dog, my excuse for never living in a dorm.) A system of houses staffed by faculty moral overseers is a structural mechanism for the prolonging of adolescence. This retards students’ development as adults and sets them further apart from the wider community, people who don’t have paternalistic institutions devoted to the construction of their moral selves in safe spaces — people who build civic institutions, and rely on the law and politics to safeguard their interests. Students rely on the cloistered campus system at their own risk, and its a shame that this social isolation (for better and worse) is concentrated among elite students.

Turning outward

It’s possible this system also encourages students to turn their activism inward, toward themselves, rather than outward to the wider social world. Here I am speaking generally, and explicitly not talking about the Yale students currently in the news, the most visible of whom (as in the video I linked) may or may not be involved in organized politics, I don’t know.

I’m old enough to remember documentaries about the Free Speech Movement at Berkeley in 1964. That was a protest movement that grew out of student civil rights activists who wanted to promote political causes on campus. In the most famous incident, Jack Weinberg – fresh off a summer trip to support the civil rights movement in the South – was arrested as he staffed a table on campus for the Congress of Racial Equality, and students blocked the police car he was in for 32 hours.

That student movement was inspiring partly because it seemed to represent the selfless attempt by college students to use their privileges – and the education they were receiving – to intervene progressively in the wider society, on issues like civil rights, war, labor, feminism, and the environment. They were fighting for their right to carry that outside work onto the campus. (In my day at Michigan, leftists opposed the deputization of campus police, and the implementation of a non-academic code of conduct, for fear they would be used to squelch student activism.)

One way to think about that distinction in today’s terms is adult versus adolescent. It was students’ engagement in those adult politics that germinated the alliances that were so threatening to the powers that were.

One of my favorite speeches is Mario Savio’s from that movement, in 1964 (he starts at 0:22):

Savio was a Freedom Summer veteran who wanted to organize for the Student Nonviolent Coordinating Committee on the Berkeley campus. In that speech, he’s objecting to the production by the university of students as commodities for future employers — objecting, in one sense, to the success of the university’s mission if it means severing the ties between student activists and their work in the wider world. That’s one movement at one moment, but it’s an important one.

Of course students need to advocate for themselves. The Free Speech Movement advocated their right to political activism. In contemporary activism, Black Lives Matter unites the struggles of college students with the plight of the Blacks facing police everywhere.

USA Today

USA Today

The argument for outward facing connects to the paternalism question, because the more students are integrated with the real world off campus for their social and moral community-building needs, the more their politics might be drawn outward as well — and the public might be more supportive of them in return.

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Some politicians lie (Maryland edition)

That’s just my opinion.

Meanwhile, Maryland Governor Larry Hogan is responding to the tax shortfall in his (our) state with a plan to cut taxes. And his justification, repeated during the campaign, and now during his State of the State message, includes these two claims:

“We’ve had the largest mass exodus of taxpayers fleeing our state – of any state in our region, and one of the worst in the nation.”

“Businesses, jobs and taxpayers have been fleeing our state at an alarming rate.”

As a dedicated public servant — who just got furloughed, lost a cost of living pay increase, and lost a merit pay increase, while our students are getting a tuition increase because of the state’s disastrous tax shortfall — I remain doggedly committed to pursuing truth.

So, the “mass exodus of taxpayers” fleeing our state:

Book1

Yes, population growth was a little slower than the regional and national averages for a couple years there. But the 25+ population has grown every year but one since 2001. Checking my definition of “exodus” now…

And the “jobs … fleeing our state at an alarming rate”:

Book1Job growth faster than the national average, no (net) “fleeing.”

The source for both figures is my calculations from the American Community Survey via IPUMS.org.

Addendum: The Bureau of Labor Statistics reports Maryland employment trends here. Here is the employment trend from 2004:

IMG_2349

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Campus sexual assault op-ed

chron14

I have an op-ed in the Chronicle of Higher Education titled, “College Sex-Assault Trials Belong in Court, Not on Campus,” and there’s already a lively discussion in the comments. I would welcome your thoughts, on this site or that one.

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Policy, politics, and promoting education versus marriage

Here are three ideas I disagree with:

1. Most people aren’t smart enough to make going to college worth it.

Maybe the best-known purveyor of this idea is Charles Murray, who argued in his 2008 book Real Education (offshore bootlegged copy here) that the “consensus intellectual benchmark” for understanding real college-level material is an IQ of 115, which by definition is only 16% of the population — but probably only 10% are really, truly smart enough (and efforts to improve education at lower levels to prepare more people for college are futile, so don’t even think about spending more on education, because so many people are “born lazy“).

2. We’ve done so much for poor people, it’s time for them to do something for themselves.

This is clearly related to idea #1, insofar as the government spends billions of dollars educating people for college — and subsidizing the colleges they attend — who could instead just work hard and enjoy life in a job requiring less education. But it extends to all kinds of social welfare and anti-poverty programs, as illustrated by the exasperated people in the policy establishment from Brookings to Heritage.

3. Poor women should get married before they have children.

This idea is pervasive, as I’ve discussed many times under the single mothers tag, in response to people blaming single mothers for rising inequality, poverty, low upward mobility, and crime.

One response

Here I offer one response to these three ideas combined. It is possible to increase access to college education, which would increase stability and opportunity for poor people and their children.

In demography, there is a long-running debate over whether there is a biological limit to human longevity, and whether and how fast we may be approaching it. Regardless of the ultimate answer, so far it’s clear that projections based on an inevitable tapering off of increases in life expectancy have repeatedly proved wrong (here’s a review and a recent paper). The same might be said of college education. Here is the trend in 25-34 year-old U.S. civilians with at least a BA degree, from Census numbers:

college completion trends.xlsx

There was more talk about hitting the limits of college access 10 years ago, but even then it was increasing rapidly among women. Yes, we can and should improve college education. But I see nothing here to suggest a ceiling approaching. Still, people keep assuming that expanding education isn’t feasible.

For example, while Murray holds forth on the intelligence limitations among the poor, his colleague Brad Wilcox argues for a cultural press on those with less than a college degree:

They can go down the road of not having marriage as the keystone to their family formation, family life, or we can hold the line, if you will, and try to figure out creative strategies for strengthening marriage in this particular middle demographic in the United States.

In addition to upscaling their deficient values, however, couldn’t we also move them out of the less-than-college category altogether? Not so fast, says Wilcox in a recent interview:

On the education front, the U.S. spends a ton of money and devotes unparalleled attention to college. But the reality is that only one-third of adults, even today, will get a college degree, a B.A. or B.S. We can do a lot better in both funding and focusing on vocational education and apprenticeship training.

Really, America, be reasonable: Our “ton of money” is “unparalleled.” Don’t set your sights too high. Who do you think you are, anyway, Poland (college graduation rate: 53%), Ireland (46%), or Portugal (41%)? From OECD numbers:

college graduation rates OECD.xls

I know expanding college access (the real kind, not the for-profit kind) suggests expanding a broken financial aid system, and the economic returns aren’t guaranteed, but for my purposes it’s not just about getting a better job. People who go to college — and those who know they are going to go to college before they do — usually delay having children, not because some moralizing think tank tells them it’s wrong, but because they’re trying to rationally sequence their lives. Of course, married couples have relatively low poverty rates, but even for parents who aren’t married, higher education sure helps. From the American Community Survey via IPUMS.org:

H8.xlsx

Trying to get more poor people to get married is both offensive and useless. But increasing access to higher education is both uplifting and useful. The choice between early birth with low education and later birth with higher education is not hard to make, but unless it’s feasible — with a readily apparent, practical, path toward completion — there is no choice to make.

The increase in college education has already helped keep child poverty levels from rising as marriage rates have fallen. Among women old enough to have finished college (ages 22-44) the percentage of babies born to mothers with college degrees (married or not) has increased from 23% in 1990 to 35% in 2010. From the Current Population Survey via IPUMS.org:

H8.xlsx

Promoting marriage among the poor is a moralizing salve for the self-esteem — and anti-tax self-interest — of pious elites, with zero proven success in helping anybody poor. Promoting access to higher education is good policy and good politics.

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The sky is falling because of feminist biology, Factual Feminist edition

The other day I explained why, despite her mocking tone,  the “Factual Feminist” (Christina Sommers) doesn’t have the factual basis to undermine commonly-used statistics on rape. Now she has a video out on “feminist science.” No, it’s not a joke from The Simpsons, she says:

A new feminist biology program at the University of Wisconsin is all too real… Is feminist biology likely to contribute to our knowledge and understanding of the world? The Factual Feminist is skeptical.

The program in question is really just a post-doctoral fellowship. It looks like a privately-endowed fund to hire one postdoc. This is not a major curriculum intervention. The first postdoc in the program is Caroline VanSickle, a biological anthropologist from the University of Michigan who does work on ancient female pelvic bones and their implications for birth stuff. She was quoted by the right-wing Campus Reform (a project of the Leadership Institute) this way:

“We aren’t doing science well if we ignore the ideas and research of people who aren’t male, white, straight, or rich,” VanSickle said in an email to Campus Reform. “Feminist science seeks to improve our understanding of the world by including people with different viewpoints. A more inclusive science means an opportunity to make new discoveries.”

I don’t know the evidence on whether the ideas of biologists who aren’t male, White straight, or rich are ignored in science today, but this sentiment seems unobjectionable to me – we aren’t doing science well if we ignore anyone’s (good) ideas. Who could object to “including people with different viewpoints”? But Sommers, for some reason misquoting her only source for the story, says,

She explained to Campus Reform that, quote, in order to do science well, she said, we can’t ignore the ideas and research of people who just don’t happen to be male. But wait a minute. Women are hardly ignored in biology. In fact, they have far surpassed men in earning biology degrees. What is more, women are flourishing, and winning Nobel Prizes in that field.

On the screen flashes a table showing women getting 61% of BA degrees in biology, 59% of MAs, and 54% of PhDs. If we’re talking about whether women are ignored in biology, I think it’s the PhDs that matter, so 54% is not quite “far surpassed.” More to the point, although women first surpassed men in receiving biology BA degrees in 1988 — a quarter of a century ago — they are currently only 23% of full professors in biology. I’m not arguing about whether this reflects job discrimination against female biologists. The point is that if only a small minority of the most influential biologists are women, and if there are common differences in how men and women do biology, then the views of the latter are going to be less well represented.

To show overblown this worry is, Sommers then flashes this image of all those women winning Nobel Prizes in “that field” (actually the prizes are for “Physiology and Medicine,” since there is no Nobel for biology):

womennobels

Those women sure seem to be flourishing. And that’s every woman who ever won a Nobel in Physiology and Medicine — all 10 of them. Since the 1940s, when the first of these women flourished, men have been awarded 162 Nobels in that field — the other 94% of the prizes. The peak decade was in the 2000s, when women won 15% of the prizes (the most recent in 2009).

At Wisconsin, the single “feminist biology” postdoc will also develop an undergraduate course in gender and biology. This seems like a fine idea. Maybe it will encourage even more women to overrun the biological sciences. Call me naive, but we’re still not exactly drowning in female biologists.

After going on to pick on a few individual feminists, Sommers concludes that:

…feminist theory [has] been built on a foundation of paranoia about the patriarchy, half-truths, untruths, oversimplifications, and it’s immune to correction.

Raising the question: If feminism is rubber, and the Factual Feminist is glue, does what she say bounce of feminism and stick to her?

Full disclosure: My mother is a biologist. And a feminist. So you know I’m right. And objective.

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