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What is racist in this thread? The OP was incorrect, so it obviously can't be that.
Someone claimed that the OP was incorrect, but that was debunked earlier in the thread.
The policy clearly states that distribution of grades would be part of the " proportional participation of historically underrepresented racial-ethnic groups ".
Someone claimed that the OP was incorrect, but that was debunked earlier in the thread.
The policy clearly states that distribution of grades would be part of the " proportional participation of historically underrepresented racial-ethnic groups ".
Actually it wasn't debunked, it was proven that this had nothing to do with grades and has been in effect since 2009. So again, what was it that you thought was racist because grades have not been given out at that college based on race.
Actually it wasn't debunked, it was proven that this had nothing to do with grades and has been in effect since 2009. So again, what was it that you thought was racist because grades have not been given out at that college based on race.
Sigh - do you really have to see what is posted on UW-Madison's own website?
Here, Harrier will post the entire page, so that you can't claim that you somehow missed it.
Definitions for Inclusive Excellence Working Definitions for Inclusive Excellence
Inclusive Excellence brings together a comprehensive knowledge base – research and theory—from a variety of sources. Within this framework there are some concepts and terms that are fundamentally linked to the educational mission and institutional practice, and thus deserve to be highlighted. The definitions have been categorized by four essential pillars of Inclusive Excellence-Diversity, Equity, Inclusion and Excellence. Diversity
Diversity: Individual differences (e.g. personality, learning styles, and life experiences) and group/social differences (e.g. race/ethnicity, gender, sexual orientation, gender identity or expression, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning. Compositional Diversity: The numerical and proportional representation of various racial and ethnic groups on a campus. (Milem, Chang and Antonio). Critical Mass: Meaningful representation. Refers to a number that encourages underrepresented minority students to participate in the classroom and not feel Inclusion
Inclusion: The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions. Equity
Equity Mindedness: Refers to the outlook, perspective or mode of thinking exhibited by practitioners and others who call attention to patterns of inequity in student outcomes, and are willing to assume personal and institutional responsibility for the elimination of inequity. This includes being “color conscious,” noticing differences in experience among racial-ethnic groups, and being willing to talk about race and ethnicity as an aspect of equity. Equity perspectives are evident in actions, language, problem-framing, problem-solving, and cultural practices. (Bensimon, 2008) Deficit Mindedness: Deficit thinking “posits that students who fail in school do so because of alleged internal deficits (such as cognitive and/or motivational limitations) or shortcomings socially linked to the youngster-such as familiar deficits and dysfunctions” (Valencia, 1997). In other words, deficit thinking “blames the student” for unequal outcomes. Representational Equity: Proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades. (Bensimon, 2008) Excellence
Excellence: The quality of being excellent; state of possessing good qualities in an eminent degree; exalted merit; superiority in virtue.
Pay special attention to the "Representational Equity portion where it clearly states that distribution of grades is included in the "proportional participation of historically underrepresented racial ethnic groups".
Also notice called the section titled "deficit mindedness", where the idea that a student is responsible for their own success is criticized.
Someone claimed that the OP was incorrect, but that was debunked earlier in the thread.
The policy clearly states that distribution of grades would be part of the " proportional participation of historically underrepresented racial-ethnic groups ".
Where was it "debunked"?
And if it were true--wouldn't the students themselves be protesting? I cannot find anything at all by the student on the web, so I'll trust that the school is correct.
Difficult for clueless Conservatives to understand this area, but I applaud this move. It demonstrates that excellence is not just defined by what whites think. A black person for instance can give an excellent 'A' answer when interpreted from their perspective, instead of the narrow-minded perspective of a someone from say conservative Orange county, CA.
Good move by Madison. They are attemptingto address a problem that has existed for centuries.
If you don't study and put the work in for an exam and you get an answer wrong.......... That's your excuse?
That the black perspective of an answer is clearly wrong and lazy? How bigoted of you.
Definitions for Inclusive Excellence Working Definitions for Inclusive Excellence
Inclusive Excellence brings together a comprehensive knowledge base – research and theory—from a variety of sources. Within this framework there are some concepts and terms that are fundamentally linked to the educational mission and institutional practice, and thus deserve to be highlighted. The definitions have been categorized by four essential pillars of Inclusive Excellence-Diversity, Equity, Inclusion and Excellence. Diversity
Diversity: Individual differences (e.g. personality, learning styles, and life experiences) and group/social differences (e.g. race/ethnicity, gender, sexual orientation, gender identity or expression, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning. Compositional Diversity: The numerical and proportional representation of various racial and ethnic groups on a campus. (Milem, Chang and Antonio). Critical Mass: Meaningful representation. Refers to a number that encourages underrepresented minority students to participate in the classroom and not feel Inclusion
Inclusion: The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions. Equity
Equity Mindedness: Refers to the outlook, perspective or mode of thinking exhibited by practitioners and others who call attention to patterns of inequity in student outcomes, and are willing to assume personal and institutional responsibility for the elimination of inequity. This includes being “color conscious,” noticing differences in experience among racial-ethnic groups, and being willing to talk about race and ethnicity as an aspect of equity. Equity perspectives are evident in actions, language, problem-framing, problem-solving, and cultural practices. (Bensimon, 2008) Deficit Mindedness: Deficit thinking “posits that students who fail in school do so because of alleged internal deficits (such as cognitive and/or motivational limitations) or shortcomings socially linked to the youngster-such as familiar deficits and dysfunctions” (Valencia, 1997). In other words, deficit thinking “blames the student” for unequal outcomes. Representational Equity: Proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades. (Bensimon, 2008) Excellence
Excellence: The quality of being excellent; state of possessing good qualities in an eminent degree; exalted merit; superiority in virtue.
Pay special attention to the "Representational Equity portion where it clearly states that distribution of grades is included in the "proportional participation of historically underrepresented racial ethnic groups".
Also notice called the section titled "deficit mindedness", where the idea that a student is responsible for their own success is criticized.
That doesn't say grades are given out based on race.
That doesn't say grades are given out based on race.
Really?
What does it say?
Need Harrier remind you that it states "Proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades"
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