Tag Archives: University

News

Mark Regnerus and the progressive war against science

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Here’s an interesting article in the Chronicle of Higher Education, written by a non-conservative professor of sociology. He writes about the recent research paper by Mark Regnerus on the effects of gay parenting on children.

Excerpt:

Whoever said inquisitions and witch hunts were things of the past? A big one is going on now. The sociologist Mark Regnerus, at the University of Texas at Austin, is being smeared in the media and subjected to an inquiry by his university over allegations of scientific misconduct.

[…]Regnerus has been attacked by sociologists all around the country, including some from his own department. He has been vilified by journalists who obviously (based on what they write) understand little about social-science research. And the journal in which Regnerus published his article has been the target of a pressure campaign.

The Regnerus case needs to be understood in a larger context. Sociologists tend to be political and cultural liberals, leftists, and progressives.

[…]Many sociologists view higher education as the perfect gig, a way to be paid to engage in “consciousness raising” through teaching, research, and publishing—at the expense of taxpayers, donors, and tuition-paying parents, many of whom thoughtfully believe that what those sociologists are pushing is wrong.

It is also easy for some sociologists to lose perspective on the minority status of their own views, to take for granted much that is still worth arguing about, and to fall into a kind of groupthink. The culture in such circles can be parochial and mean. I have seen colleagues ignore, stereotype, and belittle people and perspectives they do not like, rather than respectfully provide good arguments against those they do not agree with and for their own views.

The temptation to use academe to advance a political agenda is too often indulged in sociology, especially by activist faculty in certain fields, like marriage, family, sex, and gender. The crucial line between broadening education and indoctrinating propaganda can grow very thin, sometimes nonexistent. Research programs that advance narrow agendas compatible with particular ideologies are privileged. Survey textbooks in some fields routinely frame their arguments in a way that validates any form of intimate relationship as a family, when the larger social discussion of what a family is and should be is still continuing and worth having. Reviewers for peer-reviewed journals identify “problems” with papers whose findings do not comport with their own beliefs. Job candidates and faculty up for tenure whose political and social views are not “correct” are sometimes weeded out through a subtle (or obvious), ideologically governed process of evaluation, which is publicly justified on more-legitimate grounds—”scholarly weaknesses” or “not fitting in well” with the department.

The Weekly Standard has more on what happened to Regnerus:

As of mid-July, a month after his paper was published, these are some of the things that have happened to Mark Regnerus. Three of his colleagues in the sociology department at UT joined with a fourth to -publish a widely distributed op-ed in the Huffington Post accusing him of “besmirching” the university through his “irresponsible and reckless misrepresentation of social science research.” Led by Gary Gates, the UCLA demographer who had declined Regnerus’s offer to help design the study, more than 200 “researchers and scholars” signed a letter to the editor of Social Science Research. The letter demanded that the editor “publicly disclose the reasons” why he published the paper and insisted that he hire scholars more sensitive to “LGBT parenting issues” to write a critique for the journal’s next edition. UT’s Director of Research Integrity sent Regnerus a letter informing him that a formal complaint of “scientific misconduct” had been lodged against him. The complaint, made by a gay blogger/activist/“investigative journalist” called Scott Rose, triggered an official inquiry into Regnerus’s research methods and his relationship with the Witherspoon Foundation; he’s now preparing to appear before a panel of faculty investigators. Requests have been filed with the Texas attorney general’s office demanding that Regnerus, as an employee of a state-run institution, make public all email and correspondence related to his study. And he has hired a lawyer.

A large number of his fellow social scientists—members in good standing of the guild of LGBT researchers—would like to destroy his career.

It seems that whenever it comes to secular progressive ideology – eternal universe, naturalistic origin of life, global warming, gay parenting – that it is ok for the secular leftist bullies to attack good science with coercive force.

I really strongly recommend that young Christians seeking to have an influence consider carefully how hostile, close-minded and bigoted that the modern secular leftist university is towards evangelicals. It doesn’t matter how good your scholarship is in the non-science and soft science fields.  It’s just not a good place to make a career anymore. The only way for things to get better is to start starving out all non-productive areas of the university. These are the areas that are the most politicized. Stop doing degrees in non-STEM fields. Stick with things that are beyond the reach of the secular left, like math, experimental sciences, engineering and technology. If you must go into a non-STEM field – like law school – then I really recommend that you keep your religious views and political views close to your vest until you are out of school.

News

Should the government restrict men’s participation in STEM fields?

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Hans Bader from the Competitive Enterprise Institute is concerned about politics being injected into science.

Excerpt: (links removed)

Quotas limiting the number of male students in science may be imposed by the Education Department in 2013. The White House has promised that “new guidelines will also be issued to grant-receiving universities and colleges” spelling out “Title IX rules in the science, technology, engineering and math fields.” These guidelines will likely echo existing Title IX guidelines that restrict men’s percentage of intercollegiate athletes to their percentage in overall student bodies, thus reducing the overall number of intercollegiate athletes. (Under the three-part Title IX test created by the Education Department’s Office for Civil Rights, where I used to work, colleges are allowed to temporarily comply by increasing the number of female athletes rather than cutting the number of male athletes, but the only viable permanent way to comply with its rule is to restrict men’s participation relative to women’s participation, reducing overall participation.) Thus, as Charlotte Allen notes, the Obama administration’s guidelines are likely to lead to “science quotas” based on gender.

[…]Obama hinted that Title IX quotas would soon come to engineering and techology, saying that “Title IX isn’t just about sports,” but also about “inequality in math and science education” and “a much broader range of fields, including engineering and technology. I’ve said that women will shape the destiny of this country, and I mean it.”

What causes more men to go into the STEM fields than women?

Gender disparities in a major are not the product of sexism, but rather the differing preferences of men and women. The fact that engineering departments are filled mostly with men does not mean they discriminate against women anymore than the fact that English departments are filled mostly with women proves that English departments discriminate against men. The arts and humanities have well over 60 percent female students, yet no one seems to view that gender disparity as a sign of sexism against men. Deep down, the Obama administration knows this, since it is planning to impose its gender-proportionality rules only on the STEM fields (science, technology, engineering, and math), not other fields that have similarly large gender disparities in the opposite direction.

Many women are quite capable of mastering high-level math and science, but simply don’t find working in such a field all that interesting. As Dr. Sommers notes, many “colleges already practice affirmative action for women in science,” rather than discriminating against them. Susan Pinker, a clinical psychologist, chronicled cases of women who “abandoned successful careers in science and engineering to work in fields like architecture, law and education,” because they wanted jobs that involved more interaction with people, “not because they had faced discrimination in science.” Far from being discouraged by society from pursuing a career in math or science, these women had been strongly encouraged to pursue such a  a career: “Once they showed aptitude for math or physical science, there was an assumption that they’d pursue it as a career even if they had other interests or aspirations. And because these women went along with the program and were perceived by parents and teachers as torch bearers, it was so much more difficult for them to come to terms with the fact that the work made them unhappy.”

As Susan Pinker notes, “A mountain of published research stretching back a hundred years shows that women are far more likely than men to be deeply interested in organic subjects—people, plants and animals—than they are to be interested in things and inanimate systems, such as electrical engineering, or computer systems.”

Is this good for our economy? Should we be discouraging the best male students who want to study science and engineering to do their education abroad in Canada or Europe? Should women be steered into careers that may make it harder for them to have families and raise their children?

Mentoring

How to prevent your children from losing their faith in college

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Here’s an interview with Blake Anderson of Ratio Christi.

Excerpt:

(KW): What are some of the specific challenges to Christianity? 
(BA): When someone with a Ph.D. behind their name suddenly confronts a student with supposed evidence that the New Testament books were forgeries and dismisses the historicity of the Christian narrative, if that student has not been well grounded in the evidence for the historical accuracy of the accounts of Jesus’ life the odds are heavily in favor of that student dismissing their parents’ and pastor’s faith as outdated. In philosophy class when the professor appears to eloquently demonstrate how Immanuel Kant showed two hundred years ago how we can’t really know anything unless it is of the physical world, what chance does a young adult have if all they have for equipping is some Sunday School Bible stories? And when the most articulate current defenders of neo-Darwinian evolution essentially mock anybody that doesn’t agree with them it will take much more than a good feeling in your heart to keep you from being demoralized and eventually giving up on a supernatural Creator.

The frustrating thing in all of this is that there are good answers to these assertions. The problem isn’t that there aren’t answers on the same academic level as those that are challenging Christianity; there are. The problem is that so few Christians are aware of where to go to get answers.

And another:

(KW): What can we do to better prepare Christian students for these types of confrontations?
(BA): This may sound harsh, but first, get our heads out of the sand and realize that our methods for the last thirty years have resulted in five to eight out of every ten solid Christian teens abandoning their faith in some way. It’s not pretty. It’s truly a massacre, and until we face into that hard reality our teens will be the unfortunate fodder. This is not a game and no one will be benefited by pretending it isn’t happening.

Second, encourage your children to express their doubts, hard questions, and objections. Don’t suppress these and run from them. You won’t know all the answers, so be prepared to dig in yourself and spend serious time in learning. Your faith will be shaken, but if you truly trust in Christ you won’t use avoidance you will engage. There is nothing to fear. God isn’t afraid of your children’s questions so you should not be either.

Third, remember that teens are influenced by their parents’ beliefs far more than is thought. You and other adults have massive influence in their lives. They need older mature mentors who can show them how to integrate their faith and their interests in life.

Fourth, teach critical thinking skills and logic to your junior high and high schoolers. In this extremely emotive culture, students need to know how to think rather than just what to think. If young people are taught how to think and process information and critically evaluate ideas that they are presented with, they will be able to stand head and shoulders above their peers (and professors for that matter). Then ground them in why Christianity is true and matches objective reality. It’s not enough to know the basic tenants of Christianity. They must know how to defend those beliefs as objectively true in the face of attack. They need to be exposed to anti-Christian ideas in a controlled environment prior to being sent out on their own. Inoculate your children by allowing them to explain and defend their faith against opposing ideas, instead of hiding them from false philosophies until they go off to college.

Read the rest! There are two things that parents need to do. They need to connect Christian teachings and beliefs with objective evidence from hard data, such as from science and history. And they need to provide their children with experiences to acquaint them with the reality of the moral law – specifically, the importance of having moral boundaries in order to avoid hurting yourself and others.