At his Summit for Courageous Conversation, "diversity" consultant, Glenn Singleton, claims that the "ubiquity of white privilege and racism" is at the heart of the academic achievement gap. He also promotes racial stereotypes such as "white talk" is "verbal, impersonal, intellectual" and "task-oriented," while "color commentary" is "nonverbal, personal, emotional" and "process-oriented."
The Summit Program Guide details one session after another devoted to addressing "white racism", "white privilege", "institutional racism", "anti-racist leadership", "white culture", "social justice", "equity work", "racial identity", "racial literacy", "systemic racism", "culturally relevant instruction", "race-based teaching strategies", "transformational change", and "race consciousness".
I encouraged VVSD board members to reject Glenn Singleton's "diversity" training which:
- accuses all whites of being racists
- reinforces racial stereotypes,
- subjects teachers to ridicule and humiliation,
- robs students of instructional materials and time
- and cheats taxpayers out of their hard earned money.
"After spending two years and thousands of dollars on Glenn Singleton's doctrinaire and racist theories, George Fornero, perhaps unintentionally, acknowledged precisely what District 113 got for their time and money in a recent letter to Secretary of Education Arne Duncan
Dear Honorable Duncan, . . . As was the case in the spring of 2008, our non-English speaking students were once again asked to demonstrate their academic abilities by taking the ACT and the WorkKey assessments in English. And once again, despite taking the test seriously and despite working for hours longer than other students to complete it, when these students receive their results next fall, they will all fail"
Higgins sites an Educational Testing Service (ETS) study which:
"contradicts the theories of Singleton (and other "social justice" theorists), which he has so successfully exploited to extract boatloads of money from public coffers all over the country. This new study shows that lack of family support, mobility, and poverty are, indeed, contributing factors to the racial learning gap. Nowhere in this new study does "institutional racism" even appear.
Instead it finds that "curriculum rigor, teacher preparation, teacher experience, teacher absence and turnover, class size, availability of instructional technology, fear and safety at school (e.g. street gangs and fights at school), lack of parent participation, frequent changing of schools, low birth weight, environmental damage, hunger and nutrition, talking and reading to babies and young children, excessive television watching, parent-pupil ratio (i.e. minority students were less likely to live with two parents),and summer achievement gain/loss (i.e. minority students grow less academically over the summer)" are the causes of the racial learning gap...
To read more from other school districts that have been taken for a financial ride by Glenn Singleton read here or here."
Aside from the baseless claim that all whites are racists, and stereotyping all non-white students based on racial groupings, an equally offensive aspect of this indoctrination is the Maoist brainwashing technique it uses disguised as "training". Historian and professor, David T. Beito, recounts that:
"Forty years ago, state-supported bullies in China publicly humiliated dissenters by having them wear signs around their necks expressing shame for their "incorrect thoughts." Although China remained Communist, the government eventually apologized to the victims. Unfortunately, methods of this type, now rejected as barbaric in China, have become standard practice in the Chapel Hill-Carrboro City Schools of North Carolina: In an exercise called "The Color Line," they [teachers] answer 26 questions on a 0 to 5 scale, such as: "When I am told about our national heritage or 'civilization,' I am shown that people of my race made it what it is." Or "I can take a job with an affirmative action employer without having co-workers on the job suspect that I got it because of race." Teachers who feel situations are "often true" put down fives. Threes are for "sometimes true" and zeroes are for "seldom true." After tallying their scores, teachers write the number down, wear them around their necks and line up from highest to lowest. The man responsible for this exercise is Glenn Singleton of the Pacific Educational Group...
This is all extremely depressing for those who value education and academic freedom. The worst part of it, however, is the groveling readiness of so many faculty to subject themselves to public degradation under the abusive eyes of Singleton's associates. Meanwhile, the same government schools and colleges that are wasting funds and time on this nonsense continue to dumb down standards and preside over the tyranny of low expectations for all students, black and white."