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It was a direct message to a vice president whose defining political characteristic remains his unyielding fealty to Trump. How Pence proceeds on Wednesday when he presides over the certification of the Electoral College tally could determine his future relationship with the man he has served loyally, even in moments of political peril.

Trump has become intensely interested in Pence's ceremonial role during the certification of the Electoral College.

There is little expectation among Trump or Pence's aides that he will divert from his constitutionally-prescribed role.

Pence and White House aides have tried to explain to him that Pence's role is more of a formality and he cannot unilaterally reject the Electoral College votes.

"Vice President Pence shares the concerns of millions of Americans about voter fraud and irregularities in the last election," Short wrote. "The Vice President welcomes the efforts of members of the House and Senate to use the authority they have under the law to raise objections and bring forward evidence before the Congress and the American people on January 6th."

Trump retweeted a call from one of his supporters for Pence to refuse to ratify the Electoral College results on January 6

"That decision has to get made by the President and vice president, and they are actually meeting today and going through all the research -- they probably aren't going to make that decision by sometime tomorrow," Giuliani said on a podcast hosted by Charlie Kirk, a conservative activist.

Giuliani ticked though several issues he characterized as constitutional matters that he said Pence and Trump would discuss. He framed the decision as one for both Trump and Pence -- even though the President has made clear he believes Pence should somehow act to prevent the certification

procedure and process can hardly inure Pence from the outrage of a President who still believes the election was stolen from him and has been fed conspiracies about the results from a band of fringe advisers.

Trump offered tacit approval for the lawsuit filed by his Republican ally Rep. Louie Gohmert pressuring Pence into overturning the election results and was later disappointed to learn his own Justice Department was asking a judge to reject the suit, according to a person familiar with the matter. Trump and Pence discussed the matter at the end of last week. 

Traditionally, the vice president presides over the electoral vote certification, though it's not a requirement. In 1969, then-Vice President Hubert Humphrey didn't preside over the process since he had just lost the presidential election to Richard Nixon. The president pro tempore of the Senate presided instead.

"I know we've all got our doubts about the last election," he said. "I want to assure you, I share the concerns of the millions of Americans about voting irregularity. I promise you, come this Wednesday, we'll have our day in Congress, we'll hear the objections, we'll hear the evidence."

Pence did not say what happens after.

more than 178,000 confirmed cases at colleges and universities since the pandemic began.

The “snitch form” yields a lot of power, and there’s potential for abuse, even false reports. But combined with the quarantine, there’s evidence it might be working.

“We need everyone to do their part,”

But we just call it the “snitch form.”You can report students for failing to wear a mask, failing to social distance, failing to wash their hands for at least 20 seconds, and failing to cough or sneeze into a tissue or elbow.

nearly 600 students tested positive the week of Sept. 6, Dr. Robbins announced a “last-ditch effort” to stem the outbreak: a two-week shelter-in-place recommendation.

At the University of Colorado, there’s sometimes an “us vs. them” mind-set pitting independent students against those in fraternities and sororities.

“I drove past the Hill last night,” Delaney Hartmann, a 19-year-old sophomore majoring in political science, told me recently, “and there were tons of people at restaurants, at the bars, not wearing masks.”

“I don’t want to blame every single individual who is living on the Hill who is in a sorority or fraternity,” she said. “But it is definitely a source of a lot of the outbreaks.”

Some fraternity and sorority members “have taken a while to truly understand” the seriousness of Covid-19

“The administration severely underestimated their ability to manage tens of thousands of college students going through the longest period of isolation and uncertainty in our lives.”

“I think if they’re already partying, they’re not really going to stop,”

“I was going into my very first college exam,” said Noah Cotton, 18, a freshman who lived in a dorm with a major outbreak. Instead of focusing on his answers, he wondered: “Do I have enough to eat? How am I going to be able to talk to people?”

“Most minority students don’t have the means to just leave the dorm, to travel, to get an apartment, to feel safe,” he said.

“Due to the actions the university took to contain a rise in cases early in the semester, including robust testing, isolation of positive students, and quarantines, Covid-19 cases have remained low on campus since the third week of September,”

The administration is currently investigating 232 pending violations, Ms. Read, the spokeswoman, said

The University of Alabama and the University of Georgia have continued to hold in-person classes despite more than a thousand positive cases of coronavirus at each school.

asking them to sign a pledge that they would not gather in groups larger than 10

Students at other colleges have flooded social media with photos of outdoor gatherings and of their crowded classrooms and dining halls, expressing outrage at their administrations.

described the feeling of walking into a crowded music lecture as “apocalyptic.”

But Mr. Trump has appeared to generate a countervailing enthusiasm among both educated white voters and minority voters. The turnout of both groups spiked in 2018 as well.

If Mr. Trump is to be successful turning out new voters, there are plenty in swing states, which remain bastions of the non-college-educated white vote. But most of these states have also been undergoing the same changes in the electorate as the country as a whole.

The table below shows the shifts in the voting-age population of the Trump coalition (white voters with no college degrees) and the Biden coalition (minority voters and white voters with college degrees).

“Over time these underlying shifts are really quite potent,” Mr. Teixeira said, “and would suggest that just getting rid of Trump may not be enough for the Republicans to right the ship.”

Republicans were all about balancing the budget and the popular banner of anti-Communism. (Back then, anybody who wanted to raise taxes could get a “commie” categorization just for proposing the idea.)

Then the social right wing — particularly the anti-abortion forces — came up to the front. And the big money people realized they lost nothing financial by making an alliance. Everything is about taking a stand and nothing is about getting stuff done.

he simply consumed all of our mental bandwidth, so that it became all but impossible to think of anyone or anything else.

How about a great new White House agenda focused on raising taxes on the rich and redistributing the money to the poor? I believe I remember hearing someone talk about that — Joe Somebody?

We also need to think about why we are burdening college students with mountainous debt in exchange for increasingly useless college degrees. B.A. now stands for Bankruptcy by Arts. The best thing that could happen educationally is an investment in community colleges that enhances their value, rigor and prestige.

let the Biden administration focus on how to make community colleges work, occasionally reminding Republicans that should have been one of their goals if the Trump years had actually been about upward mobility for the lower-middle class.

the Dow just hit 30,000 at the same time that people are waiting in line for hours at food banks.

I sometimes fear the Trump administration has reduced us, emotionally and intellectually, to a single thought, played like a Gregorian chant on an endless loop: Just. Make. It. Stop.

Or freshman year! I’m not sure it’s ever a good idea for students to go directly from high school to college, and a gap year that entails some form of service would do everyone a lot of good.

After four years of Trump, discussing these things feels a bit like seeing the sun and hearing those chirping birds you were just talking about for the first time in years.

As The New Yorker’s Jay Caspian Kang writes, elite colleges’ affirmative action programs seemed “designed for a racially binary America” and “never got meaningfully updated for today’s multiracial democracy.” He argues that much of the public debate about the court’s decision seems stuck in that binary, too.

As Roberts and Gorsuch observe, these categories are in some ways too broad and in other ways too narrow

Perhaps the fundamental problem with these schools’ policies is their limited conception of the capacious and fluid nature of racial identity.

at Harvard, U.N.C. and other colleges that use the common admissions application, applicants are asked to choose one or more options from a list “to explain ‘how you identify yourself.’ The available choices are American Indian or Alaska Native; Asian; Black or African American; Native Hawaiian or Other Pacific Islander; Hispanic or Latino; or White,” adding, “Applicants can write in further details if they choose.”

He’s right. As I followed the case, it was this outdatedness that stuck in my craw

I will note a couple of points to undercut the liberal justices’ worry: First, it’s worth remembering that the decision’s impact is limited — as the sociologists Richard Arum and Mitchell Stevens argued recently in The Times, affirmative action mattered most for only a small group of the most selective colleges

Where do these categories come from? Gorsuch puts it pithily: “Bureaucrats.

Another instance of confusion came during oral argument, when U.N.C.’s attorney was asked which box a person from Jordan, Iraq, Iran or Egypt should check. He said he didn’t know, which seemed a pretty revealing answer: If U.N.C. doesn’t know what race a person of Middle Eastern descent is, should it really be making decisions based on race?

according to the American government, there is a correct answer to this question: Although some Arab American groups have lobbied to change the designation, people of Middle Eastern descent are officially classified as white.

the records suggests that Harvard also treated racial categories quite like stereotypes: Applicants of Asian descent were more likely than members of other racial categories to be labeled “standard strong,” meaning that admissions personnel determined they were academically qualified but otherwise unremarkable

Asian Americans scored better than other groups on academic and extracurricular measures, but Harvard’s admissions officers consistently gave Asians lower “personal” ratings than members of other groups. Harvard’s use of such subjective criteria to curb the number of Asian students admitted smacked of its efforts a century ago to keep out Jewish applicants it deemed unworthy of its “character and fitness” standards.

In dissent, the three liberal justices argued persuasively that the court’s ruling might significantly reduce enrollment of Black and Hispanic students at elite colleges. I agree this is a serious concern

Ignore if you can the ugly stereotyping — how the perfect SAT score would have been more impressive if the student had been “brown,” how “of course” it was an Asian kid who did so well, even if “still” impressive — and note the racial confusion: According to the colleges’ own categories, Asian includes brown people from, or whose forebears hailed from, the Indian subcontinent. But apparently U.N.C.’s officers’ mental picture didn’t match their official racial boxes.

The ruling presents us with another opportunity, too: To think about race more realistically, with far more specificity and precision. The 2020 census showed that America is growing more multiracial and more ethnically and racially diverse. We are far more than six categories on a demographic form — we contain multitudes, and we should recognize them.

“The ruling provides America with an opportunity to redirect the conversation from a relatively small number of schools and instead direct urgently needed attention to the vast middle and lower tiers of postsecondary education,” they wrote.

Not that long ago most Americans in both parties believed that colleges had a positive effect on the United States. Since the rise of Trumpism, however, Republicans have turned very negative. Recent polling shows an overwhelming majority of Republicans agreeing that both college professors and high schools are trying to “teach liberal propaganda.”

Did America’s colleges — which a large majority of Republicans considered to have a positive influence as recently as 2015 — suddenly become centers of left-wing indoctrination? Did the same thing happen to high schools, run by local boards, across the nation?

What happened was that MAGA politicians began peddling scare stories about education — notably, denouncing high schools for teaching critical race theory, even though they don’t. And right-wingers also greatly expanded their definition of what counts as “liberal propaganda.”

Thus, when one points out that schools don’t actually teach critical race theory, the response tends to be that while they may not use the term, they do teach students that racism was long a major force in America, and its effects linger to this day.

once that’s your mind-set, you see left-wing indoctrination happening everywhere, not just in history and the social sciences

I don’t know how you teach our nation’s history honestly without mentioning these facts — but in the eyes of a substantial number of voters, teaching uncomfortable facts is indeed a form of liberal propaganda.

If a biology class explains the theory of evolution, and why almost all scientists accept it — or, for that matter, the theory of how vaccines work — well, that’s liberal propaganda.

If a physics class explains how greenhouse gas emissions can change the climate — well, that’s more liberal propaganda.

so a large segment of the population — the segment DeSantis is courting — has become hostile to higher education as a whole.

it’s a familiar fact that U.S. politics is increasingly polarized along educational lines, with the highly educated supporting Democrats and the less-educated supporting Republicans. This polarization is often portrayed as a symptom of Democratic failure — why can’t the party win over working-class white voters

it’s equally valid to ask how Republicans have managed to alienate educated voters who might benefit from tax cuts. And the party’s growing hostility to education is surely part of the answer.

In any case, one sad thing is that this turn against education is taking place precisely at a time when highly educated workers are becoming ever more crucial to the economy.

For now, the important thing to understand is that people like DeSantis are attacking education, not because it teaches liberal propaganda, but because it fails to sustain the ignorance they want to preserve.

Conceiving of inequality as something caused by the very richest people has obvious political appeal, especially since (by definition) nearly all of us belong to the 99 percent.

On those rare occasions when conservatives do bring it up, it’s the skills-based gap that usually draws their attention, because it offers an opportunity to criticize our government-run system of public education and especially teachers’ unions.

Liberals resist talking about the skills-based gap because they don’t want to tell the working classes that they’re losing ground because they didn’t study hard enough. Liberals prefer to focus on the 1 percent-based gap.

There’s also a pleasing simplicity to the causes of the growing gap between the 1 and the 99. There are only two, and both are familiar liberal targets: the rise of a deregulated financial sector and the erosion of accountability in compensating top executives outside finance

One reason the left plays down the growing skills-based gap is that it accepts at face value the conservative claim that educational failure is its root cause.

both represent a dramatic reversal of economic trends that prevailed in the United States for most of the 20th century. From the 1930s through the 1970s the 1 percent saw its share of national income decline, while the “college premium” either fell or followed no clear up-or-down pattern over time.

At least some of the tools to restore these more egalitarian trends shouldn’t be divisive ideologically. Liberals and conservatives both recognize the benefits of preschool education,

Another reform both conservatives and liberals have supported — though at different times — is withholding federal aid from colleges and universities that can’t control tuition increases

THERE is also more bipartisan support than you might suppose for restricting some of the Wall Street excesses that enrich the 1 percent.

a growing chorus of conservative voices, including the columnist George F. Will, the former Utah governor Jon M. Huntsman Jr. and Richard W. Fisher, president of the Federal Reserve Bank of Dallas, favor breaking up the big banks.

Since 1979 the income gap between people with college or graduate degrees and people whose education ended in high school has grown. Broadly speaking, this is a gap between working-class families in the middle 20 percent (with incomes roughly between $39,000 and $62,000) and affluent-to-rich families (say, the top 10 percent, with incomes exceeding $111,000)

But the decline of labor unions is just as important. At one time union membership was highly effective at reducing or eliminating the wage gap between college and high school graduates. That’s much less true today

Only about 7 percent of the private-sector labor force is covered by union contracts, about the same proportion as before the New Deal. Six decades ago it was nearly 40 percent.

Although conservatives often insist that the 1 percent’s richesse doesn’t come out of the pockets of the 99 percent, that assertion ignores the fact that labor’s share of gross domestic product is shrinking while capital’s share is growing

the G.D.P. shift from labor to capital explains fully one-third of the 1 percent’s run-up in its share of national income.

For 30 wonderful years, we had been unusually flush, and we got used to it, re-designing our institutions to assume unending increases in subsidized demand. This did not happen. The year it started not happening was 1975. Every year since, we tweaked our finances, hiking tuition a bit, taking in a few more students, making large lectures a little larger, hiring a few more adjuncts.

Over the decades, though, we’ve behaved like an embezzler who starts by taking only what he means to replace, but ends up extracting so much that embezzlement becomes the system. There is no longer enough income to support a full-time faculty and provide students a reasonably priced education of acceptable quality at most colleges or universities in this country.

Of the twenty million or so students in the US, only about one in ten lives on a campus. The remaining eighteen million—the ones who don’t have the grades for Swarthmore, or tens of thousands of dollars in free cash flow, or four years free of adult responsibility—are relying on education after high school not as a voyage of self-discovery but as a way to acquire training and a certificate of hireability.

Though the landscape of higher education in the U.S., spread across forty-six hundred institutions, hosts considerable variation, a few commonalities emerge: the bulk of students today are in their mid-20s or older, enrolled at a community or commuter school, and working towards a degree they will take too long to complete. One in three won’t complete, ever. Of the rest, two in three will leave in debt. The median member of this new student majority is just keeping her head above water financially. The bottom quintile is drowning.

One obvious way to improve life for the new student majority is to raise the quality of the education without raising the price. This is clearly the ideal, whose principal obstacle is not conceptual but practical: no one knows how. The value of our core product—the Bachelor’s degree—has fallen in every year since 2000, while tuition continues to increase faster than inflation.

The metaphor my colleagues often use invokes religion. In Wannabe U, the author describes the process of trying to turn UConn into a nationally competitive school as the faculty being ‘dechurched’. In this metaphor, we are a separate estate of society that has putative access to its resources, as well as the right to reject democratic oversight, managerial imperatives, and market discipline. We answer to no one but ourselves.

When the economic support from the Golden Age began to crack, we tenured faculty couldn’t be forced to share much of the pain. Our jobs were secure, so rather than forgo raises or return to our old teaching loads, we either allowed or encouraged those short-term fixes—rising tuition, larger student bodies, huge introductory lectures.

All that was minor, though, compared to our willingness to rely on contingent hires, including our own graduate students, ideal cheap labor. The proportion of part-time and non-tenure track teachers went from less than half of total faculty, before 1975, to over two-thirds now

In the same period, the proportion of jobs that might someday lead to tenure collapsed, from one in five to one in ten. The result is the bifurcation we have today: People who have tenure can’t lose it. People who don’t mostly can’t get it.

If we can’t keep raising costs for students (we can’t) and if no one is coming to save us (they aren’t), then the only remaining way to help these students is to make a cheaper version of higher education for the new student majority.

The number of high-school graduates underserved or unserved by higher education today dwarfs the number of people for whom that system works well. The reason to bet on the spread of large-scale low-cost education isn’t the increased supply of new technologies. It’s the massive demand for education, which our existing institutions are increasingly unable to handle. That demand will go somewhere.

why is not part of the answer a secondary education certification scheme that is serious and ideally nation-wide. The British GCSE/A-levels is something that seems to work. Herding the cats that would be necessary to implement something like that is, I grant, a monstrous task, but perhaps no more difficult than revising the university system. As things stand now, the lack of standards in most high schools means wasted opportunities of academic development for a very large part of our reasonably gifted teenage population. A revised university system would still leave in place the distinctly inadequate high school system we have now.

The other way to help these students would be to dramatically reduce the price or time required to get an education of acceptable quality (and for acceptable read “enabling the student to get a better job”, their commonest goal.) This is a worse option in every respect except one, which is that it may be possible.

The metaphor I have come to prefer (influenced especially by Richard Rorty) is that we in the academy are workers, and our work is to make people smarter — ourselves, our peers, our students, which is a goal that has to be constantly negotiated among various constituencies.

When the military rationale for both the GI Bill and the Soviet struggle ended, so did overall American interest in the kind of funding that drove the Golden Age. There is not now and has never been a broad commitment to higher education as a social good in this country

ow you can say — and many of my colleagues do — that this is all just a matter of getting state governments to take on different concerns or convictions, or getting a more nationalized educational system. That was the song my parents, both educators, sang, and the song I grew up singing. But the period when the states really drove funding up lasted just 15 years — 1960 to 1975 — and has been in decline for 40 years since.

I can — barely — imagine some states increasing some subsidies to some campuses at a rate faster than inflation. Some of the schools in California, Virginia, Massachusetts, and Michigan are candidates for this. I cannot, however, imagine my tenured colleagues tolerating the situation that makes higher education broadly affordable in social democracies, which would require us earning less while teaching more.

I am done, in other words, thinking of myself and my peers on faculty as blameless, and I am done imagining that 40 years of evidence from the behavior of democratically elected legislatures is some sort of readily reversible blip. I do not believe that the caste system that has established itself at elite institutions can be funded at the rate which we insist we need, and I do not believe that we will willingly see any of our own benefits reduced to help our junior colleagues or our students.

Students feel compelled to acquire credentialing as a means of improving their economic positions. Unfortunately, along the way, “professional” training has taken precedence over education. The two have become conflated in the public mind.

Today it is not only that the PhD:s are abundant but also that in many areas peak knowledge is short lived. You might be competent when you graduate but five years later that competence is of yesteryear and the ones with the newest knowledge kick you out just like you kicked someone else out five years ago. We need a base to stand on but then we need to go in and out of education during our whole lives to keep up with development. This puts a strain on each end everyone of us as individuals but it also calls for a whole new role for academia

Change the game and lower the transaction costs: Instead of treating students as backseat passengers in a higher educational vehicle that’s geared towards the transmission of self-contained content, i.e., content produced by professors for the self-serving purpose of publication–put steering wheels in the hands of students, take them out on road trips, negotiate real problems–and they will become self-educating

Note that having a college degree only retains value right now because there isn’t a better (more predictive, and trusted) credential to be had for people who are seeking jobs.

the online versions of education have reduced the college experience down to what’s easy to implement and easy to measure: receiving lectures, and activities of the quiz-and-test variety. It’s not clear that the value of the traditional old-school college experience (and it’s accompanying degree) were the result of those particular aspects of the experience. Granting degrees based only on coursework runs the risk of diluting the perceived value of the degree.

Intel, founded by Gordon Moore and Robert Noyce, both physicists, began by building memory chips that were twice as fast as old ones. Sun Microsystems introduced a new kind of modular computer system, built by one of its founders, Andy Bechtolsheim. Their “big ideas” were expressed in physical products and grew out of their own technical expertise. In that light, Meraki, which came from Biswas’s work at M.I.T., can be seen as having its origins in the old guard. And it followed what was for decades the highway that connected academia to industry: Grad students researched technology, powerful advisers brokered deals, students dropped out to parlay their technologies into proprietary solutions, everyone reaped the profits. That implicit guarantee of academia’s place in entrepreneurship has since disappeared. Graduate students still drop out, but to start bike-sharing apps and become data scientists. That is, if they even make it to graduate school. The success of self-educated savants like Sean Parker, who founded Napster and became Facebook’s first president with no college education to speak of, set the template. Enstitute, a two-year apprenticeship, embeds high-school graduates in plum tech positions. Thiel Fellowships, financed by the PayPal co-founder and Facebook investor Peter Thiel, give $100,000 to people under 20 to forgo college and work on projects of their choosing.

Much of this precocity — or dilettantism, depending on your point of view — has been enabled by web technologies, by easy-to-use programming frameworks like Ruby on Rails and Node.js and by the explosion of application programming interfaces (A.P.I.s) that supply off-the-shelf solutions to entrepreneurs who used to have to write all their own code for features like a login system or an embedded map. Now anyone can do it, thanks to the Facebook login A.P.I. or the Google Maps A.P.I.

One of the more enterprising examples of these kinds of interfaces is the start-up Stripe, which sells A.P.I.s that enable businesses to process online payments. When Meraki first looked into taking credit cards online, according to Biswas, it was a monthslong project fraught with decisions about security and cryptography. “Now, with Stripe, it takes five minutes,” he said. “When you combine that with the ability to get a server in five minutes, with Rails and Twitter Bootstrap, you see that it has become infinitely easier for four people to get a start-up off the ground.”

The sense that it is no longer necessary to have particularly deep domain knowledge before founding your own start-up is real; that and the willingness of venture capitalists to finance Mark Zuckerberg look-alikes are changing the landscape of tech products. There are more platforms, more websites, more pat solutions to serious problems

There’s a glass-half-full way of looking at this, of course: Tech hasn’t been pedestrianized — it’s been democratized. The doors to start-up-dom have been thrown wide open. At Harvard, enrollment in the introductory computer-science course, CS50, has soared

many of the hottest web start-ups are not novel, at least not in the sense that Apple’s Macintosh or Intel’s 4004 microprocessor were. The arc of tech parallels the arc from manufacturing to services. The Macintosh and the microprocessor were manufactured products. Some of the most celebrated innovations in technology have been manufactured products — the router, the graphics card, the floppy disk

One of Stripe’s founders rowed five seat in the boat I coxed freshman year in college; the other is his older brother. Among the employee profiles posted on its website, I count three of my former teaching fellows, a hiking leader, two crushes. Silicon Valley is an order of magnitude bigger than it was 30 years ago, but still, the start-up world is intimate and clubby, with top talent marshaled at elite universities and behemoths like Facebook and Google.

Part of the answer, I think, lies in the excitement I’ve been hinting at. Another part is prestige. Smart kids want to work for a sexting app because other smart kids want to work for the same sexting app. “Highly concentrated pools of top talent are one of the rarest things you can find,” Biswas told me, “and I think people are really attracted to those environments.

The latter source of frustration is the phenomenon of “the 10X engineer,” an engineer who is 10 times more productive than average. It’s a term that in its cockiness captures much of what’s good, bad and impossible about the valley. At the start-ups I visit, Friday afternoons devolve into bouts of boozing and Nerf-gun wars. Signing bonuses at Facebook are rumored to reach the six digits. In a landscape where a product may morph several times over the course of a funding round, talent — and the ability to attract it — has become one of the few stable metrics.

there is a surprising amount of angst in Silicon Valley. Which is probably inevitable when you put thousands of ambitious, talented young people together and tell them they’re god’s gift to technology. It’s the angst of an early hire at a start-up that only he realizes is failing; the angst of a founder who raises $5 million for his company and then finds out an acquaintance from college raised $10 million; the angst of someone who makes $100,000 at 22 but is still afraid that he may not be able to afford a house like the one he grew up in.

San Francisco, which is steadily stealing the South Bay’s thunder. (“Sometime in the last two years, the epicenter of consumer technology in Silicon Valley has moved from University Ave. to SoMa,” Terrence Rohan, a venture capitalist at Index Ventures, told me

Both the geographic shift north and the increasingly short product cycles are things Jim attributes to the rise of Amazon Web Services (A.W.S.), a collection of servers owned and managed by Amazon that hosts data for nearly every start-up in the latest web ecosystem.Continue reading the main story

now, every start-up is A.W.S. only, so there are no servers to kick, no fabs to be near. You can work anywhere. The idea that all you need is your laptop and Wi-Fi, and you can be doing anything — that’s an A.W.S.-driven invention.”

This same freedom from a physical location or, for that matter, physical products has led to new work structures. There are no longer hectic six-week stretches that culminate in a release day followed by a lull. Every day is release day. You roll out new code continuously, and it’s this cycle that enables companies like Facebook, as its motto goes, to “move fast and break things.”

A few weeks ago, a programmer friend and I were talking about unhappiness, in particular the kind of unhappiness that arises when you are 21 and lavishly educated with the world at your feet. In the valley, it’s generally brought on by one of two causes: coming to the realization either that your start-up is completely trivial or that there are people your own age so knowledgeable and skilled that you may never catch up.

These days, a new college graduate arriving in the valley is merely stepping into his existing network. He will have friends from summer internships, friends from school, friends from the ever-increasing collection of incubators and fellowships.

As tech valuations rise to truly crazy levels, the ramifications, financial and otherwise, of a job at a pre-I.P.O. company like Dropbox or even post-I.P.O. companies like Twitter are frequently life-changing. Getting these job offers depends almost exclusively on the candidate’s performance in a series of technical interviews, where you are asked, in front of frowning hiring managers, to whip up correct and efficient code.

Moreover, a majority of questions seem to be pulled from undergraduate algorithms and data-structures textbooks, which older engineers may have not laid eyes on for years.

“This is the portion of the population that you would expect to demonstrate civic leadership in the future, civic engagement. They are the ones we would expect to be struggling to understand the world, to think critically about the rhetoric out there, and to make informed, reasoned decisions. “If they’re not developing their higher order skills, it means they’re not developing the attitudes and dispositions that are needed to even understand that that’s important.”

As Professor Peter Steinberger details in a 2011 piece for Reed magazine, “What Hum 110 Is All About,” the course is intended to train students whose “primary goal” is “to engage in original, open-ended, critical inquiry.”

But for RAR, Hum 110 is all about oppression. “We believe that the first lesson that freshmen should learn about Hum 110 is that it perpetuates white supremacy—by centering ‘whiteness’ as the only required class at Reed,” according to a RAR statement delivered to all new freshmen

The texts that make up the Hum 110 syllabus—from the ancient Mediterranean, Mesopotamia, Persia, and Egypt regions—are “Eurocentric,” “Caucasoid,” and thus “oppressive,” RAR leaders have stated. Hum 110 “feels like a cruel test for students of color,” one leader remarked on public radio. “It traumatized my peers.”

Reed is home to the most liberal student body of any college, according to The Princeton Review. It’s also ranked the second most-studious—a rigor inculcated in Hum 110.

A major crisis for Reed College started when RAR put those core qualities—social justice and academic study—on a collision course.

Beginning on boycott day, RAR protested every single Hum lecture that school year.

A Hum protest is visually striking: Up to several dozen RAR supporters position themselves alongside the professor and quietly hold signs reading “We demand space for students of color,” “We cannot be erased,” “Fuck Hum 110,” “Stop silencing black and brown voices; the rest of society is already standing on their necks,” and so on. The signs are often accompanied by photos of black Americans killed by police.

One of the first Hum professors to request that RAR not occupy the classroom was Lucía Martínez Valdivia, who said her preexisting PTSD would make it difficult to face protesters. In an open letter, RAR offered sympathy to Martínez Valdivia but then accused her of being anti-black, discriminating against those with disabilities, and engaging in gaslighting—without specifying those charges. When someone asked for specifics, a RAR leader replied, “Asking for people to display their trauma so that you feel sufficiently satisfied is a form of violence.”

But another RAR member did offer a specific via Facebook: “The​ ​appropriation​ ​of​ ​AAVE [African American Vernacular English]​ ​on​ ​her​ ​shirt​ ​during​ ​lecture:​ ​‘Poetry​ ​is​ ​lit’ ​is​ ​a​ ​form​ ​of​ ​anti-blackness.”

During Martínez Valdivia’s lecture on Sappho, protesters sat together in the seats wearing all black; they confronted her after class, with at least one of them yelling at the professor about her past trauma, bringing her to tears. “I am intimidated by these students,” Martínez Valdivia later wrote, noting she is “scared to teach courses on race, gender, or sexuality, or even texts that bring these issues up in any way—and I am a gay mixed-race woman.” Such fear, she revealed in an op-ed for The Washington Post, prompted some of her colleagues— “including people of color, immigrants, and those without tenure”—to avoid lecturing altogether.

what about the majority of students not in RAR? I spoke with a few dozen of them to get an understanding of what campus was like last year, and a clear pattern emerged: intimidation, stigma, and silence when it came to discussing Hum 110, or racial politics in general.

Raphael, the founder of the Political Dissidents Club, warned incoming students over Facebook that “Reed’s culture can be stifling/suffocating and narrow minded.”

The most popular public forum at Reed is Facebook, where social tribes coalesce and where the most emotive and partisan views get the most attention. “Facebook conversations at Reed bring out the extreme aspects of political discourse on campus,” said Yuta, a sophomore who recently co-founded a student group, The Thinkery, “dedicated to critical and open discussion.”

In mid-April, when students were studying for finals, a RAR leader grew frustrated that more supporters weren’t showing up to protest Hum 110. In a post viewable only to Reed students, the leader let loose: To all the white & able(mentally/physically) who don’t come to sit-ins(ever, anymore, rarely): all i got is shade for you. [... If] you ain’t with me, then I will accept that you are against me. There’s 6 hums left, I best be seein all u phony ass white allies show-up. […] How you gonna be makin all ur white supremacy messes & not help clean-up your own community by coming and sitting for a frickin hour & still claim that you ain’t a laughin at a lynchin kinda white.

Nonwhite students weren’t spared; a group of them agreed to “like” Patrick’s comment in a show of support. A RAR member demanded those “non-black pocs [people of color]” explain themselves, calling them “anti-black pos [pieces of shit].”

As tensions continued to mount, one student decided to create an online forum to debate Hum 110. Laura, a U.S. Army veteran who served twice in Afghanistan, named the Facebook page “Reed Discusses Hum 110.” But it seemed like people didn’t want to engage publicly:

Another student wrote to Laura in a private message, “I'm coming into this as a ‘POC’ but I disagree with everything [RAR has been] saying for a long time [and] it feels as if it isn't safe for anyone to express anything that goes against what they're saying.”

Laura could relate—her father “immigrated from Syria and was brown”—so she stood in front of Hum 110 just before class to distribute an anonymous survey to gauge opinions about the protests, an implicit rebuke to RAR. Laura, who lives in the neighboring city of Beaverton, said she saw this move as risky. “I would’ve rethought what I did had I lived on campus,” she said.

If Facebook is no place to debate Hum 110, what about the printed page? Not so much: During the entire 2016–17 school year, not a single op-ed or even a quote critical of RAR’s methods—let alone goals—was published in the student newspaper, according to a review of archived issues. The only thing that comes close?

The student magazine, The Grail, did publish a fair amount of dissent over RAR—but almost all anonymously

This school year, students are ditching anonymity and standing up to RAR in public—and almost all of them are freshmen of color

The pushback from freshmen first came over Facebook. “To interrupt a lecture in a classroom setting is in serious violation of academic freedom and is just unthoughtful and wrong,” wrote a student from China named Sicheng, who distributed a letter of dissent against RAR. Another student, Isabel, ridiculed the group for its “unsolicited emotional theater.

I met the student who shot the video. A sophomore from India, he serves as a mentor for international students. (He asked not to be identified by name.) “A lot of them told me how disappointed they were—that they traveled such a long distance to come to this school, and worked so hard to get to this school, and their first lecture was canceled,” he said. He also recalled the mood last year for many students of color like himself: “There was very much a standard opinion you had to have [about RAR], otherwise people would look at you funny, and some people would say stuff to you—a lot of people were called ‘race traitors.

Another student from India, Jagannath, responded to the canceled lecture by organizing a freshmen-only meeting on the quad. “For us to rise out of this culture of private concerns, hatred, and fear, we need to find a way to think, speak, and act together,” he wrote in a mass email. Jagannath told me that upperclassmen warned him he was “very crazy” to hold a public meeting, but it was a huge success; about 150 freshmen showed up, and by all accounts, their debate over Hum 110 was civil and constructive. In the absence of Facebook and protest signs, the freshmen were taking back their class.

In the intervening year, the Reed administration had met many of RAR’s demands, including new hires in the Office of Inclusive Community, fast-tracking the reevaluation of the Hum 110 syllabus that traditionally happens every 10 years, and arranging a long series of “6 by 6 meetings”—six RAR students and six Hum professors—to solicit ideas for that syllabus. (Those meetings ended when RAR members stopped coming; they complained of being “forced to sit in hours of fruitless meetings listening to full-grown adults cry about Aristotle.”)

the more accommodation that’s been made, the more disruptive the protests have become—and the more heightened the rhetoric. “Black lives matter” was the common chant at last year’s boycott. This year’s? “No cops, no KKK, no racist U.S.A.” RAR increasingly claims those cops will be unleashed on them—or, in their words, Hum professors are “entertaining threatening violence on our bodies.”

Rollo later told me that RAR “had a beautiful opportunity to address police violence” but squandered it with extreme rhetoric. “Identity politics is divisive,” he insisted. As far as Hum 110, “I like to do my own interpreting,” and he resents RAR “playing the race card on ancient Egyptian culture.

Reed is just one college—and a small one at that. But the freshman revolt against RAR could be a blueprint for other campuses. If the “most liberal student body” in the country can reject divisive racial rhetoric and come together to debate a diversity of views, others could follow.

In whittling the course down to a relatively minuscule phase of humanity’s existence, critics like DoAmaral argue, the College Board is effectively threatening to deprive kids of the insight that can be drawn from the thousands of years of human experience that predated the era of Euro and Anglo dominance

Students, he said, would benefit from understanding the history of the world’s populations before Europeans’ so-called discovery of their lands—that those populations’ narratives began far before they were exploited and depleted by colonial powers.

In response to the backlash, Packer announced last Thursday that while the College Board still intends to narrow the exam’s scope, it will consult with experts in considering “a coherent inclusion of essential concepts from period 3.” The College Board will report on its game plan in mid-July.

“It is not the point of this class to delve deeply into any one history, but to show how the common history of the world came about.”

the exclusion of pre-1450-A.D. material from the AP exam could discourage even the most dedicated teachers from prioritizing that material in class. “How can we allocate the amount of time that periods one to three require if it will not be tested?” he asked. “We can’t.”

In fact, Trump’s impact on voting patterns was not to increase the share of the white vote won by the Republican presidential candidate. Both Trump and Mitt Romney carried whites by the same 20-point margin.

The big shift Trump wrought was to change the type of whites who voted Republican.

Starting in the 2000 election between George W. Bush and Al Gore, non-college whites became substantially more Republican in their presidential voting than whites with degrees. By 2012, Mitt Romney won whites with degrees by 14 points and those without degrees by 25 points.

In 2016, however, Trump won college-educated whites by four points and non-college whites by a record-setting 39 points, a larger margin than Ronald Reagan, the previous record-holder at 29 points.

Put another way, insofar as Trump voters define the contemporary Republican electorate, non-college whites are the majority, 55.1 percent, with college -educated whites becoming the minority at 44.9 percent.

Trump has oriented the party toward heightened anger, intensified racial resentment, animosity to immigrants and opposition to trade.

This is an exceptionally volatile mix. Trump is fanning rather than quelling the flames — everything he has done so far has been to raise, not lower, the heat. The next question is whether the Republican Party will be able to continue to exploit this mix or whether it will boil over in ways that cannot be predicted.