A mother in Carroll County, Md., reported that students, including her daughter, were recently given race and gender privilege scorecards to complete as part of their preparation for an upcoming reading assignment in English class. Accompanying the scorecards were other media elaborating on the concept of privilege.
When the daughter questioned her teacher on what privilege has to do with learning English, expressing concerns that the material seemed “racist towards whites” and that it “portrayed the police in a negative light,” the teacher reacted by saying it was actually good to have those feelings and that the purpose of the lesson is to foster uncomfortable conversations.
The girl’s mother sees things differently, calling such topics in the classroom “absolutely appalling.” She continued: “They’re teaching our kids to view and treat people based on their skin color, rather than treating each other as individuals. How this belongs in an English class is beyond me.”
The Concerned Parents of Carroll County Maryland, a local group organized to remove political indoctrination in schools and promote common-sense COVID policies, were originally sent the classroom documents. The group has received similar reports from many students and parents throughout their community’s school system.
An English teacher in Montgomery County Public Schools — the largest school district in Maryland — told students to take a “white privilege test” before reading a book that addresses themes of racism and police brutality.
Ninth-grade English students at Sherwood High School were given pre-reading questions for the book “All American Boys” on Monday, Nov. 8, according to a file reviewed by the Daily Caller. The questions linked directly to a Vox article titled “what it means to be anti-racist” and a test called the “white privilege test.” The Vox article promoted the work of “anti-racist” scholar and author Ibram X. Kendi.
The “white privilege test” was adapted by “research on white privilege” from anti-racist activist Peggy McIntosh, according to the test. Students were told to answer “yes or no” to 25 statements.
Statements of white privilege include, “I can go shopping alone and be sure that I won’t be followed or harassed,” “In the history I have studied, my ancestors are given a lot of attention and credit,” and “I never feel out of place, outnumbered, unheard, feared, or hated in my clubs and activities. Instead, I feel tied in and welcomed,” among others.
One of the leading intellectuals in the movement promoting the claim that American society is based on “white privilege” unintentionally undermined his worldview, retweeting a report on a survey of white people regarding college admissions.
Ibram X. Kendi, a Boston University professor and the author of New York Times No. 1 bestseller “How to Be and Antiracist,” deleted the tweet after many Twitter users pointed out that he seemed to be unaware of the survey results’ broader implications.
Kendi spotlighted a report by The Hill on the survey by Intelligent.com of white people who applied to colleges and universities. It found more than a third of the students lied about their race on college applications. About half of the applicants falsely claimed being Native American. More than three-fourths who lied about their race were accepted.
Apparently, Kendi was focused on evidence that white people cheat at the expense of minorities. He didn’t see the obvious implication: The fact that white people would pose as a minority on their applications suggests it’s minorities who have privilege in college admissions, not white people.
Every year, aspiring college students complete admissions applications, with the hopes that their grades, extracurriculars, and recommendations will lift them above the pack, and earn them acceptance at the school of their choice.
However, some college applicants are misrepresenting their race in an effort to use their desired school’s diversity efforts to gain admission, or obtain more financial aid.
Intelligent.com asked 1,250 white college applicants ages 16 and older if they lied on their application by indicating they were a racial minority.
The survey found that 34% of white Americans who’ve applied to college falsely claimed on their applications they’re a racial minority.
The number one reason why applicants faked minority status is to improve their chances of getting accepted (81%). Fifty percent also lied to benefit from minority-focused financial aid.
White privilege. White supremacy. White fragility. Whiteness. For the academic left, there’s no aspect of life which cannot be shoehorned into a relationship with these terms.
Law (yes, law) professor Mathilde Cohen of the University of Connecticut recently gave a talk at Sciences Po Paris and the University of Nanterre in which, according to The Times, she argued “French eating habits reinforced the ‘dominance’ of white people over ethnic minorities.”
“By this,” Cohen says in the clip below, “I mean the use of food to reinforce whiteness as a dominant racial identity.
“The French meal is often presented as the national ritual to which every citizen can participate equally. But French food ways are shaped by white middle- and upper-class norms … and the boundaries of whiteness are policed through daily food encounters.”
This is a real thing that grown adults did as a serious exercise for other grown adults to fill out.
I came across this checklist through the Manhattan Institute’s Chris Rufo, who was using it as part of his expose on Disney. It is part of a YWCA “21-Day Racial Equity & Social Justice Challenge” for which Disney is a co-sponsor.
It is a national effort, with this particular list prepared by the Cleveland chapter.