Sunday, November 28, 2021

Banners over the 405 at Jeffrey: Howard Campbell, Jr. visits Irvine


Banner activity lately just down the road from the little college in the orange groves. Rebel Girl doesn't have a TikTok account but this twitter link should take you there.

The dress up and ethos reminds her of the film, Documenting Hate: Charlottesville which revealed, among other pursuits, the local Rise Above Movement's exploits in tunnels near this freeway overpass and the college. (OC focus starts about 25 minutes in...)

One of the banner hangers is featured below right.

This also reminds Rebel Girl of Kurt Vonnegut's Howard Campbell, Jr. an American spy turned Nazi propagandist who appears in Slaughterhouse 5, Mother Night and others.




“I had hoped, as a broadcaster, to be merely ludicrous, but this is a hard world to be ludicrous in, with so many human beings so reluctant to laugh, so incapable of thought, so eager to believe and snarl and hate. So many people wanted to believe me! Say what you will about the sweet miracle of unquestioning faith, I consider a capacity for it terrifying and absolutely vile.” - Howard Campbell, Jr. in Vonnegut's Mother Night.

Take care out there.
*

Thursday, November 18, 2021

Board Meeting video


Nov 15 meeting of the SOCCCD Board of Trustees 
[click on link for YouTube video]

Public comments
6:55 “inject my body against my will.” “Mandate…unethical.” 
9:05 [Professor Seth Hochwald’s wife] California state employees given option of vaccinate or test. Why not allow those options for employees of the district. “I need an answer.” Marcia does not answer but refers to recommendations. 

Board Reports: [11:07] 
15:38 [Whitt’s report: “I ended up with Covid….” [Found out day of last meeting.] Weird account of hospital stay. “No one came to visit me.” “I thought of how scared I was, feeling of hopelessness…" Thought of all the people who died in that room. I’m vaccinated. You can’t talk about your experience until you have it….” --Very hard to follow. Weird, weird, weird. “Reconsider, all of you, what you are doing.”

Sunday, November 14, 2021

What is "Critical Race Theory" (CRT)?


What Is Critical Race Theory, and Why Is It Under Attack? 
Education Week 
By Stephen Sawchuk — May 18, 2021 
 
     ...Critical race theory is an academic concept that is more than 40 years old. The core idea is that race is a social construct, and that racism is not merely the product of individual bias or prejudice, but also something embedded in legal systems and policies.
     The basic tenets of critical race theory, or CRT, emerged out of a framework for legal analysis in the late 1970s and early 1980s created by legal scholars Derrick Bell, Kimberlé Crenshaw, and Richard Delgado, among others. 
     A good example is when, in the 1930s, government officials literally drew lines around areas deemed poor financial risks, often explicitly due to the racial composition of inhabitants. Banks subsequently refused to offer mortgages to Black people in those areas…. 

Encyclopedia Britannica 

Derrick Bell
     
critical race theory (CRT), intellectual and social movement and loosely organized framework of legal analysis based on the premise that race is not a natural, biologically grounded feature of physically distinct subgroups of human beings but a socially constructed (culturally invented) category that is used to oppress and exploit people of colour. Critical race theorists hold that racism is inherent in the law and legal institutions of the United States insofar as they function to create and maintain social, economic, and political inequalities between whites and nonwhites, especially African Americans. Critical race theorists are generally dedicated to applying their understanding of the institutional or structural nature of racism to the concrete (if distant) goal of eliminating all race-based and other unjust hierarchies....

By Gabriella Borter 
REUTERS 
September 22, 2021 

     …Critical race theory (CRT) is an approach to studying U.S. policies and institutions that is most often taught in law schools. Its foundations date back to the 1970s, when law professors including Harvard Law School’s Derrick Bell began exploring how race and racism have shaped American law and society. 
     The theory rests on the premise that racial bias - intentional or not - is baked into U.S. laws and institutions. Black Americans, for example, are incarcerated at much higher rates than any other racial group, and the theory invites scrutiny of the criminal justice system's role in that. 
     An often-cited illustration is America's War on Drugs. The 1986 Anti-Drug Abuse Act established harsher penalties for possession of crack cocaine than those for powder cocaine; Black Americans are more likely to be convicted of the former and whites the latter. Within four years, average federal drug sentences for Black offenders were 49% higher than those handed out to white offenders, according to the American Civil Liberties Union.... .

The spread of critical race theory in schools has sparked controversies across the country 
By Sam Dorman | Fox News 

     What exactly is critical race theory? The answer to that question appears to have eluded many, as controversies over racial diversity trainings and curricula have swept the nation's schools in recent months. Often compared by critics to actual racism, CRT is a school of thought that generally focuses on how power structures and institutions impact racial minorities. According to Encyclopedia Britannica, the first annual CRT workshop took place in 1989 but its origins go back as far as the mid-20th century with the development of a more general precursor known as critical theory. 
     Advocates of these ideas view the world through the lens of power relationships and societal structures rather than individuals. The movement itself came in reaction to the perceived failures of classical liberalism in the 19th and 20th centuries. Race, according to this view, is a relatively recent social construct that is weaponized by dominant groups to oppress others. 
     Part of the problem defining CRT is that its contours are so vague…. 

Kimberlé Crenshaw, Kendall Thomas, Patricia Williams

Columbia Law School professors explain this method of research for legal scholars and how it’s being misunderstood. 
Columbia News 
July 01, 2021 

     …Critical race theory was a movement that initially started at Harvard under Professor Derrick Bell in the 1980s. It evolved in reaction to critical legal studies, which came about in the 70s and dissected the idea that law was just and neutral. Over time, the movement grew among legal scholars, mostly of color, at law schools across the country, including at UCLA, where [Kimberlé] Crenshaw lectured on critical race theory, civil rights, and constitutional law, and later at Columbia, where she was appointed a full professor in 1995, alongside [Patricia] Williams, a former student, research assistant, and lifelong mentee of Bell’s, and who is now professor of law emerita. 
     Although the scholarship differs in emphasis and discipline, it is united by an interest in understanding and rectifying the ways in which a regime of white supremacy and its subordination of people of color in America has had an impact on the relationship between social structure and professed ideals such as “the rule of law” and “equal protection.” 
     Put simply, according to Crenshaw, who coined the term intersectionality, which refers to how different forms of discrimination (such as sexism and racism) can overlap and compound each other, critical race theory is a way to talk openly about how America’s history has had an effect on our society and institutions today….


By: Gregory Pardlo 
Pen America 
November 8, 2021 

     …The popular (among some) objection is that CRT teaches children and young people that America is racist at its core. This is true. That is, America is indeed racist at its core. And it is a dishonest—not to mention illogical—rhetorical move to make that assertion mean “all white Americans are racist,” which is what CRT-baiters would have us believe is the hidden agenda. Equally dishonest is the effort to have the words “racist” and “racism” describe only the willful and overt racial hatred expressed by a conscious actor. Defining racism like this prevents us from examining the ways that laws, policies, practices and institutional cultures might bear the imprint of earlier generations’ racial attitudes and beliefs. Defining racism in this limited way precludes the possibility that an institution can act on its own, independently from its individual constituents, which, of course, is the very thing institutions are designed to do….

Wednesday, November 10, 2021

Spirit Wednesday

 

November BOT meeting agenda, now available


The agenda for the November 15 meeting of the SOCCCD board of trustees is available HERE.

From the agenda: 

In compliance with AB 361, Board Members, interested parties, and members of the public will be able to call or sign-in to the meeting at 5 p.m. on Monday, November 15, 2021.

[Teleconferencing location:] 
https://socccd.zoom.us/j/94392152104?pwd=UDZxYStuQ0lueG5acHNPdXNVMFhyUT09 

Members of the public may participate via Zoom Videoconferencing using the link above or by calling in to the meeting at (877) 853-5247 (Toll Free) or (888) 788- 0099 (Toll Free) Meeting ID: 943 9215 2104, Password: 600952 

Members of the public wishing to comment on an agenda item or another topic within the jurisdiction of the Board of Trustees will be given the opportunity to ask questions by making public comments directly, via remote access, and in real time during the meeting. Members of the public wishing to make a comment will be asked to unmute and speak and must comply with the 2 minute time limit. 

[For closed session:] 
Members of the public wishing to comment on an agenda item or another topic within the jurisdiction of the Board of Trustees will be given the opportunity to ask questions by making public comments directly, via remote access, and in real time during the meeting. Members of the public wishing to make a comment on a closed session item will be instructed to unmute their audio and must comply with the two (2) minute time limit. 

[Closed session items:] 
2.1 Conference with Legal Counsel (Government Code Section 54956.9) 
2.2 Conference with Labor Negotiators (Government Code Section 54957.6) 
2.3 Public Employee Employment, Evaluation of Performance, Discipline, Dismissal, Release (Government Code Section 54957 and 594954.5) 

Public session [6:30] 
[Public comments:] 
Members of the public wishing to comment on an agenda item or another topic within the jurisdiction of the Board of Trustees will be given the opportunity to ask questions by making public comments directly, via remote access, and in real time during the meeting. Members of the public wishing to make a comment will be instructed to unmute their audio and must comply with the two (2) minute time limit. At the conclusion of each public comment, the speaker will be returned to mute status and shall continue to observe the meeting via the Zoom live stream. In the event of disruption which prevents broadcasting, or disruption (in the agency's control) that prevents public comments, the body shall take no further action on items appearing on the meeting agenda until public access is restored. The maximum time allotment for public speakers on any one topic regardless of the number of speakers shall be twenty (20) minutes. At the discretion of a majority of the Board, the time limit may be extended. 

4. Oral reports [trustees, et al.] 
. . .

5. Public hearings 
5.1 SOCCCD: Conduct a fourth public hearing to solicit input regarding the composition of the trustee areas. 
5.2 Redistricting Presentation 

6. Resolutions 
6.1 SOCCCD: Resolution No. 21-27 Authorizing Remote Teleconference Board Meetings Pursuant to AB 361 6.2 SOCCCD: Resolution Designating the month of November as National Native American Heritage Month 

7. BOT/Chancellor 
[7.1-7.4] 

8. Presentation/discussion items (none) 

9. Consent calendar items 9.1-9.11 

Etc. 
. . .

13. Info items 
13.1 SOCCCD: Staff Response to Public Comments from Previous Board Meeting Etc.


The research: student Evaluations of Teaching "are not valid"


      “Student Evaluations of Teaching” (SETs) have been in the air again, at least at the SOCCCD. (I've been told that the "Faculty Association is working on a new, more effective student evaluation system.")

      I just wanted to remind everyone that, if research on the validity of SETs is any guide, we shouldn’t be relying on them at all. 


Student Evaluations of Teaching are Not Valid: It is time to stop using SET scores in personnel decisions

By John W. Lawrence, AAUP, MAY-JUNE 2018 

...Psychologist Wolfgang Stroebe has argued that reliance on SET scores for evaluating teaching may contribute, paradoxically, to a culture of less rigorous education. He reviewed evidence that students tend to rate more lenient professors more favorably. Moreover, students are more likely to take courses that they perceive as being less demanding and from which they anticipate earning a high grade. Thus, professors are rewarded for being less demanding and more lenient graders both by receiving favorable SET ratings and by enjoying higher student enrollment in their courses. Stroebe reviewed evidence that significant grade inflation over the last several decades has coincided with universities increasingly relying on average SET scores to make personnel decisions. This grade inflation has been greater at private colleges and universities, which often emphasize “customer satisfaction” more than public institutions. In addition, the amount of time students dedicate to studying has fallen, as have gains in critical-thinking skills resulting from college attendance....


✅ Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis: Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis 

Wolfgang Stroebe, Basic and Applied Social Psychology, 13 May 2020 


✅ Teaching Eval Shake-Up 

By Colleen Flaherty, Inside Higher Ed, May 22, 2018 


✅ Even ‘Valid’ Student Evaluations Are ‘Unfair' 

By Colleen Flaherty, Inside Higher Ed, February 27, 2020


SEE ALSO: 

What we've got here is a failure to evaluate, Dissent the Blog, August 23, 2009 

Sunday, November 7, 2021

Still Sunday night

 

So there I was watchin' the final episode of American Rust, which at long last served up the kind of entertainment promised from the start. The last scene was super-cool: Jeff Daniels looks into the camera and says, —well, I don't wanna give anything away.

But then they played this song and I was completely sold. All is forgiven! This show is great!

I just love these guys. Their live shows are legendary.

Who knew this song could sound so great?

It's almost laughable how great that gal sounds after hearing a minute of Mr. Cohen's minimalist warblings.

Magnificent.

Wednesday, November 3, 2021

Gettin' real in the classroom (the real patriots)


     In my "Philosophy 1" courses this semester, as usual, I have a unit on "collective action problems," which segues into a discussion of Thomas Hobbes' Leviathan and his notorious argument that, in the "state of nature" (a hypothetical condition prior to the institution of government), people, pursuing security, would inevitably find themselves in a war of "all against all" in which an individual's life is "solitary, poor, nasty, brutish, and short."

     It's hard to discuss these things and not see the obvious connection to our current circumstances. So I wrote to my students, saying the following:

Something I want you to consider: is the Covid-19 crisis (i.e., the current pandemic) a “collective action problem”? 

collective action problem … is a situation in which all individuals would be better off cooperating but fail to do so because of conflicting interests between individuals that discourage joint action (Wikipedia)

Free rider: a benefit obtained at another's expense or without the usual cost or effort (Merriam-Webster)

Some history

     On Dec 7, 1941, Japan declared war on the US and attacked our naval base at Pearl Harbor. The next day, the US Congress declared war on Japan. Soon thereafter, in response, Italy and Germany declared war on the U.S. At that point, the US was at war with the formidable Axis powers. 

     Cue America's “greatest generation”: people from all walks of life were immediately inspired to do their part in the defense of their country. Men joined the military; children organized to collect construction materials for the war effort; women replaced men in factories; etc. Sacrifices were made by virtually everyone. 

     We wonder: faced with a similar threat, would we witness that kind of patriotic or civic-minded response today? 

The Covid-19 pandemic

     Well, some say we have an answer. In the face of the national crisis—a public health crisis—represented by the Covid-19 pandemic, many Americans voluntarily and happily joined in the effort to combat COVID: they socially distanced, wore masks, and got vaccines. —Not much of a sacrifice, but that's what was called for and many happily came through.

     But many Americans have refused to do so, greatly hampering the pandemic response, helping cause the deaths of hundreds of thousands of Americans and endangering the lives of hundreds of thousands more. 292,000 American lives were lost during WWII; so far, 750,000 Americans have died from Covid-19, in great part owing to the government’s failure maximally to control the spread—a failure largely caused by citizen resistance to the suggestion that they should do their part in the pandemic effort. 

     One might suggest that the latter phenomenon represents classic “free riding” of the kind discussed under the heading “collective action problems.” Some people selfishly refuse to limit their freedoms (by social distancing, etc.) for the sake of the public good. A willingness to make sacrifices for the public good seemed very common in 1941, but it seems less so today. 

     Is that a fair picture? Many think so. It’s complicated by special motivations among these  free riders: beliefs that the pandemic is a fraud, that measures (such as mask-wearing) are inefficacious, and that the government is engaged in nefarious efforts to control citizens via mask-wearing and the like. 

     Once one states these beliefs out loud, it is hard not to recognize their absurdity. I suppose I can tolerate some quibbling about whether masks are as effective as they are supposed to be and how safe vaccines are, but given the level of risk or sacrifice involved (apparently little), it seems that, for most of us, we ought to just shut up and wear the damned mask already. No?


SOCCCD Board of Trustees meeting, September, 2021: Discussion of the proposal to 
mandate vaccines among students (which passed).
Public remarks start at about 1:54 (i.e., 1 hour and 54 minutes into the meeting).

SOCCCD Board of Trustees meeting, October 25, 2021: HERE
Public comments start at 6:35 or so.
Perhaps owing to the rain, there weren't the same number of crazy remarks that we encountered at the September meeting. No real fireworks.
At 2:24:30, Milchiker indicates that Chancellor Burke is "leaving" that post. Burke "agreed to work with us until the end of August."
"We'll soon begin the search for a new Chancellor," says Marcia.

Roy's obituary in LA Times and Register: "we were lucky to have you while we did"

  This ran in the Sunday December 24, 2023 edition of the Los Angeles Times and the Orange County Register : July 14, 1955 - November 20, 2...