Group items tagged

Conservatives thus embraced Hirsch eagerly and breathlessly. He was a stout defender of the patrimony. Liberals eagerly and breathlessly attacked him with equal vigor. He was retrograde, Eurocentric, racist, sexist.

Lost in all the crossfire, however, were two facts: First, Hirsch, a lifelong Democrat who considered himself progressive, believed his enterprise to be in service of social justice and equality. Cultural illiteracy, he argued, is most common among the poor and power-illiterate, and compounds both their poverty and powerlessness. Second: He was right.

A generation of hindsight now enables Americans to see that it is indeed necessary for a nation as far-flung and entropic as the United States, one where rising economic inequality begets worsening civic inequality, to cultivate continuously a shared cultural core. A vocabulary. A set of shared referents and symbols.

So, first of all, Americans do need a list. But second, it should not be Hirsch’s list. And third, it should not made the way he made his. In the balance of this essay, I want to unpack and explain each of those three statements.

If you take the time to read the book attached to Hirsch’s appendix, you’ll find a rather effective argument about the nature of background knowledge and public culture. Literacy is not just a matter of decoding the strings of letters that make up words or the meaning of each word in sequence. It is a matter of decoding context: the surrounding matrix of things referred to in the text and things implied by it

That means understanding what’s being said in public, in the media, in colloquial conversation. It means understanding what’s not being said. Literacy in the culture confers power, or at least access to power. Illiteracy, whether willful or unwitting, creates isolation from power.

his point about background knowledge and the content of shared public culture extends well beyond schoolbooks. They are applicable to the “texts” of everyday life, in commercial culture, in sports talk, in religious language, in politics. In all cases, people become literate in patterns—“schema” is the academic word Hirsch uses. They come to recognize bundles of concept and connotation like “Party of Lincoln.” They perceive those patterns of meaning the same way a chess master reads an in-game chessboard or the way a great baseball manager reads an at bat. And in all cases, pattern recognition requires literacy in particulars.

Lots and lots of particulars. This isn’t, or at least shouldn’t be, an ideologically controversial point. After all, parents on both left and right have come to accept recent research that shows that the more spoken words an infant or toddler hears, the more rapidly she will learn and advance in school. Volume and variety matter. And what is true about the vocabulary of spoken or written English is also true, one fractal scale up, about the vocabulary of American culture.

those who demonized Hirsch as a right-winger missed the point. Just because an endeavor requires fluency in the past does not make it worshipful of tradition or hostile to change.

radicalism is made more powerful when garbed in traditionalism. As Hirsch put it: “To be conservative in the means of communication is the road to effectiveness in modern life, in whatever direction one wishes to be effective.”

Hence, he argued, an education that in the name of progressivism disdains past forms, schema, concepts, figures, and symbols is an education that is in fact anti-progressive and “helps preserve the political and economic status quo.” This is true. And it is made more urgently true by the changes in American demography since Hirsch gave us his list in 1987.

If you are an immigrant to the United States—or, if you were born here but are the first in your family to go to college, and thus a socioeconomic new arrival; or, say, a black citizen in Ferguson, Missouri deciding for the first time to participate in a municipal election, and thus a civic neophyte—you have a single overriding objective shared by all immigrants at the moment of arrival: figure out how stuff really gets done here.

So, for instance, a statement like “One hundred and fifty years after Appomattox, our house remains deeply divided” assumes that the reader knows that Appomattox is both a place and an event; that the event signified the end of a war; that the war was the Civil War and had begun during the presidency of a man, Abraham Lincoln, who earlier had famously declared that “a house divided against itself cannot stand”; that the divisions then were in large part about slavery; and that the divisions today are over the political, social, and economic legacies of slavery and how or whether we are to respond to those legacies.

But why a list, one might ask? Aren’t lists just the very worst form of rote learning and standardized, mechanized education? Well, yes and no.

it’s not just newcomers who need greater command of common knowledge. People whose families have been here ten generations are often as ignorant about American traditions, mores, history, and idioms as someone “fresh off the boat.”

The more serious challenge, for Americans new and old, is to make a common culture that’s greater than the sum of our increasingly diverse parts. It’s not enough for the United States to be a neutral zone where a million little niches of identity might flourish; in order to make our diversity a true asset, Americans need those niches to be able to share a vocabulary. Americans need to be able to have a broad base of common knowledge so that diversity can be most fully activated.

as the pool of potential culture-makers has widened, the modes of culture creation have similarly shifted away from hierarchies and institutions to webs and networks. Wikipedia is the prime embodiment of this reality, both in how the online encyclopedia is crowd-created and how every crowd-created entry contains links to other entries.

so any endeavor that makes it easier for those who do not know the memes and themes of American civic life to attain them closes the opportunity gap. It is inherently progressive.

since I started writing this essay, dipping into the list has become a game my high-school-age daughter and I play together.

I’ll name each of those entries, she’ll describe what she thinks to be its meaning. If she doesn’t know, I’ll explain it and give some back story. If I don’t know, we’ll look it up together. This of course is not a good way for her teachers to teach the main content of American history or English. But it is definitely a good way for us both to supplement what school should be giving her.

And however long we end up playing this game, it is already teaching her a meta-lesson about the importance of cultural literacy. Now anytime a reference we’ve discussed comes up in the news or on TV or in dinner conversation, she can claim ownership. Sometimes she does so proudly, sometimes with a knowing look. My bet is that the satisfaction of that ownership, and the value of it, will compound as the years and her education progress.

The trouble is, there are also many items on Hirsch’s list that don’t seem particularly necessary for entry into today’s civic and economic mainstream.

Which brings us back to why diversity matters. The same diversity that makes it necessary to have and to sustain a unifying cultural core demands that Americans make the core less monochromatic, more inclusive, and continuously relevant for contemporary life

it’s worth unpacking the baseline assumption of both Hirsch’s original argument and the battles that erupted around it. The assumption was that multiculturalism sits in polar opposition to a traditional common culture, that the fight between multiculturalism and the common culture was zero-sum.

As scholars like Ronald Takaki made clear in books like A Different Mirror, the dichotomy made sense only to the extent that one imagined that nonwhite people had had no part in shaping America until they started speaking up in the second half of the twentieth century.

The truth, of course, is that since well before the formation of the United States, the United States has been shaped by nonwhites in its mores, political structures, aesthetics, slang, economic practices, cuisine, dress, song, and sensibility.

In its serious forms, multiculturalism never asserted that every racial group should have its own sealed and separate history or that each group’s history was equally salient to the formation of the American experience. It simply claimed that the omni-American story—of diversity and hybridity—was the legitimate American story.

as Nathan Glazer has put it (somewhat ruefully), “We are all multiculturalists now.” Americans have come to see—have chosen to see—that multiculturalism is not at odds with a single common culture; it is a single common culture.

it is true that in a finite school year, say, with finite class time and books of finite heft, not everything about everyone can be taught. There are necessary trade-offs. But in practice, recognizing the true and longstanding diversity of American identity is not an either-or. Learning about the internment of Japanese Americans does not block out knowledge of D-Day or Midway. It is additive.

As more diverse voices attain ever more forms of reach and power we need to re-integrate and reimagine Hirsch’s list of what literate Americans ought to know.

To be clear: A 21st-century omni-American approach to cultural literacy is not about crowding out “real” history with the perishable stuff of contemporary life. It’s about drawing lines of descent from the old forms of cultural expression, however formal, to their progeny, however colloquial.

Nor is Omni-American cultural literacy about raising the “self-esteem” of the poor, nonwhite, and marginalized. It’s about raising the collective knowledge of all—and recognizing that the wealthy, white, and powerful also have blind spots and swaths of ignorance

What, then, would be on your list? It’s not an idle question. It turns out to be the key to rethinking how a list should even get made.

the Internet has transformed who makes culture and how. As barriers to culture creation have fallen, orders of magnitude more citizens—amateurs—are able to shape the culture in which we must all be literate. Cat videos and Star Trek fan fiction may not hold up long beside Toni Morrison. But the entry of new creators leads to new claims of right: The right to be recognized. The right to be counted. The right to make the means of recognition and accounting.

It is true that lists alone, with no teaching to bring them to life and no expectation that they be connected to a broader education, are somewhere between useless and harmful.

This will be a list of nodes and nested networks. It will be a fractal of associations, which reflects far more than a linear list how our brains work and how we learn and create. Hirsch himself nodded to this reality in Cultural Literacy when he described the process he and his colleagues used for collecting items for their list, though he raised it by way of pointing out the danger of infinite regress.

His conclusion, appropriate to his times, was that you had to draw boundaries somewhere with the help of experts. My take, appropriate to our times, is that Americans can draw not boundaries so much as circles and linkages, concept sets and pathways among them.

Because 5,000 or even 500 items is too daunting a place to start, I ask here only for your top ten. What are ten things every American—newcomer or native born, affluent or indigent—should know? What ten things do you feel are both required knowledge and illuminating gateways to those unenlightened about American life? Here are my entries: Whiteness The Federalist Papers The Almighty Dollar Organized labor Reconstruction Nativism The American Dream The Reagan Revolution DARPA A sucker born every minute

Coulter’s deeper point is that for America to truly be America, it must stand apart

The core problem with embracing soccer is that in so doing, America would become more like the rest of the world.

America’s own league, Major League Soccer, draws as many fans to its stadiums as do the NHL and NBA.

I wrote an essay entitled “The End of American Exceptionalism,” which argued that on subjects where the United States has long been seen as different, attitudes in America increasingly resemble those in Europe. Soccer is one of the best examples yet.

“Soccer,” Markovits and Hellerman argue, “was perceived by both native-born Americans and immigrants as a non-American activity at a time in American history when nativism and nationalism emerged to create a distinctly American self-image … if one liked soccer, one was viewed as at least resisting—if not outright rejecting—integration into America.”

The average age of Americans who call baseball their favorite sport is 53. Among Americans who like football best, it’s 46. Among Americans who prefer soccer, by contrast, the average age is only 37.

Old-stock Americans, in other words, were elevating baseball, football, and basketball into symbols of America’s distinct identity. Immigrants realized that embracing those sports offered a way to claim that identity for themselves. Clinging to soccer, by contrast, was a declaration that you would not melt.

why is interest in soccer rising now? Partly, because the United States is yet again witnessing mass immigration from soccer-mad nations.

the key shift is that America’s sports culture is less nativist. More native-born Americans now accept that a game invented overseas can become authentically American, and that the immigrants who love it can become authentically American too. Fewer believe that to have merit, something must be invented in the United States.

why didn’t soccer gain a foothold in the U.S. in the decades between the Civil War and World War I, when it was gaining dominance in Europe? Precisely because it was gaining dominance in Europe. The arbiters of taste in late 19th and early 20th century America wanted its national pastimes to be exceptional.

Americans over the age of 50 were 15 points more likely to say “our culture is superior” than were people over 50 in Germany, Spain, Britain, and France

Americans under 30, by contrast, were actually less likely to say “our culture is superior” than their counterparts in Germany, Spain, and Britain.

Americans today are less likely to insist that America’s way of doing things is always best. In 2002, 60 percent of Americans told the Pew Research Center that, “our culture is superior to others.” By 2011, it was down to 49 percent.

the third major pro-soccer constituency is liberals. They’re willing to embrace a European sport for the same reason they’re willing to embrace a European-style health care system: because they see no inherent value in America being an exception to the global rule

When the real-estate website Estately created a seven part index to determine a state’s love of soccer, it found that Washington State, Maryland, the District of Columbia, New York, and New Jersey—all bright blue—loved soccer best, while Alabama, Arkansas, North Dakota, Mississippi and Montana—all bright red—liked it least.

the soccer coalition—immigrants, liberals and the young—looks a lot like the Obama coalition.

Sports-wise, therefore, Democrats constitute an alliance between soccer and basketball fans while Republicans disproportionately follow baseball, golf, and NASCAR. Football, by far America’s most popular sport, crosses the aisle.)

The willingness of growing numbers of Americans to embrace soccer bespeaks their willingness to imagine a different relationship with the world. Historically, conservative foreign policy has oscillated between isolationism and imperialism. America must either retreat from the world or master it. It cannot be one among equals, bound by the same rules as everyone else

Exceptionalists view sports the same way. Coulter likes football, baseball, and basketball because America either plays them by itself, or—when other countries play against us—we dominate them.

Embracing soccer, by contrast, means embracing America’s role as merely one nation among many, without special privileges. It’s no coincidence that young Americans, in addition to liking soccer, also like the United Nations. In 2013, Pew found that Americans under 30 were 24 points more favorable to the U.N. than Americans over 50.

Millennials were also 23 points more likely than the elderly to say America should take its allies’ opinion into account even if means compromising our desires.

In embracing soccer, Americans are learning to take something we neither invented nor control, and nonetheless make it our own. It’s a skill we’re going to need in the years to come.

on these points — and for all of its virtues, buzz, spinoffs and a Pulitzer Prize — the 1619 Project has failed.

That doesn’t mean that the project seeks to erase the Declaration of Independence from history. But it does mean that it seeks to dethrone the Fourth of July by treating American history as a story of Black struggle against white supremacy — of which the Declaration is, for all of its high-flown rhetoric, supposed to be merely a part.

he deleted assertions went to the core of the project’s most controversial goal, “to reframe American history by considering what it would mean to regard 1619 as our nation’s birth year.”

She then challenged me to find any instance in which the project stated that “using 1776 as our country’s birth date is wrong,” that it “should not be taught to schoolchildren,” and that the only one “that should be taught” was 1619. “Good luck unearthing any of us arguing that,” she added.

I emailed her to ask if she could point to any instances before this controversy in which she had acknowledged that her claims about 1619 as “our true founding” had been merely metaphorical. Her answer was that the idea of treating the 1619 date metaphorically should have been so obvious that it went without saying.

“1619. It is not a year that most Americans know as a notable date in our country’s history. Those who do are at most a tiny fraction of those who can tell you that 1776 is the year of our nation’s birth. What if, however, we were to tell you that this fact, which is taught in our schools and unanimously celebrated every Fourth of July, is wrong, and that the country’s true birth date, the moment that its defining contradictions first came into the world, was in late August of 1619?”

Here is an excerpt from the introductory essay to the project by The New York Times Magazine’s editor, Jake Silverstein, as it appeared in print in August 2019 (italics added):

In his introduction, Silverstein argues that America’s “defining contradictions” were born in August 1619, when a ship carrying 20 to 30 enslaved Africans from what is present-day Angola arrived in Point Comfort, in the English colony of Virginia. And the title page of Hannah-Jones’s essay for the project insists that “our founding ideals of liberty and equality were false when they were written.”

What was surprising was that in 1776 a politically formidable “defining contradiction” — “that all men are created equal” — came into existence through the Declaration of Independence. As Abraham Lincoln wrote in 1859, that foundational document would forever serve as a “rebuke and stumbling block to the very harbingers of reappearing tyranny and oppression.”

As for the notion that the Declaration’s principles were “false” in 1776, ideals aren’t false merely because they are unrealized, much less because many of the men who championed them, and the nation they created, hypocritically failed to live up to them.

These two flaws led to a third, conceptual, error. “Out of slavery — and the anti-Black racism it required — grew nearly everything that has truly made America exceptional,” writes Silverstein.

Nearly everything? What about, say, the ideas contained by the First Amendment? Or the spirit of openness that brought millions of immigrants through places like Ellis Island? Or the enlightened worldview of the Marshall Plan and the Berlin airlift? Or the spirit of scientific genius and discovery exemplified by the polio vaccine and the moon landing?

On the opposite side of the moral ledger, to what extent does anti-Black racism figure in American disgraces such as the brutalization of Native Americans, the Chinese Exclusion Act or the internment of Japanese-Americans in World War II?

The world is complex. So are people and their motives. The job of journalism is to take account of that complexity, not simplify it out of existence through the adoption of some ideological orthodoxy.

This mistake goes far to explain the 1619 Project’s subsequent scholarly and journalistic entanglements. It should have been enough to make strong yet nuanced claims about the role of slavery and racism in American history. Instead, it issued categorical and totalizing assertions that are difficult to defend on close examination.

It should have been enough for the project to serve as curator for a range of erudite and interesting voices, with ample room for contrary takes. Instead, virtually every writer in the project seems to sing from the same song sheet, alienating other potential supporters of the project and polarizing national debate.

James McPherson, the Pulitzer Prize-winning author of “Battle Cry of Freedom” and a past president of the American Historical Association. He was withering: “Almost from the outset,” McPherson told the World Socialist Web Site, “I was disturbed by what seemed like a very unbalanced, one-sided account, which lacked context and perspective.”

In particular, McPherson objected to Hannah-Jones’s suggestion that the struggle against slavery and racism and for civil rights and democracy was, if not exclusively then mostly, a Black one. As she wrote in her essay: “The truth is that as much democracy as this nation has today, it has been borne on the backs of Black resistance.”

McPherson demurs: “From the Quakers in the 18th century, on through the abolitionists in the antebellum, to the Radical Republicans in the Civil War and Reconstruction, to the N.A.A.C.P., which was an interracial organization founded in 1909, down through the civil rights movements of the 1950s and 1960s, there have been a lot of whites who have fought against slavery and racial discrimination, and against racism,” he said. “And that’s what’s missing from this perspective.”

Wilentz’s catalog of the project’s mistakes is extensive. Hannah-Jones’s essay claimed that by 1776 Britain was “deeply conflicted” over its role in slavery. But despite the landmark Somerset v. Stewart court ruling in 1772, which held that slavery was not supported by English common law, it remained deeply embedded in the practices of the British Empire. The essay claimed that, among Londoners, “there were growing calls to abolish the slave trade” by 1776. But the movement to abolish the British slave trade only began about a decade later — inspired, in part, Wilentz notes, by American antislavery agitation that had started in the 1760s and 1770s.

ie M. Harris, an expert on pre-Civil War African-American life and slavery. “On Aug. 19 of last year,” Harris wrote, “I listened in stunned silence as Nikole Hannah-Jones … repeated an idea that I had vigorously argued against with her fact checker: that the patriots fought the American Revolution in large part to preserve slavery in North America.”

The larger problem is that The Times’s editors, however much background reading they might have done, are not in a position to adjudicate historical disputes. That should have been an additional reason for the 1619 Project to seek input from, and include contributions by, an intellectually diverse range of scholarly voices. Yet not only does the project choose a side, it also brooks no doubt.

“It is finally time to tell our story truthfully,” the magazine declares on its 1619 cover page. Finally? Truthfully? Is The Times suggesting that distinguished historians, like the ones who have seriously disputed aspects of the project, had previously been telling half-truths or falsehoods?

unlike other dates, 1776 uniquely marries letter and spirit, politics and principle: The declaration that something new is born, combined with the expression of an ideal that — because we continue to believe in it even as we struggle to live up to it — binds us to the date.

On the other, the 1619 Project has become, partly by its design and partly because of avoidable mistakes, a focal point of the kind of intense national debate that columnists are supposed to cover, and that is being widely written about outside The Times. To avoid writing about it on account of the first scruple is to be derelict in our responsibility toward the second.

Mr. Trachtenberg understood the centrality of the university as a physical place. New structures were a visceral sign of progress. They told visitors, donors and civic leaders that the institution was, like beams and scaffolding rising from the earth, ascending. He added new programs, recruited more students, and followed the dictate of constant expansion.

the American research university had evolved into a complicated and somewhat peculiar organization. It was built to be all things to all people: to teach undergraduates, produce knowledge, socialize young men and women, train workers for jobs, anchor local economies, even put on weekend sports events. And excellence was defined by similarity to old, elite institutions. Universities were judged by the quality of their scholars, the size of their endowments, the beauty of their buildings and the test scores of their incoming students.

John Silber embarked on a huge building campaign while bringing luminaries like Saul Bellow and Elie Wiesel on board to teach and lend their prestige to the B.U. name, creating a bigger, more famous and much more costly institution. He had helped write a game plan for the aspiring college president.

GWU is, for all intents and purposes, a for-profit organization. Best example: study abroad. Their top program, a partnering with Sciences Po, costs each student (30 of them, on a program with 'prestige' status?) a full semester's tuition. It costs GW, according to Sciences Po website, €1000. A neat $20,000 profit per student (who is in digging her/himself deeper and deeper in debt.) Moreover, the school takes a $500 admin fee for the study abroad application! With no guarantee that all credits transfer. Students often lose a partial semester, GW profits again. Nor does GW offer help with an antiquated, one-shot/no transfers, tricky registration process. It's tough luck in gay Paris.Just one of many examples. Dorms with extreme mold, off-campus housing impossible for freshmen and sophomores. Required meal plan: Chick-o-Filet etc. Classes with over 300 students (required).This is not Harvard, but costs same.Emotional problems? Counselors too few. Suicides continue and are not appropriately addressed. Caring environment? Extension so and so, please hold.It's an impressive campus, I'm an alum. If you apply, make sure the DC experience is worth the price: good are internships, a few colleges like Elliot School, post-grad.GWU uses undergrad $$ directly for building projects, like the medical center to which students have NO access. (Student health facility is underfunded, outsourced.)Outstanding professors still make a difference. But is that enough?

Mr. Trachtenberg, however, understood something crucial about the modern university. It had come to inhabit a market for luxury goods. People don’t buy Gucci bags merely for their beauty and functionality. They buy them because other people will know they can afford the price of purchase. The great virtue of a luxury good, from the manufacturer’s standpoint, isn’t just that people will pay extra money for the feeling associated with a name brand. It’s that the high price is, in and of itself, a crucial part of what people are buying.

Mr. Trachtenberg convinced people that George Washington was worth a lot more money by charging a lot more money. Unlike most college presidents, he was surprisingly candid about his strategy. College is like vodka, he liked to explain.

The Absolut Rolex plan worked. The number of applicants surged from some 6,000 to 20,000, the average SAT score of students rose by nearly 200 points, and the endowment jumped from $200 million to almost $1 billion.

The university became a magnet for the children of new money who didn’t quite have the SATs or family connections required for admission to Stanford or Yale. It also aggressively recruited international students, rich families from Asia and the Middle East who believed, as nearly everyone did, that American universities were the best in the world.

U.S. News & World Report now ranks the university at No. 54 nationwide, just outside the “first tier.”

The watch and vodka analogies are correct. Personally, I used car analogies when discussing college choices with my kids. We were in the fortunate position of being able to comfortably send our kids to any college in the country and have them leave debt free. Notwithstanding, I told them that they would be going to a state school unless they were able to get into one of about 40 schools that I felt, in whatever arbitrary manner I decided, that was worth the extra cost. They both ended up going to state schools.College is by and large a commodity and you get out of it what you put into it. Both of my kids worked hard in college and were involved in school life. They both left the schools better people and the schools better schools for them being there. They are both now successful adults.I believe too many people look for the prestige of a named school and that is not what college should be primarily about.

In 2013, only 14 percent of the university’s 10,000 undergraduates received a grant — a figure on a par with elite schools but far below the national average. The average undergraduate borrower leaves with about $30,800 in debt.

When I talk to the best high school students in my state I always stress the benefits of the honors college experience at an affordable public university. For students who won't qualify for a public honors college. the regular pubic university experience is far preferable to the huge debt of places like GW.

Carey would do well to look beyond high ticket private universities (which after all are still private enterprises) and what he describes as the Olympian heights of higher education (which for some reason seems also to embitter him) and look at the system overall . The withdrawal of public support was never a policy choice; it was a political choice, "packaged and branded" as some tax cutting palaver all wrapped up in the argument that a free-market should decide how much college should cost and how many seats we need. In such an environment, trustees at private universities are no more solely responsible for turning their degrees into commodities than the administrations of state universities are for raising the number of out-of-state students in order to offset the loss of support from their legislatures. No doubt, we will hear more about market based solutions and technology from Mr. Carey

I went to GW back in the 60s. It was affordable and it got me away from home in New York. While I was there, Newsweek famously published a article about the DC Universities - GW, Georgetown, American and Catholic - dubbing them the Pony league, the schools for the children of wealthy middle class New Yorkers who couldn't get into the Ivy League. Nobody really complained. But that wasn't me. I went because I wanted to be where the action was in the 60s, and as we used to say - "GW was literally a stone's throw from the White House. And we could prove it." Back then, the two biggest alumni names were Jackie Kennedy, who's taken some classes there, and J. Edgar Hoover. Now, according to the glossy magazine they send me each month, it's the actress Kerry Washington. There's some sort of progress there, but I'm a GW alum and not properly trained to understand it.

This explains a lot of the modern, emerging mentality. It encompasses the culture of enforced grade inflation, cheating and anti-intellectualism in much of higher education. It is consistent with our culture of misleading statistics and information, cronyism and fake quality, the "best and the brightest" being only schemers and glad handers. The wisdom and creativity engendered by an honest, rigorous academic education are replaced by the disingenuous quick fix, the winner-take-all mentality that neglects the common good.

I attended nearby Georgetown University and graduated in 1985. Relative to state schools and elite schools, it was expensive then. I took out loans. I had Pell grants. I had work-study and GSL. I paid my debt of $15,000 off in ten years. Would I have done it differently? Yes: I would have continued on to graduate school and not worried about paying off those big loans right after college. My career work out and I am grateful for the education I received and paid for. But I would not recommend to my nieces and nephews debts north of $100,000 for a BA in liberal arts. Go community. Then go state. Then punch your ticket to Harvard, Yale or Stanford — if you are good enough.

American universities appear to have more and more drifted away from educating individuals and citizens to becoming high priced trade schools and purveyors of occupational licenses. Lost in the process is the concept of expanding a student's ability to appreciate broadly and deeply, as well as the belief that a republican democracy needs an educated citizenry, not a trained citizenry, to function well.Both the Heisman Trophy winner and the producer of a successful tech I.P.O. likely have much in common, a college education whose rewards are limited to the financial. I don't know if I find this more sad on the individual level or more worrisome for the future of America.

This is now a consumer world for everything, including institutions once thought to float above the Shakespearean briars of the work-a-day world such as higher education, law and medicine. Students get this. Parents get this. Everything is negotiable: financial aid, a spot in the nicest dorm, tix to the big game. But through all this, there are faculty - lots of 'em - who work away from the fluff to link the ambitions of the students with the reality and rigor of the 21st century. The job of the student is to get beyond the visible hype of the surroundings and find those faculty members. They will make sure your investment is worth it

My experience in managing or working with GW alumni in their 20's or 30's has not been good. Virtually all have been mentally lazy and/or had a stunning sense of entitlement. Basically they've been all talk and no results. That's been quite a contrast to the graduates from VA/MD state universities.

More and more, I notice what my debt-financed contributions to the revenue streams of my vendors earn them, not me. My banks earned enough to pay ridiculous bonuses to employees for reckless risk-taking. My satellite tv operator earned enough to overpay ESPN for sports programming that I never watch--and that, in turn, overpays these idiotic pro athletes and college sports administrators. My health insurer earned enough to defeat one-payor insurance; to enable the opaque, inefficient billing practices of hospitals and other providers; and to feed the behemoth pharmaceutical industry. My church earned enough to buy the silence of sex abuse victims and oppose progressive political candidates. And my govt earned enough to continue ag subsidies, inefficient defense spending, and obsolete transportation and energy policies.

as the parent of GWU freshman I am grateful for every opportunity afforded her. She has a generous merit scholarship, is in the honors program with some small classes, and has access to internships that can be done while at school. GWU also gave her AP credits to advance her to sophomore status. Had she attended the state flagship school (where she was accepted into that exclusive honors program) she would have a great education but little else. It's not possible to do foreign affairs related internship far from D.C. or Manhattan. She went to a very competitive high school where for the one or two ivy league schools in which she was interested, she didn't have the same level of connections or wealth as many of her peers. Whether because of the Common Application or other factors, getting into a good school with financial help is difficult for a middle class student like my daughter who had a 4.0 GPA and 2300 on the SAT. She also worked after school.The bottom line - GWU offered more money than perceived "higher tier" universities, and brought tuition to almost that of our state school system. And by the way, I think she is also getting a very good education.

This article reinforces something I have learned during my daughter's college application process. Most students choose a school based on emotion (reputation) and not value. This luxury good analogy holds up.

The entire education problem can be solved by MOOCs lots and lots of them plus a few closely monitored tests and personal interviews with people. Of course many many people make MONEY off of our entirely inefficient way of "educating" -- are we even really doing that -- getting a degree does NOT mean one is actually educated

As a first-generation college graduate I entered GW ambitious but left saddled with debt, and crestfallen at the hard-hitting realization that my four undergraduate years were an aberration from what life is actually like post-college: not as simple as getting an [unpaid] internship with a fancy titled institution, as most Colonials do. I knew how to get in to college, but what do you do after the recess of life ends?I learned more about networking, resume plumping (designated responses to constituents...errr....replied to emails), and elevator pitches than actual theory, economic principles, strong writing skills, critical thinking, analysis, and philosophy. While relatively easy to get a job after graduating (for many with a GW degree this is sadly not the case) sustaining one and excelling in it is much harder. It's never enough just to be able to open a new door, you also need to be prepared to navigate your way through that next opportunity.

this is a very telling article. Aimless and directionless high school graduates are matched only by aimless and directionless institutes of higher learning. Each child and each parent should start with a goal - before handing over their hard earned tuition dollars, and/or leaving a trail of broken debt in the aftermath of a substandard, unfocused education.

it is no longer the most expensive university in America. It is the 46th.Others have been implementing the Absolut Rolex Plan. John Sexton turned New York University into a global higher-education player by selling the dream of downtown living to students raised on “Sex and the City.” Northeastern followed Boston University up the ladder. Under Steven B. Sample, the University of Southern California became a U.S. News top-25 university. Washington University in St. Louis did the same.

I currently attend GW, and I have to say, this article completely misrepresents the situation. I have yet to meet a single person who is paying the full $60k tuition - I myself am paying $30k, because the school gave me $30k in grants. As for the quality of education, Foreign Policy rated GW the #8 best school in the world for undergraduate education in international affairs, Princeton Review ranks it as one of the best schools for political science, and U.S. News ranks the law school #20. The author also ignores the role that an expanding research profile plays in growing a university's prestige and educational power.

And in hundreds of regional universities and community colleges, presidents and deans and department chairmen have watched this spectacle of ascension and said to themselves, “That could be me.” Agricultural schools and technical institutes are lobbying state legislatures for tuition increases and Ph.D. programs, fitness centers and arenas for sport. Presidents and boards are drawing up plans to raise tuition, recruit “better” students and add academic programs. They all want to go in one direction — up! — and they are all moving with a single vision of what they want to be.

this is the same playbook used by hospitals the past 30 years or so. It is how Hackensack Hospital became Hackensack Medical Center and McComb Hospital became Southwest Mississippi Regional Medical Center. No wonder the results have been the same in healthcare and higher education; both have priced themselves out of reach for average Americans.

a world where a college is rated not by the quality of its output, but instaed, by the quality of its inputs. A world where there is practically no work to be done by the administration because the college's reputation is made before the first class even begins! This is isanity! But this is the swill that the mammoth college marketing departments nationwide have shoved down America's throat. Colleges are ranked not by the quality of their graduates, but rather, by the test scores of their incoming students!

The Pew Foundation has been doing surveys on what students learn, how much homework they do, how much time they spend with professors etc. All good stuff to know before a student chooses a school. It is called the National Survey of Student Engagement (NSSE - called Nessy). It turns out that the higher ranked schools do NOT allow their information to be released to the public. It is SECRET.Why do you think that is?

The article blames "the standard university organizational model left teaching responsibilities to autonomous academic departments and individual faculty members, each of which taught and tested in its own way." This is the view of someone who has never taught at a university, nor thought much about how education there actually happens. Once undergraduates get beyond the general requirements, their educations _have_ to depend on "autonomous departments" because it's only those departments know what the requirements for given degree can be, and can grant the necessary accreditation of a given student. The idea that some administrator could know what's necessary for degrees in everything from engineering to fiction writing is nonsense, except that's what the people who only know the theory of education (but not its practice) actually seem to think. In the classroom itself, you have tremendously talented people, who nevertheless have their own particular strengths and approaches. Don't you think it's a good idea to let them do what they do best rather than trying to make everyone teach the same way? Don't you think supervision of young teachers by older colleagues, who actually know their field and its pedagogy, rather than some administrator, who knows nothing of the subject, is a good idea?

it makes me very sad to see how expensive some public schools have become. Used to be you could work your way through a public school without loans, but not any more. Like you, I had the advantage of a largely-scholarship paid undergraduate education at a top private college. However, I was also offered a virtually free spot in my state university's (then new) honors college

My daughter attended a good community college for a couple of classes during her senior year of high school and I could immediately see how such places are laboratories for failure. They seem like high schools in atmosphere and appearance. Students rush in by car and rush out again when the class is over.The four year residency college creates a completely different feel. On arrival, you get the sense that you are engaging in something important, something apart and one that will require your full attention. I don't say this is for everyone or that the model is not flawed in some ways (students actually only spend 2 1/2 yrs. on campus to get the four yr. degree). College is supposed to be a 60 hour per week job. Anything less than that and the student is seeking himself or herself

This. Is. STUNNING. I have always wondered, especially as my kids have approached college age, why American colleges have felt justified in raising tuition at a rate that has well exceeded inflation, year after year after year. (Nobody needs a dorm with luxury suites and a lazy river pool at college!) And as it turns out, they did it to become luxury brands. Just that simple. Incredible.I don't even blame this guy at GWU for doing what he did. He wasn't made responsible for all of American higher ed. But I do think we all need to realize what happened, and why. This is front page stuff.

I agree with you, but, unfortunately, given the choice between low tuition, primitive dorms, and no athletic center VS expensive & luxurious, the customers (and their parents) are choosing the latter. As long as this is the case, there is little incentive to provide bare-bones and cheap education.

Wesleyan University in CT is one school that is moving down the rankings. Syracuse University is another. Reed College is a third. Why? Because these schools try hard to stay out of the marketing game. (With its new president, Syracuse has jumped back into the game.) Bryn Mawr College, outside Philadelphia hasn't fared well over the past few decades in the rankings, which is true of practically every women's college. Wellesley is by far the highest ranked women's college, but even there the acceptance rate is significantly higher than one finds at comparable coed liberal arts colleges like Amherst & Williams. University of Chicago is another fascinating case for Mr. Carey to study (I'm sure he does in his forthcoming book, which I look forward to reading). Although it has always enjoyed an illustrious academic reputation, until recently Chicago's undergraduate reputation paled in comparison to peer institutions on the two coasts. A few years ago, Chicago changed its game plan to more closely resemble Harvard and Stanford in undergraduate amenities, and lo and behold, its rankings shot up. It was a very cynical move on the president's part to reassemble the football team, but it was a shrewd move because athletics draw more money than academics ever can (except at engineering schools like Cal Tech & MIT), and more money draws richer students from fancier secondary schools with higher test scores, which lead to higher rankings - and the beat goes on.

College INDUSTRY is out of control. Sorry, NYU, GW, BU are not worth the price. Are state schools any better? We have the University of Michigan, which is really not a state school, but a university that gives a discount to people who live in Michigan. Why? When you have an undergraduate body 40+% out-of-state that pays tuition of over $50K/year, you tell me?Perhaps the solution is two years of community college followed by two at places like U of M or Michigan State - get the same diploma at the end for much less and beat the system.

In one recent yr., the majority of undergrad professors at Harvard, according to Boston.com, where adjuncts. That means low pay, no benefits, no office, temp workers. Harvard.Easily available student loans fueled this arms race of amenities and frills that in which colleges now engage. They moved the cost of education onto the backs of people, kids, who don't understand what they are doing.Students in colleges these days are customers and the customers must be able to get through. If it requires dumbing things down, so be it. On top of tuition, G.W. U. is known by its students as the land of added fees on top of added fees. The joke around campus was that they would soon be installing pay toilets in the student union. No one was laughing.

You could written the same story about my alma mater, American University. The place reeked of ambition and upward mobility decades ago and still does. Whoever's running it now must look at its measly half-billion-dollar endowment and compare it to GWU's $1.5 billion and seethe with envy, while GWU's president sets his sights on an Ivy League-size endowment. And both get back to their real jobs: 24/7 fundraising,Which is what university presidents are all about these days. Money - including million-dollar salaries for themselves (GWU's president made more than Harvard's in 2011) - pride, cachet, power, a mansion, first-class all the way. They should just be honest about it and change their university's motto to Ostende mihi pecuniam! (please excuse my questionable Latin)Whether the students are actually learning anything is up to them, I guess - if they do, it's thanks to the professors, adjuncts and the administrative staff, who do the actual work of educating and keep the school running.

When I was in HS (70s), many of my richer friends went to GW and I was then of the impression that GW was a 'good' school. As I age, I have come to realize that this place is just another façade to the emptiness that has become America. All too often are we faced with a dilemma: damned if we do, damned if we don't. Yep, 'education' has become a trap for all too many of our citizen.

I transferred to GWU from a state school. I am forever grateful that I did. I wanted to get a good rigorous education and go to one of the best International Affairs schools in the world. Even though the state school I went to was dirt-cheap, the education and the faculty was awful. I transferred to GW and was amazed at the professors at that university. An ambassador or a prominent IA scholar taught every class. GW is an expensive school, but that is the free market. If you want a good education you need to be willing to pay for it or join the military. I did the latter and my school was completely free with no debt and I received an amazing education. If young people aren't willing to make some sort of sacrifice to get ahead or just expect everything to be given to then our country is in a sad state.We need to stop blaming universities like GWU that strive to attract better students, better professors, and better infrastructure. They are doing what is expected in America, to better oneself.

"Whether the students are actually learning anything is up to them, I guess." How could it possibly be otherwise??? I am glad that you are willing to give credit to teachers and administrators, but it is not they who "do the actual work of educating." From this fallacy comes its corollary, that we should blame teachers first for "under-performing schools". This long-running show of scapegoating may suit the wallets and vanity of American parents, but it is utterly senseless. When, if ever, American culture stops reeking of arrogance, greed and anti-intellectualism, things may improve, and we may resume the habit of bothering to learn. Until then, nothing doing.

Universities sell knowledge and grade students on how much they have learned. Fundamentally, there is conflict of interest in thsi setup. Moreover, students who are poorly educated, even if they know this, will not criticize their school, because doing so would make it harder for them to have a career. As such, many problems with higher education remain unexposed to the public.

I've lectured and taught in at least five different countries in three continents and the shortest perusal of what goes on abroad would totally undermine most of these speculations. For one thing American universities are unique in their dedication to a broad based liberal arts type education. In France, Italy or Germany, for example, you select a major like mathematics or physics and then in your four years you will not take even one course in another subject. The amount of work that you do that is critically evaluated by an instructor is a tiny fraction of what is done in an American University. While half educated critics based on profoundly incomplete research write criticism like this Universities in Germany Italy, the Netherlands, South Korea and Japan as well as France have appointed committees and made studies to explain why the American system of higher education so drastically outperforms their own system. Elsewhere students do get a rather nice dose of general education but it ends in secondary school and it has the narrowness and formulaic quality that we would just normally associate with that. The character who wrote this article probably never set foot on a "campus" of the University of Paris or Rome

The university is part of a complex economic system and it is responding to the demands of that system. For example, students and parents choose universities that have beautiful campuses and buildings. So universities build beautiful campuses. State support of universities has greatly declined, and this decline in funding is the greatest cause of increased tuition. Therefore universities must compete for dollars and must build to attract students and parents. Also, universities are not ranked based on how they educate students -- that's difficult to measure so it is not measured. Instead universities are ranked on research publications. So while universities certainly put much effort into teaching, research has to have a priority in order for the university to survive. Also universities do not force students and parents to attend high price institutions. Reasonably priced state institutions and community colleges are available to every student. Community colleges have an advantage because they are funded by property taxes. Finally learning requires good teaching, but it also requires students that come to the university funded, prepared, and engaged. This often does not happen. Conclusion- universities have to participate in profile raising actions in order to survive. The day that funding is provided for college, ranking is based on education, and students choose campuses with simple buildings, then things will change at the university.

This is the inevitable result of privatizing higher education. In the not-so-distant past, we paid for great state universities through our taxes, not tuition. Then, the states shifted funding to prisons and the Federal government radically cut research support and the GI bill. Instead, today we expect universities to support themselves through tuition, and to the extent that we offered students support, it is through non-dischargeable loans. To make matters worse, the interest rates on those loans are far above the government's cost of funds -- so in effect the loans are an excise tax on education (most of which is used to support a handful of for-profit institutions that account for the most student defaults). This "consumer sovereignty" privatized model of funding education works no better than privatizing California's electrical system did in the era of Enron, or our privatized funding of medical service, or our increasingly privatized prison system: it drives up costs at the same time that it replace quality with marketing.

There are data in some instances on student learning, but the deeper problem, as I suspect the author already knows, is that there is nothing like a consensus on how to measure that learning, or even on when is the proper end point to emphasize (a lot of what I teach -- I know this from what students have told me -- tends to come into sharp focus years after graduation).

Michael (Baltimore) has hit the nail on the head. Universities are increasingly corporatized institutions in the credentialing business. Knowledge, for those few who care about it (often not those paying for the credentials) is available freely because there's no profit in it. Like many corporate entities, it is increasingly run by increasingly highly paid administrators, not faculty.

GWU has not defined itself in any unique way, it has merely embraced the bland, but very expensive, accoutrements of American private education: luxury dorms, food courts, spa-like gyms, endless extracurricular activities, etc. But the real culprit for this bloat that students have to bear financially is the college ranking system by US News, Princeton Review, etc. An ultimately meaningless exercise in competition that has nevertheless pushed colleges and universities to be more like one another. A sad state of affairs, and an extremely expensive one for students

It is long past time to realize the failure of the Reagonomics-neoliberal private profits over public good program. In education, we need to return to public institutions publicly funded. Just as we need to recognize that Medicare, Social Security, the post office, public utilities, fire departments, interstate highway system, Veterans Administration hospitals and the GI bill are models to be improved and expanded, not destroyed.

George Washington is actually not a Rolex watch, it is a counterfeit Rolex. The real Rolexes of higher education -- places like Hopkins, Georgetown, Duke, the Ivies etc. -- have real endowments and real financial aid. No middle class kid is required to borrow $100,000 to get a degree from those schools, because they offer generous need-based financial aid in the form of grants, not loans. The tuition at the real Rolexes is really a sticker price that only the wealthy pay -- everybody else on a sliding scale. For middle class kids who are fortunate enough to get in, Penn actually ends up costing considerably less than a state university.The fake Rolexes -- BU, NYU, Drexel in Philadelphia -- don't have the sliding scale. They bury middle class students in debt.And really, though it is foolish to borrow $100,000 or $120,000 for an undergraduate degree, I don't find the transaction morally wrong. What is morally wrong is our federal government making that loan non-dischargeable in bankruptcy, so many if these kids will be having their wages garnished for the REST OF THEIR LIVES.There is a very simple solution to this, by the way. Cap the amount of non-dischargeable student loan debt at, say, $50,000

The slant of this article is critical of the growth of research universities. Couldn't disagree more. Modern research universities create are incredibly engines of economic opportunity not only for the students (who pay the bills) but also for the community via the creation of blue and white collar jobs. Large research university employ tens of thousands of locals from custodial and food service workers right up to high level administrators and specialist in finance, computer services, buildings and facilities management, etc. Johns Hopkins University and the University of Maryland system employ more people than any other industry in Maryland -- including the government. Research universities typically have hospitals providing cutting-edge medical care to the community. Local business (from cafes to property rental companies) benefit from a built-in, long-term client base as well as an educated workforce. And of course they are the foundry of new knowledge which is critical for the future growth of our country.Check out the work of famed economist Dr. Julia Lane on modeling the economic value of the research university. In a nutshell, there are few better investments America can make in herself than research universities. We are the envy of the world in that regard -- and with good reason. How many *industries* (let alone jobs) have Stanford University alone catalyzed?

What universities have the monopoly on is the credential. Anyone can learn, from books, from free lectures on the internet, from this newspaper, etc. But only universities can endow you with the cherished degree. For some reason, people are will to pay more for one of these pieces of paper with a certain name on it -- Ivy League, Stanford, even GW -- than another -- Generic State U -- though there is no evidence one is actually worth more in the marketplace of reality than the other. But, by the laws of economics, these places are actually underpriced: after all, something like 20 times more people are trying to buy a Harvard education than are allowed to purchase one. Usually that means you raise your price.

Overalll a good article, except for - "This comes on the heels of Richard Arum and Josipa Roksa’s “Academically Adrift,” a study that found “limited or no learning” among many college students." The measure of learning you report was a general thinking skills exam. That's not a good measure of college gains. Most psychologists and cognitive scientists worth their salt would tell you that improvement in critical thinking skills is going to be limited to specific areas. In other words, learning critical thinking skills in math will make little change in critical thinking about political science or biology. Thus we should not expect huge improvements in general critical thinking skills, but rather improvements in a student's major and other areas of focus, such as a minor. Although who has time for a minor when it is universally acknowledged that the purpose of a university is to please and profit an employer or, if one is lucky, an investor. Finally, improved critical thinking skills are not the end all and be all of a college education even given this profit centered perspective. Learning and mastering the cumulative knowledge of past generations is arguably the most important thing to be gained, and most universities still tend to excel at that even with the increasing mandate to run education like a business and cultivate and cull the college "consumer".

As for community colleges, there was an article in the Times several years ago that said it much better than I could have said it myself: community colleges are places where dreams are put on hold. Without making the full commitment to study, without leaving the home environment, many, if not most, community college students are caught betwixt and between, trying to balance work responsibilities, caring for a young child or baby and attending classes. For males, the classic "end of the road" in community college is to get a car, a job and a girlfriend, one who is not in college, and that is the end of the dream. Some can make it, but most cannot.

as a scientist I disagree with the claim that undergrad tuition subsidizes basic research. Nearly all lab equipment and research personnel (grad students, technicians, anyone with the title "research scientist" or similar) on campus is paid for through federal grants. Professors often spend all their time outside teaching and administration writing grant proposals, as the limited federal grant funds mean ~%85 of proposals must be rejected. What is more, out of each successful grant the university levies a "tax", called "overhead", of 30-40%, nominally to pay for basic operations (utilities, office space, administrators). So in fact one might say research helps fund the university rather than the other way around. Flag

It's certainly overrated as a research and graduate level university. Whether it is good for getting an undergraduate education is unclear, but a big part of the appeal is getting to live in D.C..while attending college instead of living in some small college town in the corn fields.

Many philosophers and many departments simply ignore arguments for greater diversity; others respond with arguments for Eurocentrism that we and many others have refuted elsewhere. The profession as a whole remains resolutely Eurocentric.

Instead, we ask those who sincerely believe that it does make sense to organize our discipline entirely around European and American figures and texts to pursue this agenda with honesty and openness. We therefore suggest that any department that regularly offers courses only on Western philosophy should rename itself “Department of European and American Philosophy.”

We see no justification for resisting this minor rebranding (though we welcome opposing views in the comments section to this article), particularly for those who endorse, implicitly or explicitly, this Eurocentric orientation.

Some of our colleagues defend this orientation on the grounds that non-European philosophy belongs only in “area studies” departments, like Asian Studies, African Studies or Latin American Studies. We ask that those who hold this view be consistent, and locate their own departments in “area studies” as well, in this case, Anglo-European Philosophical Studies.

Others might argue against renaming on the grounds that it is unfair to single out philosophy: We do not have departments of Euro-American Mathematics or Physics. This is nothing but shabby sophistry. Non-European philosophical traditions offer distinctive solutions to problems discussed within European and American philosophy, raise or frame problems not addressed in the American and European tradition, or emphasize and discuss more deeply philosophical problems that are marginalized in Anglo-European philosophy. There are no comparable differences in how mathematics or physics are practiced in other contemporary cultures.

Of course, we believe that renaming departments would not be nearly as valuable as actually broadening the philosophical curriculum and retaining the name “philosophy.” Philosophy as a discipline has a serious diversity problem, with women and minorities underrepresented at all levels among students and faculty, even while the percentage of these groups increases among college students. Part of the problem is the perception that philosophy departments are nothing but temples to the achievement of males of European descent. Our recommendation is straightforward: Those who are comfortable with that perception should confirm it in good faith and defend it honestly; if they cannot do so, we urge them to diversify their faculty and their curriculum.

This is not to disparage the value of the works in the contemporary philosophical canon: Clearly, there is nothing intrinsically wrong with philosophy written by males of European descent; but philosophy has always become richer as it becomes increasingly diverse and pluralistic.

We hope that American philosophy departments will someday teach Confucius as routinely as they now teach Kant, that philosophy students will eventually have as many opportunities to study the “Bhagavad Gita” as they do the “Republic,” that the Flying Man thought experiment of the Persian philosopher Avicenna (980-1037) will be as well-known as the Brain-in-a-Vat thought experiment of the American philosopher Hilary Putnam (1926-2016), that the ancient Indian scholar Candrakirti’s critical examination of the concept of the self will be as well-studied as David Hume’s, that Frantz Fanon (1925-1961), Kwazi Wiredu (1931- ), Lame Deer (1903-1976) and Maria Lugones will be as familiar to our students as their equally profound colleagues in the contemporary philosophical canon. But, until then, let’s be honest, face reality and call departments of European-American Philosophy what they really are.

For demographic, political and historical reasons, the change to a more multicultural conception of philosophy in the United States seems inevitable. Heed the Stoic adage: “The Fates lead those who come willingly, and drag those who do not.”

If Mr. Trump talks about Muslim parents and their son who was killed in action, that’s what the public remembers. If he goes to Mexico or Louisiana, that’s what they recall reading or hearing about him. If Mr. Trump calls President Obama the founder of the Islamic State, “ISIS” moves to the top of the list of what Americans tell us they are hearing about the Republican candidate.

it may not matter exactly why Americans are so likely to recall reading about Mrs. Clinton’s email situation week after week. Its looming prominence in the public’s mind has become a reality, and it has the effect of superseding public awareness of her policy speeches and statements about issues.

What Americans recall hearing about Mrs. Clinton is significantly less varied. Specifically — and to an extraordinary degree — Americans have consistently told us that they are reading and hearing about her handling of emails

By contrast, it’s clear that Mrs. Clinton and her campaign team have not wanted her handling of emails to dominate what Americans have been taking away from her campaign over the past two months

we can assume he wants his statements and actions to be seen and heard, to attract attention. The evidence is clear that they are. The public may be getting no more than a superficial understanding of Mr. Trump’s positions on key issues or how he would implement them as laws if he is elected, but the public clearly is repeating back to us what he intends for it to hear.

the public may be learning about the candidates’ temperament, character, personality and health issues, but from what they tell us, Americans aren’t getting much in the way of real substance.

The moderators of the coming series of debates will most likely focus directly on the candidates’ positions on issues. This may shift what Americans tell us they are learning about the candidates, and if so, it could signal a significant upgrade in the way the process is working. But that also means that a lot still depends on the candidates themselves and how they end up shaping the contours of the debates

“In Norway, people very much disapprove of inequalities that are due to bad luck,”

“People in the U.S. are more willing to accept inequality, even if it reflects pure good luck for some and pure bad luck for others.”

The purpose of setting up the experiment this way, Tungodden told me, was to find out spectators’ views about different sources of inequality. In the first setting, inequality was a result of luck: The workers both did the task well, but one just got lucky and received a bonus. In the second, inequality was a result of merit: One worker did the task better. And the third was to assess whether people were willing to eradicate inequality created by luck if doing so had costs: The bonus was lower if the spectators chose to redistribute it more fairly.

In the experiment, Americans were more willing to accept inequality if it’s a result of luck than Norwegians were. When both workers did the task well, but only one got the bonus (the first setting), half of Americans said they wanted to redistribute the bonus equally. By contrast, 78 percent of Norwegians did. “It’s an enormous difference in exactly the same situation in a willingness to accept brute luck,” Tungodden said. “Americans hold this view of, whatever comes to you, good for you.”

When inequality was a result of merit, on the other hand, people in both countries were willing to accept it. Just 15 percent of people in the U.S. and 36 percent of people in Norway redistributed the bonus in the second situation.

Together, this helps explain why Norway has a more robust welfare state than the U.S. does, Tungodden said. Norwegians believe that when someone is, by bad luck, born into a poor family, or is, by bad luck, thrust into poverty, that person should have help from others. U.S. residents are more split on this idea

This could be because Americans admire wealth and would be hesitant to implement policies that would hurt people who, by luck, are wealthy.

There were some differences in which demographics in each country were willing to redistribute the bonuses.

white Americans tend to be more withholding when it comes to welfare if they believe the money is going to black Americans. It would be illuminating for another, similar study to be performed that looks at whether white people perceive luck as more or less fair if the beneficiary (or loser, as the case may be) is black.

Perhaps somewhat surprisingly, both Americans and Norwegians seemed willing to weather some costs of wealth redistribution. In the third setting, when spectators were told that the inequality was the result of luck, but that redistributing the bonus would have a significant cost, about equal numbers of Americans and Norwegians decided to redistribute

it shows that people in both countries are more concerned about whether inequalities are fair than about whether there are costs to redistribution.

Debates about the costs of a welfare state and redistribution in America, then, may be besides the point. Costs don’t seem to be Americans’ big hang-up with redistribution. Rather, their opposition seems to go to an underlying acceptance of fate and the fortunes it brings.

When asked to estimate how many college students came from families in the bottom 20 percent of income, respondents substantially misjudged, estimating that those from the lowest income bracket attended college at a rate five times greater than the actual one

The data also confirmed the psychological utility of this mistake: Overestimating upward mobility was self-serving for rich and poor people alike. For those who saw themselves as rich and successful, it helped justify their wealth. For the poor, it provided hope for a brighter economic future.

Participants in the survey overshot the likelihood of rising from the poorest quintile to one of the three top quintiles by nearly 15 percentage points. (On average, only 30 percent of individuals make that kind of leap.)

studies by two independent research teams (each led by an author of this article) found that Americans across the economic spectrum did indeed severely misjudge the amount of upward mobility in society.

they were also asked to estimate upward mobility for people who were similar to them “in terms of goals, abilities, talents and motivations.” In this case, respondents were even more likely to overestimate upward mobility.

Those with the most room to move up were more likely to think that such movement was possible.

The higher up people said they were, the more they overestimated the likelihood of upward mobility. Being aware of your position at the top of a low-mobility hierarchy can be uncomfortable, because without mobility, sitting at the top is the result of luck, rather than merit.

political liberals were less likely to overestimate upward mobility relative to conservatives — a finding consistent with other research suggesting that conservatives see our society as more merit-based than do liberals.

members of ethnic minority groups tended to overestimate upward mobility more than did European Americans. This result indicated that those with the most to gain from believing in an upwardly mobile society tended to believe so more strongly.

belief in the American dream is woefully misguided when compared with objective reality. Addressing the rising economic gap between rich and poor in society, it seems, will require us to contend not only with economic and political issues, but also with biases of our psychology.

sociologists at City University of New York and the University of Michigan, wanted to try to find out why it exists. In a new paper in the journal PNAS, they looked at whether it could be explained by socio-demographic factors (such as family income and parental education), cognitive ability (were these children simply more intelligent?), or work ethic. 

socio-demographic factors could not explain the achievement gap between Asians and whites. This is because recently arrived Asian immigrants with little formal education and low incomes have children that do better in school than their white peers.

Being brainier isn't the answer either. When the pair looked at cognitive ability as measured by standardised tests, Asian-Americans were not different from their white peers

 Instead Dr Hsin and Dr Xie find that the achievement gap can be explained through harder work—as measured by teacher assessments of student work habits and motivation.

What might explain harder work? The authors point to the fact Asian-Americans are likely to be immigrants or children of immigrants who, as a group, tend to be more optimistic. These are people who have made a big move in search of better opportunities. Immigration is a "manifestation of that optimism through effort, that you can have a better life"

Added to this mix is a general cultural belief among Asian-Americans that achievement comes with effort. We know that children who believe ability is innate are more inclined to give up if something doesn't come naturally. An understanding that success requires hard work—not merely an aptitude—is therefore useful.

“Tiger” parenting clearly has its place, but it is not everything, according to this study. Dr Hsin says that Asian-Americans also have some unique social and ethnic capital, such as good access to tutors and social networks that offer information about schools and college-admission routes. They also benefit from positive stereotypes which lead to wider expectations of success.

Should Ms Chua’s approach to child-rearing replace the American standard, which seems to emphasise self-esteem over test scores? Not necessarily. The report’s researchers point out that Asian-American children also suffer from poorer self-images and more conflicted relationships with their parents. Dr Hsin wonders if this may be the result of pressure to meet narrowly defined and high standards for success. Children who fail to meet these expectations end up feeling like failures, while those who succeed fail to feel satisfied because they are simply achieving what is expected.

By one estimate, the Smithsonian Institution, Cleveland Museum of Natural History and Howard University hold the remains of some 2,000 African Americans among them. The total only increases when considering museums with remains from other populations across the African diaspora.

His collection eventually ended up at the University of Pennsylvania. Only last year did the university officially announce the collection had been removed from a shelved display within an archaeology classroom.

systematic collection of African American remains, as well as those of people from other marginalized communities, began with the work of Samuel George Morton.

Institutions long embraced such collections primarily for the pseudoscientific work of justifying racial hierarchies.

The U.S. Senate passed the African American Burial Grounds Network Act in December 2020. This bill would establish a voluntary network to identify and protect often at-risk African American cemeteries.

This work is necessary because many of the remains of Black people, like those of Native Americans, were taken without the consent of family, used in ways that contravened spiritual traditions, and treated with less respect than most others in society.

Even more importantly, the absence of a coordinated, national effort will mean the delay of justice for thousands of African American ancestors whose bodies have been, and continue to be, desecrated

my spouse and I, who are both Asian-American, never thought to give her a name like Seohyun or Haeun. Though Korean was the language I spoke growing up in New York with my immigrant parents, I’ve forgotten many of the words I used to know. Yet hearing it spoken still conjures the sense of home.

I had no ambition to teach my daughter Korean, but when she turned 5, she insisted she wanted to learn so she could talk to her halmoni — her grandmother. So I conceded.

On Seollal, the Korean New Year, she and the other girls in her class sported traditional silk outfits. The floor-length skirts flapped to show their patterned leggings underneath, in a church basement that smelled of steamed rice and sesame oil.

Still, I kept asking my daughter when she would try soccer, which seemed to me the “American thing” to do on a Saturday morning. It was held at the same time as Korean School. I kept thinking about the parents on the sidelines and wondered what we were missing

A classmate had written that coronavirus was a problem and that keeping Chinese people out of the country was the solution.

In the summer of 2020, the Stop A.A.P.I. Hate Youth Campaign interviewed 990 Asian-American young adults across the United States about their experiences during the pandemic, and found that one in four had reported experiencing racism in some way

Kids said that they had been bullied, physically harassed and had racial slurs shouted at them

a child who hears a racist remark hears this: “You don’t belong. You’re other. You’re different.”

We are one of only a handful of Asian-American families in our school, which prides itself on teaching about inclusion. Earlier in the year, our daughter came home talking about Malala Yousafzai and Ruby Bridges, asking where we would have been sitting on the bus in times of segregation.

But when a girl in our neighborhood pointed to my daughter and said they could not play together because of the “China virus,” I wept.

During lockdown, we devoured books with Asian-American heroines by authors like Grace Lin and Min Jin Lee

I struggled to find the words to explain to my daughter why Chinese-Americans were forced to live in these barracks; why they were separated from their families.

She doesn’t yet know about the 84-year old man who died two days after being shoved to the sidewalk in Chinatown in San Francisco last month, or about the six Asian-American women killed by a shooter in Atlanta this week.

While attacks on Asian people aren’t always charged as hate crimes, many Asians feel an increasing sense of vulnerability.

Kids begin to develop a sense of racial identity by age 3 or 4, Dr. Yip said.

Once they enter grade school, they hear about race and racism from peers and the media they consume.

“By not talking about race” and what they’re hearing, Dr. Yip said, “you run the risk of intensifying stereotypes” which can then lead to racism.

“We think we’re protecting our kids, by not talking about racist incidents” Dr. Chen added. “But actually not talking about it is not helping.” Building their racial identity is what helps them feel safe.

When a racist incident happens to your child, Dr. Chen said, don’t jump into solving the problem. First ask how they feel and listen. Tell them you don’t know all the answers, but you can find solutions together.

Make sure that the children who were targeted know it wasn’t their fault, Dr. Chen added. Role play what you will do if it happens again and tell them, Mom or Dad or your caregivers will keep you safe.

“I’m not sure Asian-American families can avoid ‘the talk’ any longer.” It’s a talk that must include listening to, and coming to understand, all groups who face racial bias.

In hindsight, I now see that Korean School has done more for my family than soccer ever could. It’s a place where my daughter sees she isn’t alone. There are families who look like ours and wrestle with the same questions, about what we will forget, and what we will keep from our immigrant families’ pasts.

My daughter has gone from sewing masks for her bears, to carrying Black Lives Matter posters and voting with me in a presidential election.

Complaining about political correctness is patriotically correct. The patriotically correct must use the non-word “illegals,” or “illegal immigrant” or “illegal alien” to describe foreigners who broke our immigration laws. Dissenters support “open borders” or “shamnesty” for 30 million illegal alien invaders. The punishment is deportation because “we’re a nation of laws” and they didn’t “get in line,” even though no such line actually exists. Just remember that they are never anti-immigration, only anti-illegal immigration, even when they want to cut legal immigration.

Black Lives Matter is racist because it implies that black lives are more important than other lives, but Blue Lives Matter doesn’t imply that cops’ lives are more important than the rest of ours. Banning Islam or Muslim immigration is a necessary security measure, but homosexuals should not be allowed to get married because it infringes on religious liberty. Transgender people could access women’s restrooms for perverted purposes, but Donald Trump walking in on nude underage girls in dressing rooms before a beauty pageant is just “media bias.”

Terrorism is an “existential threat,” even though the chance of being killed in a terrorist attack is about 1 in 3.2 million a year. Saying the words “radical Islam” when describing terrorism is an important incantation necessary to defeat that threat. When Chobani yogurt founder Hamdi Ulukaya decides to employ refugees in his factories, it’s because of his ties to “globalist corporate figures.” Waving a Mexican flag on U.S. soil means you hate America, but waving a Confederate flag just means you’re proud of your heritage.

Insufficient displays of patriotism among the patriotically correct can result in exclusion from public life and ruined careers. It also restricts honest criticism of failed public policies, diverting blame for things like the war in Iraq to those Americans who didn’t support the war effort enough.

Poor white Americans are the victims of economic dislocation and globalization beyond their control, while poor blacks and Hispanics are poor because of their failed cultures. The patriotically correct are triggered when they hear strangers speaking in a language other than English. Does that remind you of the PC duty to publicly shame those who use unacceptable language to describe race, gender or whatever other identity is the victim du jour?

The patriotically correct rightly ridicule PC “safe spaces” but promptly retreat to Breitbart or talk radio, where they can have mutually reinforcing homogeneous temper tantrums while complaining about the lack of intellectual diversity on the left.

There is no such thing as too much national security, but it’s liberals who want to coddle Americans with a “nanny state.”

Those who disagree with the patriotically correct are animated by anti-Americanism, are post-American, or deserve any other of a long list of clunky and vague labels that signal virtue to other members of the patriotic in-group.

Every group has implicit rules against certain opinions, actions and language as well as enforcement mechanisms — and the patriotically correct are no exception. But they are different because they are near-uniformly unaware of how they are hewing to a code of speech and conduct similar to the PC lefties they claim to oppose.

The modern form of political correctness on college campuses and the media is social tyranny with manners, while patriotic correctness is tyranny without the manners, and its adherents do not hesitate to use the law to advance their goals.

The project is called the Program for the International Assessment of Adult Competencies (known as Piaac, sometimes called “pee-ack”). In 2011 and 2012, 166,000 adults ages 16 to 65 were tested in the O.E.C.D. countries

Like PISA, Piaac tests people’s literacy and math skills. Because the test takers were adults, they were asked to use those skills in real-world contexts.

As with the measures of K-12 education, the United States battles it out for last place, this time with Italy and Spain.

Only 18 percent of American adults with bachelor’s degrees score at the top two levels of numeracy, compared with the international average of 24 percent. Over one-third of American bachelor’s degree holders failed to reach Level 3 on the five-level Piaac scale, which means that they cannot perform math-related tasks that “require several steps and may involve the choice of problem-solving strategies.”

American results on the literacy and technology tests were somewhat better, in the sense that they were only mediocre. American adults were eighth from the bottom in literacy, for instance. And recent college graduates look no better than older ones. Among people ages 16 to 29 with a bachelor’s degree or better, America ranks 16th out of 24 in numeracy.

There is no reason to believe that American colleges are, on average, the best in the world.

Instead, Piaac suggests that the wide disparities of knowledge and skill present among American schoolchildren are not ameliorated by higher education. If anything, they are magnified. In 2000, American 15-year-olds scored slightly above the international average. Twelve years later, Americans who were about 12 years older scored below the international average.

Many Americans, then, are holding two contradictory ideas in their mind at once: the optimistic belief that their success is in their hands (on display since Tocqueville’s Democracy in America) and the acknowledgement that wages have been steadily stagnating (on decline since the band America).

In his story, Gabler concedes that, no matter how illogical and uninformed his financial decisions might have been, he remained seduced by a superseding assumption that he “would always overcome any adversity, should it arrive.”

“This is the genius and the Achilles’ heel of American culture,” Newman says. “We do have a strong belief in self-determination and agency, even when our expectations fly in the face of reality.”

Struggling white-collar workers and managers, she says, especially stood out in her research for how likely they were to believe they were the authors of their own fate. “And if your destiny isn’t working out very well,” she says, “you only have yourself to blame,” in their telling.

part of what makes financial fragility so distressing in the United States is that citizens aren’t afforded the regimen of protections offered by Europe’s wealthier governments.

“These are social democracies that come to the rescue of people in trouble or are just more generous even if they’re not in trouble,” says Newman. “So the kind of suffering that will happen in a society like that is not one of material deprivation nearly as much as what we call in the trade ‘social exclusion.’”

For Coates, true equality means “black people in this country have the right to be as mediocre as white people,” he says. “Not that individual black people will be as excellent, or more excellent, than other white people.”

he came to see black respectability—the idea that, to succeed, African-Americans must stoically prevail against the odds and be “twice as good” as white people to get the same rights—as deeply immoral.

He is no soothsayer, telling people what to think from on high, but rather is refreshingly open about what he doesn’t know, inviting readers to learn with him. Coates is not merely an ivory-tower pontificator or a shiny Web 2.0 brand. He is a public intellectual for the digital age.

we miss the real question of why there is a systemic, historical difference in the way police treat blacks versus whites.

Another term for that road is “white supremacy.” This refers not so much to hate groups, but, as Coates defines it, a system of policies and beliefs that aims to keep African-Americans as “a peon class.”

To be “white” in this sense does not refer merely to skin color but to the degree that someone qualifies as “normal,” and thus worthy of the same rights as all Americans

The pool where all these ideas eventually arrive is a question: “How big-hearted can democracy be?” he says. “How many people can it actually include and sustain itself? That is the question I’m asking over and over again.”

it is a question of empathy. Are humans capable of forming a society where everyone can flourish?

there was the coverage of Michael Brown (or Jordan Davis, or Renisha McBride, or Eric Garner): unarmed African-Americans killed by police or others under controversial circumstances. In each case, the storyline was that these horrific encounters were caused either by genuine provocation, or by race-fueled fear or hatred. Either way, they were stories of personal failings.

When an event becomes news, there is often an implication that it is an exception—that the world is mostly working as it should and this event is newsworthy because it’s an aberration. If the race-related stories we see most often in the media are about personal bigotry, then our conception of racism is limited to the bigoted remarks or actions—racism becomes little more than uttering the n-word.

he cites research that in 1860 slaves were the largest asset in the US economy. “It is almost impossible to think of democracy, as it was formed in America, without the enslavement of African-Americans,” he says. “Not that these things were bumps in the road along the way, but that they were the road.”

a lack of historical perspective in the media’s approach to race. “Journalism privileges what’s happening now over the long reasons for things happening,” he says. “And for African-Americans, that has a particular effect.”

Even the very existence of racism is questioned: A recent study published by the Association of Psychological Science has shown that whites think they are discriminated against due to race as much if not more than blacks.

“So when you’re talking about something like institutional racism and prejudice, how do you talk about that as an objective reality?”

Coates’ strength is in connecting contemporary problems to historical scholarship. “I think if I bring anything to the table it’s the ability to synthesize all of that into something that people find emotionally moving,” he says. The irony of the reparations piece, as unoriginal as it may have been to scholars, is that it was news to many people.

Reporting on race requires simultaneously understanding multiple, contradictory worlds, with contradictory narratives. Widespread black poverty exists; so do a black middle class and a black president

Progress is key to the myth of American Exceptionalism, and the notion that America is built on slavery and on freedom are discordant ideas that threaten any simple storyline. Coates, together with others who join him, is trying to claim the frontier of a new narrative.

reading Coates is like building a worldview, piece by piece, on an area of contemporary life that’s otherwise difficult to grasp.

“To come and tell someone may not be as effective in convincing them as allowing them to learn on their own. If you believe you come to a conclusion on your own, you’re more likely to agree.”

It’s brave to bare yourself intellectually on the Web, and to acknowledge mistakes, especially when the capital that public intellectuals appear to have is their ability to be “right.”

Coates is equally demanding of his followers. Online he is blunt, and willing to call people out. He cares enough to be rigorous

despite being a master of online engagement, Coates insists he does not write for others, an idea he explained in a recent post: “I have long believed that the best part of writing is not the communication of knowledge to other people, but the acquisition and synthesizing of knowledge for oneself. The best thing I can say about the reparations piece is that I now understand.”

To him, it’s an open question whether or not America will ever be capable of fostering true equality. “How big-hearted can democracy be? It points to a very ugly answer: maybe not that big-hearted at all. That in fact America is not exceptional. That it’s just like every other country. That it passes its democracy and it passes all these allegedly big-hearted programs [the New Deal, the G.I. Bill] but still excludes other people,

In a 2010 post about antebellum America, Coates mentioned feminist and abolitionist Angelina Grimke. “Suffice to say that much like Abe Lincoln, and Ulysses Grant, Angelina Grimke was a Walker,” he wrote. “What was the Walker reference?” Rosemartian asked in the comments section. “Just someone who spends their life evolving, or, walking,” Coates replied. “Grant and Lincoln fit in there for me. Malcolm X was another Walker. Walkers tend to be sometimes—even often—wrong. But they are rarely bigots, in the sense of nakedly clinging to ignorance.”

Republican Party is an illiberal anti-democratic nativist global outlier, with positions more extreme than France’s National Rally, and in line with the Germany’s AfD, Hungary’s Fidesz, Turkey’s AKP and Poland’s PiS, according to the widely respected V-Dem (Varieties of Democracy) Institute.

The GOP has been sliding into authoritarianism over two decades, using increasingly demonizing rhetoric against its opponents.

Historically, democracy dies.

Three-quarters of Americans disapprove of the January 6 mob’s actions, and Trump’s seemingly immovable approval floor dropped by about more than six points. In the days after, only 13 percent of Americans considered themselves “Trump Supporters” while another 16 percent considered themselves “Traditional Republicans.” If “Trump Supporters” were their own party, they’d be about as popular as Germany’s far-right AfD, which polled at about 15 percent for 2019, though their support more recently dropped off to 11 percent.

. For decades, majorities of Americans have told pollsters they want more parties to choose from, and registered their dissatisfaction with the two-party system by increasingly identifying as independents.

But as the two parties began sorting more clearly along liberal-conservative lines as “culture war” issues starting in the 1970s, and as American politics nationalized around these cultural issues, and, starting in the 1990s, as the long-time Democratic control of the House ended, every election became a high-stakes all-or-nothing fight for control of federal power.

The only way to elevate the moderate Republicans is for Congress to use its constitutional authority (Article I, Section IV) to change how we vote, and create electoral opportunities for a center-right to rise again.

In the mid-1800s, Chinese laborers made up the first significant wave of Asian immigration to the United States. Recruited during the Gold Rush and to build the Transcontinental Railroad, the men were described by employers like industrialist Leland Stanford as “quiet, peaceable, patient, industrious and economical.”

The model-minority myth emerged later. In 1965 the Hart-Celler Act opened immigration quotas that had previously favored Western Europeans.

Out-earning all other racial groups, Asian Americans became the “model minority,” a term first coined by sociologist William Petersen in a 1966 New York Times article, “Success Story: Japanese American style.”

Without the same educational and professional sponsorships as my father had, many in these later waves founded mom-and-pop businesses and peer lending networks. They gravitated toward blue-collar industries and “pink-collar” jobs in salons, food service or child care.

The women who worked and died at Young’s Asian Massage, Gold Spa and Aromatherapy Spa lived in this Asian America – not my father’s or mine.

Such workers make up the other side of the high-earning “model minority” statistic. That data masks the fact that Asian Americans have the highest income inequality of any racial group, with the top 10% of this population earning more than 10 times what the bottom 10% earns.

When Asian Americans are so easily, and so often, stereotyped, they become categories, not people – not individuals who make lives, raise families and do the best they can in their adopted homeland.

“My mother didn’t do anything wrong,” the son of 63-year-old Yong Ae Yue, the fan of Korean soap operas and cooking, told the Atlanta Journal-Constitution. “And she deserves the recognition that she is a human.”

Some soldiers married Asian women and brought them home as war brides, while others primarily viewed Asian women as sexual objects. Both approaches perpetuated stereotypes of Asian women as sexually submissive, either as ideal wives or sexually exotic prostitutes.

In online digital pornography, Asian women are disproportionately presented as victims of rape, compared to white women or women of other racial backgrounds.

Rosalind Chou, a sociologist, describes how in 2000, a group of white men kidnapped five Japanese female exchange students in Spokane, Washington, to fulfill their sexual fantasies of Asian female bondage, a subgenre of pornography.

The most recent high-profile example of this dynamic is the 2015 rape of a woman by white Stanford student Brock Turner. Not until 2019 did the woman, Chanel Miller, reveal her name and identity as an Asian American woman.

In March 2020, Asian American and Pacific Islander community organizations joined with San Francisco State University’s Asian American Studies Program to document incidents of anti-Asian racism occurring across the country during the COVID-19 pandemic.

The group has found that Asian women report hate incidents 2.3 times as often as Asian men.

Asian women are not the only targets of racial and sexual violence. Any non-white woman has a greater risk of these perils than white women do.

Under-funding this stimulus will drag the global economy down. And any appearance that corporations are getting a more fair deal than individuals will make people not want to comply. A lack of compliance will drag on the crisis.

When it falls into ruin, the entire global economy drags. We saw that happen during the financial crisis of 2008.

Congress could under-fund the US coronavirus stimulus package. If they do, they put not only the economy but the effort to fight the virus at risk.

this weekend the Senate was unable to pass aid legislation

Democrats also rejected the bill over a lack of labor protections that would only mandate corporations keep employees "to the extent possible." They want more limits on executive compensation and share buybacks, and they want more money for healthcare workers. They accuse Republicans of being cheap, and writing a deal that favors corporations over average Americans.

The only proposal that comes close to being generous enough for individuals comes from Democratic Rep. Rashida Tlaib. It would give a prepaid card with $2,000 to every American. That card would then be recharged with $1,000 monthly until one year after the end of the coronavirus crisis. This is the kind of plan that will make Americans believe the government has their back, not just the backs of big corporations.

The distrust that is bred by corruption will make it much harder to fight this virus, potentially dragging out the crisis. The vast majority of Americans already think that our lack of trust in each other and our government makes it hard to solve problems, according to Pew Research. If Americans feel like this whole aid package is a handout to big corporations — which they also distrust — they may stop listening to authorities.

Goldman Sachs estimates that the recession brought on by fighting off coronavirus will trough in April, knocking 10% off US GDP. Over time, bank analysts wrote last week, the economy should begin to grow again incrementally. How fast depends on how well Americans comply with government social-distancing mandates. Americans have to want to comply.

Small and midsize companies make up 83% of the US economy, and thousands of workers are already out of a job across the country. Means-testing initial payments to individuals — that is, restricting who gets the checks based on income — is a waste of time.