New Jersey lawmakers may include a so-called social equity tax in the legislation establishing a legal market for recreational marijuana, according to reports.
Bills in the state Senate and Assembly would give cannabis regulators the authority to impose the “social equity excise fee,” which would help fund programs aimed at reducing racial disparities caused by drug laws.
The influential Legislative Black Caucus has lobbied for programs aimed at helping Black communities, which have been hard-hit by marijuana prohibition. Black residents are likelier to be arrested on marijuana charges than white residents, for example.
The main focus of this allocation strategy is to deliver vaccines first to racial minorities but in such a way as to make those minorities feel “at ease” and not like “guinea pigs” when receiving an experimental vaccine that those documents admit is likely cause “certain adverse effects…more frequently in certain population subgroups.” Research has shown that those “subgroups” most at risk for adverse effects are these same minorities.
The documents also acknowledge that information warfare and economic coercion will likely be necessary to combat “vaccine hesitancy” among these minority groups. It even frames this clearly disproportionate focus on racial minorities as related to national concerns over “police brutality,” claiming that giving minorities the experimental vaccine first is necessary to combat “structural racism” and ensure “fairness and justice” in the healthcare system and society at large.
One school district in Washington state has evidently decided that Asians no longer qualify as persons of color.
In their latest equity report, administrators at North Thurston Public Schools—which oversees some 16,000 students—lumped Asians in with whites and measured their academic achievements against “students of color,” a category that includes “Black, Latinx, Native American, Pacific Islander, and Multi-Racial Students” who have experienced “persistent opportunity gaps.”
Most indicators in the report show that the achievement gap between white/Asian students and “students of color” is fairly narrow and improving over time. It would probably be even narrower if Asian students were categorized as “students of color.” In fact, some indicators might have even shown white students lagging behind that catch-all minority group. Perhaps Asians were included with whites in order to avoid such an outcome. (The superintendent did not respond to a request for comment.)
What the equity report really highlights is the absurdities that result from overreliance on semi-arbitrary race-based categories. The report also measured “students of poverty”—those who qualify for free or reduced-cost lunches—against non-poverty students, and unsurprisingly found a much more significant achievement gap. Students of poverty perform 28 percent worse on math tests, for instance. That socioeconomic category captures something real and meaningful in a way that the gerrymandered race category does not.
Kelly Kean Sharp resigned Tuesday from her assistant professorship at Furman University following accusations that she pretended to be non-white, a university spokesman said.
An anonymous person outed the African American history scholar through a Medium post, InsideHigherEd reported. The anonymous writer said that he or she “distantly” knew Sharp when Sharp was in graduate school at the University of California, Davis, and that Sharp only recently began identifying as Chicana.
Sharp reportedly formerly identified herself as Chicana in her Twitter profile, which has since been removed. The Medium post includes screenshots of Sharp’s tweets showing Sharp referring to her grandmother, who she calls her abuela, and describing how her abuela “came to the U.S. during WWII” and “worked hard so I could become a teacher.”
The Medium post writer said that Sharp had never spoken about being Mexican before, and the writer reportedly spoke with other colleagues who were also “confused” and asked Sharp about her “newfound identity.”
San Diego’s public schools want to be anti-racist, so they’re…abolishing the traditional grading system?
“This is part of our honest reckoning as a school district,” San Diego Unified School District Vice President Richard Barrera told a local NBC affiliate. “If we’re actually going to be an anti-racist school district, we have to confront practices like this that have gone on for years and years.”
District officials evidently believe that the practice of grading students based on their average score is racist, and that an active effort to dismantle racism necessitates a learning environment free of the pressure to turn in assignments on time. As evidence for the urgency of these changes, the district released data showing that minority students received more Ds and Fs than white students: Just 7 percent of whites received failing grades, as opposed to 23 percent of Native Americans, 23 percent of Hispanics, and 20 percent of black students.