by Dr. Terry Stoops
Former Director of the Center for Effective Education, John Locke Foundation
In an article originally published in RealClearInvestigations, former News & Observer reporter John Murawski writes,
Like growing numbers of public high school students across the country, many California kids are receiving classroom instruction in how race, class, gender, sexuality, and citizenship status are tools of oppression, power, and privilege. They are taught about colonialism, state violence, racism, intergenerational trauma, heteropatriarchy, and the common thread that links them: “whiteness.”
Students are then graded on how well they apply these concepts in writing assignments, performances, and community organizing projects.
He even gives Wake County a shout-out.
At a high school in North Carolina’s Wake County, 10th-graders were asked at the beginning of the school year to answer a “Diversity Inventory” worksheet, asking them to identify the gender, race, ethnicity, age, sexuality, ability, religion, and socio-economic status for themselves as well as about their friends, neighbors, teachers, and others.
The school system forced the teacher to stop administering the “Diversity Inventory” following complaints. One former school board member who is gay expressed dismay on his Facebook page that LGBTQ students were being asked to announce their sexual orientation and to out others in the community.
Last year a North Carolina mom, also in Wake County, complained to school officials when her 8-year-old son brought home a handout explaining white privilege. The News & Observer of Raleigh reported that the mom, who is of black and Hispanic ancestry, said her son was confused and thought the handout was saying that whites are superior.
Of course, this is no surprise to many parents, who increasingly are seeking alternatives to schools that are promoting values that are incompatible with their own.