Quotulatiousness

October 10, 2018

Bryan Caplan on “Sokal 2.0” or the “Grievance Studies Affair”

Filed under: Education, Health, Media — Tags: , , , , — Nicholas @ 05:00

Much has been said and written about the successful academic hoax pulled off by Helen Pluckrose, James A. Lindsay, and Peter Boghossian to get multiple bogus papers published in peer-reviewed journals in the “grievance studies affair”. Bryan Caplan rounds up several comments and then explains why he is impressed by the work of the hoaxers:

My idea has inspired multiple actual tests. But frankly, none of them are in the same league as Sokal 2.0. Three scholars who held a vast academic genre in low regard nevertheless managed to master the genre’s content and style expertly enough to swiftly publish enough articles to earn tenure! Frankly, if that doesn’t impress you, I don’t know what would.

The main question in my mind: Does Sokal 2.0 primarily show that the authors are intellectually strong… or that “grievance studies” is intellectually weak? Both can be partly true, of course. But the harder the authors had to toil to achieve their goal, the less they impugn the honor of their target. So how hard did they toil? The authors’ self-account:

    [W]e spent 10 months writing the papers, averaging one new paper roughly every thirteen days… As for our performance, 80% of our papers overall went to full peer review, which keeps with the standard 10-20% of papers that are “desk rejected” without review at major journals across the field. We improved this ratio from 0% at first to 94.4% after a few months of experimenting with much more hoaxish papers.

In other words, they barely broke a sweat. While you could accuse the authors of self-deprecation, this is a rare human failing. When we succeed, most of us like to highlight our own awesomeness, not the ease of our goals. While most people would have been less successful than the hoaxers, what they did was far from superhuman. And that, in turn, amply supports their main theses: the fields they hoaxed have low intellectual standards and don’t deserve to be taken seriously.

Does this mean that the subjects of race, gender, sexual orientation, body image, and so on don’t deserve to be taken seriously? Not at all. You shouldn’t blame subjects just because the fields that study them fall short. Identity is too important to be left to people who embrace their own identity. Still, until the researchers who study these subjects calm down, speak clearly, and treat dissent with civility, they will continue to produce little knowledge.

P.S. My main caveat about my positive evaluation of Sokal 2.0: I’ve seen too many hoax movies not to wonder if there’s a hoax within a hoax. Probably not, though.

October 8, 2018

Debunking state education rankings

Filed under: Bureaucracy, Education, Media, USA — Tags: , , , , — Nicholas @ 03:00

In the latest issue of Reason, Stan Liebowitz and Matthew L. Kelly explain why you should ignore those “authoritative” rankings published by U.S. News and World Report and others:

You probably think you know which states have the best and worst education systems in the country. If you regularly dip into rankings such as those published by U.S. News and World Report, you likely believe schools in the Northeast and Upper Midwest are thriving while schools in the Deep South lag. It’s an understandable conclusion to draw from those ubiquitous “Best Schools!” lists. It’s also wrong.

The general consensus on education, retold every few news cycles, is that fiscally conservative states are populated by cheapskates. In those necks of the woods, people are too ignorant to vote in favor of helping their illiterate and innumerate children. Intelligent people understand that high taxes and generous pensions for public school teachers are the recipe for an efficient and smoothly functioning education system. If skinflint voters would just lighten up, the story goes, they too could become erudite and sophisticated.

Paul Krugman rehashes this narrative regularly in his New York Times column, frequently bemoaning the country’s purportedly miserly education budgets. Increasingly, he perceives libertarian barbarians at the gates of state governments, brandishing axes for dreaded spending cuts. In April, he wrote that “we’re left with a nation in which teachers, the people we count on to prepare our children for the future, are starting to feel like members of the working poor.… One way to think about what’s currently happening in a number of states is that the anti-Obama backlash, combined with the growing tribalism of American politics, delivered a number of state governments into the hands of extreme right-wing ideologues. These ideologues really believed that they could usher in a low-tax, small-government, libertarian utopia.”

In Krugman’s view, which reflects the education establishment’s view as well, those attempting to keep the size of government in check are a danger to your child. To support this claim, education wonks and activists point to state rankings in U.S. News, Education Week, or WalletHub — outlets that grade states according to a few key measures, such as graduation rates, education spending, and test scores. When education is discussed in the news, these rankings are often cited to illustrate the havoc that restrained budget growth and right-to-work laws can wreak.

Indeed, such rankings do seem to show that the highest-quality state educational systems tend to be in big-spending states in the Northeast or Upper Midwest. These places apparently honor and respect teachers, while Southern states inexplicably abhor them. But the cheapskates in cheap states get their just deserts: Sophisticated northern jurisdictions grow ever smarter, while stingy conservative backwaters sink into ever-lower depths of ignorance. The solution is obvious: Pay up or your kids will suffer.

There’s just one problem with this narrative: Traditional rankings are riddled with methodological flaws.

September 7, 2018

A model modern university syllabus

Filed under: Education, Politics — Tags: , , , — Nicholas @ 03:00

Philip Carl Salzman outlines what the modern university strives to impart to students:

Universities in the 20th century were dedicated to the advancement of knowledge. Scholarship and research were pursued, and diverse opinions were exchanged and argued in the “marketplace of ideas.”

This is no longer the case. Particularly in the social sciences, humanities, education, social work, and law, a single political ideology has replaced scholarship and research, because the ideology presents fixed answers to all questions. And, although the most important thing in universities today is the diversity of race, gender, sexual practice, ethnicity, economic class, and physical and mental capability, there is no longer diversity of opinion. Only those committed to the ideology are admitted to academic staff or administration.

Universities have been transformed by the near-universal adoption of three interrelated theories: postmodernism, postcolonialism, and social justice. These theories and their implications will be explored here.

The courses may not be as transparently labelled as Salzman says, but the content will be remarkably similar:

Postmodernism: In the past, academics were trained to seek truth. Today, academics deny that there is such a thing as objective Truth. Instead, they argue that no one can be objective, that everyone is inevitably subjective, and consequently everyone has their own truth. The correct point of view, they urge, is relativism. This means not only that truth is relative to the subjectivity of each individual, but also that ethics and morality are relative to the individual and the culture, so there is no such thing as Good and Evil, or even Right and Wrong. So too with the ways of knowing; your children will learn that there is no objective basis for preferring chemistry over alchemy, astronomy over astrology, or medical doctors over witch doctors. They will learn that facts do not exist; only interpretations do.

[…]

Postcolonialism, the dominant theory in the social sciences today, is inspired by the Marxist-Leninist theory of imperialism, in which the conflict between the capitalist and proletariat classes is allegedly exported to the exploitation of colonized countries. By this means, the theory goes, oppression and poverty take place in colonies instead of in relation to the metropolitan working class. Postcolonialism posits that all of the problems in societies around the world today are the result of the relatively short Western imperial dominance and colonization. For example, British imperialism is blamed for what are in fact indigenous cultures, such as the South Asian caste system and the African tribal system. So too, problems of backwardness and corruption in countries once, decades ago, colonies continue to be blamed on past Western imperialism. The West is thus the continuing focus on anti-imperialist and anti-colonialist sentiment. Your children will learn that our society is evil, and the cause of all the evil in the wider world.

[…]

Social justice theory teaches that the world is divided between oppressors and victims. Some categories of people are oppressors and other are victims: males are oppressors, and females are victims; whites are oppressors, and people of color are victims; heterosexuals are oppressors, and gays, lesbians, bisexual, etc. are victims; Christians and Jews are oppressors, and Muslims are victims. Your sons will learn that they are stigmatized by their toxic masculinity.

[…]

“intersectionality” is an idea invented by a feminist law professor. It argues that some individuals fall into several victim categories, for example, black, female lesbians have three points in the victim stakes, as opposed to male members of the First Nations who receive only one point. Further, on the action front, members of each victim category are urged to unite and ally with members of other victim categories, because sharing the victim designation is the most important status in the world. This leads to some anomalies. Black victims of racism are urged to unite with Arab victims of colonialism, even though Arabs have been and still are holders of black slaves.

Female victims of sexism are urged to support Palestinian victims of “white” colonialism, even though Palestinian women have always been and continue to be subordinated to men, and are subjected to a wide range of abuse. Your children will learn that to be accepted, they must assume victim status or become champions of victims, and ally with other victims.

September 4, 2018

Grad school mafia

Filed under: Bureaucracy, Education — Tags: , , — Nicholas @ 05:00

In the Chronicle of Higher Education, Andrea Long Chu recounts her experience as a teaching assistant to Professor Avital Ronell, and the disturbing psychological world inhabited by grad students at New York University:

Structural problems are problems because real people hurt real people. You cannot have a cycle of abuse without actually existing abusers. That sounds simple, which is why so many academics hate it. When scholars defend Avital — or “complicate the narrative,” as we like to say — in part this is because we cannot stand believing what most people believe. The need to feel smarter is deep. Intelligence is a hungry god.

In this way, Avital’s case has become a strange referendum on literary study. Generations of scholars have been suckled at the teat of interpretation: We spend our days parsing commas and decoding metaphors. We get high on finding meaning others can’t. We hoard it, like dragons. We would be intellectually humiliated to learn that the truth was plain: that Avital quite simply sexually harassed her student, just as described. Sometimes analysis is simply denial with more words. Sometimes, as a frustrated student in a first-year literature course always mutters, the text just means what it says it means.

My department has been largely silent since the news broke. Faculty members have said nothing to us. Upset and ashamed, my fellow graduate students and I speak with one another cautiously. We heal, or don’t, alone. People I know are afraid to make any public comment, even on Facebook, where they are friends with older, richer scholars who might one day control their fates. Even I, who have by extraordinary luck options outside of academia, fear what being vocal will bring.

A culture of critics in name only, where genuine criticism is undertaken at the risk of ostracism, marginalization, retribution — this is where abuses like Avital’s grow like moss, or mold. Graduate students know this intuitively; it is written on their bones. They’ve watched as their professors play favorites, as their colleagues get punished for citing an adviser’s rival, as funding, jobs, and prestige are doled out to the most obedient and obsequious. The American university knows only the language of extortion. “Tell,” it purrs, curling its fingers around your IV drip, “and we’ll eat you alive.”

Avital conducts herself as if someone somewhere is always persecuting her. She learned this, I imagine, in graduate school. No woman escapes the relentless misogyny of the academy. The humanities are sadistic for most people, especially when you aren’t a white man. This is understood to be normal. When students in my department asked for more advising, we were told we were being needy. “Graduate school should destroy you,” one professor laughed.

The irony is that those who survive this destruction often do so at the cost of inflicting the same trauma on their own students. Avital, now a grande dame of literary studies, who Reitman alleges bragged to him of a “mafia”-like ability to make or break the careers of others, still feels persecuted. She makes it the job of those around her to protect her from that persecution: to fawn, appease, coddle. The lawsuit against her reads as a portrait, not of a macho predator type, but of a desperately lonely person with the power to coerce others, on pain of professional and psychic obliteration, into being her friends, or worse.

August 13, 2018

Publish, perish … or cheat

Filed under: Cancon, Education, Media — Tags: , , , — Nicholas @ 03:00

In the Vancouver Sun, Douglas Todd tells the story of a Canadian academic who’s risked his career to expose what most of us would consider widespread cheating in academic publications:

A determined B.C. economics professor has journeyed into the heart of a dark world where academics seeking to advance their careers have had hundreds of thousands of their articles published for a fee in journals that either deserve suspicion or are outright phoney.

In academia, where the admonition to “publish or perish” is not an empty threat, it is often difficult for scholars to have their research published in legitimate journals, let alone top ones. But it’s becoming increasingly common for academics to get articles produced in questionable journals, just by forking over $100 to $2,500 Cdn.

Derek Pyne, a Thompson Rivers University economist who was granted tenure in 2015, is among the global academics who are exposing the deceptive journals, sometimes at a risk to their careers. Experts say these journals are chipping away at scientific, medical and educational credibility — and wasting the money of the taxpayers who largely finance public colleges and universities.

Pyne’s pioneering research has been cited by The New York Times and The Chronicle of Higher Education. On June 23, The Economist, in a piece on blacklisted journals, praised the B.C. scholar, remarking: “This is an area in which data are hard to come by. But one academic has been prepared to stick his neck out and investigate his own institution.”

His dedication to truth, however, has not gone well for Pyne, who might be turning into one of the most noted professors at Thompson Rivers University. He has been at the public Kamloops institution since 2010, specializing in economic and mathematical theory related to education, religion, trade and crime.

On July 17, however, Pyne was suspended without pay. That’s after being banned on May 17 from the picturesque campus on a Kamloops hillside.

H/T to Claire Lehmann for the link.

August 9, 2018

Scottish schools’ proposed gender initiative will encourage gender uncertainty in 5-year-olds

Filed under: Britain, Education, Health, Politics — Tags: , , , — Nicholas @ 05:00

Joanna Williams explains why authority figures actively undermining one of the few certainties in a young child’s world is bound to cause much more harm to many children:

Education Scotland, regional NHS boards and the Scottish government jointly came up with this new gender initiative’s daft – sorry, draft – guidelines, which are set to come into effect from 2019. The plan is to tell children: ‘Your sex is what you are told by a doctor when you are born. Most people are told they are a male child (a boy) or a female child (a girl).’ But this ridiculous statement contradicts everything children will later learn in biology lessons. Babies are not ‘told’ they are a particular sex in some odd conversation between parents and midwives on the labour ward. The overwhelming majority of babies actually are male or female, boys or girls. Sex is not a lottery. It doesn’t depend on how the doctor happens to be feeling at a certain point in time. It is there in the child’s genitals and in their chromosomes. Telling children that sex is simply something that is arbitrarily announced by a doctor is a lie.

But propagating this lie and encouraging children to believe that sex is a random declaration allows teachers to go on to tell children: ‘Your gender is what you decide.’ In other words, children will be told to ignore the evidence they see before them every time they go to the toilet or get undressed. Ignore what the nasty doctor said. And ignore what family members have wickedly led them to believe. Not only does this undermine parents, it also heaps a lot of pressure on to the shoulders of five-year-olds. Most find it difficult enough to decide what to have for breakfast. Their brains are full of Minecraft, superheroes or Friendship Fairies. They worry about dinosaurs coming back to life and unicorns not being real. It is hard to see how telling children this age that one of the few things they know for certain isn’t certain after all can do anything other than cause distress.

But the problematising continues. ‘People might think they know your gender because of the clothes you wear or the things you like to do’, children will be told. But, of course, these people are wrong: ‘You are a unique person, you know who you are.’ This confuses two separate issues – gender stereotypes and actually being a boy or a girl. It also seriously underestimates children. The youngest children distinguish between boy stuff and girl stuff; they know whether they are a boy or a girl and which clothes and toys they are supposed to like. But while some children might police gender stereotypes with enthusiasm, others do not. They know, better than the Scottish government it seems, that you can play football and still be a girl or dress up as a princess and still be a boy. Even those keen to enforce gender conformity at age five may well rebel by the time they are 15. And so what if they don’t? If a boy enjoys being a boy and wants to grow up into a man, is that really so bad?

July 20, 2018

QotD: The modern mission of the university

Filed under: Education, Humour, Quotations — Tags: , — Nicholas @ 01:00

God makes a portion of each generation intelligent well above the average, and despite the best efforts of our state school systems, His handiwork is hard to suppress. The task of the modern progressive university is therefore to corrupt and unbalance the intelligent; to pit their minds against their common sense; to adapt their brains as a useful putty — a kind of “semtex” or plastic explosive to press into the folds and corners of the society the progressive must destroy to rule.

David Warren, “Halls of memory”, Essays in Idleness, 2016-10-01.

July 17, 2018

QotD: The incentive problem for universities

Filed under: Economics, Education, Government, Quotations, USA — Tags: , , — Nicholas @ 01:00

Incentives matter. This is a fundamental tenet of economics: People respond to their incentives. If something in a market seems to be going wrong, it’s because the incentives have gotten screwed up.

Looking at the market for education, it’s hard not to think that there’s something wrong with the incentives. Tuition keeps going up and so does debt. The percentage of people who are not paying off that debt — either because they are in default, deferment, or an income-based repayment program — is staggering. Naturally, a lot of folks would like to get the government in there to start tweaking those incentives until the market stops being so crazy.

One issue involves the incentives that schools have to ensure that their graduates get value out of their degrees. At the moment, a school can enroll you in practically any program, and the government will lend you money for tuition and living expenses, whether or not that degree is likely to produce the means to repay the loan. Since schools are often in a better position to know the economic value of their degrees than naive potential students, that twists the incentives. Eventually, the student will pay, either with money or trashed credit. If the loan defaults, taxpayers will pay too. The school has the most information about the transaction and yet it has the least at stake. No wonder we have such high tuition, so many dubious degree programs and such a troubling rate of default.

Megan McArdle, “Don’t Make Colleges Pay for Student-Loan Defaults”, Bloomberg View, 2016-09-07.

July 13, 2018

QotD: Decline of the mainstream media

Filed under: Education, Media, Politics, Quotations, USA — Tags: , , , — Nicholas @ 01:00

What happened to that instinct to go find the story that the “powers that be” wanted buried? Yeah, I know how the Internet has slashed into the paid-advertising model that supported “objective” daily newspapers. But don’t you think the ongoing loss of audience and credibility of the “legacy media” might also have something to do with the fact their little drones now all recite the “Leftist line” in unison — never challenge any of the sacred cows?

That what remains of the American and European “news media” would become captive to the screeching Collectivist/Globalist Left was predictable. First our colleges and now even the government youth propaganda camps (“public high schools”) have been captive to unionized Leftists pushing a thinly disguised Marxist agenda — Franz Fanon, Noam Chomsky and the like — for 45 years now. Public schools which quite purposely turn out graduates who are just barely literate enough to follow their marching orders, by the way, with most of a troublemaker’s innate sense of curiosity long since ground out of them.

(Real research is such a grind. We SO much more prefer the classes where we get good grades for just shouting our opinions about racism and oppression and stuff. And now we even get a free field trip to the state Capitol to shout it out for gun control! … even though we wouldn’t know a muzzle brake from a stripper clip, and couldn’t tell you who wrote the Bill of Rights or why he (or they) believed a citizenry armed with military-grade weapons is somehow “necessary to the security of a free state.” … Or even where that phrase appears.)

With the exception of a few pretty network news readers with great hair, no one ever went into journalism for the money. The sense since Woodward and Bernstein took down Richard Nixon was that journalists had a mission to take down greedy white “deplorable” politicians (and if we can’t find any, we’ll invent some. “If you’re for enforcing the existing immigration laws like every other nation on earth, you’re a racist!”)

The problem is not just a political “leaning.” The problem is that today’s crop of journalists are so incurious it never occurs to them to notice that their assignment editors are taking orders from owners and publishers who are on the same globalist/mind-control team as virtually all of those bought-and-paid-for politicians they’re supposed to be “exposing.” The big corporate guys don’t really care which politicians get taken down, since they’ve bought the “D”s AND the “R”s — they own Chuck Schumer and Nancy Pelosi AND Mitch McConnell and Lindsey Graham and Trey Gowdy. It’s Kabuki, it’s a Punch-and-Judy show to make people feel they’ve got a real choice.

Vin Suprynowicz, “On Reporters Who Ask No (Unapproved) Questions”, Libertarian Enterprise, 2018-06-03.

July 5, 2018

Barbara Kay on revising Ontario’s sex-ed curriculum

Filed under: Cancon, Education, Health, Politics — Tags: , , , , , — Nicholas @ 03:00

Her latest column in the National Post has some advice for Premier Doug Ford and his merry band of (dare I say) reformers:

Doug Ford at the 2014 Good Friday procession in East York, Ontario.
Photo via Wikimedia Commons.

Doug Ford’s victory was in some measure due to his promise — I believe a heartfelt one — to repeal the sex ed curriculum in Ontario schools. I assume there’s a replacement program in the works. A sex-ed vacuum is not politically tenable, or even what most conservative parents want.

What principles will undergird a Doug Ford inspired curriculum? I’d suggest four guidelines for his consideration.

First, take sex ed out of the hands of ideologues and activists. Constitute a task force made up of a variety of stakeholders, involving both liberal and conservative parents (including parents of LGBT students), disinterested scientific authorities and, yes, religious representatives, to hammer out recommendations for a sex ed paradigm, in which science is separated from theory, and in which proponents of morality and modesty-based sex ed have a voice and a vote.

Second, revisit the underlying premise in sex ed today that all children must learn everything under the sun that touches on sexuality from the state.

[…]

Third, there is the question of readiness. Children can be taught the facts of biology quite early, but there is no need to engage young children in detailed discussion of sexual preferences before they fully understand the nature of sexual desire. It is obviously appropriate to warn against internet porn and social media perils at a fairly early age, and the reality of same-sex couples (including parents of students) openly acknowledged, but full engagement in the nature of sexual desire in all its diversity and detail is best left for adolescence.

Finally, nowhere is the need for distinction between science and theory more urgently required than in the area of transgenderism.

Much of what children are learning about transgenderism today, at a very tender age, is not science-based, but activist-dictated theory that can result in psychological harm.

July 1, 2018

QotD: Homework

Filed under: Bureaucracy, Education, Quotations — Tags: — Nicholas @ 01:00

Let’s end homework forever — just end it now — and open up more daylight hours for life’s inexhaustible succession of microlessons. Knowing how to paddle a canoe, or fix a faucet, or work a cash register, or bake a coffeecake, or comfort someone who is unhappy, is much more important than knowing the names of the six kingdoms of living organisms, or the layers of the atmosphere, even if you’re going to become a naturalist or an atmospheric physicist — and paddling and faucet-­fixing and cash-­registering and cake-­baking and the offering of sympathy, like most memorable proficiencies, happen best when they’re voluntary, after school is out.

Nicholson Baker, “Fortress of Tedium: What I Learned as a Substitute Teacher”, New York Times Magazine, 2016-09-07.

June 26, 2018

QotD: Writing essays in school

Filed under: Education, Quotations, USA — Tags: , — Nicholas @ 01:00

To find their way in American life, high-­schoolers need to be able to speak English, to read, to listen to and respect other people’s opinions, to have a command of the basic elements of courtesy and, to a lesser extent, to write. (They do not need to know how to write a thesis sentence. More injury is done to high-school essays by the imposition of the thesis-­sentence requirement than by any other means. The trick, kids are sometimes told, is to begin with a word like “although.” No.)

Nicholson Baker, “Fortress of Tedium: What I Learned as a Substitute Teacher”, New York Times Magazine, 2016-09-07.

June 12, 2018

Conformity

Filed under: Bureaucracy, Education, Health — Tags: , , — Nicholas @ 03:00

May 30, 2018

QotD: Microeconomics

Filed under: Economics, Education, Quotations — Tags: , , — Nicholas @ 01:00

… I sincerely believe – believe to the point that I can say that I know – that principles of microeconomics is the most important economics course any student can ever take. Ever. By far. If taught properly, and learned with an open and critical and attentive mind, a principles of microeconomics course will impart to the student more understanding of the operation of economies than will all other economics courses combined – and I include here even well-taught PhD econ courses.

Too many academic economists, in my experience, are bored with microeconomic principles. Such principles are so basic. No genius is required to understand them or to teach them well. Teaching microeconomic principles provides no opportunity to showcase great cleverness or to push out the frontiers of understanding. It is, instead, to repeat timeless verities – and verities the majority of which have been known and understood by wise economists for nearly 250 years, and nearly all of which have been known and understood by wise economists for the past 50 years.

[…]

My goal in teaching Principles of Microeconomics is not to launch my students on a path to earn a doctorate in the subject, or even for them to become econ majors. While I’m always pleased when a student, after taking my class, switches his or her major to economics, I teach the course as if it is the only economics course these students will ever take. (Empirically, this assumption of mine is true.) So unlike many other intro-econ courses, I do absolutely no mathematics; I even draw no cost curves. I define a handful of esoteric terms (such as the “law of diminishing marginal utility”) but never mention many others (such as “perfect competition” or “marginal rates of substitution”) that are typical fare in many other principles-of-microecon courses. I wouldn’t even dream of doing indifference-curve analysis in such a course.

I open the course with some economic history. (“Have you any idea how materially prosperous you are compared to the vast majority of your ancestors?!”) I spend a lot of time on supply and demand. I devote two whole sections to international trade, another to public choice, and one to public goods and taxation. (Each section is two-and-a-half-hours long. And I cover some other topics in addition; I mention these only to give a flavor of my course.)

My goal – by teaching basic, foundational, principles of microeconomics – is to inoculate students against the bulk of the common economic myths that they’ll encounter throughout their lives – myths such as that the great abundance of goods and services available to us denizens of modernity is the result of a process that can be easily mimicked or understood in detail by smart people or planners – that the market value of goods or services can be raised by price floors (such as a legislated minimum wage) or lowered by price ceilings (such as rent control) – that benefits can be created without costs – that government is an institution capable of rising above the realities that ensure that private institutions never perform ‘perfectly’ – that intentions are results – that destruction of property is a source of prosperity – that exchange across political boundaries differs in economically meaningful ways from exchange that takes place within political boundaries – that the only consequences that occur or that matter are those that are easily anticipated and seen.

Don Boudreaux, “Teach the Timeless Verities”, Café Hayek, 2014-08-26.

May 13, 2018

Title IX complaints as a form of Prisoner’s Dilemma

Filed under: Education, Law, USA — Tags: , , , — Nicholas @ 03:00

The more I read about Title IX, the more I wonder why university students dare risk mingling with the opposite sex under any circumstances outside class:

The University of Cincinnati suspended a female student for allegedly engaging in nonconsensual sex with a male student who claimed he was too drunk at the time to approve the encounter.

The fact that this case involves a male accuser (“John Doe”) and a female aggressor (“Jane Roe”) makes it unusual among Title IX complaints. (Title IX is the federal statute that forbids sex discrimination in schools.) But the female student’s lawsuit against Cincinnati — which accuses the university of violating her due process rights — reveals something even odder: Roe had previously filed a sexual misconduct complaint against one of Doe’s friends.

Roe’s lawsuit, then, suggests that Doe filed the complaint against Roe as a kind of revenge for getting his friend in trouble. (I have an alternative theory, but I’ll save that for the end.)

“On information and belief, John Doe was motivated to file a Title IX Complaint in retaliation for a prior Title X Complaint Jane Roe had filed against his friend,” according to the suit.

Roe also contends that it was ridiculous to find her guilty of nonconsensual sex because of Doe’s drunkenness, but not find Doe guilty too: Roe was also drunk at the time, so under the rules she was just as unable to consent to sex as he was. While this might seem like a paradox — how can two young people rape each other? — it would actually be a straightforward application of affirmative consent, which requires all participants in a sexual encounter to proactively obtain freely given and unambiguous consent before proceeding.

[…]

According to The Cincinnati Enquirer, Roe said that she was being punished for “engaging in the same sexual freedoms that men on the campus enjoy.” It might be more accurate to say she is being held to the same standard — a standard that is, for many reasons, horrible.

Roe’s theory that Doe’s complaint was a form of revenge is interesting, and it could be true. Perhaps the whole thing was a setup — he lured her to his bedroom, feigned drunkenness, and initiated sexual contact, fully intending to race to the Title IX office the next day, no-one-wounds-me-with-impunity style.

Here’s an alternative theory: Doe woke up, realized they had engaged in sexual activity while they were both drunk, and feared that she would file a complaint against him, as she had done to his friend. Panic-stricken, he felt he had no choice but to beat her to the punch.

Indeed, if you suspect you are going to become the subject of a Title IX investigation, the optimal strategy may very well be to file the first complaint. For reasons not completely clear to me, Title IX administrators often appear biased in favor of the initial complainant, and presume the other party is the wrongdoer.

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