How U.S. Schools Became Obsessed with Race

We have been inundated of late with alarming stories about the radical transformation of schooling in the wake of George Floyd’s death last summer and the rise of the Black Lives Matter movement. To mention just a few: We hear of third-graders in Cupertino, California (home of Apple) forced to discuss their racial and sexual identities and rank themselves according to their “power and privilege.” We read about a New York City principal asking parents to determine which of eight “white identities” best describes them—from “white supremacist” to “white abolitionist”—and seeking their commitment to “dismantling whiteness and not allowing whiteness to reassert itself.” And we’ve seen reports of an Arizona state education department’s “equity toolkit” titled “They’re not too young to talk about race!” which recommends that white parents “can and should begin addressing issues of race and racism early, even before their children can speak.”

The daily drumbeat suggests there has been a violent leftward lurch in public education in the past year, but is it really something new? Critical race theory and “anti-racism” came to dominate K–12 education in two ways: gradually, then suddenly.

From the nation’s founding through the mid-19th century, education theorists from Benjamin Rush to Horace Mann hewed to the notion that a republic cannot long remain ignorant and free—hence the need for free and universal public education. From these founding ideals of citizen-making, Americans drifted over time to see education as serving chiefly private purposes, even if it also advances the commonweal. We expect schools to help our children get along with others and prepare academically for college and career, and to otherwise shepherd them toward a fruitful adult life. But as a profession, education has a long history of seeing schools as agencies to promote whatever was on the mind of “progressive” reformers of the era—from abolition, temperance, and turning immigrants into assimilated English-speaking citizens over a century ago, to promoting bilingualism and raising awareness of climate change more recently. As the education-reform veteran Chester E. Finn Jr. observes, “schools have long seemed like a swell place for adult causes to try to enlist kids.”

READ ENTIRE ARTICLE