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Resisting the ‘New McCarthyism’ on College Campuses and Beyond In a UCLA lecture, historian Barbara Ransby warns of a 'war over ideas, over facts, over how we see and understand the world'

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By Mary Braswell

As a leading scholar of the social and political struggles that have shaped the American experience, Barbara Ransby could easily identify the troubling signs around her.

A climate of fear, intimidation and guilt by association is on the rise today, hallmarks of what she called a new McCarthyism — not just in the halls of power but on college campuses that have historically prided themselves on freedom of expression.

“There is a war right on our campuses, a war over ideas, over facts, over how we see and understand the world, over what we can publish and what we can teach, over how we can protest and whether we can protest,” Ransby told a UCLA audience on Feb. 8.

“Our campuses are central battlegrounds and, overall, on the spectrum of liberalism to authoritarianism, we unfortunately see a steady and frightening move toward authoritarianism.”

But Ransby also pointed to important work being done on campuses around the country, “sites of resistance that inspire me and make me optimistic and hopeful in this moment.”

Ransby, an award-winning historian, author and activist, has a long record of building bridges between scholars and grassroots organizers in their common fight for equal rights and opportunities.

She is a founding member of Scholars for Social Justice, was named to the inaugural class of Freedom Scholars by the Marguerite Casey Foundation, and directs the Social Justice Initiative at the University of Illinois, Chicago, where she is a distinguished professor of African American studies, gender and women’s studies, and history.

Ransby spoke to a capacity crowd in the Grand Salon at UCLA’s Kerckhoff Hall as part of the Luskin Lecture Series and the 2nd Annual Distinguished Lecture in Ideas and Organizing presented by the UCLA Luskin Institute on Inequality and Democracy (II&D).

UCLA scholars, from left, Ananya Roy, David C. Turner III and Sherene H. Razack join featured speaker Barbara Ransby on stage at Kerckhoff Hall.

The event was preceded by a reception and exhibit of photos from Aetna Street in Van Nuys, an encampment where people sheltered in tents and vehicles until the site was cleared by Los Angeles city officials last August. Aetna Street residents, local activists and UCLA scholars are part of a research collective formed to study the struggle for justice for the unhoused, and the photos on display offered glimpses of the community’s experiments in living and public grieving.

During the lecture and panel discussion, several UCLA scholars whose work centers on social justice shared the stage with Ransby: UCLA Luskin professors Anastasia Loukaitou-Sideris, interim dean of the Luskin School, and Ananya Roy, director of II&D; Robin D.G. Kelley, distinguished professor of history; Sherene H. Razack, distinguished professor of gender studies; and David C. Turner III, assistant professor of Black life and racial justice at UCLA Luskin Social Welfare.

The dialogue touched on causes for alarm on many fronts: This November’s high-stakes U.S. presidential election. Repressive police tactics. The Israel-Gaza war, with its terrible humanitarian toll and fallout for free speech on college campuses.

Ransby issued a call to action, again turning to the lessons of history. During the anti-war and Black freedom movements of the 1960s, she said, campuses were “epicenters of struggle and resistance. Out of this struggle, real victories were won, even though fraught and fragile.”

Today’s scholar-activists, faculty and students alike, all have a stake in the struggle and must resist efforts to silence dissent, she said. For inspiration, she pointed to several thriving university programs that are on the front lines of the fight for racial and gender equity, police reform, climate justice and housing for all.

“These programs, courses and content areas matter, not just because students have a greater breadth of knowledge, which is true and good,” Ransby said. “But these ideas and theories are also tools for liberation and freedom making. …

“As problematic and complicated and contradictory as they are, as much harm as they do, colleges and universities are places where we build trenches, where we carve out oases, where we create spaces to think, collaborate, inspire, and ask critical and courageous questions about freedom and justice.”

 

Watch the lecture and panel discussion on Vimeo.


View photos of Barbara Ransby’s visit and the Aetna Street photo exhibit on Flickr.

Barbara Ransby Luskin Lecture

Taking 12th Grade Math Opens Doors to Higher Education, Research Finds UCLA-led study following nearly 27,000 L.A. Unified students yields insights that can help inform education policy

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Students who take math in the 12th grade improve their chances of enrolling and continuing in higher education, according to a new report by the Los Angeles Education Research Institute at UCLA.

In partnership with the Los Angeles Unified School District, the institute’s researchers followed the educational journeys of nearly 27,000 students beginning in the 11th grade. Those who took a full year of math in the 12th grade were more likely to enroll in a four-year college and return for a second year, compared with academically similar peers who did not take math, the study found.

The report yields several findings that can inform current debates over education policy in California, said Meredith Phillips, co-founder of the institute known as LAERI, which is housed at the UCLA Luskin School of Public Affairs.

One key takeaway is the importance of a robust curriculum that allows all students to continue their math education into their senior year, said Phillips, whose research focuses on the causes and consequences of educational inequality.

“School staff, parents and other adults would be wise to encourage students to take these courses, which open up college opportunities and a path to longer-term social and economic mobility,” she said.

The University of California and Cal State systems recommend but do not require a fourth year of high school math for freshman applicants. However, those who take math in the 12th grade may have an advantage in a competitive admissions process, particularly on campuses that no longer consider SAT or ACT test scores, the researchers noted.

“Enrollment in 12th grade math may also expose students to a peer group that is more college-focused, motivating them to pursue higher education,” said Leonard Wainstein, a visiting assistant professor at Reed College who served as the report’s lead analyst.

About a quarter of the students in the study did not take math in 12th grade. To determine whether specific groups of students were less likely than their peers to enroll in these courses, the researchers examined differences by gender, ethnicity, English proficiency and socioeconomic status. The findings can be used to inform L.A. Unified staff about whether particular types of students need more encouragement to take math or more access to 12th grade math courses.

The study, which followed high school students who were academically similar at the end of their junior year, identified benefits from taking any kind of math class in 12th grade, including traditional offerings such as precalculus or alternatives such as statistics or data science.

Even though students who took 12th grade math experienced a very slight reduction in their overall grade point average, the researchers identified positive effects on college enrollment and persistence.

The study was funded by the Oakland-based nonprofit College Futures Foundation and conducted by researchers affiliated with LAERI, which has collaborated with L.A. Unified for more than 10 years to produce research that district decision-makers and educators use to improve educational quality and equity in Los Angeles.

The research team includes Wainstein, a former postdoctoral scholar at UCLA Luskin; Carrie Miller, LAERI’s associate director and a PhD candidate at the UCLA School of Education and Information Studies; Phillips, associate professor of public policy and sociology at UCLA and faculty director of LAERI; Kyo Yamashiro, an assistant professor of education at Loyola Marymount University who co-founded LAERI with Phillips and served as the founding executive director; and Tatiana Melguizo, professor at the USC Rossier School of Education and the Pullias Center for Higher Education.

The researchers will follow up with a second report this year that looks more closely at college performance among a subset of the former L.A. Unified students.

Tilly on Gap Between Salary Expectations and Reality

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A USA Today story about a survey showing that college students expect to make more than $100,000 in their first post-graduation jobs cited Urban Planning chair Chris Tilly, an authority on labor markets and equity. The actual average starting salary for new graduates is $55,260, the story said. But experts say that, in some parts of the country, six-figure incomes are necessary to cover the basic cost of living, which has greatly outpaced the growth of wages and salaries over the last five decades. “The federal minimum wage is, in inflation-adjusted terms, much lower than it was in the early ’70s,” Tilly said. “Wages and salaries have not kept up with housing costs, have not kept up with higher education, tuition costs. And so that sort of disjuncture, that mismatch between the reality of costs and their reality of pay, I think is distorting the way that a lot of young people are looking at the world.”

Read the article

 

Akee, Ong on Creating Educational Opportunities for Native American Students

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Associate Professor of Public Policy Randall Akee spoke to CNN about the University of California’s recent decision to waive tuition for Native American students in an effort to make the university system more affordable and accessible. As part of the UC Native American Opportunity Plan, tuition and fees will be waived for California residents who are members of federally recognized Native American, American Indian and Alaska Native tribes. Akee collaborated with UCLA Center for Neighborhood Knowledge Director Paul Ong and other scholars on a soon-to-be-published op-ed urging other land-grant universities to follow UC’s lead. “The UC system is leading the way in acknowledging its place and role in educating Indigenous people,” the authors wrote. “In the absence of similar programs in other locations, the UC system as a whole will gain a significant advantage in recruiting the best and brightest [American Indian or Alaska Native] students from around the country.”

Read the article

Student Debt Is a Policy Failure, Appel Says

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In a recent Marketplace interview, Hannah Appel, associate faculty director of the UCLA Luskin Institute on Inequality and Democracy, said that “canceling student debt is the quickest way to narrow the racial wealth gap.” The Department of Education announced a plan to change the federal student loan system to make it easier for lower-income student loan borrowers to have their debt forgiven, prompting discussions about canceling all student loan debt. The vast majority of student loans are “simply uncollectable,” Appel said, adding that the impact of student loan debt falls disproportionately on people of color. She explained that student loan debt is unique because it’s held 95%-plus by the federal government. “We’ve seen the most progress and we’ve been able to build the most power around student debt, because it plainly is a policy failure for which we can hold the government accountable, and they can reverse course,” she said.

Listen to the interview

Documentary Zeroes In on Canceling College Debt

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A documentary about the growing movement to cancel student debt, co-produced by the UCLA Luskin Institute on Inequality and Democracy (II&D) and released by The Intercept, features insights from the Luskin School’s faculty and staff. “You Are Not a Loan” shares the experiences of activists, academics and debt-burdened students as they strategize across class and cultural lines to bring about the right to free college for all. The film was shot in February 2020 following an II&D- hosted conference urging a fresh vision for financing higher education. Within weeks, the COVID-19 pandemic shut down campuses nationwide, stepping up the urgency to create an equitable system of education. Joining the conversation are II&D Associate Faculty Director Hannah Appel and Deputy Director Marisa Lemorande, as well as Marques Vestal, who will join the School’s urban planning faculty in June. Vestal will also take part in a Jan. 30 virtual Q&A about the documentary as part of the Sundance Film Festival.

Watch the film

Villasenor Co-Authors Book on ‘Unassailable Ideas’ on Campuses

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A new book by Public Policy Professor John Villasenor examines the dominant belief system on American campuses, its uncompromising enforcement through social media and the consequences for higher education. In “Unassailable Ideas: How Unwritten Rules and Social Media Shape Discourse in American Higher Education,” Villasenor and co-author Ilana Redstone argue that higher education is being reshaped by a campus culture that is increasingly intolerant to diverse views and open inquiry, a trend that is exacerbated by the narrow lens of social media. The book, which will be released Oct. 15, highlights a newly emerged environment in higher education that forecloses entire lines of research, entire discussions and entire ways of conducting classroom teaching. Following their critiques of the well-intentioned unwritten rules about identity on college campuses, Villasenor and Redstone present a set of recommendations to build a new campus climate that would be more tolerant toward diverse perspectives and open inquiry. The book has garnered praise from scholars including University of Pennsylvania Professor Jonathan Zimmerman, who said,  “The real danger to higher education isn’t a cabal of jack-booted censors but the much subtler forces that discourage us from critiquing our dominant assumptions about multiculturalism, discrimination and identity.” Cal State Los Angeles Sociology Professor Bradley Campbell said “Unassailable Ideas” is a must-read for anyone seeking to understand the serious threat to free speech and academic freedom at American colleges and universities.

Phillips’ Research Illustrates Achievement Gap

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Recent articles by KCET and CalMatters noted Public Policy Associate Professor Meredith Phillips’ research contributions regarding the persistent achievement gap in education. In its discussion of the disparities in California education, the CalMatters article cited the 1998 book “The Black-White Test Score Gap,” co-edited by Phillips, which analyzed the causes and significant consequences of the achievement gap, as well as options for closing it. The KCET article highlighted the findings of a 2017 UCLA study co-directed by Phillips that investigated the college enrollment rates of Los Angeles Unified School District high school graduates. The study found that high school counselors’ large caseloads got in the way of helping students with college and financial aid applications. Counselors at 75% of the schools reported that some students were not getting the help they required.

Read the KCET article
Read the CalMatters article

Phillips and Reber on Virtual College Advising

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Meredith Phillips, associate professor of public policy and sociology, and Sarah Reber, associate professor of public policy, wrote a working paper on virtual college advising that was featured on Campus Technology. Their research found that students randomly assigned to virtual advising were more likely to feel supported during the college application process and apply to more four-year colleges, but they were not more likely to be accepted or enrolled in those schools. Their research used Virtual Student Outreach for College Enrollment (V-SOURCE), a virtual counseling program intended to reduce barriers to applying to college for low-income students. Phillips and Reber found that while V-SOURCE increased the number of students completing college application milestones, the improvements were modest. “Ultimately, many low-income students will likely need more hands-on help with the application process or more intensive and expensive interventions addressing fundamental financial, academic and institutional barriers to successfully enroll in and complete college,” the report concluded.

Read the article

 

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