Category: Education

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.”)

Xi’s Micromanaging “Zero Covid” Policy Hurting Chinese Economic Growth

(p. A1) Earlier this year, Xi Jinping issued brief instructions to education officials in Beijing. China’s leader wanted to reform the country’s $100 billion private tutoring industry, which the state worried was helping well-to-do families gain advantages for their offspring and creating anxiety among families that couldn’t afford the help.

Education officials drafted a plan that included new limits on tutoring for children up to the equivalent of ninth grade, said people familiar with the effort.

The plan was too soft, Mr. Xi said, in a one-sentence note to the education ministry, according to the people.

Scrambling to please him, the ministry expanded the limits to include students up to the equivalent of 12th grade. In addition, it required all private education companies to re-register as nonprofits.

The more extreme rules, issued in July [2021], triggered panic selling that erased tens of billions of dollars from the value of education com-(p. A14)panies listed on U.S. and Hong Kong stock exchanges. Officials from the China Securities Regulatory Commission hastily scheduled meetings with foreign investors to calm them down, according to people familiar with the conversations, and promised that Beijing would consider market impact before introducing future policies.

The episode is just one example of Mr. Xi’s evolving management style as the Chinese president consolidates control of the world’s second-largest economy. He is widely considered the most powerful Chinese leader in a generation. He is also a micromanager who intervenes often, unpredictably and sometimes vaguely in policy matters big and small.

. . .

Behind the scenes, many officials question some of Mr. Xi’s decisions.

In late July [2021], a Covid-19 outbreak caused more than 1,200 infections after months of nearly zero reported cases. Some central government officials, eyeing other countries, suggested it might be time for China to stop its strategy of pursuing “zero Covid” and learn to live with the virus, according to a person familiar with the discussions.

Mr. Xi was furious, said people familiar with the issue. In a note to underlings, he asked if officials were becoming “lax and numbed” in fighting the virus, according to these people and to state media reports. “Zero Covid” would remain the policy.

Local officials intensified their efforts. In late October [2021], they locked more than 30,000 visitors into Shanghai Disneyland and forced them to undergo Covid-19 tests after one customer tested positive. Authorities temporarily shut one of China’s biggest container ports after a single case, hurting global supply chains.

China’s economic growth slowed to 4.9% in the third quarter from the previous quarter’s 7.9% rate. Economists have said China’s zero-tolerance pandemic measures, including lockdowns of residential compounds and cancellations of public events, are likely to have a significant impact on China’s growth if they don’t succeed in snuffing out the virus soon.

Some local government officials have warned against “excessive pandemic prevention” measures, according to speeches quoted on websites. Yet officials keep pressing, fearful they might be punished if a Covid-19 case emerged in their area.

. . .

Mr. Xi later “personally planned, personally proposed, personally deployed and promoted” the development of Xiongan, a new “eco-city,” out of farmland about 60 miles from Beijing, according to state media, and urged state firms to move there. Despite billions of dollars of investment, it hasn’t matched the quick success of Deng-era special economic zones such as Shenzhen.

To comply with the new regulatory regime for after-school tutoring this year, education companies have laid off tens of thousands of employees, including teachers. Given the impact on the industry, officials have been enforcing the rules on tutoring for children only up to the equivalent of ninth grade—as originally proposed.

. . .

“Some only act when the party’s central leadership has instructed them to do so,” Mr. Xi said in a speech to the party’s top disciplinary officials last January, made public only recently. He complained that many officials aren’t competent to deal with complicated issues, and that if he didn’t issue so many instructions, little would get done.

“I issue instructions as a last line of defense,” he said.

For the full story, see:

Josh Chin. “Xi Jinping’s Style: Micromanagement.” The Wall Street Journal (Thursday, Dec. 16, 2021): A1 & A14.

(Note: ellipses, and bracketed years, added.)

(Note: the online version of the story has the December 15, 2021, and has the title “Xi Jinping’s Leadership Style: Micromanagement That Leaves Underlings Scrambling.”)

Beijing University Bans Visiting Harvard Students from Singing the National Anthem on the Fourth of July

(p. A4) TAIPEI, Taiwan — Harvard University will move a popular Chinese-language program to Taipei from Beijing amid a broad chill in academic and cultural exchanges between the United States and China.

The program’s director, Jennifer L. Liu, told The Harvard Crimson that the move had been driven by a perceived lack of friendliness on the part of the Chinese host institution, the Beijing Language and Culture University.

. . .

. . . Professor Liu said that the program had been experiencing difficulties securing access to the classrooms and dormitories needed from Beijing Language and Culture University, according to an account she provided to The Harvard Crimson, a student newspaper. She also said that in 2019, the Chinese university told the program that it could no longer hold an annual gathering to celebrate the Fourth of July, during which students and faculty would typically eat pizza and sing the American national anthem.

Though China has instituted stringent pandemic restrictions, with provinces undergoing snap lockdowns as coronavirus cases have flared up, Professor Liu said she believed that the unwelcoming environment was related to a shift in the Chinese government’s attitudes toward American institutions.

. . .

The Harvard program’s relocation to Taiwan also comes as the island has supplanted Hong Kong as a bastion of free speech in the Chinese-speaking world, an idea that Taiwanese officials have been keen to emphasize.

Joanne Ou, a spokeswoman for Taiwan’s Foreign Ministry, said the agency “believes that the democratic and liberal system and pluralistic society will enable young American students to have a deeper understanding of Taiwan and the Chinese-speaking world.”

She added, “Only in a free environment where speech is not censored can the best results of learning be achieved.”

For the full story, see:

Amy Qin. “Chill in Beijing, Harvard Shifts Program to Taiwan.” The New York Times (Thursday, October 14, 2021): A4.

(Note: ellipses added.)

(Note: the online version of the story was updated Nov. [sic] 10, 2021, and has the same title “Amid U.S.-China Chill, Harvard Moves a Top Language Program to Taiwan.” The last three sentences quoted above, appear in the online version, but not in the shorter print version. Where there is a slight difference in wording between the two versions, the passages quoted above follow the online version.)

MIT Cancels Chicago Professor for Saying Merit Matters

(p. A13) I am a professor at the University of Chicago. I was recently invited to give an honorary lecture at the Massachusetts Institute of Technology. The lecture was canceled because I have openly advocated moral and philosophical views that are unpopular on university campuses.

Here are those views:

I believe that every human being should be treated as an individual worthy of dignity and respect. In an academic context, that means evaluating people for positions based on their individual qualities, not on membership in favored or disfavored groups. It also means allowing them to present their ideas and perspectives freely, even when we disagree with them.

I care for all of my students equally. None of them are overrepresented or underrepresented to me: They represent themselves. Their grades are based on a process that I define at the beginning of the quarter. That process treats each student fairly and equally. I hold office hours for students who would like extra help so that everyone has the opportunity to improve his or her grade through hard work and discipline.

Similarly, I believe that admissions and faculty hiring at universities are best focused on academic merit, with the goal of producing intellectual excellence. We should not penalize hard-working students and faculty applicants simply because they have been classified as belonging to the wrong group. It is true that not everyone has had the same educational opportunities. The solution is improving K-12 education, not introducing discrimination at late stages.

. . .

. . ., the university has a duty to encourage students and faculty to offer their opinions and insight on the widest possible range of topics.

. . .

. . . hurt feelings are no reason to ban certain topics. We are all responsible for our own feelings. We cannot control things that are external to us, such as the comments of others, but we can control how we respond to them.

For the full commentary, see:

Dorian Abbot. “The Views That Made Me Persona Non Grata at MIT.” The Wall Street Journal (Saturday, Oct. 30, 2021): A13.

(Note: ellipses added.)

(Note: the online version of the commentary was updated Oct. 29, 2021, and has the same title as the print version.)

Bloomberg Will Donate $750 Million to Support Charter Schools

(p. A19) American public education is broken. Since the pandemic began, students have experienced severe learning loss because schools remained closed in 2020—and even in 2021 when vaccinations were available to teachers and it was clear schools could reopen safely. Many schools also failed to administer remote learning adequately.

Before the pandemic, about two-thirds of U.S. students weren’t reading at grade level, and the trend has been getting worse. Results from the National Assessment of Educational Progress, commonly known as the nation’s report card, show that in 2019, eighth-grade math scores had already fallen significantly.

Teachers understand the severity of the problem, and many are doing heroic work, yet some of their union representatives are denying reality. “There is no such thing as learning loss,” said Cecily Myart-Cruz, head of the Los Angeles teachers union, in an interview with Los Angeles Magazine this past summer. “Our kids didn’t lose anything. It’s OK that our babies may not have learned all their times tables. They learned resilience.”

What nonsense. How about reading, writing and arithmetic, the critical skills we are funding schools to teach?

Instead of giving students the skills they need to succeed in college or in a trade, the public education system is handing them diplomas that say more about their attendance record than their academic achievement. This harms students, especially those from low-income families. When and if they graduate, they will try to find work in an economy that values knowledge and skills above all else, and their old schools will say to them: “Good luck!”

. . .

We know what works, because we can see it in real time. Success Academy’s network of 47 public charter schools is serving New York children whose families predominantly live below the poverty line. Their students are outperforming public-school students in Scarsdale, N.Y.—the wealthiest town on the East Coast and the second-wealthiest town in America—by significant margins. Yet a statewide cap on charter schools is blocking Success Academy from expanding.

. . .

Today there are long waiting lists for charter schools across the country, but mayors and governors aren’t getting the support they need from Congress and the White House to open new charter schools. To begin meeting the demand for charters, Bloomberg Philanthropies is launching a five-year, $750 million effort to create seats for 150,000 more children in 20 metro areas across the country.

For the full commentary, see:

Bloomberg, Michael R. “Why I’m Backing Charter Schools.” The Wall Street Journal (Thursday, Dec. 2, 2021): A19.

(Note: ellipses added.)

(Note: the online version of the commentary has the date December 1, 2021, and has the same title as the print version.)