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Improving MIT’s written commitment to freedom of expression

freespeech.mit.edu

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Re: Improving MIT’s written commitment to freedom of expression

#191
post #190

Earlier quoted context omitted.

> Tell people to write a statement of pedagogy or something We do in fact ask them to write a teaching statement, and they focus on pedagogy there. But we want them to address issues of diversity specifically (I think I made it clear in my other posts why), because we found if we don't, then they won't address the topic at all. If we ask a question during the interview like "How do you handle a situation where a stud…

If we ask a question during the interview like "How do you handle a situation where a student reports sexual harassment to you?", we don't want it to be the first time in their life a candidate has ever even considered the question. So - how often do sexual harassment incidents occur such that the obvious line of report is to the instructor (as opposed to say, the department chair or an administrator)? Are you litera…

> So - how often do sexual harassment incidents occur such that the obvious line of report is to the instructor (as opposed to say, the department chair or an administrator)?

If incidents like this are reported at all, they are most often reported to instructors first. The reason is that the issues are quite sensitive, and often times students have a well-developed relationship with their instructors (in some cases it may be the only relationship with an adult on campus). They often do not know the chair or administrators, so the instructor takes the role of guiding the student though the process. Usually it means handing the issue off to someone who is more qualified, but it's important to be ready for when those students come to you.

> Are you literally saying that, literally, every post doc should have (with 99 percent probability) been the recipient of such a report (on the basis of the handful of likely very small classes they've taught by that stage)?

No, but a post doc should be aware of the high probability that something along these lines could happen with regularity when they become an actual professor. A post doc shouldn't sit there wide-eyed and slack-jawed when we ask them about these issues during an interview.

> I guess that post-doc shit out luck when applying for a position by your DEI board, because they have no sexual harassment reports under their belt?

No, expectations are calibrated based on the experience of the applicant. If we go by the Berkeley rubric, a candidate could score very well by:

- Comfort discussing diversity, equity, inclusion, and belonging related issues

- gives some detail about specific strategies for effective mentoring

- Mentions plans or ideas but more is expected for their career stage.

So if you can comfortably talk about salient issues, have some experience mentoring students, and have some plans but maybe not concrete ones, you are in a solid position. I don't see this as unrealistic.

Re: Improving MIT’s written commitment to freedom of expression

#192

Earlier quoted context omitted.

> Tell people to write a statement of pedagogy or something We do in fact ask them to write a teaching statement, and they focus on pedagogy there. But we want them to address issues of diversity specifically (I think I made it clear in my other posts why), because we found if we don't, then they won't address the topic at all. If we ask a question during the interview like "How do you handle a situation where a stud…

> Or do you have examples of academic DEI offices trying to convince the world that "all white are racist". Not that explicitly, of course, but let's go to https://diversity.berkeley.edu/rwle-books and click on "Anti-racism resources". We get to a google doc with a bunch of links, mostly broken or paywalled (so don't blame me for cherry picking). Let's look at the first "Articles to read" https://www.theatlantic.com/…

> let's go to https://diversity.berkeley.edu/rwle-books and click on "Anti-racism resources"

One of the repeated oversights in these discussions is taking resources out of context. Just because something is available on the public web, doesn't mean it was designed for a public audience. The Berkeley rubric we've been talking about is the first example of that.

Here you're taking a reading list on the Berkeley diversity site which is described as:

  Read, Watch, Listen, Engage is a space where students, staff, and faculty can share books, podcasts, conferences, and more on E&I-related topics. 
So what we're looking at is a reading list Berkeley students and faculty use to share interesting books with each other. This is made doubly clear since as you noted, most of the links are internal Berkeley library links.

I think it bears noting that Berkeley is regarded as one of the most left leaning institutions in the country and maybe even world. I'm certainly not going to put myself in the position of arguing that some of the content you've linked to and quoted isn't divisive, or that Berkeley of all places isn't left leaning. But at the same time I would say the leftmost department at the leftmost university in the country should be as bad as it gets, right? I just don't see how a reading list is really convincing the world that "everybody is a white supremacist".

Honestly I know what you're talking about as far as this kind of perception that is spread, but I really don't think it's academic DEI offices that are the main culprit, although I think they're associated with it. And the reason I think that is because academic DEI offices can't make faculty buy into any of what they do, and our tolerance for having to do extra work is exactly zero. So the efforts they come up with don't go very far unless we actually want to do them. Like, if you're on a hiring committee and you think DEI statements are bullshit, you don't have to read a single one. You don't have to give any DEI aspect as single moment of consideration. You don't have to ask a single DEI related question. No one is going to force you to do anything.

But the more I think about it, the more I believe the problem is the move of DEI initiatives into corporate America. HR has far more power over employees than DEI departments do over faculty. I could definitely see them taking something that worked well in the academic model, and turning it into a Frankenstein in the corporate world. It also would explain the quite divergent point of view we both have of the same topic -- you're in the corporate world and have experienced all the worst aspects of DEI initiatives, I'm in the academic world and it's worked out quite well for us because it makes more sense here.

> What impression does the applicant get after being asked to write a diversity statement and going to the diversity website?

We can look at an actual Berkeley job posting and see what applicants see. Here's an advertisement for an assistant professor in physics:

https://aprecruit.berkeley.edu/JPF03085

The DEI letter is described as follows to the applicant:

  Statement on Contributions to Advancing Diversity, Equity, and Inclusion - Statement on your contributions to diversity, equity, and inclusion, including information about your understanding of these topics, your record of activities to date, and your specific plans and goals for advancing equity and inclusion if hired at Berkeley (for additional information go to https://ofew.berkeley.edu/recruitment/contributions-diversity).
If we follow the link to additional information, we find:

  Advancing diversity, equity, inclusion, and belonging are responsibilities of all Berkeley faculty through their research, teaching, and/or service. As a public institution we expect all new hires to meet our equity and inclusion standards for excellence. These responsibilities are codified in both the UC Berkeley Principles of Community(link is external), and The University of California Regents Policy 4400(link is external)
The actual UC diversity policy is here:

https://regents.universityofcalifornia.edu/governance/polici...

And it's pretty anodyne, but it makes the case I've been making here: California has a diverse populations, Berkeley exists to serve Californians, therefore Berkeley must work to accommodate a diverse student body. Pretty straight forward.

The other link has the Principles of Community:

https://diversity.berkeley.edu/principles-community

These are the documents that the search committees would use as the basis for any DEI related decisions, as they have far more weight institutionally.

Okay, so let's bring it full circle. The job advertisement asks for a DEI letter. The DEI letter is supposed to address how the applicant will abide by Policy 4400 and the Principle of Community. I think the principles as listed above are quite different from the Berkeley diversity reading list, and I don't see why any candidate should have a hard time addressing these topics.

Let me ask you this: I don't presume to know what you believe, but would you find it objectionable to write a DEI statement arguing that freedom of expression and allowing diverse viewpoints on campus is important to diversity and a healthy ecosystem of ideas? I don't know how you feel abut that, but this would be a perfectly acceptable DEI statement according to all of the language laid out in the job advertisement and its linked content (as long as you also discuss how you work to advance freedom of expression).

> Good luck. I'll stop replying since this thread is way past its expiration date.

You too! :)

Re: Improving MIT’s written commitment to freedom of expression

#193
post #182

Earlier quoted context omitted.

I get the point instructors need to have above-average empathy, and be able to deal with stuff that happens that occasionally happens in group settings. That's always been a given in higher education. And yes, students did have personal crises and occasionally untoward interactions did happen. (Outright bullying does seem kind of strange, but I distinctly recall how relieved I was that had completely disappeared when…

> Stuff happened and the instructors, provosts and other staff were able to deal with it based, again -- on their capacities for empathy, common sense and elementary decency. Without having to produce a lengthy statement of their "understanding of the dimensions of diversity", "organizing and speaking at workshops" Do you really know this to be true, though? Faculty and admin are always organizing and speaking at wor…

Do you really know this to be true, though?

Well yeah, because the concept of a "diversity statement", let alone of a DEIB, did not exist at the time.

And that's the topic of discussion here -- whether these mandatory affirmative statements are necessary, or even helpful. Not "discussions in faculty meetings" (which of can be effective). But these precious mandatory affirmative statements, as judged and scored by these boards with their (as you seem to acknowledge) apparently unknowable criteria.

I'm just going to address one more snippet of what you said, then I'm going to have to bail:

The reason why it's seen as "wrong" by the DEIB office at Berkeley is because from experience we as a profession have found it leads to instructors with attitudes like "I don't care that Timmy has a learning disability, he has to take the test for the same 45 minutes as the other students!"

We keep going back in circles, here. You seem to just assume, prima facie, the effectiveness of these statements: that candidates with "weak" affirmative diversity statements -- as judged their spouting what you deem to be "empty platitudes", and for their failure to emit who knows what positive signals you or whoever is sitting on the DEI board that year is looking for -- are basically childish, self-centered jerks (who wouldn't already be revealing these traits by other means). And that that requiring "strong" affirmative statements somehow protects the university community against the encroachment of these childish, self-centered jerks. Who might just not immediately agree with whatever accessibility guidelines come down the pipe (in regard to students with disabilities) -- but would become become obstructionist, and start to pout and stomp their feet, as you hyberbolize: "I don't care what guidelines say! I'm going to run my class the way I see fit!"

I don't know what higher plane of reality you inhabit such that you feel confident you can draw a causative association between a candidate's making a statement like "I treat everyone equally" -- and their being disposed of that kind of behavior.

But I maintain that is, at best... a gut-level association -- kind of like "I know their kind", "I know them when I see them". That is to say: at best, a very tenuous association -- and at worst, a stereotype. And an ideologically-driven one at that. Which indicates, ironically, a lack of depth of understanding of cognitive ... diversity.

That's how I see it. You can see it otherwise of course, and that's perfectly fine. I do need to move on though, and call it a day with this thread. You are extremely even-tempered and civil (much more so than I), but as the other commenter pointed out, this thread has gotten way too long, and is now way past its expiration date.

Re: Improving MIT’s written commitment to freedom of expression

#194
post #193

Earlier quoted context omitted.

> Stuff happened and the instructors, provosts and other staff were able to deal with it based, again -- on their capacities for empathy, common sense and elementary decency. Without having to produce a lengthy statement of their "understanding of the dimensions of diversity", "organizing and speaking at workshops" Do you really know this to be true, though? Faculty and admin are always organizing and speaking at wor…

Do you really know this to be true, though? Well yeah, because the concept of a "diversity statement", let alone of a DEIB, did not exist at the time. And that's the topic of discussion here -- whether these mandatory affirmative statements are necessary, or even helpful. Not "discussions in faculty meetings" (which of can be effective). But these precious mandatory affirmative statements, as judged and scored by the…

> Well yeah, because the concept of a "diversity statement", let alone of a DEIB, did not exist at the time.

What I was saying is that diversity initiatives, training, seminars, workshops, and all the various activities that are now concentrated in the DEIB office have been going on for quite some time at different levels in the University. Offices of diversity haven't always been around, but similar efforts have always existed. Maybe your instructors haven't written a DEI statement, but surely they have engaged in the activities one would write about in a DEI statement. Every member of the faculty has.

> You seem to just assume, prima facie, the effectiveness of these statements

The statements are most effective in focusing candidates to answer questions about diversity during the interview.

> their failure to emit who knows what positive signals you or whoever is sitting on the DEI board that year is looking for

The "positive signals" we are looking for are specificity. We just want examples. What have you done specifically? What do you plan to do specifically? Otherwise, yeah, they're platitudes.

> are basically childish, self-centered jerks

I'm sorry I probably overstated Berkeley's intention with their rubric, as I'm not a part of Berkeley and had no hand in writing it, but I just had some specific instances in mind when I that this. I will say I've read a lot of statements that say something to the effect of "I treat everyone equally" and I've had a lot of discussions with those candidates. It usually turns out that after a probing discussion, their actual position is much more measured. The "I treat everyone equally" absolutists I've come across have actually ended their careers in self immolation. And I mean, they were hired in the first place, so their statement didn't even affect their candidacy, but I will say their attitude lead to problems.

> You are extremely even-tempered and civil

It comes from dealing with teenagers all day. Cheers!

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