Racial Stupidity and Malevolence
The white liberal's agenda, coupled with th
atof black race hustlers, has had and continues to have a devast ating impact on ordinary black people. Perhaps the most debilit ating aspect of this liberal malevolence is in the area of educ ation.
Recently, I spoke with a Midwestern university engineering professor who was trying to help an inner-city black student who was admitted to the university's electrical engineering program. The student was sure th
athe was well prepared for an engineering curriculum; his high school had convinced him of th atand the university recruiters supported th atnotion. His poor performance on the university's m ath placement exam required th athe take remedial m ath courses. He's failed them and is now on academic prob ation after two semesters of earning less than a 2.0 grade point average.
The young man and his parents were sure of his preparedness. After all, he had good high school grades, but those grades only meant th
athe was well behaved. The college recruiters probably knew this youngster didn't have the academic prepar ation for an electrical engineering curriculum. They were more concerned with racial diversity.
This young man's background is far from unique. Public schools give most black students fraudulent diplomas th
atcertify a 12th-grade achievement level. According to a report by Abigail Thernstrom, "The Racial Gap in Academic Achievement," black students in 12th grade dealt with scientific problems atthe level of whites in the sixth grade; they wrote about as well as whites in the eighth grade. The average black high school senior had m ath skills on a par with a typical white student in the middle of ninth grade. The average 17-year-old black student could only read as well as the typical white child who had not yet reached age 13.
Black youngsters who take the SAT exam earn an average score th
at's 70 to 80 percent of the score of white students, and keep in mind, the achievement level of white students is nothing to write home about. Under misguided diversity pressures, colleges recruit many black students who are academically ill equipped. Very often, these students become quickly disillusioned, embarrassed and flunk out, or they're steered into curricula th athave little or no academic content, or professors practice affirm ative-action grading. In any case, the 12 years of poor academic prepar ation is not repaired in four or five years of college. This is seen by the huge performance gap between blacks and whites on exams for gradu ate school admittance such as the GRE, MCAT and LSAT.
Is poor academic performance among blacks something immutable or pre-ordained? There is no evidence for such a claim. Let's sample some evidence from earlier periods. In "Assumptions Versus History in Ethnic Educ
ation," in Teachers College Record (1981), Dr. Thomas Sowell reports on academic achievement in some of 's public schools. He compares test scores for sixth graders in Harlem schools with those in the predominantly white New York city Lower East Sidefor April 1941 and December 1941.
In paragraph and word meaning, Harlem students, compared to
Lower East Sidestudents, scored equally or higher. In 1947 and 1951, Harlem third-graders in paragraph and word meaning, and arithmetic reasoning and comput ation scored about the same as -- and in some cases, slightly higher, and in others, slightly lower than -- their white Lower East Sidecounterparts.
Going back to an earlier era,
Washington, D.C.'s 's black students scored higher in citywide tests than any of the city's white schools. In fact, from its founding in 1870 to 1955, most of Dunbar High School Dunbar's gradu ates went off to college.
Let's return to the tale of the youngster
atthe Midwestern college. Recruiting this youngster to be a failure is cruel, psychologically damaging and an embarrassment for his family. But the campus hustlers might come to the aid of the student by convincing him th athis academic failure is a result of white racism and Eurocentric values.
Walter E. Williams
Dr. Williams serves on the faculty of
as John M. Olin Distinguished Professor of Economics and is the author of More Liberty Means Less Government: Our Founders Knew This Well. George Mason University