How Asians Will Save American Education
Sat, 25 Jan 2003 23:27:05 -0500

Wow.   You have no idea how accurate that is.  Its frightening.

Its hard to detatch myself from the rhetoric -- I for instance, dont'
just hold blacks/hispanics and liberals accountable for the
educational decline -- Standardized testing, forced graduation to
further grade levels, and federal/state cuts to the educational system
have a considerable place in the mix.   But you're right as far as AA
is concerned.   Its crap.  California has successfully proven that its
crap.  THe system whereby race is _considered_ but not massive is a
good one.  Hey, I'll be honest.  I got more _ethnically_ (and not my
own) out of going to UCI with its diverse Asian, Hispanic, Middle
Eastern, Eastern European and Black populations than I'll ever hope to
get out of the homogenous white population of Pierce Law Center.
There is something that gets lost when people who are all raised with
the same stereotypes get together.  Its a sucky proposition I'm
observing first hand (95% of the school is white, although our foreign
Masters program provides some needed diversity).   I think my overall
education was enhanced by the diversity as well.  But affirmative
action just ain't the way to go.

TS> Five years ago I obtained transcripts for a PBS Firing Line special in which 
TS> panelists from both sides of the issue discussed the looming demise of 
TS> affirmative action in California (and now Michigan....hopefully). The series 
TS> was timely in that sentiment brewed strongly amongst California's Asians to 
TS> end race preferences in college admissions.

TS> Asians voiced their consternation through lawsuits and social activism that 
TS> helped generate an initiative which was voted into law four years ago, 
TS> abolishing affirmative action considerations in college admissions and state 
TS> hiring. I borrowed my figures for this article from those transcripts. Here 
TS> is how California's affirmative action-based college admissions system 
TS> looked in its swan song.

TS> Admissions to UCLA in 1997 based strictly on academic merit:

TS> Asian 54%

TS> white 47%

TS> Hispanic 5%

TS> black 1.7%

TS> Black applicants to UCLA stood better than a 98% chance that their admission 
TS> would not be based on any consideration of academic ability. That same rule 
TS> applied to 19 of 20 Mexican- Americans. Yet 54% of Chinese, Cambodian, 
TS> Vietnamese, Indian, Pakistani, or other Asian students were considered for 
TS> admission on their academic merits only. More than half of these people had 
TS> to produce a high SAT score to get into UCLA. Why this anomaly then, if 
TS> affirmative action deigns to help "minorities"?

TS> Current racial metaphysics bases race favoritism on the historical record of 
TS> discrimination against minorities and women, black people in particular. 
TS> "Hispanics" are problematic, not only because they are the majority in 
TS> California now, but because so many got here illegally or are the progeny of 
TS> illegal aliens, so a history of discrimination in their case is a nebulous 
TS> claim to say the least, especially since the vast majority of America's 
TS> Hispanic population is quite new, most tracing their roots to Mexico within 
TS> the past 50 years. Yet for many years, a child of illegal aliens from Mexico 
TS> got into UCLA easier than a white student whose father was killed in action 
TS> serving this nation in war. White liberals, blacks, and Hispanics never saw 
TS> anything unfair in this setup, and always shouted down its detractors with 
TS> charges of racism, right up until California's Asians confronted them with 
TS> racial actuality.

TS> Past discrimination is the legal justification for affirmative action in the 
TS> United States. So it follows then, that Cambodian, Chinese, Taiwanese, 
TS> Vietnamese, Indian, Malaysian, and Pakistani immigrants to the US have long 
TS> perpetrated discrimination against American blacks, Hispanics, and 
TS> women...correct? This is the only basis on which affirmative action could 
TS> legally be used to discriminate against these Asians, because the other very 
TS> obvious yet unspoken explanation for such racial profiling by universities 
TS> is that they consider blacks and Hispanics to be the racial inferiors of all 
TS> other ethnic groups by a very great margin. Such a thing could never be 
TS> admitted officially of course.

TS> Average discrepancy in SAT scores at UCLA between blacks & whites: 280 
TS> points.

TS> Average discrepancy in SAT scores at UCLA between blacks and Asians: "well 
TS> over" 300 points.

TS> No mention was made by UCLA if these scores were "race normed", but my guess 
TS> is that they probably were, so I contend that the real SAT score differences 
TS> between blacks and whites averages at least 380 points, and I'll further 
TS> speculate that a difference of 500 points or more is the average between 
TS> blacks and Asians. This is how "race norming" and "centering" works:

TS> Race norming and centering are processes whereby blacks and Hispanics are 
TS> given handicaps in scoring because of presumed handicaps of "cultural bias". 
TS> Black students for instance are given a handicap of 100 points on SAT scores 
TS> right off the bat. Further "centering" or adjusting of scores may follow the 
TS> actual test. For many years, the major complaint of black activists (mainly 
TS> the NAACP) with SAT testing, is that such tests are "culturally biased". 
TS> What this charge euphemistically refers to however, is that blacks have 
TS> considerable difficulty with standard language praxis.

TS> Blacks tend to fail miserably in areas of basic language skills testing. 
TS> This "cultural bias" charge began to lose credibility however, after 
TS> thousands of California's Asians, many of whom had only recently learned the 
TS> English language or who spoke English as a second language, inevitably 
TS> scored higher on SAT English tests than did blacks for whom English is a 
TS> native tongue. In fact, Asians scored higher than blacks even after blacks 
TS> were given their race norming or centering scoring handicaps.

TS> The NAACP has also charged that SAT algebra and geometry sections might be 
TS> considered culturally biased as well, since so few blacks go into the 
TS> difficult pure sciences, life sciences, or engineering schools in college, 
TS> and tend instead to migrate en masse into the humanities, thereby making 
TS> subjects like math irrelevant to their college admissions qualification. In 
TS> other words, the SAT carries much of the "cultural bias" stigma that it 
TS> does, because English, algebra, and geometry have been indicted by the 
TS> NAACP, many Hispanics, and white liberals as being racially biased 
TS> constructs. An abstract construct like algebra for instance, can actually be 
TS> racist, because Algebra is hostile toward black or Hispanic understanding, 
TS> in that blacks and Hispanics as cultures are perfectly willing to grasp such 
TS> a thing as algebra, but so few can, therefore Algebra is a construct of 
TS> hostility toward cultural acceptance, and is considered "culturally biased" 
TS> toward those cultures because of it. The same may be said of geometry.

TS> If such back flips of logic are frightening, they should be, because such 
TS> thinking goes a long way in explaining why American education today is a 
TS> pathetic shadow of its former self. Thirty years ago, America began its 
TS> great downward slide, it cultural "centering", seeking the lowest common 
TS> denominator with which white liberal educators, blacks, and Hispanics might 
TS> assuage themselves that a mainstream norm was being established in which no 
TS> one's self-esteem would suffer. White liberals rationalized that blacks and 
TS> Mexicans couldn't be brought up to a level of academic accomplishment 
TS> considered standard at the time, so the entire system had to be dragged down 
TS> to their level, to a far lower watered-down cultural norm. And that's 
TS> exactly what we have today: a pathetic amalgam of alchemy, metaphysics, and 
TS> pseudoscience passing itself off as academic empiricism, that starts in 
TS> public school first grade and carries through to postdoctoral studies at 
TS> Harvard University. Stupidity as an educational median, where self-esteem 
TS> and cultural hegemony take precedence over anything resembling intellectual 
TS> scrupulosity. It's a pretend system like that of the old Soviet Union, where 
TS> the cynical maxim held that people pretended to work, and the state 
TS> pretended to pay them. Here we pretend to educate, and students pretend they 
TS> are educated.

TS> California's Asians wouldn't hear of it however. They were too new on the 
TS> landscape to buy into a sick system based on cognitive distortion and ethnic 
TS> politics, a system that shouted down any of its former detractors as bigots 
TS> and racists. It was California's Asians who began to deconstruct this sham 
TS> called education. It was California's Asians who showed white liberals, 
TS> blacks, and Hispanics what could be accomplished when people stuck to the 
TS> basics of learning and spent their time reading books and doing physics 
TS> problems instead of devoting their lives to bellowing at the top of their 
TS> lungs while playing the race card. It was California's Asians who finally 
TS> embarrassed a sick system into its inevitable first stage of collapse, and 
TS> no doubt, if another old maxim can be believed, one that states "As goes 
TS> California, so goes the world", it will be California's Asians who halt our 
TS> national plunge into an abyss of ignorance, while teaching America what 
TS> excellence in learning can really be all about.

TS> _________________________________________________________________
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Best regards,