Last week the Chronicle of Higher Education wrote a lengthy report on the curious case of Keith Fink, a part-time lecturer at the University of California, Los Angeles. UCLA refused to renew his contract, writing in a letter that his teaching did not “meet the standard of excellence.” Fink cried foul, arguing that his free-speech classes were popular with students and that he was really fired for his pointed criticisms of the university and his stalwart defense of free speech on campus.
And, in fact, he was popular. As the Chronicle notes, “Student evaluations of the free-speech course Mr. Fink taught this year . . . mostly paint a picture of Mr. Fink as an engaging teacher and his course as stimulating and interesting.” His faculty evaluators, however, believed that there was “more to it than what the students think.” They took issue with his Socratic method of teaching (common in law schools), believed that he pushed his own point of view too much, and raised concerns about the “climate” in the classroom.
As I read the story, I had an immediate sense of déjà vu. I’ve litigated cases like this before, I’ve evaluated cases like this before, and I’m familiar with the extraordinary double standards that define how academic freedom works in modern higher education. Perhaps UCLA is right. Perhaps it has even-handedly applied its alleged “incredibly high” standards and has fired popular left-wing lecturers in part because they’ve pushed their views too much on their students. Perhaps it routinely fires even popular teachers for poor teaching performance. In other words, perhaps it’s different from the vast majority of colleges and universities — schools that have consciously and unconsciously created entire systems of anti-conservative discrimination.
First, let’s discuss the challenge of even finding a job in higher education. It’s difficult enough for even well-qualified leftists, but often academic departments define academic positions in such a way that effectively excludes the conservative point of view. Look at this current job posting at Harvard’s divinity school. It’s for a tenure-track professor of “religion, violence, and peace-building.” There’s nothing inherently conservative or liberal about the topic. Indeed, it fascinates me, but hidden within the job description is this gem of a sentence:
It is understood that applicants will employ forms of analysis that address race, gender, sexuality, and/or other intersecting forms of social power, such as womanist, feminist, and/or queer approaches. [Emphasis added.]
Ahh yes, “intersectionality” rears its radical head. While this posting is extreme (though at an important institution), it perfectly illustrates a long-building phenomenon. Academics have redefined and refocused disciplines to such an extent that they essentially exclude conservative inquiry. Thus, they can honestly say they’ve never discussed politics in hiring decisions because the discipline itself has narrowed so much that it closes itself to conservatives.
Consider this statement, years ago, from the American Association of University Professors’ Roger Bowen. He was defending universities from the charge of ideological discrimination in hiring. First, he said this:
I’ve been a department chair, I’ve been a college president. I’ve conducted more searches than I can begin to describe, and I can tell you I have never asked a candidate what his or her party identification is, and I don’t know of a search committee in the country that would do that.
I’d agree with Bowen. In all my years representing conservative professors, I’ve never seen questions regarding party identification. But that’s a red herring. Search committees aren’t that blatant. They don’t have to be. Here’s the key quote:
Anthropologists — which apparently, according to the study, Democrats far outnumber Republicans [among anthropologists] — what do they do? Anthropologists, the discipline itself is focused on questioning religious and cultural myth, particularly myth that celebrates national, cultural or racial superiorities. That in many classrooms will be a shocker for a lot of students.
Sociologists tend to inquire on the origins of inequality as a source of alienation: new concepts to many college students that will seem, I imagine, given illustrations using the American example, rather shocking.
Political scientists, they focus on questions of legitimacy. . . .
