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What the Left Gets Wrong About Racial Disparities
May 1, 2019 19:43:13   #
Rose42
 
My longtime friend and colleague Thomas Sowell has just published a revised and enlarged edition of “Discrimination and Disparities.” It lays waste to myth after myth about the causes of human differences not only in the United States but around the globe.

Throughout the book, Sowell shows that socioeconomic outcomes differ vastly among individuals, groups, and nations in ways that cannot be easily explained by any one factor, whether it’s genetics, sex, or race discrimination or a history of gross mistreatment that includes expulsion and genocide.

In his book “The Philadelphia Negro” (1899), W.E.B. Du Bois posed the question as to what would happen if white people lost their prejudices overnight. He said that it would make little difference to most b****s. He said: “Some few would be promoted, some few would get new places—the mass would remain as they are” until the younger generation began to “try harder” and the race “lost the omnipresent excuse for failure: prejudice.”

Sowell points out that if historical injustices and persecution were useful explanations of group disadvantage, Jews would be some of the poorest and least-educated people in the world today. Few groups have been victimized down through history as have the Jews.

Despite being historical targets of hostility and lethal violence, no one can argue that as a result Jews are the most disadvantaged people.

Jews are not alone in persecution either. The number of overseas Chinese slaughtered by Vietnamese mobs and the number of Armenians slaughtered by mobs in the Ottoman Empire in just one year exceeds the number of b***k A******ns lynched in the history of the U.S.

From 1882-1968, 4,743 total lynchings occurred in the United States, of which 3,446 of the victims were black.

Sowell concludes this section suggesting that it is dangerous for society to depict outcome differences as evidence or proof of malevolent actions that need to be counterattacked or avenged. Politicians and others who are now calling for r********ns to b****s for s***ery should take note of Sowell’s argument.

There’s considerable handwringing among educational “experts” about the black/white academic achievement gap. Part of the persistence of that gap can be laid at the feet of educators who replaced what worked with what sounded good.

One notable example of success is the achievement of students at the all-black Dunbar High School in Washington, D.C., from 1870 to 1955. During that period, Dunbar students frequently outscored white students on achievement tests in the Washington, D.C., area.

Sowell, who studied Dunbar and other high-achieving black schools, says, Dunbar “had unsparing standards for both school work and for such behavioral qualities a punctuality and social demeanor. Dunbar’s homework requirements were more than most other public schools. Some Dunbar parents complained to the D.C. Board of Education about the large amount of homework required.”

Dunbar High School was not the only black school with a record of success that would be the envy of today’s public schools. Schools such as Frederick Douglass (Baltimore), Booker T. Washington (Atlanta), PS 91 (Brooklyn), McDonogh 35 (New Orleans), and others operated at a similar level of excellence.

By the way, these excelling students weren’t solely members of the black elite; most had parents who were manual laborers, domestic servants, porters, and maintenance men.

Observing the historical success of these and other black schools, one wonders about the catchwords of Chief Justice Earl Warren’s statement that separate schools “are inherently unequal.” That vision led to racial integration going from being a means to an end to racial integration becoming an end all by itself.

Sowell doesn’t say this, but in my view, integration becoming the goal is what has made diversity and inclusion the end all and be all of today’s educators at many levels.

Sowell’s “Discrimination and Disparities” is loaded with pearls of wisdom from which we can all benefit, and as such, this will not be my final discussion of his masterpiece.

https://www.dailysignal.com/2019/05/01/what-the-left-gets-wrong-about-racial-disparities/

Reply
May 1, 2019 19:46:39   #
debeda
 
Rose42 wrote:
My longtime friend and colleague Thomas Sowell has just published a revised and enlarged edition of “Discrimination and Disparities.” It lays waste to myth after myth about the causes of human differences not only in the United States but around the globe.

Throughout the book, Sowell shows that socioeconomic outcomes differ vastly among individuals, groups, and nations in ways that cannot be easily explained by any one factor, whether it’s genetics, sex, or race discrimination or a history of gross mistreatment that includes expulsion and genocide.

In his book “The Philadelphia Negro” (1899), W.E.B. Du Bois posed the question as to what would happen if white people lost their prejudices overnight. He said that it would make little difference to most b****s. He said: “Some few would be promoted, some few would get new places—the mass would remain as they are” until the younger generation began to “try harder” and the race “lost the omnipresent excuse for failure: prejudice.”

Sowell points out that if historical injustices and persecution were useful explanations of group disadvantage, Jews would be some of the poorest and least-educated people in the world today. Few groups have been victimized down through history as have the Jews.

Despite being historical targets of hostility and lethal violence, no one can argue that as a result Jews are the most disadvantaged people.

Jews are not alone in persecution either. The number of overseas Chinese slaughtered by Vietnamese mobs and the number of Armenians slaughtered by mobs in the Ottoman Empire in just one year exceeds the number of b***k A******ns lynched in the history of the U.S.

From 1882-1968, 4,743 total lynchings occurred in the United States, of which 3,446 of the victims were black.

Sowell concludes this section suggesting that it is dangerous for society to depict outcome differences as evidence or proof of malevolent actions that need to be counterattacked or avenged. Politicians and others who are now calling for r********ns to b****s for s***ery should take note of Sowell’s argument.

There’s considerable handwringing among educational “experts” about the black/white academic achievement gap. Part of the persistence of that gap can be laid at the feet of educators who replaced what worked with what sounded good.

One notable example of success is the achievement of students at the all-black Dunbar High School in Washington, D.C., from 1870 to 1955. During that period, Dunbar students frequently outscored white students on achievement tests in the Washington, D.C., area.

Sowell, who studied Dunbar and other high-achieving black schools, says, Dunbar “had unsparing standards for both school work and for such behavioral qualities a punctuality and social demeanor. Dunbar’s homework requirements were more than most other public schools. Some Dunbar parents complained to the D.C. Board of Education about the large amount of homework required.”

Dunbar High School was not the only black school with a record of success that would be the envy of today’s public schools. Schools such as Frederick Douglass (Baltimore), Booker T. Washington (Atlanta), PS 91 (Brooklyn), McDonogh 35 (New Orleans), and others operated at a similar level of excellence.

By the way, these excelling students weren’t solely members of the black elite; most had parents who were manual laborers, domestic servants, porters, and maintenance men.

Observing the historical success of these and other black schools, one wonders about the catchwords of Chief Justice Earl Warren’s statement that separate schools “are inherently unequal.” That vision led to racial integration going from being a means to an end to racial integration becoming an end all by itself.

Sowell doesn’t say this, but in my view, integration becoming the goal is what has made diversity and inclusion the end all and be all of today’s educators at many levels.

Sowell’s “Discrimination and Disparities” is loaded with pearls of wisdom from which we can all benefit, and as such, this will not be my final discussion of his masterpiece.

https://www.dailysignal.com/2019/05/01/what-the-left-gets-wrong-about-racial-disparities/
My longtime friend and colleague Thomas Sowell has... (show quote)


Great piece, Rose! Thanks for sharing

Reply
May 1, 2019 21:16:55   #
dongreen76
 
Rose42 wrote:
My longtime friend and colleague Thomas Sowell has just published a revised and enlarged edition of “Discrimination and Disparities.” It lays waste to myth after myth about the causes of human differences not only in the United States but around the globe.

Throughout the book, Sowell shows that socioeconomic outcomes differ vastly among individuals, groups, and nations in ways that cannot be easily explained by any one factor, whether it’s genetics, sex, or race discrimination or a history of gross mistreatment that includes expulsion and genocide.

In his book “The Philadelphia Negro” (1899), W.E.B. Du Bois posed the question as to what would happen if white people lost their prejudices overnight. He said that it would make little difference to most b****s. He said: “Some few would be promoted, some few would get new places—the mass would remain as they are” until the younger generation began to “try harder” and the race “lost the omnipresent excuse for failure: prejudice.”

Sowell points out that if historical injustices and persecution were useful explanations of group disadvantage, Jews would be some of the poorest and least-educated people in the world today. Few groups have been victimized down through history as have the Jews.

Despite being historical targets of hostility and lethal violence, no one can argue that as a result Jews are the most disadvantaged people.

Jews are not alone in persecution either. The number of overseas Chinese slaughtered by Vietnamese mobs and the number of Armenians slaughtered by mobs in the Ottoman Empire in just one year exceeds the number of b***k A******ns lynched in the history of the U.S.

From 1882-1968, 4,743 total lynchings occurred in the United States, of which 3,446 of the victims were black.

Sowell concludes this section suggesting that it is dangerous for society to depict outcome differences as evidence or proof of malevolent actions that need to be counterattacked or avenged. Politicians and others who are now calling for r********ns to b****s for s***ery should take note of Sowell’s argument.

There’s considerable handwringing among educational “experts” about the black/white academic achievement gap. Part of the persistence of that gap can be laid at the feet of educators who replaced what worked with what sounded good.

One notable example of success is the achievement of students at the all-black Dunbar High School in Washington, D.C., from 1870 to 1955. During that period, Dunbar students frequently outscored white students on achievement tests in the Washington, D.C., area.

Sowell, who studied Dunbar and other high-achieving black schools, says, Dunbar “had unsparing standards for both school work and for such behavioral qualities a punctuality and social demeanor. Dunbar’s homework requirements were more than most other public schools. Some Dunbar parents complained to the D.C. Board of Education about the large amount of homework required.”

Dunbar High School was not the only black school with a record of success that would be the envy of today’s public schools. Schools such as Frederick Douglass (Baltimore), Booker T. Washington (Atlanta), PS 91 (Brooklyn), McDonogh 35 (New Orleans), and others operated at a similar level of excellence.

By the way, these excelling students weren’t solely members of the black elite; most had parents who were manual laborers, domestic servants, porters, and maintenance men.

Observing the historical success of these and other black schools, one wonders about the catchwords of Chief Justice Earl Warren’s statement that separate schools “are inherently unequal.” That vision led to racial integration going from being a means to an end to racial integration becoming an end all by itself.

Sowell doesn’t say this, but in my view, integration becoming the goal is what has made diversity and inclusion the end all and be all of today’s educators at many levels.

Sowell’s “Discrimination and Disparities” is loaded with pearls of wisdom from which we can all benefit, and as such, this will not be my final discussion of his masterpiece.

https://www.dailysignal.com/2019/05/01/what-the-left-gets-wrong-about-racial-disparities/
My longtime friend and colleague Thomas Sowell has... (show quote)


What is wrong with Sowells argument is he continues to state what perpetuates the so called race problem in the first place.and the fact that he keeps doing is an obvious indicator of his mind set.Choosing certain RANDOM incidents and using this as the criteria to claim it doesn't exist,and disavowing that the masses continue to suffer and incur the problem.
If so in so did it and he is black,why can't the others.Therefore there must not be a race problem.The problem must lie in those individuals that the idea and contention that they were inferior must be true.In making this allegation you have just committed one of the many stigmatations designed to accommodate and facilitate the intended social quarry ;that of styming mentioned quarry to achieve certain conditions suitable to the perpetrators for selfish maniacal reasons.Stereotyping, marginalizing,along with stigmatizing.This has been confessed to many times.You know this to be true -admissions of guilt has manifessed it selves in the changing of certain laws and the implementation of certain programs to correct these injustices.

Reply
 
 
May 1, 2019 21:25:31   #
Rose42
 
‘The masses continue to suffer’

No but the democrats do their best to make them think they are. If they thought differently they’d get fewer v**es. For today’s democrats its party first and its all about v**es. The democrat party of old is dead

Reply
May 1, 2019 21:27:12   #
debeda
 
Rose42 wrote:
‘The masses continue to suffer’

No but the democrats do their best to make them think they are. If they thought differently they’d get fewer v**es. For today’s democrats its party first and its all about v**es. The democrat party of old is dead


Welll....in a way the Democrat party of OLD is having a resurgence. The Democrat of the mid 20th century are gone, tho..

Reply
May 2, 2019 13:37:03   #
bggamers Loc: georgia
 
Rose42 wrote:
My longtime friend and colleague Thomas Sowell has just published a revised and enlarged edition of “Discrimination and Disparities.” It lays waste to myth after myth about the causes of human differences not only in the United States but around the globe.

Throughout the book, Sowell shows that socioeconomic outcomes differ vastly among individuals, groups, and nations in ways that cannot be easily explained by any one factor, whether it’s genetics, sex, or race discrimination or a history of gross mistreatment that includes expulsion and genocide.

In his book “The Philadelphia Negro” (1899), W.E.B. Du Bois posed the question as to what would happen if white people lost their prejudices overnight. He said that it would make little difference to most b****s. He said: “Some few would be promoted, some few would get new places—the mass would remain as they are” until the younger generation began to “try harder” and the race “lost the omnipresent excuse for failure: prejudice.”

Sowell points out that if historical injustices and persecution were useful explanations of group disadvantage, Jews would be some of the poorest and least-educated people in the world today. Few groups have been victimized down through history as have the Jews.

Despite being historical targets of hostility and lethal violence, no one can argue that as a result Jews are the most disadvantaged people.

Jews are not alone in persecution either. The number of overseas Chinese slaughtered by Vietnamese mobs and the number of Armenians slaughtered by mobs in the Ottoman Empire in just one year exceeds the number of b***k A******ns lynched in the history of the U.S.

From 1882-1968, 4,743 total lynchings occurred in the United States, of which 3,446 of the victims were black.

Sowell concludes this section suggesting that it is dangerous for society to depict outcome differences as evidence or proof of malevolent actions that need to be counterattacked or avenged. Politicians and others who are now calling for r********ns to b****s for s***ery should take note of Sowell’s argument.

There’s considerable handwringing among educational “experts” about the black/white academic achievement gap. Part of the persistence of that gap can be laid at the feet of educators who replaced what worked with what sounded good.

One notable example of success is the achievement of students at the all-black Dunbar High School in Washington, D.C., from 1870 to 1955. During that period, Dunbar students frequently outscored white students on achievement tests in the Washington, D.C., area.

Sowell, who studied Dunbar and other high-achieving black schools, says, Dunbar “had unsparing standards for both school work and for such behavioral qualities a punctuality and social demeanor. Dunbar’s homework requirements were more than most other public schools. Some Dunbar parents complained to the D.C. Board of Education about the large amount of homework required.”

Dunbar High School was not the only black school with a record of success that would be the envy of today’s public schools. Schools such as Frederick Douglass (Baltimore), Booker T. Washington (Atlanta), PS 91 (Brooklyn), McDonogh 35 (New Orleans), and others operated at a similar level of excellence.

By the way, these excelling students weren’t solely members of the black elite; most had parents who were manual laborers, domestic servants, porters, and maintenance men.

Observing the historical success of these and other black schools, one wonders about the catchwords of Chief Justice Earl Warren’s statement that separate schools “are inherently unequal.” That vision led to racial integration going from being a means to an end to racial integration becoming an end all by itself.

Sowell doesn’t say this, but in my view, integration becoming the goal is what has made diversity and inclusion the end all and be all of today’s educators at many levels.

Sowell’s “Discrimination and Disparities” is loaded with pearls of wisdom from which we can all benefit, and as such, this will not be my final discussion of his masterpiece.

https://www.dailysignal.com/2019/05/01/what-the-left-gets-wrong-about-racial-disparities/
My longtime friend and colleague Thomas Sowell has... (show quote)


interesting never heard of him will have to look him up

Reply
May 2, 2019 13:48:51   #
woodguru
 
Rose42 wrote:
My longtime friend and colleague Thomas Sowell has just published a revised and enlarged edition of “Discrimination and Disparities.” It lays waste to myth after myth about the causes of human differences not only in the United States but around the globe.

Throughout the book, Sowell shows that socioeconomic outcomes differ vastly among individuals, groups, and nations in ways that cannot be easily explained by any one factor, whether it’s genetics, sex, or race discrimination or a history of gross mistreatment that includes expulsion and genocide.

In his book “The Philadelphia Negro” (1899), W.E.B. Du Bois posed the question as to what would happen if white people lost their prejudices overnight. He said that it would make little difference to most b****s. He said: “Some few would be promoted, some few would get new places—the mass would remain as they are” until the younger generation began to “try harder” and the race “lost the omnipresent excuse for failure: prejudice.”

Sowell points out that if historical injustices and persecution were useful explanations of group disadvantage, Jews would be some of the poorest and least-educated people in the world today. Few groups have been victimized down through history as have the Jews.

Despite being historical targets of hostility and lethal violence, no one can argue that as a result Jews are the most disadvantaged people.

Jews are not alone in persecution either. The number of overseas Chinese slaughtered by Vietnamese mobs and the number of Armenians slaughtered by mobs in the Ottoman Empire in just one year exceeds the number of b***k A******ns lynched in the history of the U.S.

From 1882-1968, 4,743 total lynchings occurred in the United States, of which 3,446 of the victims were black.

Sowell concludes this section suggesting that it is dangerous for society to depict outcome differences as evidence or proof of malevolent actions that need to be counterattacked or avenged. Politicians and others who are now calling for r********ns to b****s for s***ery should take note of Sowell’s argument.

There’s considerable handwringing among educational “experts” about the black/white academic achievement gap. Part of the persistence of that gap can be laid at the feet of educators who replaced what worked with what sounded good.

One notable example of success is the achievement of students at the all-black Dunbar High School in Washington, D.C., from 1870 to 1955. During that period, Dunbar students frequently outscored white students on achievement tests in the Washington, D.C., area.

Sowell, who studied Dunbar and other high-achieving black schools, says, Dunbar “had unsparing standards for both school work and for such behavioral qualities a punctuality and social demeanor. Dunbar’s homework requirements were more than most other public schools. Some Dunbar parents complained to the D.C. Board of Education about the large amount of homework required.”

Dunbar High School was not the only black school with a record of success that would be the envy of today’s public schools. Schools such as Frederick Douglass (Baltimore), Booker T. Washington (Atlanta), PS 91 (Brooklyn), McDonogh 35 (New Orleans), and others operated at a similar level of excellence.

By the way, these excelling students weren’t solely members of the black elite; most had parents who were manual laborers, domestic servants, porters, and maintenance men.

Observing the historical success of these and other black schools, one wonders about the catchwords of Chief Justice Earl Warren’s statement that separate schools “are inherently unequal.” That vision led to racial integration going from being a means to an end to racial integration becoming an end all by itself.

Sowell doesn’t say this, but in my view, integration becoming the goal is what has made diversity and inclusion the end all and be all of today’s educators at many levels.

Sowell’s “Discrimination and Disparities” is loaded with pearls of wisdom from which we can all benefit, and as such, this will not be my final discussion of his masterpiece.

https://www.dailysignal.com/2019/05/01/what-the-left-gets-wrong-about-racial-disparities/
My longtime friend and colleague Thomas Sowell has... (show quote)


Interesting article and work.

The same standards that apply to the schools mentioned will work if applied to any socio group, take a poor white area in a seriously economically depressed area and give the kids who are doing remarkably poorly in terms of graduation rates the same school program and they will do well. Schools have very poor results when they don't care or try.

Reply
 
 
May 2, 2019 14:55:37   #
Rose42
 
woodguru wrote:
Interesting article and work.

The same standards that apply to the schools mentioned will work if applied to any socio group, take a poor white area in a seriously economically depressed area and give the kids who are doing remarkably poorly in terms of graduation rates the same school program and they will do well. Schools have very poor results when they don't care or try.


Agreed. And the schools that don't really care tend to d**g down the good teachers.

Reply
May 2, 2019 20:22:57   #
dongreen76
 
Rose42 wrote:
‘The masses continue to suffer’

No but the democrats do their best to make them think they are. If they thought differently they’d get fewer v**es. For today’s democrats its party first and its all about v**es. The democrat party of old is dead


What kind of fools professes to know whether or not of 39 million individuals whom is suffering and whom is not.... a "YOU PEOPLE" supreme intelligent one that's whom.

Reply
May 2, 2019 20:40:01   #
dongreen76
 
Rose42 wrote:
Agreed. And the schools that don't really care tend to d**g down the good teachers.


The schools that don't care are instructed
not to care,or are programmed not to care through traditional prescribed practices that are systemic of discrimination, these schools are historically and generally black schools.

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