Category: Education

Wary, Subdued Infants Tend to Grow into “Anxious, Inhibited Adults”

(p. A21) Prof. Jerome Kagan, a Harvard psychologist whose research into temperament found that shy infants often grow up to be anxious and fearful adults because of their biological nature as well as the way they were nurtured, died on May 10 in Chapel Hill, N.C.

. . .

Professor Kagan argued in more than two dozen books, including the widely praised “The Nature of the Child” (1984), that some children were genetically wired to worry and that they proved to be more resilient than expected as they passed from one stage of maturity to another. He also contended that the specifics of parenting were often not as crucial to a child’s future as parents think, although the child’s natural predisposition to be shy or exuberant could be altered by experience.

. . .

Professor Kagan and his collaborators, including Howard A. Moss and Nancy C. Snidman, pioneered the reintroduction of physiology as a determinant of psychological characteristics that could be measured in the brain.

They derived their conclusions from lengthy studies that started with the videotaped reactions of toddlers and infants as young as 4 months to various stimuli — unfamiliar objects, people and situations — and correlated those reactions to their temperament as teenagers and beyond, as measured in interviews.

The wary ones who were subdued, shy and hovered around their mothers or who fussed, thrashed around and cried — about 15 percent of the total — tended to become anxious, inhibited adults. Another 15 percent who were ebullient as infants and embraced every new toy and interviewer tended to develop into fearless children and adolescents.

Professor Kagan acknowledged that as an ideological liberal he had originally believed that all individuals were capable of achieving similar goals if afforded the same opportunities. “I was so resistant to awarding biology much influence,” he wrote.

For the full obituary see:

Sam Roberts. “Jerome Kagan, 92, Psychologist Who Tied Temperament to Biology, Is Dead.” The New York Times (Saturday, May 22, 2021): A21.

(Note: ellipses added.)

(Note: the online version of the obituary has the date May 21, 2021, and has the title “Jerome Kagan, Who Tied Temperament to Biology, Dies at 92.”

Kagan’s book, mentioned above, is:

Kagan, Jerome. The Nature of the Child (Tenth Anniversary Edition). New York: Basic Books, 1994.

Ivy League Discriminates Against Middle-Class, White, Female Business Majors

(p. A4) Kaitlyn Younger has been an academic standout since she started studying algebra in third grade.

. . .

Ms. Younger, 18 years old, was cautiously optimistic when she applied to top U.S. colleges last fall. Responses came this month: Stanford, Harvard, Yale, Brown, Cornell, University of Pennsylvania, University of Southern California, University of California, Berkeley, and Northwestern all rejected her.

. . .

For students such as Ms. Younger, the odds are particularly long. She is a middle-class white female from a public high school in Texas who wants to study business. Each characteristic places her in an overrepresented group, said Sara Harberson, a former admission officer at University of Pennsylvania and now a private college-admissions counselor.

Nearly half of white students admitted to Harvard between 2009 and 2014 were recruited athletes, legacy students, children of faculty and staff, or on the dean’s interest list—applicants whose parents or relatives have donated to Harvard, according to a 2019 study published in the National Bureau of Economic Research.

At Harvard, low-income students with top academic scores had an admit rate of 24% compared to 15% for all other applicants, according to a 2013 study by the school. Harvard has said it believes enrolling a diverse student body is important because the school wants students to learn to work with people from different backgrounds.

“The middle class tends to get a little bit neglected,” said Hafeez Lakhani, a private college counselor in New York who charges $1,200 an hour. “Twenty years ago, Ms. Younger would have had a good shot at an Ivy League school.”

For the full story, see:

Douglas Belkin. “For Top Students, Rejections Pile Up.” The Wall Street Journal (Friday, April 22, 2022): A4.

(Note: ellipses added.)

(Note: the online version of the story was updated April 21, 2022, and has the title “To Get Into the Ivy League, ‘Extraordinary’ Isn’t Always Enough These Days.”)

The 2019 NBER article mentioned above has been published as:

Arcidiacono, Peter, Josh Kinsler, and Tyler Ransom. “Legacy and Athlete Preferences at Harvard.” Journal of Labor Economics 40, no. 1 (Jan. 2022): 133-56.

A related paper is:

Arcidiacono, Peter, Josh Kinsler, and Tyler Ransom. “Divergent: The Time Path of Legacy and Athlete Admissions at Harvard.” Journal of Human Resources (published online before print, on Jan. 13, 2022).

If a 6-Year-Old Cannot Jump-Rope in Communist China, Her Future Is Bleak

Photo of Art Diamond in first or second grade, finally succeeding at jump-rope. Source: photo by my first and second grade James Monroe School teacher, Miss Helen Kuntz.

My first and second grade teacher was Miss Helen Kuntz. I had a lot of trouble learning how to jump-rope. So when I finally succeeded, Miss Kuntz was so excited that she took my picture, which she mailed me several decades later from a nursing home. If I had been born and raised in Communist China my life would have been much different.

(p. A1) BEIJING—Chinese parents spend dearly on private tutoring for their children to get a jump on national math and language exams, the gateway to advancement and a better life.

Susan Zhang, a 34-year-old mother in China’s capital, is among a smaller group forking out big bucks for jump-rope lessons. She said she couldn’t understand why her 6-year-old daughter Tangtang couldn’t string together two skips in a row after three months of trying. The girl needed professional help.

More than playground prowess was at stake. In 2014, Chinese authorities introduced physical-education require-(p. A10)ments that included a national jump-rope exam for boys and girls from first through sixth grades.

To pass, students must complete minimum numbers of skips a minute, and failure can trip up an otherwise promising academic trajectory. Top officials see the activity as an accessible, low-cost way to help build national sports excellence, a priority of China’s leader Xi Jinping.

For the full story, see:

Jonathan Cheng. “China Exam Draws Jump-Rope Tutors.” The Wall Street Journal (Tuesday, Sept. 28, 2021): A1 & A10.

(Note: the online version of the story was updated September 27, 2021, and has the title “In China, Even Jump-Rope is Competitive—So Parents Pay for Lessons.” The online edition says that the title of the print version is “Exam Draws Jump-Rope Tutors,” but my National print version had the title “China Exam Draws Jump-Rope Tutors.”)

“We Approach Complete Leftist Saturation Among Professors”

(p. A13) The current left-right campus faculty ratio is probably about 15 to 1, but new appointments are being made at a rate of about 50 to 1. As we approach complete leftist saturation among professors, college campuses will become even more intolerant, irrational and politically aggressive.

More important still, academia’s influence on society will intensify as the number of people who have graduated from radicalized campuses increases and the number of those who graduated with a conventional college education declines. A generation—students from about 2000 to now—has graduated from one-party campuses. Where will we be when two generations have done so and another generation has died off?

. . .

Parents and students feel a need for credentials, even while the credential of a college degree has been corrupted. A more important factor is that public perception hasn’t caught up to the reality of academia. Older adults cherish memories of their time at college. Campus buildings are as impressive as ever, and the names of the institutions like Harvard and Yale are still magical, but a stream of poisonous ideology flows daily from academia into American culture.

For the full commentary, see:

John Ellis. “Can Politics Get Better When Higher Ed Keeps Getting Worse?” The Wall Street Journal (Saturday, Jan. 15, 2022): A13

(Note: ellipsis added.)

(Note: the online version of the commentary has the date January 14, 2022, and has the title “Can Politics Get Better When Higher Education Keeps Getting Worse?”)

The commentary quoted above is related to the author’s book:

Ellis, John M. The Breakdown of Higher Education: How It Happened, the Damage It Does, and What Can Be Done. New York: Encounter Books, 2020.

Diamond to Teach Economics of Entrepreneurship Seminar in Fall 2022

Prof. Art Diamond, Economics
College of Business Administration
University of Nebraska Omaha
Seminar Meets in Mammel Hall 116
Fall 2022, Tuesdays, 6:00 – 8:40 PM
First Session: Aug. 23, 2022

ECON 4730-001, ECON 8736-001

Some Questions to Be Discussed:

• How can policies encouraging innovative entrepreneurship help us create a more dynamic growth economy with more and better jobs, more and better innovations, and more choice and opportunity?
• Are innovative entrepreneurs smarter, or more courageous, or less risk-averse, or more intuitive, or more determined, or more frugal, or more arrogant, or more hard-working, or greedier, than the rest of us?
• Can economic historian John Nye defend his claim that successful entrepreneurs are “lucky fools?”
• What is the role of entrepreneurship in the process of economic dynamism, and what is the role of economic dynamism in making our lives longer and better?
• Would labor be better off in an economy in which innovative entrepreneurship is encouraged?
• Why did economist Will Baumol believe that too much higher education can discourage successful innovative entrepreneurship?
• Can unbinding entrepreneurs in medicine bring us more cures and longer lives?

Almost Half of College Students Feel “Uncomfortable” Expressing Their Views on Controversial Issues

(p. A19) In the classroom, backlash for unpopular opinions is so commonplace that many students have stopped voicing them, sometimes fearing lower grades if they don’t censor themselves. According to a 2021 survey administered by College Pulse of over 37,000 students at 159 colleges, 80 percent of students self-censor at least some of the time. Forty-eight percent of undergraduate students described themselves as “somewhat uncomfortable” or “very uncomfortable” with expressing their views on a controversial topic in the classroom. At U.Va., 57 percent of those surveyed feel that way.

. . .

The consequences for saying something outside the norm can be steep. I met Stephen Wiecek at our debate club. He’s an outgoing, formidable first-year debater who often stays after meetings to help clean up. He’s also conservative. At U.Va., where only 9 percent of students surveyed described themselves as a “strong Republican” or “weak Republican,” that puts him in the minority.

He told me that he has often “straight-up lied” about his beliefs to avoid conflict. Sometimes it’s at a party, sometimes it’s at an a cappella rehearsal, and sometimes it’s in the classroom. When politics comes up, “I just kind of go into survival mode,” he said. “I tense up a lot more, because I’ve got to think very carefully about how I word things. It’s very anxiety inducing.”

This anxiety affects not just conservatives. I spoke with Abby Sacks, a progressive fourth-year student. She said she experienced a “pile-on” during a class discussion about sexism in media. She disagreed with her professor, who she said called “Captain Marvel” a feminist film. Ms. Sacks commented that she felt the film emphasized the title character’s physical strength instead of her internal conflict and emotions. She said this seemed to frustrate her professor.

Her classmates noticed. “It was just a succession of people, one after each other, each vehemently disagreeing with me,” she told me.

Ms. Sacks felt overwhelmed. “Everyone adding on to each other kind of energized the room, like everyone wanted to be part of the group with the correct opinion,” she said. The experience, she said, “made me not want to go to class again.” While Ms. Sacks did continue to attend the class, she participated less frequently. She told me that she felt as if she had become invisible.

. . .

We cannot experience the full benefits of a university education without having our ideas challenged, yet challenged in ways that allow us to grow. As Ms. Sacks told me, “We need to have conversations about these issues without punishing each other for our opinions.”

For the full commentary, see:

Emma Camp. “Self-Censorship Is Stifling Campuses.” The New York Times (Wednesday, March 9, 2022): A19.

(Note: ellipses added.)

(Note: the online version of the commentary has the date March 7, 2022, and has the title “I Came to College Eager to Debate. I Found Self-Censorship Instead.”)

Discoverer of Catalyst Role of mRNA Had Trouble “Getting His Work Published”

(p. B12) Sidney Altman, a molecular biologist who was awarded the Nobel Prize for Chemistry for sharing in the discovery that ribonucleic acid, or RNA, was not just a carrier of genetic information but could also be a catalyst for chemical reactions in cells — a breakthrough that paved the way for new gene therapies and treatments for viral infections — died on April 5 [2022] in Rockleigh, N.J.

. . .

HAs seems to happen so often in science, Dr. Altman stumbled upon his discovery. “I wasn’t looking for what I found,” he said in a 2010 interview with Harry Kreisler at the Institute for International Studies at the University of California, Berkeley.

He had studied how a small RNA molecule, called transfer RNA, carries genetic code to make new proteins. Some of the code is not necessary, so an enzyme cuts it out before it is used.

Then, in 1978, Dr. Altman began studying an RNA-cutting enzyme from E. coli bacteria that was composed of an RNA molecule and a protein. He managed to separate the two pieces and test them to see how they reacted in the enzyme process. Much to his surprise, he discovered that the protein did not perform as an enzyme without the RNA molecule. He later discovered that the RNA molecule could be the catalyst, even without the protein.

The finding ran completely contrary to what at the time was established theory, which held that it was the proteins that were the catalysts in enzymes.

The discovery of what are now known as ribozymes was so radical that Dr. Altman had trouble getting it accepted.

Joel Rosenbaum, a professor of cell biology at Yale and a colleague of Dr. Altman’s, told Chemistry World magazine that when Dr. Altman first tried to get other scientists to accept his research, “the community of molecular biologists, including several at Yale working on RNA, did not want to believe the work.”

“He had a hard time obtaining invitations to speak at scientific meetings and, indeed, getting his work published,” Dr. Rosenbaum said.

For the full obituary, see:

Dylan Loeb McClain. “Sidney Altman, Who Stumbled on a Breakthrough in Genetics, Dies at 82.” The New York Times (Saturday, April 16, 2022): B12.

(Note: ellipsis, and bracketed year, added.)

(Note: the online version of the obituary was updated April 18, 2022, and has the same title as the print version.)

Diamond to Give “How to Cure Cancer” Talk at Gustavus Adolphus College

I appreciate Marta Podemska-Mikluch’s perseverance over the long pandemic in arranging my conversations with Gustavus Adolphus College students on some of my current research on medical entrepreneurship. I am looking forward to my visit!

30 Million Workers May Have the Skills, but Not the Degrees, to Move to Jobs That Pay 70 Percent More

(p. B1) Over the last two decades, workers without four-year college degrees have lost ground in the occupations that used to be ladders to middle-class lives for them and their families.

While the trend has been well known, putting a number on the lost steppingstone jobs has been elusive. A new study, published on Friday, estimates that such workers have been displaced from 7.4 million jobs since 2000.

The research points to the persistent challenge for the nearly two-thirds of American workers who do not have a four-year college degree, even as some employers have dropped the requirement in recent years.

“These workers have been displaced from millions of the precise jobs that offer them upward mobility,” said Papia Debroy, head of research for Opportunity@Work, the nonprofit that published the study. “It represents a stunning loss for workers and their families.”

. . .

(p. B2) A previous study by Opportunity@Work, with academic researchers, dissected skills in different occupations and found that up to 30 million workers had the skills to realistically move to new jobs that paid on average 70 percent more than their current ones.

Some major companies have started to adjust their hiring requirements. Rework America Business Network, an initiative of the Markle Foundation, has pledged to adopt skills-based hiring for many jobs. Companies in the group include Aon, Boeing, McKinsey, Microsoft and Walmart.

. . .

“The country as a whole will benefit from not stranding human capital,” said Erica Groshen, an economist at Cornell University and a former head of the Bureau of Labor Statistics.

For the full story, see:

Steve Lohr. “Requirement For Degrees Curbs Hiring.” The New York Times (Monday, January 17, 2022): B1-B2.

(Note: ellipses added.)

(Note: the online version of the story has the date Jan. 14, 2022, and has the title “Millions Have Lost a Step Into the Middle Class, Researchers Say.”)

At the University of Austin, the Intellectually Diverse Will Discuss, Rather Than Censor, “Provocative Questions”

(p. A16) A group of scholars and activists are planning to establish a new university dedicated to free speech, alarmed, they said, “by the illiberalism and censoriousness prevalent in America’s most prestigious universities.”

The university, to be known as the University of Austin, or UATX for short, will have a soft start next summer with “Forbidden Courses,” a noncredit program that its founders say will offer a “spirited discussion about the most provocative questions that often lead to censorship or self-censorship in many universities.”

The university then plans to expand to master’s programs and, in several years, to undergraduate courses.

. . .

The prospective university’s board of advisers features some of the most prominent iconoclasts in the country, including Lawrence H. Summers, the former Harvard president; Steven Pinker, a Harvard linguist and psychologist; David Mamet, the playwright; and Glenn Loury, an economist at Brown.

. . .

“I think new models for a university are important,” Dr. Pinker said, “because current universities are locked into a strange business model: exorbitant tuition, a mushrooming bureaucracy, and obscure admissions policies that are neither meritocratic nor egalitarian, combined with plummeting intellectual diversity and tolerance for open inquiry (which is, after all, a university’s raison d’être).”

For the full story, see:

Anemona Hartocollis. “Organizers Plan New University They Say Will Defend Free Speech.” The New York Times (Tuesday, November 9, 2021): A16.

(Note: ellipses added.)

(Note: the online version of the story has the date Nov. 8, 2021, and has the title “They Say Colleges Are Censorious. So They Are Starting a New One.”)