Teaching by identity

I blogged earlier about how I was pleased that the California Legislature gutted SB 1437. This bill, as proposed, would have amended various Education Code provisions to require California schools, beginning in first grade, to teach positive lessons about homosexuals. In another post, I explained my position: I certainly do not believe that we should be negative about, or derogatory of homosexuals. However, I was concerned that the bill, as passed, would result in a situation in which some nonentity was placed in the curriculum, not because of his accomplishments, but because he was gay. Now that my kids are in public school, I’m getting the chance to see how public schools are handling their already existing obligation to deal with identity politics in the curriculum — and realizing that my sense about the proposed amendment was correct.
As it stands now, Education Code Section 51204.5 states that

Instruction in social sciences shall include the early history of California and a study of the role and contributions of both men and women, black Americans, American Indians, Mexicans, Asians, Pacific Island people, and other ethnic groups, to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society.

and Education Code Section 60040 states that

When adopting instructional materials for use in the schools, governing boards shall include only instructional materials which, in their determination, accurately portray the cultural and racial [sic] of our society, including: (a) The contributions of both men and women in all types of roles, including professional, vocational, and executive roles.(b) The role and contributions of Native Americans, African Americans, Mexican Americans, Asian Americans, European Americans, and members of other ethnic and cultural groups to the total development of California and the United States.

In other words, just as was being proposed about gays, lesbians, etc., California schools are currently required to highlight people, not because of what they’ve done, but because of their ethnicity.

My first exposure to this policy in action is a homework folder/calendar that my daughter brings home. It’s a useful tool. It’s essentially a calendar that allows my daughter to record her required homework every day, for every subject, with spaces for both the parents and the teacher to sign off. It’s called “Character Counts! School Agenda” and comes from Alliance Publishing & Marketing, Inc., in Maryland. The book includes useful information, such as punctuation guidelines, the basic parts of speech, abbreviations, etc. The book also includes, for every week, the biography of certain people who are meant to show specific character traits such as responsibilty, citizenship, etc.

It’s these mini-bios I find interesting. Here’s the whole list, which I’ve broken down into six paragraphs just to provide some visual relief, with a brief notation for those who are less well known:

Sarah Chang (violinist); George Washington Carver; Bessie Coleman (first female African American pilot); Kyle Maynard (congential amputee and championship wrestler); Lou Gehrig; Hellen Keller; Paul Ruseasabagina (Rwandan who sheltered over a thousand Tutsis); Christopher Reeve; Bethany Hamilton (surfer who lost her arm to a shark); Theodore Roosevelt; Ida Bell Wells-Barnett (a 19th Century Rosa Parks);

Hank Aguirre; Veronica Guerin (crusading Dublin crime reporter); Chico Mendes (environmental activist); Major General Jeanne Holm (first women in the armed forces to become a major general); Ronald Reagan (I was actually surprised to see him here); Gail Small (Native American activist); Thomas Edison; Mother Theresa;

Adi Roche (raises money for Chernobyl victims); Delvar Barrett (former college basketball player who loves his mother); Arnold Palmer; Ruth Bader Ginsburg (lauded for her activism on women’s behalf; apparently Sandra Day O’Connor, the first female Supreme Court justice, wasn’t available for this book); Leonard Covello (Italian American educator who helped Italian immigrants in the early 20th Century);

Ella Fitzgerald; Abraham Lincoln; Temple Grandin (overcame autism); Martin Luther King, Jr.; Marlee Matlin (deaf actress); Chief Joseph; Peter Westbrook (African American championship fencer); Gandhi; Dolores Huerta (co-founder of the United Farm Workers of America); Jim Thorpe; T.A. (Tom) Barron (writes books to teach kids to respect nature); Harriet Tubman; Dean Kamen (inventor);

Joan of Arc; George Harrison (Beatle, who, rather weakly I think, is used to illustrate the trustworthiness section because he helped out Ravi Shankar re troubles in Bangladesh); Konosuke Matsushita (founder of the eponymous company); Oskar Schindler (rescued 1,200 Jews from the Nazis);

Elissa Montanti (started a foundation to help children in war torn or disaster ravaged countries); Albert Schewitzer; Mary Ann Bickerdyke (Union nurse during the Civil War); Mary Hayashi (Korean-born woman who works in various health related areas); Barack Obama; Adrian Cronauer (DJ during the Vietnam War); Ralph Nader (well known anti-Semite and crackpot).

You can draw your own conclusions about the list’s political make-up. For purposes of this post, I’d like to focus on people who seem to be there to fill a quota. The one that first leapt out at me was Mary Hayashi. She sounds like a decent, intelligent, humane and interesting woman, but she also sounds like a quota:

Mary Hayashi , whose family moved from Korea to America when she was a child, reveals how this move helped her grow as a woman in her book, Far From Home : Shattering the Myth of the Model Minority. Today Hayashi is a well-known advocate for the expansion of healthcare delivery coverage. She founded the non-profit National Asian Women’s Health Organization in 1993 to attain equal health benefits for Asian American families. Hayashi has also established the Iris Alliance Fund to help prevent suicide among children and young adults.

Reading the above makes me feel as if I’m reading the resume for someone applying for a corporate position.

Barak Obama also sounds like a filler. Yes, he’s African American, but he’s certainly not the first African American in Congress. Again, it’s just resume reading. Frankly, if they wanted to put an inspiring “minority in Congress” squiblet into this booklet, why not Bobby Jindal? Isn’t he the first Congressman of East Indian descent?

Another quota filler, from the way the bio is written, is Delvar Barrett. To be honest, he sounds like an absolutely lovely young man:

Delvar Barrett took the time to care for his diabetic mother, Vivien, while playing basketball at Ohio University. Growing up in an underprivileged, gang-ridden area of Detroit, Barrett was teased for being especially poor. When offered a basketball scholarshiop at Ohio, he happily accepted — and took his mother withhim. Barrett then balanced full-time studies and athletics with cooking, cleaning, and caring for Vivian in their shared apartment. After graudation, he became a pharmacy technician. He continues to care for his mother.

As I said, Barrett sounds like a lovely, decent young man. But has he really done something significant enough to be included in the pantheon with Abraham Lincoln, Harriet Tubman, and Thomas Edison? He loved his mother? (That keeps making me think of Tom Lehrer’s masterful song about Oedipus Rex.) I’m all for mother-love, being one myself, but this is stretching.

So it goes: A bizarre mix of genuinely accomplished people, who represent a spectrum of race, colors and creeds, mixed in with decent, hardworking people who appear merely to fill quota requirements. What’s sad about this isn’t that it has a slightly demeaning smell about (“sorry, we couldn’t find a better Asian woman”), but also that it takes space that could be used for a few more genuinely accomplished or significant people (and again, I leave you to draw your own conclusions about the people you’d add to the volume if the quotas were gone).

UPDATE:  I don’t like baseball, so had never heard of Hank Aguirre, who is included in the calendar.  I noted, though, that he didn’t sound very impressive on the little squiblet (which I don’t have now; it’s at school with my daughter).  He was pretty much damned with faint praise, and sounded as if his main claim to fame was that he showed up at work every day.  Oh, and by the way, he’s Hispanic — but he’s not even the first Hispanic in the major leagues.  Again, he sounded like a quota, not a star.  I mentioned this to Don Quixote, who likes baseball, and he sent me the following:

I thought you might be interested in this link:

http://www.baseball-reference.com/a/aguirha01.shtml

Turns out Hank Aguirre was a mediocre pitcher in the 60′s.  He made the all-star team exactly one time and ended his career with an unimpressive 75-72 won-loss record.  What was he on the calendar for?  If they were looking for an Hispanic ballplayer from the 60s, they would have been better served to use my boyhood hero, Roberto Clemente who not only was one of the greatest players ever, but died a hero.  He was also a pioneer, being the first Puerto Rican player (I think the very first, but maybe the first of note) in the major leagues.

Here’s a little bio on him:

http://www.robertoclemente21.com/Biography/biography.html

and his stats:

http://www.toptown.com/hp/66/roberto.htm

Wouldn’t he have been a better choice?

Yes, DQ, he would have been a better choice.
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Comments

  1. erp says

    My dear BW, as your journey into the public schools continues and you find that you are alone or in a very small minority of people who see a problem with leftwing propaganda appearing just about everywhere, i.e., gratuitous lists like the one you described above, you will either give up caring and just try to mitigate the damage to your own kids, not easy if you don’t want them to feel like outsiders . . . or you will take your kids out public school and find an alternate school or home school them yourself.

    The third choice is to obsess and become a scold and a crank others avoid and ignore, because what do you know>/i> compared to the vast teachers unions and the professionals who know what’s best “for the children.”

    Good luck. I look forward for more bulletins from a war zone every bit as important or more so than any military operation.

    Public schools and everything about them including hiring, curriculum, funding, etc. must be returned to local control and the teachers union controlled state and federal departments of education must have a stake put through their collective heart.

    It only took a little more than thirty years for our public schools, once the envy of the world, to stop turning out informed citizens ready and able to take on their civic duties and responsibilities as adults. Public schools have been reduced to mediocrity and leftoid slogans — just a huge gaping maw for tax payer dollars to feed the teachers unions insatiable appetite for more dues paying members, so they’ll have plenty of resources to fund liberal politicians, defeat conservative agendas and promote leftwing initiatives.

    Example. In Florida’s last gubernatorial election, one of the larger teachers union reportedly mortgaged their new headquarters to fund the Democrat challenger to Jeb Bush. Now they’re left with a big mortgage. On second thought, that report might not have been true, the money may have come from the Soros et al. Billionaires for Hire Club.

    In any case, it didn’t work this time, but the left is exceedingly patient and knows that if not stopped, socialist incrementalism creeping in from every part the motley ragtag that makes up the left’s world, will eventually turn the U.S. into a workers paradise.

  2. Danny Lemieux says

    It used to be that it was the Democrat enclaves of the East and Left Coasts that could boast some of the finest educations in the country. However, like Democrat-controlled cities, they are rapidly degenerating into third-wold hell-holes as their economic missteps grind away at the freedoms and prosperity of average people. I can’t help but notice in my travels around the country that both educational performance and the gap between rich and poor are worse in the most socialist of our states. The elites, of course, can afford to escape the consequences of their ideology using dodges such as overseas trust funds and private educations. My prediction: education and economic well-being of the poor will continue to strengthen in red states and continue to decay in blue states.

  3. says

    Tonight (Sept. 1) is a follow-up to John Stossel’s excellent reporting on public education, “Stupid in America,” on ABC (20/20.) He’s stepped up to take on the teacher’s union and I’m soooo looking forward to this next installment!!

  4. says

    The purpose of unions is to balance out the corporate giants. Since teachers are paid by the government, how does a union fullfill its purpose by lobbying the government? Unions are political lobbyists, yet they still believe they are unions. They are not unions, unions died when there was no need for a teacher’s union.

    When there is no need, there is no purpose. Look at the history of Unions and their fights. Then tell me that the teacher’s union is fullfilling their historical duty by making sure teachers can’t be fired.

  5. erp says

    Y, In NYC right now today, (sorry I don’t have a link readily available, if I find it, I’ll post it here) there are 44 administrators deemed incompetent who must nevertheless be kept on the payroll because the teachers union to which they belong forbids it. ‘nuf said.

  6. Danny Lemieux says

    Book, if your experience with the California educational system is anything like our experience in Illinois, you might want to look at how school administrators have been raping the system. Here, they are veritable pigs at the trough, siphoning funds away from facilities, teachers and students alike. I suspect that this is where the real root of the problem lies, not teachers.

  7. says

    When I attended a public junior high school many years ago, one teacher, with a long record of vocal anti-Semitic statements, eventually smashed up a classroom. He was placed on fully paid administrative leave for the next four years while the school attempted to fire him.

Trackbacks

  1. [...] A nice companion piece to my (I hope polite) rant about the effect of quotas on the materials presented to California school children shows up in this Daniel Golden article about how school textbook publishers are desperate to meet their quota requirements. After describing the nice wheel and crutch props Houghton Mifflin Co keeps on site for able bodied kid models to use for photo shoots, Golden has this to say: Houghton Mifflin’s little-known stratagem illustrates how a well-intentioned effort to make classroom textbooks more reflective of the country’s diversity has led publishers to overcompensate and at times replace one artificial vision of reality with another. [...]

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