The One Kind of Diversity Colleges Avoid
I’ve seen faculty searches up close. Somehow teachers with conservative views just don’t make the cut.
ENLARGE
Photo: iStock
By
John Hasnas
March 31, 2016 6:51 p.m. ET
216 COMMENTS
Many universities are redoubling their efforts to diversify their faculties in response to last fall’s wave of protests from student groups representing women and minorities. Yale, for example, has announced a $50 million, five-year initiative to enhance faculty diversity. Brown has committed $100 million to hire 60 additional faculty members from historically underrepresented groups over the next five to seven years. America’s institutions of higher education seem committed to faculty diversity. But are they really?
In the more than 20 years that I have been a professor at Georgetown University, I have been involved in many faculty searches. Every one begins with a strong exhortation from the administration to recruit more women and minority professors. We are explicitly reminded that every search is a diversity search. Administrators require submission of a plan to vigorously recruit applications from women and minority candidates.
Before we even begin our selection process, we must receive approval from the provost that our outreach efforts have been vigorous enough. The deans and deputy deans of each school reinforce the message that no expense should be spared to increase the genetic diversity of our faculty.
Yet, in my experience, no search committee has ever been instructed to increase political or ideological diversity. On the contrary, I have been involved in searches in which the chairman of the selection committee stated that no libertarian candidates would be considered. Or the description of the position was changed when the best résumés appeared to be coming from applicants with right-of-center viewpoints. Or in which candidates were dismissed because of their association with conservative or libertarian institutions.
I doubt that my experience is unusual. According to data compiled by the Higher Education Research Institute, only 12% of university faculty identify as politically right of center, and these are mainly professors in schools of engineering and other professional schools. Only 5% of professors in the humanities and social-science departments so identify.
A comprehensive study by James Lindgren of Northwestern University Law School shows that in a country fairly evenly divided between Democrats and Republicans, only 13% of law professors identify as Republican. And a recent study by Jonathan Haidt of New York University showed that 96% of social psychologists identify as left of center, 3.7% as centrist/moderate and only 0.03% as right of center.
The advocates of diversity in higher education claim that learning requires the robust exchange of ideas, which is enhanced when students and faculty have the greatest possible variety of backgrounds. They argue that exposure to people from different backgrounds breaks down unfair stereotypes and promotes understanding of those who come from different circumstances than oneself.
It is also claimed that being in a diverse academic environment better prepares students for an increasingly diverse workforce, and that this preparation can only be developed through exposure to people of diverse cultures, ideas and viewpoints. And a diverse faculty provides students with role models who demonstrate that people from all backgrounds can achieve intellectual excellence and are worthy of respect.
These are good arguments. But surely the robust exchange of ideas is enhanced by exposure to and interaction with people who have diverse political and philosophical viewpoints, not only cultural or ethnic backgrounds. Actually engaging with those with whom one disagrees can break down stereotypes and promote understanding across ideological divides. And if students see faculty members who share their unpopular viewpoints, they may be more inspired to pursue intellectual excellence.
The relentless call to actively recruit women and minority candidates arises from the fear that if left to their own devices, predominantly white male faculties will identify merit with those who look and think like them, undervalue the contributions of those from different backgrounds, and perpetuate a white male stranglehold on the academy. Yet without an exhortation to pursue viewpoint diversity, this is exactly what happens.
Predominantly liberal faculties identify merit with positions that are consistent with theirs, see little value in conservative and libertarian scholarship, and perpetuate the left-wing stranglehold on the academy.
Having a diverse faculty is a genuine value for a university and its students. Indeed, it may be valuable enough to justify spending $50 million or $100 million to increase the percentage of women and minority professors. But if diversity is really such an important academic value, then why are universities making no effort to increase the political and ideological diversity of their faculties?
Mr. Hasnas is a professor at Georgetown University’s McDonough School of Business and executive director of the Georgetown Institute for the Study of Markets and Ethics.
I’ve seen faculty searches up close. Somehow teachers with conservative views just don’t make the cut.
Photo: iStock
By
John Hasnas
March 31, 2016 6:51 p.m. ET
216 COMMENTS
Many universities are redoubling their efforts to diversify their faculties in response to last fall’s wave of protests from student groups representing women and minorities. Yale, for example, has announced a $50 million, five-year initiative to enhance faculty diversity. Brown has committed $100 million to hire 60 additional faculty members from historically underrepresented groups over the next five to seven years. America’s institutions of higher education seem committed to faculty diversity. But are they really?
In the more than 20 years that I have been a professor at Georgetown University, I have been involved in many faculty searches. Every one begins with a strong exhortation from the administration to recruit more women and minority professors. We are explicitly reminded that every search is a diversity search. Administrators require submission of a plan to vigorously recruit applications from women and minority candidates.
Before we even begin our selection process, we must receive approval from the provost that our outreach efforts have been vigorous enough. The deans and deputy deans of each school reinforce the message that no expense should be spared to increase the genetic diversity of our faculty.
Yet, in my experience, no search committee has ever been instructed to increase political or ideological diversity. On the contrary, I have been involved in searches in which the chairman of the selection committee stated that no libertarian candidates would be considered. Or the description of the position was changed when the best résumés appeared to be coming from applicants with right-of-center viewpoints. Or in which candidates were dismissed because of their association with conservative or libertarian institutions.
I doubt that my experience is unusual. According to data compiled by the Higher Education Research Institute, only 12% of university faculty identify as politically right of center, and these are mainly professors in schools of engineering and other professional schools. Only 5% of professors in the humanities and social-science departments so identify.
A comprehensive study by James Lindgren of Northwestern University Law School shows that in a country fairly evenly divided between Democrats and Republicans, only 13% of law professors identify as Republican. And a recent study by Jonathan Haidt of New York University showed that 96% of social psychologists identify as left of center, 3.7% as centrist/moderate and only 0.03% as right of center.
The advocates of diversity in higher education claim that learning requires the robust exchange of ideas, which is enhanced when students and faculty have the greatest possible variety of backgrounds. They argue that exposure to people from different backgrounds breaks down unfair stereotypes and promotes understanding of those who come from different circumstances than oneself.
It is also claimed that being in a diverse academic environment better prepares students for an increasingly diverse workforce, and that this preparation can only be developed through exposure to people of diverse cultures, ideas and viewpoints. And a diverse faculty provides students with role models who demonstrate that people from all backgrounds can achieve intellectual excellence and are worthy of respect.
These are good arguments. But surely the robust exchange of ideas is enhanced by exposure to and interaction with people who have diverse political and philosophical viewpoints, not only cultural or ethnic backgrounds. Actually engaging with those with whom one disagrees can break down stereotypes and promote understanding across ideological divides. And if students see faculty members who share their unpopular viewpoints, they may be more inspired to pursue intellectual excellence.
The relentless call to actively recruit women and minority candidates arises from the fear that if left to their own devices, predominantly white male faculties will identify merit with those who look and think like them, undervalue the contributions of those from different backgrounds, and perpetuate a white male stranglehold on the academy. Yet without an exhortation to pursue viewpoint diversity, this is exactly what happens.
Predominantly liberal faculties identify merit with positions that are consistent with theirs, see little value in conservative and libertarian scholarship, and perpetuate the left-wing stranglehold on the academy.
Having a diverse faculty is a genuine value for a university and its students. Indeed, it may be valuable enough to justify spending $50 million or $100 million to increase the percentage of women and minority professors. But if diversity is really such an important academic value, then why are universities making no effort to increase the political and ideological diversity of their faculties?
Mr. Hasnas is a professor at Georgetown University’s McDonough School of Business and executive director of the Georgetown Institute for the Study of Markets and Ethics.
