Do you believe that the United States is a land of opportunity? That people coming here with nothing have a chance to succeed through hard work and merit? That we are one of the few nations in the world where someone without connections, or without being a member of a dominant racial or cultural group, is given a fair chance? Of course there are no guarantees-- there are many other factors such as luck, intelligence, and being in the right place at the right time. But the United States offers unique opportunities that are virtually unparalleled anywhere in the world, one reason why so many immigrants are desperate for the chance to carve out a new life for themselves here. However, according to the Equity training materials used by the Hillsboro School District (and many other local school districts and public entities), the idea of meritocracy in America is a myth, a deception used by the dominant culture to enforce a system of White Privilege.
Here are a few excerpts from these training materials expressing this idea:
- [p.7] This de-emphasis on one's racial group membership may allow the individual to think that race has not been or will not be a relevant factor in one's own achievement, and may contribute to the belief in a US meritocracy that is often part of a Pre-encounter [== before taking this class] worldview.
- [p.22, Describing initial stages of White identify before taking this class:] We may perceive ourselves as color-blind and free of prejudice. We think of racism as the prejudiced behavior of individuals, rather than the institutionalized system of advantage benefiting whites.
- [p.27, Describing Whites at later stages of the class:] The social inequities they now notice directly contradict the idea of an American meritocracy.
- [p.30] For Whites, thinking of oneself only as an individual is a legacy of White Privilege.... The view of oneself as an individual is very compatible with the dominant ideology of rugged individualism and the American myth of meritocracy.
- [p.42] For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy.
I find this teaching especially disturbing because such a large proportion of our minority students, who these classes are supposedly going to help succeed, are part of first- or second- generation immigrant families from Mexico and other Central American countries. These are places where the failure of local government really has made it impossible to succeed-- and they have come here to enjoy the opportunities that America offers. Many of them are both successfully supporting themselves and sending extra money to relatives, truly making a better life for themselves and their families despite being at the bottom of the economic ladder by our standards. It takes a lot of work to teach these people, naturally inclined to be grateful for what our country has offered them, to instead resent the United States for supposed race-based unfairness. With the aid of the philosophy taught in this class, we are apparently indoctrinating the notion that there is no hope of success through merit and hard work, and instead it is better to succeed by demanding redress for racial grievances.
Does this controversial, one-sided political analysis belong in our required Equity classes? Should this be the official philosophy of the Hillsboro School District? Do you believe this is an appropriate way to train our teachers? If not, please make your voice heard. Call the district at 503-844-1500, come and speak at the public comment period during one of the board meetings or contact HSD through one of the other methods on the contact page.
By the way-- if you live in another school district, or are more involved with some non-school public entity-- do not assume you’re not affected by this issue! Radical supporters of Critical Race Theory have worked their way into Equity or Diversity positions in many school districts, and the organization Uniting to Understand Racism supplies training materials to many public bodies. Call your administration and ask to see the materials they use to teach these subjects. You will likely be in for an unpleasant surprise.
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