> When I read "New Orleans teenagers" I wanted to immediately give the benefit of the doubt, but a part of me suspected they may lead with identity.
I didn’t have this reflexive reaction, but I can understand why one might if familiar with the way regional references can be coded language. That said,
> It does a disservice to an achievement, if in fact there is one. A part of me is now sort of doubtful that this isn't a "cause celebre" sort of situation.
I don’t think it does a disservice. The author isn’t noting the achievement because of the students’ identity, only noting that the objective achievement being achieved by students with systemic disadvantages might be inspiring to others facing similar disadvantages. As an educator, one of their responsibilities is to help students overcome arbitrary barriers to their education and enjoy the benefits of the same education as their peers. It’s one of zillions of implied responsibilities educators have beyond the material itself. But you can’t fault any educator for recognizing when one factor of that might be even a little less fraught by centuries of reinforced barriers to their students.
The rest of the paragraph you quoted seems to reflect your own view:
> which should inspire anyone — no matter what their ethnic, gender or socio-demographic background — that excellence in your chosen field of study is always attainable if you have enough joy and passion for what you do.
The difference is that the author seems to recognize that wishing doesn’t make it so, that systemic and historical barriers don’t vanish if you don’t mention them.
The rest of the post is focused on the objective details. I hope that won’t be lost because you or anyone is sensitive to acknowledgment that humans don’t exist in a vacuum even if you that for the math they’re reasoning about.