In a high tech age that has seen the creation of artificial intelligence by computers, we are also seeing the creation of artificial stupidity by people who call themselves educators. —Thomas Sowell

The claim of systemic racism is a myth, another product of post-modern irrationality. It is up to the one making such claims to prove it, not the targets they seek to smear to prove they are not racist.

Democrat "race-card" activists decried the Supreme Court ruling overturning affirmative action in 2023, claiming it would harm minority students by enforcing a merit-based system. They argue that Blacks and other low-achieving non-Whites need special programs because they are incapable of succeeding on their own—an assumption that treats them like children.

The costly and failing education-industrial complex destroys opportunities for poor students reliant on public education. Progressive race grifters control education at every level—from teaching colleges to school boards to classrooms.

If there are differences in outcomes, they claim it must be racism. Post-modernism posits that individuals do not exist outside their designated group, based on immutable characteristics like skin color or sex. Yet, they also claim race does not exist and is a "social construct." If race does not exist, how can racism exist? When confronted with their illogical claims, they resort to yelling "racist" or other labels.

Figure 2 below shows SAT scores by race for the State of Michigan. Michigan educators, obsessed with race, refuse to educate students effectively, hurting all students, the majority of whom are White.

SAT Participation and Performance: Score Distributions by Subgroup
Data reflect SAT test activity for students who graduated high school in 2022. 97% of Blacks and 92% of Hispanics score under 1200.
Michigan 74% White, 3.5% Asian
Category Asian African American Hispanic White
Test Takers 4,217 9,980 7,564 62,358
#1200–1600 Total Score 1,982 299 605 11,848
1400–1600 25% 0% 1% 4%
1200–1390 22% 3% 7% 15%
1000–1190 25% 13% 22% 34%
800–990 21% 44% 45% 36%
600–790 7% 38% 24% 11%
400–590 0% 1% 0% 0%

By the numbers, there are more poor Whites than Blacks in Michigan. Post-modernists see Whites as a monolithic group, ignoring differences within groups. Poor children of all races suffer in an education system poisoned by irrational ideology. Lowering standards in the name of diversity and equity, and wasting class time on race-gender mythology, produces the outcomes revealed by Michigan SAT scores.

Not a single Black student scored above 1400, and only 76 Hispanics did. 97% of Blacks and 92% of Hispanics failed to score above 1200. SAT scores are a good indicator of college performance. These dismal results stem from our broken public schools, which prioritize ideology over education.

This outcome is the result of our progressive, post-modern-minded teaching establishment. If this is racism, then they are perpetrating it. This destruction is deliberate throughout the educational-industrial complex and their teachers’ unions.

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Post-Modern Ideology in Education

Kareem Carr of Harvard T.H. Chan School of Public Health.

Fig. 3: Post-Modern Crackpot Kareem Carr, Department of Biostatistics, Harvard T.H. Chan School of Public Health
Click for larger image

One "race card" advocate from the Department of Biostatistics at Harvard T.H. Chan School of Public Health, Kareem Carr, has argued that mathematical truths are flexible. He references a Popular Mechanics article titled "Why Some People Think 2+2=5... and why they’re right" to claim that 2+2 can equal 5 in certain abstract contexts:

My hope is that you understand the flexible relationship between our mathematical systems, our perceptions of the world, and the symbolic manipulations we use to reason about reality. We are not passive observers.

This is academic babble. Carr, a PhD student at Harvard in 2020, was responding to a viral debate about mathematical abstraction (e.g., in modular arithmetic, 2+2 can equal 0 mod 4, which some misinterpret as "2+2=5" in metaphorical senses). He’s not asserting 2+2=5 in basic arithmetic but uses this to argue that mathematical systems are subjective constructs. In other words, he suggests we can abandon the real world and use "manipulations" to create an alternate, hidden reality. Consider this example he provides:

Literal-minded people might sometimes say things like I put a rooster and hen together, and I came back a year later, and there were three of them (1+1=3), or they might say I left a fox and a hen together, and later I came back and there was only one (1+1=1).

This thinking is mindless rubbish. Rational-minded people would say a rooster and hen produced a chick, so 1+1+1=3. The fox ate the hen, so 2-1=1.

In a rebuke, "No Harvard, 2+2 Does Not Equal 5," Ben Billups writes:

With each passing year, it seems our institutions of higher education become less and less sane. ... Carr's basic thesis? Sometimes 2+2 = 5 — and it does not get better from there. Carr begins by arguing that basic mathematical statements are abstractions (which is true). However, he makes a series of statements that fly in the face of basic reality in the way only an academic can.

Rochelle Gutierrez crackpot educator.

Fig. 4: Rochelle Gutierrez

This anti-reasoning is the basis of critical theory and post-modernism. Reason and evidence be damned—only feelings and emotions are real. Other academics, like Rochelle Gutierrez, even see math as racist, labeling it "White math":

Curricula emphasizing terms like the Pythagorean Theorem and Pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans.

As a factual statement, Europeans did create nearly all modern science, mathematics, and technology. That’s a fact, regardless of one’s feelings of inferiority. Gutierrez needs to get over it.

She complains that mathematics requires actual knowledge, which she claims favors Whites:

...more White than non-White people are math professors, and math professors often benefit from 'unearned privilege'—getting more grants and more respect than other professors—just because they are math professors and not professors in another academic field.

A mathematics or engineering degree is worth more than a Latino studies degree in the job market. Gutierrez claims that "things cannot be known objectively; they must be known subjectively"—a core tenet of Critical Theory. Make up whatever you want, and it must be true! 2+2=5!

From her own bio:

Dr. Gutierrez’s scholarship focuses on issues of identity and power in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latinx, Black, and Indigenous and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. They need political knowledge. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively "rehumanize" mathematics in an era of high-stakes education. She also builds upon Indigenous principles and has argued for a new form of mathematics where humans are no longer centered. This form of mathematics is referred to as living mathematx.

Total gibberish. "Identity and power in mathematics education?" This is indoctrination, not education. Note: "mathematx" is not misspelled—it’s an intentional term Gutierrez uses. "Nepantla," a Nahuatl word meaning 'in-between-ness' or 'middle,' supposedly refers to a space between two figurative or literal bodies of water. What does that even mean? Water on her brain? "Indigenous" mathematics? You can’t make this up.

This is how we got these Michigan SAT scores. Post-modern ideologies in education prioritize feelings over facts, leading to dismal academic outcomes.

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