Quote: Jim Jackson said: If someone points out real stats that show I'm wrong, I'll gladly apologize. I meant no offense by it. But if you extend the idea that Universities are Liberal bastions, then it only makes sense to assert that most educated people are Liberal.
Universities are full of educated people. It's kind of a prerequisite for getting a job. And Universities are Liberal bastions.
Draw the conclusion.
KC Johnson is professor of history at Brooklyn College and the CUNY Graduate Center, where he teaches offerings in 20th century U.S. constitutional, political, and diplomatic history.
Johnson has an essay detailing how elite universities manage to populate their faculties with political radicals whose commitment to leftist causes is unquestioned, but their scholarship is suspect (at best) by
Manipulating Search Committees
disproportionately awarding lines for new hires to favored departments
Prioritizing Ideological Conformity
The post is an excellent primer for those with little or no exposure to the inner workings of faculty search committees, and even a jaded cynic like me was surprised by some of the revelations — including a proposal at the University of Arizona to make the “advancement of diversity” the “primary” indicator of quality in faculty hiring
The plan, part of a broader emphasis on diversity in hiring at Arizona, envisions a university in which “diversity” rather than academic quality becomes the primary motive for hiring, promotion, and tenure. According to the campus diversity plan, in faculty personnel matters, “In order to make significant progress in creating a more diverse faculty and a campus that truly embraces diversity, the advancement of diversity must be established as a primary indicator of quality.” Until diversity, the report concludes, “is included in the institutional family of primary indicators of quality, other indicators will continue to trump it – especially in the hiring of new faculty.” The U of A contends that “this does not mean lessening our commitment to excellence in research and teaching,” but such a claim is absurd: research and teaching, according to the “diversity” plan, will have to meet an ideological litmus test before being judged on their quality. Indeed, the plan argues, “Depending upon the discipline,” new faculty should be required to “conduct research and contribute to the growing body of knowledge on the importance of valuing diversity.
