Downside of `Multiculturalism' Cited: Former Students Assail Stanford as `Anti-Western'

By Innerst, Carol | The Washington Times (Washington, DC), January 11, 1996 | Go to article overview

Downside of `Multiculturalism' Cited: Former Students Assail Stanford as `Anti-Western'


Innerst, Carol, The Washington Times (Washington, DC)


Two veterans of the culture wars at Stanford University have written a book exposing the downside of higher education's rush to embrace a new mission known as "multiculturalism."

Although multiculturalism - a product of the 1980s - was supposed to unify diverse campus cultures and races, the mission became, in the authors' view, a "war on Western civilization" that continues today.

The national experiment in multiculturalism and the pursuit of institutional diversity for diversity's sake led by Stanford also brought the disintegration of academic standards, they contend.

"It's completely anti-intel-

lectual," said Peter A. Thiel, co-author with David O. Sacks of "The Diversity Myth: `Multiculturalism' and the Politics of Intolerance at Stanford." "Multiculturalism is about studying less, not more. It has nothing to do with other cultures and no stress on foreign languages. It's anti-Western, not non-Western."

Mr. Thiel was a student at Stanford when the university embarked on its campaign to transform the curriculum and campus life in the name of "diversity."

It all began with CIV - Cultures, Ideas, and Values - a new multicultural curriculum that in 1988 replaced Western Culture as a freshman requirement.

"As its name hinted," the authors write, "the new course was based on relativist notions of cultural parity, with a mandated emphasis on race, gender, and class."

It also eliminated a core reading list of great books of Western civilization to add works by "women, minorities and persons of color"; works introducing issues of race, sex and class; and works of "non-European provenance."

Although the new curriculum continued to draw primarily from Western culture, its thrust was to denounce the West as racist, sexist and classist.

It led, too, to such courses as an upper-level history seminar on "Black Hair as Culture and History" that addressed how black hair "has interacted with the black presence in this country, and how it has played a role in the evolution of black society."

"The absurd race consciousness of `Black Hair' is a testament to the extremes to which multiculturalism has taken the curriculum," the authors write.

"I really think a lot of this is not being driven by students," Mr. Thiel said. "Look at gender studies. Four or five people a year at Stanford major in it. There are about 250 majors in economics, yet you have as many classes in gender studies as economics. To use an economic analogy, this isn't driven by student demand but by the supply of tenured radicals on the faculty."

"The reason we talk about the diversity myth is that there's no diversity when people look different but think alike," he said. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Downside of `Multiculturalism' Cited: Former Students Assail Stanford as `Anti-Western'
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.