Harry, Let me respond to only one part of your long and interesting post at this point and get back to the rest later. The issue I was dealing with was Blacks who proved to be very competent in graduate school worked at the same level as did whites who had a couple of hundred extra points on their GRE which tells me that the GRE is measuring much more than basic talent and I was more than willing to gamble on taking such Blacks since they typically were just as good if not better students than the whites. I would guarantee you nationwide that, through friendships, legacies, networks, more whites get preferential treatment to universities than do Blacks.
BTW, they did a study a number of decades ago to see if White and Black kids preferred White or Black dentists. The result was that each felt most comfortable with a dentist of their own ethnic group. When the ran the same test with Hispanics [remember that this was a number of decades ago and things, I assume have changed greatly since then], they found that Hispanics favored the Anglo dentists because they believed that the 'Hispanic' dentists were actually actors since they 'knew' that there was no such person as a 'Hispanic' dentist. Bill On Fri, 27 Jun 2003 17:01:38 -0700 Harry Pollard <[EMAIL PROTECTED]> writes: > Bill, > > Some time ago when we had liberal radio talk shows, the surviving > dean of > talk shows, Michael Jackson (30 years at KABC) was interviewing a > black > leader. He was a sensible one and the interview was good. > > On the subject of an easier track for blacks, Michael said: "Is it > true > that if a white mother carried her infant into a hospital and two > doctors > approached - one black and one white - she would hand her baby to > the white > doctor?" > > The black guest replied: "If a black mother carried in her baby she > would > hand it to the white doctor." > > This was the prevailing feeling that if a special deal was made for > blacks, > we would get rather less than the best in positions that the whites > had to > sweat for. > > Also, when a token black is brought in politically, it is quite > likely that > he won't be the best - which will prove to the whites that blacks > can't cut it. > > A Georgist friend of mine who worked in the Naval Labs at Vallejo - > north > of San Francisco - on his way in from Berkeley would pick up a token > black > lady every morning - bringing her back at night. > > She had nothing tasks to do and eventually she protested, insisting > she > should be allowed to work the computers (big corporate types). The > executives were in a quandary. They couldn't let her touch the > serious > stuff, yet she would hit them with "discrimination" if they didn't > do > something. So, they worked out an unimportant "computer job" for her > that > kept her quiet. > > Now, if they were offered a black kid computer specialist with good > marks > from college - they would wonder whether the marks were his, or a > bureaucratic contrivance, and would prefer not to hire. > > Most teachers are American liberals and I remember talking to an > active > type at a junior high school about the bussing of blacks from East > Los > Angeles to her school in the San Fernando Valley. > > She told me she had never been nervous at school. With the input of > black > kids, she was actually frightened at times. > > I don't blame the black kids. They had been ripped from their > neighborhoods > and dropped among white kids, with whom they had little in common. > (It is > usual in "diversified" schools that during breaks and suchlike, the > blacks > gather in one place, the Hispanics form their own groups - as do the > whites.) > > There is little or none of the diversity so beloved 0f the > educational > theorists. > > During the bussing there was one part that stood out. This was not > compulsory bussing but voluntary bussing. The parents were part of > the > system and made sure their kids were dropped off and picked up after > > school. They supported their kids and the schools they went to. > > This was successful. > > So bussing was cut. The union, whose main focus is not to teach > children, > but to get higher pay for less work, made sure that the successful > voluntary bussing was the first to go. > > The educational system seems to be in the business of warehousing > kids > rather than teaching them. Ending compulsory education would be a > way of > reaching excellence in teaching. The stock answer (from the unions) > to that > suggestion is that kids wouldn't come to school. They would cause > trouble > out on the streets. > > So it is confirmed that the schools are a way of baby sitting > potential > offenders. But putting kids who could care less in classrooms > diminishes > the attention that can be paid to students who want to learn. I have > seen > various figures, but it seems that often a quarter of a teachers > time is > spent on discipline. > > Some schools segregate the delinquents and waste the time of a good > teacher > baby sitting them. > > I was walking the corridors of an Orange County school with a > teacher > friend who had been assigned the "H Group". We met the Principal who > said: > "Janet, you are doing a great job with the H Group." > > Janet said: "He's never been near the class. What he means is that > there's > been no trouble from them. That means a I've done a great job." > > More teacher time is spent on trying to get the recalcitrants to do > their > assignments. Teachers have told me they would fail 75% of their > classes if > they could, but this doesn't look good for their careers. Also, > pressure > comes from above to pass them anyway. The Principal doesn't look > good if a > large percentage of his students are failing. > > A friend of mine has stopped pursuing his PhD and is teaching at > junior > college. His students would mostly fail so he asked the Principal > what to > do. The Principal told him how to produce more successes - marking > on > attempts rather than performance. > > So, if we end compulsion we'll get fewer black kids into grade and > high > schools, but the ones who are there will want to learn and they will > have > the backing of their parents. > > That's the way to get good black kids on the ladder to success. > > (Incidentally, I would suspect that most black kids would go to > school > anyway, because their parents would insist. So, if the teacher said > 'he's > not working, so I'm dropping him' - the parents had better do > something or > he'll be their responsibility.) > > Harry > > ------------------------------------------------------------------------- ---- > > Bill wrote: > > >Harry, > > > >I agree we need a fair playing field. I have found that accepting > an > >African American into grad school with a GRE score 200 points lower > >predicts equal quality once in school. One school I taught at > always had > >the files of legacies [not many Blacks, Native Americans, nor > Hispanics > >there] marked so that admissions committees wouldn't forget. > > > >How would you like to have Dr. Bakke be your friendly physician? > > > >Bill > > > **************************************************** > Harry Pollard > Henry George School of Social Science of Los Angeles > Box 655 Tujunga CA 91042 > Tel: (818) 352-4141 -- Fax: (818) 353-2242 > http://home.attbi.com/~haledward > **************************************************** > > ________________________________________________________________ The best thing to hit the internet in years - Juno SpeedBand! Surf the web up to FIVE TIMES FASTER! Only $14.95/ month - visit www.juno.com to sign up today! _______________________________________________ Futurework mailing list [EMAIL PROTECTED] http://scribe.uwaterloo.ca/mailman/listinfo/futurework
