Honor Attacks: The Fruits of Unconditional Multiculturalism

An article from the Daily Mail detailed the rise in honor attacks in the United Kingdoms. In most instances, a Muslim male assaults or even kills a female family member for "violating their honor," by dating or dressing in a manner consistent with mainstream British norms. These attacks are clearly the bitter fruits of the unconditional multiculturalism that British institutions have pursued. While the majority of Muslim migrants are good, productive, well adjusted citizens, we cannot elude the fact that this tragic phenomena has largely been confined to Muslim communities.

The first wave of multiculturalism in England and the United States offered an opening of the respective nations to foreign born talent.With the lifting of restrictive quotas, largely educated and industrious, non-Europeans individuals were allowed to immigrate. Due to their generally high level of education and western orientation, the majority of these individuals successfully integrated themselves into British social and economic life. The modest number of migrants and the confidence of British society, at that point in time, helped facilitate this positive integration. Multiculturalism not only opened the doors of England and the United States to individuals of diverse origins, but also allowed for the migrants to maintain the best aspects of their traditions and their faith, in the context of integrating into the broader society. The positive end result was that one did not have to be white or Christian to be considered a good Brit or America. The benefits flowed both ways; England and the United States were able to enjoy the best of the culinary and cultural traditions that the newcomers offered.

The second wave of multiculturalism was more radical and uncritical in nature. England and to a lesser extent the United States began to welcome in segments of other societies that were less educated, less western oriented and far more traditional. Also of significance is the fact that the surge in numbers of migrants created an environment that further stymied assimilation, which was actively discouraged by key institutions. Because, to encourage assimilation implied that one culture was of greater value than another, a notion that was considered heretical to the dogma of cultural relativism. And those who suggested the need to change the composition and size of the immigrant flow, in order to ensure more positive social and economic outcomes, were branded as "racists." Predictably, women who chose to assimilate to the cultural norms of England, against the wishes of their strict Muslim families were reprimanded. Some families chose to acquiesce, whereas others met this defiance with violence. In the end these women are the victims of an unconditional multicultural ideology that has crippled the capacity of British and American elites to engage in critical thought, honest debate and reasonable policy.

Alarming number of 'honour attacks' in the UK as police reveal thousands were carried out last year

By DAILY MAIL REPORTER

Created 8:54 AM on 3rd December 2011

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• London sees the highest number of honour crimes, with West Midlands second
• Call for more support for victims as cases rise by more than 300 per cent in some areas
• Culprits hailed 'heroes' in the community for carrying out the attacks
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Victim: Banaz Mahmod left her violent husband to be with her boyfriend, but was killed by relatives in 2006

Nearly 3,000 so-called honour attacks were recorded by police in Britain last year, new research has revealed.

According to figures obtained by the Iranian and Kurdish Women's Rights Organisation (Ikwro), at least 2,823 incidents of 'honour-based' violence took place, with the highest number recorded in London.

The charity said the statistics fail to provide the full picture of the levels of 'honour' violence in the UK , but are the best national estimate so far.

The data, taken from from 39 out of 52 UK forces, was released following a freedom of information request by Ikwro.

In total, eight police forces recorded more than 100 so called honour-related attacks in 2010.

The Metropolitan Police saw 495 incidents, with 378 reported in the West Midlands, 350 in West Yorkshire, 227 in Lancashire and 189 in Greater Manchester.

Cleveland recorded 153, while Suffolk and Bedfordshire saw 118 and 117 respectively, according to the figures.

Between the 12 forces able to provide figures from 2009, there was an overall 47 per cent rise in honour attack incidents.

Police in Northumbria saw a 305 per cent increase from 17 incidents in 2009 to 69 in 2010, while Cambridgeshire saw a 154 per cent jump from 11 to 28.

A quarter of police forces in the UK were unable or unwilling to provide data, Ikwro said.

The report stated: 'This is the first time that a national estimate has been provided in relation to reporting of honour-based violence.

'The number of incidents is significant, particularly when we consider the high levels of abuse that victims suffer before they seek help.'

Honour attacks are punishments usually carried out against Muslim women who have been accused of bringing shame on their family (file picture)

'Honour' attacks are punishments usually carried out against women who have been accused of bringing shame on their family and in the past have included abductions, mutilations, beatings and murder.

Ikwro director Diana Nammi told the BBC that families often deny the existence of the attacks.

She said: 'The perpetrators will be even considered as a hero within the community because he is the one defending the family and community's honour and reputation.'

Calling for more support for victims, she added: 'For some cases, police and some organisations just help them up to a length of time, then they will stop. With honour-based violence, the threat may be a lifetime threat for them.

The Metropolitan Police saw 495 incidents, with 378 reported in the West Midlands, 350 in West Yorkshire, 227 in Lancashire and 189 in Greater Manchester

'The problem is that there is no systematic training for police and other government forces in the UK, such as social services, teachers and midwives.' 

She said that honour-based violence is an 'organised or collective crime or incident' which is orchestrated by a family or within a community. 

Honour crimes mostly happen in South Asian, Eastern European and Middle Eastern communities, she added. 

Ms Nammi added that 'lots of things' are considered to be dishonourable including; having a boyfriend, being a victim of rape, refusing an arranged marriage, being gay or lesbian and in some cases wearing make-up or inappropriate dress. 

The association of Chief Police Officers (Acpo) said they were working hard to offer support to victims, and front-line staff had been specially trained to deal with complaints. 

Commander Mak Chishty, lead for honour based violence, said: 'In 2008 Acpo published a strategy which recommended consistent reporting across England and Wales. We are satisfied that this is being done.

'We're now in consultation on a new strategy. All frontline staff have received awareness training and every force has a champion on honour-based abuse.

'Acpo is confident that any victim who comes to us will receive the help they need.'

A Home Office spokesman said: 'We are determined to end honour violence and recognise the need for greater consistency on the ground to stop this indefensible practice.

'Our action plan to end violence against women and girls sets out our approach to raise awareness, enhance training for police and prosecutors and better support victims.'

A Metropolitan Police Service (MPS) spokesman said: 'Honour-based violence cuts across all cultures, nationalities and faith groups - it is a worldwide problem.

'Our fundamental aims are always: to preserve life, protect those at risk, and seek to bring perpetrators to justice.

'The MPS has been on a significant journey regarding how we police honour-based violence over the past decade, and has played an instrumental part in developing work in this field.

'We have used our organisational learning over the years to inform our current policies, staff training and operating procedures.

'We know that like other hate crimes, honour-based violence is under-reported however, and remain very concerned about this. We continue to work with victims' groups, non-governmental organisations and statutory agencies to ensure that we are providing the best assistance possible to victims - they are at the heart of all we do.

The spokesman added there were specially-trained officers who carry out daily reviews of reported incidents in London. 

He said: 'The MPS has incorporated honour-based violence and forced marriage into its mandatory domestic violence training for all constables, sergeants and inspectors; there has also been specific training for PCSOs and senior officers, and regular training sessions for other specialist officers such as schools officers and Safer Neighbourhoods' Teams.'

In 2006, Banaz Mahmod, from Mitcham, south London, was strangled on the orders of her father and uncle because they thought her boyfriend was unsuitable. 

Cousins Mohammed Saleh Ali and Omar hussain, both 28, were jailed last year for a minimum of 22 and 21 years respectively for the honour killing of the 20-year-old Iraqi Kurd. 

The victim's father Mahmod Mahmod and uncle Ari Mahmod were jailed for life at the Old Bailey in 2007.

Rembetiko, Music of My Heart

Pictured Above: Semsis, Eskenazi and Tomboulis

One of my favorite musical genres is Rembetiko, the soulful, inventive music of the Greeks of Anatolia (Asia Minor). This style is rich with Ottoman, Persian and Arabic influences, both musical and cultural and many of its great performers were Ottoman Jews and Armenians. A study of the Ottoman Empire highlights the wonderful and destructive power of multiculturalism and diversity. On one hand the incredibly rich mix of cultures, races, religions and languages produced some of the most amazing music, architecture, poetry and cuisine that has graced the world. On the other hand, it bred conflict, instability and the first Genocide of the century, ultimately leading Greece, Turkey and Bulgaria to undertake a massive population exchange, with the goal of creating more homogeneous, stable and peaceful nations. If I had to derive a one line line lesson from the Ottoman Experience for the United States, it would be as follows: enjoy the cultural blessings that diversity bring, but tread carefully, for human beings are flawed creatures of conflict. Here is a wonderful song performed in 1929 by Andonis Dalgas and one performed by the prodigious Roza Eskenazi.

True Respect For Diversity

Back in my university days, a friend of mine once proposed a drinking game in which we would read the student handbook and take a shot of liquor every time it mentioned "diversity." We ultimately rejected his proposal on the grounds that after the first few pages we would succumb to alcohol poisoning. The point of this anecdote is that "respecting" or "celebrating diversity," has become a basic mantra of most progressives. If we are unable to achieve "relativistic enlightenment" and understand that all cultures and traditions as equal, we must at the very least  accept the right of individuals and communities to express their culture and celebrate their traditions.

After much thought I become convinced that the greatest individual differences are found within rather than between groups. The aggregate statistical differences between (let's say) African-Americans and European-Americans are dwarfed by the diversity within each community. And at least within the United States, once we control for class and education, the greatest cultural differences are not found between different ethnic groups, but between different regions. For example, there is a greater probability that I (as a white) would have more in common with a secular, educated, middle class Hispanic-American of my native Chicago than I would with a deeply religious, working class white of rural Alabama. This leads me to determine that Southern Christians are as a"distinct piece" of the "gorgeous cultural mosaic" that makes up the United States as Asian-Americans, Jewish-Americans or any other group. 

For these reasons it strikes me as contradictory, if not hypocritical, when progressives voice contempt for devout, southern Christians, whom they refer to as "red necks," for it would be beyond the pale for them to criticize observant Muslims, Jews, etc. This demonstrates that they neither respect the cultural diversity found within their group nor the marked cultural differences that flourish between regions of the United States. This had led to instances in which school districts encouraged Muslim and Jewish students to set up displays of Crescents and Menorahs, while barring Christian students from presenting similar displays. In a recent case, the Supreme Court had to intervene to defend the right of a Christian student group from meeting after school. In this case, I do not believe that the administrations were motivated by a concern for the separation of church and state, but rather by their inability to include Traditional Christians in their "celebration of diversity."

In the political arena this is seen when activists and politicians seek to oppose uniform policies across the land, indifferent to the sentiments and desires of diverse states and regions. During the push for health care reform, the federal government largely ignored the Tenth Amendment by seeking to impose a single plan, rather than allow each state to pursue policies that reflect the cultural and philosophical inclinations of their residents. Implicit in the strong sense of Federalism present in the constitution is a respect for the principles of self governance and an affirmation of and respect for the pronounced regional diversity that already existed.. To allow a strong central government to impose uniform policies across the land, beyond the carefully enumerated powers granted by the constitution, would be a recipe for conflict. Individuals who objected to the laws that governed their state or community could seek to alter them through the democratic process or move to other localities that better reflected their political and cultural visions. Of course this is not to say that states rights are without limits; slavery and other egregious abuses of individual rights warrant federal intervention.  But, beyond that, we should respect the rights of diverse peoples and regions to enjoy their cultural and political traditions, even when we find them distasteful. That makes for a freer, stronger and more interesting nation. 

Ethnic Diversity & Public Investment

Pictured Above: Harvard Economist Alberto Alesina

I find it fascinating that so many liberals are so focused on celebrating and promoting diversity, yet so few show an interest on exploring its concrete social and economic impact. I am not troubled by their conclusion, because indeed it could be argued that the United States' increasing diversity offers us net benefits. My concern is that anyone who only presents the benefits of a phenomena, without making an effort to identify possible cons and costs, is either guilty of negligence or intellectual dishonesty. Before we continue, I must emphasize that we are not seeking to assess the relative worth or social and economic impact of any particular group; rather, the essential question is how (if at all) does (relative) homogeneity and diversity impact the economic and social welfare of a nation?

In his work, Ethnic Diversity And Economic Performance, Harvard Economist Alberto Alesina  analyzed data from rural and urban settings in both "developed" and "underdeveloped" nations and sought to determine real and measurable economic pros and cons of diversity. He starts by proposing that while diversity does not appear to effect economic outcome in the private sector, it does lower the willingness or ability of communities and nations to invest in the public good. In the book "Fighting Poverty in The US and Europe: A World of Difference", Alesina and his co-author Edward Glaesser expands upon this research and conclude that: 

"the redistribution gap between the United States and Europe could best be explained by America’s greater ethnic heterogeneity and more conservative political institutions. Countries with more ethnic diversity generally spend less on social programs."Or, more specifically, in more homogeneous communities and nations, tax payers are generally more willing to contribute a higher portion of their wealththe most homogeneous. And predictably, as the aforementioned European nations have become more diverse, the willingness of the electorate to support the welfare state has declined, as demonstrated by the surge in conservative parties in recent years.

When I presented these findings to a progressive associate of mine, his response was "that's atrocious, they should support social welfare, regardless of how diverse their nations have become...a Swede should should consent to high taxation regardless if the beneficiaries are Swedes or Somalis!" I wholeheartedly agree, however as any economic will tell you, good government policy cannot be based on how people should behave, but how they do behave. Progressives should take heed, because it would appear that over the long run, the two social goods they support, diversity and a generous welfare state, may not be fully compatible. 

Do Diversity and Multiculturalism Breed Intolerance?

Pictured above: Gary Smith, a British teacher savagely beaten for teaching his students about Islam.

Champions of diversity and multiculturalism pride themselves on tolerance, yet paradoxically, in some cases they have to led to greater intolerance. This is seen in the London borough of Tower Hamlets, in which homophobic attacks, harassment of secular Muslims and anti-Semitic rhetoric are on the rise, driven by the growth of fundamentalist Islam. In a recent incident, a school teacher was savagely beaten for teaching about Islam in a comparative religions class. Of course, this is NOT to say that all Muslims are dangerous fundamentalists. Rather, this clearly this is indicative of the failure of British multiculturalism, which eschews the value of assimilation into the majority culture and unconditionally defines diversity as a social good. 

Had the bureaucrats who determine England's selection of immigrants valued assimilation, they would have focused on the selection of individual Muslims who fit a profile (educated, secular, etc.) that indicated a high probability of rapid assimilation towards the values and norms of British society. And they would have sought to allow a number of Muslim immigrants that would be more conducive towards healthy assimilation. Or, if they dared breach the barriers of political correctness, they would have focused on admitting groups with a higher capacity of assimilation, such as Indian Hindus. Let's be honest, we have yet to see Hindu Immigrants blow up trains or planes. Secondly, the educational elites are to blame, because the multicultural curriculum that they propagate do little to encourage assimilation and address the bigotry, homophobia and antisemitism that are prevalent among segments of England's Muslim migrants. Nor have they promoted distinct British values and identity. And we even see that the police are reserved about even admitting the existence of such issues, in order to avoid being labelled "Islamaphobic." We know this to be true, because acts of intolerance committed by native born Brits elicits a strong official response.

The answer is not to exclude diverse populations from England, but rather to approach diversity and multiculturalism with a critical eye. Such an approach would honestly assess the values, norms and institutions that make England (and other western nations) places that are attractive to immigrants in the first place and seek to promote them among native born and newcomers alike. A daring and intellectually honest exploration of culture, would also ask what are the values and norms that have contributed to the endemic corruption, intolerance and poverty that make other countries (like Pakistan) places that so many people want to flee. It's essential to note that a critical approach to culture would draw a sharp distinction between individuals and cultures. In other words, prejudice against individuals would be staunchly opposed, while a rational critique of other cultures would not. Why? Because, while we can say with confidence that traditional Islamic Culture is hostile to freedom of speech, equal rights for non-Muslims and gay rights, we have absolutely no right to make assumptions about the values and conduct of an individual simply because he is a Muslim. A culturally confident England or United States would declare:

 "we respect the right of the people of all cultures to live by their values, norms, traditions laws and institutions, but if you choose to do so, it only makes sense that you remain in your nation of origin. But, if you come to our nation, we insist that you respect and adopt our culture and way of life, they are fundamental aspects of the peace, prosperity and democracy that draw you and millions of others to our shores. Since we are a liberal society, we welcome your right to adhere to any tradition that does not contradict our own. Celebrating Ramadan and your rites of passage, enjoy your wonderful cuisine and music, but leave the intolerance, corruption and excessive statism in Pakistan. Being part of our nation and culture means that you must tolerate speech that you find offensive, rather than slash the throat of Theo Van Gogh or other critics of Islam. If you agree to this and are committed to economically and socially contributing to our great nation, we welcome you aboard. If not, we ask that you take at least one of our progressive multiculturalists with you, because we trust that a year in your nation will help them gain an appreciation for their own civilization."

Police 'covered up' violent campaign to turn London area 'Islamic'

Police have been accused of “covering up” a campaign of abuse, threats and violence aimed at “Islamicising” an area of London.

By Andrew Gilligan

12 Jun 2011

Victims say that officers in the borough of Tower Hamlets have ignored or downplayed outbreaks of hate crime, and suppressed evidence implicating Muslims in them, because they fear being accused of racism.

The claims come as four Tower Hamlets Muslims were jailed for at least 19 years for attacking a local white teacher who gave religious studies lessons to Muslim girls.

The Sunday Telegraph has uncovered more than a dozen other cases in Tower Hamlets where both Muslims and non-Muslims have been threatened or beaten for behaviour deemed to breach fundamentalist “Islamic norms.”

One victim, Mohammed Monzur Rahman, said he was left partially blind and with a dislocated shoulder after being attacked by a mob in Cannon Street Road, Shadwell, for smoking during the Muslim holy month of Ramadan last year.

“Two guys stopped me in the street and asked me why I was smoking,” he said. “I just carried on, and before I knew another dozen guys came and jumped me. The next thing I knew, I was waking up in hospital.”
“He reported it to the police and they just said they couldn’t track anyone down and there were no witnesses,” said Ansar Ahmed Ullah, a local anti-extremism campaigner who has advised Mr Rahman. “But there is CCTV in that street and it is lined with shops and people.”

Teachers in several local schools have told The Sunday Telegraph that they feel “under pressure” from local Muslim extremists, who have mounted campaigns through both parents and pupils – and, in one case, through another teacher - to enforce the compulsory wearing of the veil for Muslim girls. “It was totally orchestrated,” said one teacher. “The atmosphere became extremely unpleasant for a while, with constant verbal aggression from both the children and some parents against the head over this issue.”

One teacher at the Bigland Green primary school, Nicholas Kafouris, last year took the council to an employment tribunal, saying he was forced out of his job for complaining that Muslim pupils were engaging in racist and anti-Semitic bullying and saying they supported terrorism. Mr Kafouris lost his case, though the school did admit that insufficient action had been taken against the behaviour of some pupils. The number of assaults on teachers in Tower Hamlets resulting in exclusions has more than doubled from 190 in 2007/8 to 383 in 2008/9, the latest available year, though not all are necessarily race-related.

Tower Hamlets’ gay community has become a particular target of extremists. Homophobic crimes in the borough have risen by 80 per cent since 2007/8, and by 21 per cent over the last year, a period when there was a slight drop in London as a whole.

Last year, a mob of 30 young Muslims stormed a local gay pub, the George and Dragon, beating and abusing patrons. Many customers of the pub told The Sunday Telegraph that they have been attacked and harassed by local Muslim youths. In 2008 a 20-year-old student, Oli Hemsley, was left permanently paralysed after an attack by a group of young Muslims outside the pub. Only one of his assailants has been caught and jailed.

Even during meetings of the local council, prominent supporters of Tower Hamlets’ controversial directly-elected mayor, Lutfur Rahman – dropped by the Labour Party for his links to Islamic fundamentalism - have persistently targeted gay councillors with homophobic abuse and intimidation from the public gallery.

The Labour leader, Josh Peck, was attacked with animal noises and cries of “Unnatural acts! Unnatural acts!” when he rose to speak. The Conservative leader, Peter Golds, was repeatedly heckled as “Mrs Golds” and a “poofter”.

Mr Golds said: “If that happened in a football stadium, arrests would have taken place. I have complained, twice, to the police, and have heard nothing. A Labour colleague waited three hours at the police station before being told that nothing would be done. The police are afraid of being accused of Islamophobia. Another Labour councillor said that the Met is now the reverse of what it must have been like in the 1970s, with a complete lack of interest when white people make complaints of harassment and hatred.”

In February this year, dozens of stickers appeared across Tower Hamlets quoting the Koran, declaring the borough a “gay-free zone” and stating that “verily Allah is severe in punishment.”

The Sunday Telegraph has learned that during a routine stop-and-search at the time police found a young Muslim man with a number of the stickers in his possession. He was released without charge on the advice of the Crown Prosecution Service. Police also had CCTV images of a second unidentified Muslim youth posting the stickers at a local railway station, but refused to release the pictures for several weeks.

Peter Tatchell, the gay human rights campaigner, said: “The police said no-one was allowed to talk publicly about this because they didn’t want to upset the Muslim community. We’ve made very clear the difference between the Muslim community as a whole and these particular fundamentalists, and the fact that the police wouldn’t publicly say what they knew was an absolute disgrace.”

When the CCTV footage was finally released, in early April, the culprit was quickly identified as 18-year-old Mohammed Hasnath, who last week pleaded guilty to a public order offence and was fined £100. Jack Gilbert, of the Rainbow Hamlets gay group, said a more serious charge should have been brought. “The vast majority of the community saw the material as threatening, but the police were not willing to accept it as threatening,” he said.

Hasnath’s “interests” on his Facebook page include Khalid Yasin, a hate preacher who describes Jews as “filth” and teaches that homosexuals must be killed. Yasin has spoken at least four times since 2007 at the East London Mosque, Tower Hamlets’ most prominent Muslim institution. Although the mosque claims to be against extremism, discrimination, and violence, it has hosted dozens of hate, extremist or terrorist preachers and also hosted a “Spot The Fag” contest.

In the same week that it issued a press release condemning the anti-gay stickers, the mosque was also due to host a “gala dinner” with Uthman Lateef, a homophobic hate preacher.

The mosque is controlled by a fundamentalist group, the Islamic Forum of Europe, which says that it is dedicated to changing the “very infrastructure of society, its institutions, its culture, its political order and its creed ... from ignorance to Islam.”

The IFE’s community affairs co-ordinator, Azad Ali, is chairman of the Muslim Safety Forum, an organisation officially recognised by the Met as its “principal [liaison] body in relation to Muslim community safety.” Mr Golds said: “This relationship may explain the police’s feebleness.” The IFE also has close links to the Tower Hamlets mayor, Mr Rahman.

There is no suggestion that any mosque official has been personally involved in any act of violence or intimidation. However, in an email obtained by The Sunday Telegraph, one IFE activist, Abu Talha, used the name of the group to threaten a local Muslim woman who ran a dating agency.

“I am asking you kindly to stop these activities as it goes against the teachings of Islam,” he wrote. “Let me remind you that I have a huge network of brothers and sisters who would be willing to help me take this further…If by tomorrow you haven’t changed your mind … then the campaign will begin.” The dating agency has now closed and the woman has left the area.

Mr Ahmed Ullah said: “There has been a gradual increase in these kinds of attacks, that’s for sure.” A spokesman for the Metropolitan Police said: “When any allegation of crime is made to us, we investigate appropriately. We will always take action against hate crime in accordance with, and within the confines of, the law.”

What Would Spock Say About Affirmative Action?

Affirmative Action, like most liberal policies has positive intentions, but when you explore its underlying assumptions and concrete manifestions, you encounter a host of problems. The ACLU presents an interesting argument for affirmative action, namely that it is justified on the grounds that diversity enriches classrooms and campuses:

"A culturally and racially diverse environment enhances the quality of our educational system because it prepares students to live and work effectively in a global society. Diversity enriches students' educational experience by exposing them to different races, cultures, languages, philosophies, and ideas both inside and outside of the classroom. By valuing diversity as a goal, the University of Michigan's admissions process ensures that all students, regardless of background, benefit from being immersed in an intellectual and social environment akin to what they'll experience in American life."

While this may be valid, it is important to explore the underlying assumptions and implications. When we assume that an individual will enrich a classroom or corporation simply because of their race or ethnicity, we are assuming that they possess noteworthy differences in values, culture and conduct that stem from their identity. Afterall, if their differences are simply cosmetic, how will they "broaden their classmates intellectual and social environment?" There are multiple problems with this notion:

First, there is a great deal of convergance between students of similar class and educational levels. For example, the white, black, hispanic and asian medical students I met were virtually identical in values and conduct. In fact, I can say with confidence that the upwardly mobile and erudite African-American medical students that I met had far more in common with their white counterparts than with poor and working class African-Americans. So, while the presence of diverse classmates may help make students comfortable interacting with people of different backgrounds, I cannot see how it categorically enriches their experience. Of course, my friendships with diverse individuals enriched my university experience, but not because of their background, but because of the wonderful qualities they possessed as individuals.

Second, students who were truly distinct from their classmates in culture and conduct, rarely interacted (beyond a bare proffesional level) with classmates outside of their group. For example, while there was a good deal of friendship, dating and intermarriage between secular Jews and assimilated Asians, Orthodox Jews, devout Muslims and unassimilated Asians rarely formed friendships outside of their ethnic circle. And the friendships that do exist between culturally distinct students very rarely touch upon their culture and traditions. In other words, I never went to church with my Armenian Orthodox friend or discussed Hindu Philosophy with my Indian friend. I went out with them to the pubs on Friday night, drank beer and hit on girls, just like I did with my less diverse buddies.

Third and most importantly, assuming that someone is distinct in culture and conduct because of their identity logically contradicts assumptions that underly anti-discriminatory efforts. It is correctly considered unjust to make negative assumptions and discriminate against someone because of their background. For example, to not rent to some because you you believe that all African-Americans behave distinctly as tenants is illegal and immoral. And to not admit an applicant into your university because you believe that the norms and conduct of Jewish-Americans is distinct from other students, is equally impermissable.

With good reason, the landlord must only reject the individual, based on their credit, income and rental history. And the university must only decline the individual if they don't meet their uniform requirements. In other words, we must never pre-judge a person because of their background. But, in effect, isn't that what the ACLU's argument is asking us to do? Does it not encourage us to make assumptions about a person's characteristics and conduct, based on their background? To ask us to engage in positive prejudice (assume that an individual possesses a set of positive traits because of their ethnic identity) and reject negative prejudice may be appealing, but as the great Spock would say "it's highly illogical." And FYI, Spock became the First Officer of the Starship Enterprise not through affirmative action, but because he was the best candidate!

Bad Students, Not Bad Schools??? (part II)

In a previous post we briefly touched upon Professor Robert Weissberg's thesis that educational outcomes are determined much more by the quality of students than the quality of schools. More specifically, he believes that the performance of individuals and groups are more reflective of the value that they (as well as their families & communities) place in learning, rather than shortcomings of the schools. In the piece "Demand, Not Supply Drives Educational Achievement" he explores the essential, but rarely asked question:

"to what degree do students in failing schools utilize the resources available to them, such as free tutoring?" 

And he presents data that indicates that only a small percentage do. For example, in California only 5% of students utilized free afterschool tutoring. And during the time I spent in low achievement schools, the primary issue that I encountered was not a lack of resources, but a lack of discipline and motivation among students. Good teachers spent much of their time and energy maintaining order and and pushing students to attend to the light homework requirement, in other words most students did not utilize the resources that were available to them. So, while I believe that for ethical reasons the issue of inequitable funding must be addressed, I am skeptical that this would have a major impact on educational outcomes of failing students and poor performing schools. On one hand this is quite depressing, because it implies that the power of government policy to improve academic performance of individuals and groups is quite limited. On the other hand, it is an empowering vision, because it implies that individuals and families do have the power to direct their educational destiny.

Of course it would be unfair and logically unsound to compare the performance of students that languish in poor urban schools to their wealthy suburban counterparts and strictly attribute the vast disparities to the "values" and "efforts" of the students. It would be far more revealing to analyze the relative performance of similar students within the same school. It would ask questions like "what are the common characteristics among the top 25% of students within poor, mostly African-American schools?" I am certain that the answer is that relative to their lower performing peers, they place a greater value in education and are more disciplined. I believe that these factors are also highly relevant when we analyze the common characteristics of individuals and groups (such as the African-American middle class) who have achieved upwards socio-economic mobility. This is obvious to all but the most dogmatic progressives. Sadly the chance of these achievement oriented students influencing their peers is slim, while the risk that the negative environment will hinder their performance is significant. The policy implications is that we must do whatever we can to expand options available to education oriented students, even if this means that we will "skim the cream" from poor schools.

This leads us to the question: what can the government do to promote values, habits and norms that lead to educational achievement and upward socio-economic mobility? I, am skeptical of the power or wisdom of the state to engage in social engineering, but a first step would be to cease promoting narratives that emphasizes the role of individuals and communities as "helpless players' whose destiny is primarily determined by "complex socio-economic factors" rather than the values they hold and the choices that they make.

Demand, Not Supply Drives Educational Achievement

April 26, 2009


By Robert Weissberg

Free market conservatives passionately insist that school choice will solve America's education woes. So as schools proliferate and competition heats up, academic achievement will soar just as fierce market competition has delivered better and cheaper computers and TVs. This seductive analogy is, unfortunately, hardening into unchallenged dogma. Worse, it misdiagnoses the problem. It is demand, not supply that drives academic attainment. In economic terms, Say's Law -- supply creates demand -- is wrong and Keynes -- demand creates supply -- is correct. If youngsters and parents truly desired academic excellence, the market would happily supply it. Absent demand, no amount of supply, regardless of price, can whet appetites for learning.
This misdiagnosis is also a recipe for wasteful political futility, for an uncertain benefit. Why lobby legislatures to permit charters or vouchers when after-school tutoring facilities can be created cheaply, and be economically self-sustaining to boot? Ironically, free-market reformers mistakenly believe that only the state can permit free-market solutions. Capitalism, not government permits free-market choice. As Yogi Berra said, you can see a lot by looking around. The market already overflows with school choice, none of it dependent on government authorization, much of it free or low cost for those craving academic excellence. Moreover, options are exploding independently of pressuring legislatures. Piling on additional options will not reverse academic apathy.

The current choice option menu is staggering. In New York City hundreds of so-called "cram" academies populate Asian neighborhoods and elsewhere, often catering to recent immigrants forgoing worldly pleasures to buy grueling lessons for their college-obsessed offspring. Most are Spartan storefront operations hiring teachers as needed and easily firing incompetents. A quick web search for New York City's "trapped parents" uncovers A+ Home Tutoring, Forde's Professional Tutoring, ClubZ!, Home Tutoring Services, among countless others. Many advertise of a willingness to accommodate customers with special needs or meeting pupils at community centers. Add national chains like Stanley Kaplan and Sylvan Learning that offer after-school coaching for state-mandated tests (especially reading and math), and given that parents demand results for their out-of-pocket fees, Kaplan's pedagogy (and technology) is constantly updated. Sylvan Learning Centers have more than 1100 locations in the US and Canada, with after school, evening and week-end hours, offering various courses, including study skills.
The Internet has greatly expanded parental options nationally. An internet learning program typically costs less than a basic cell phone plan or cable TV. SMARTHINKING since 1999 has provided over a million lessons on multiple subjects. Blackboard likewise offers web-based interactive instruction between students and teachers. Parents unhappy with local math lessons can help junior by logging on to artofproblemsolving.com for advanced math for grades 6-12 (as of February 2008 there were 37,000 registered users). The site also lists math books, competitions and a gateway to mathematics organizations. MIT provides K-12 science courses (including video) free to students nationally via the web.

Tutoring is now even out-sourced to non-US experts. TutorVista (tutorvista.com) offers 24 hour online instruction from K-12 plus college in nearly all academic subject as well as preparation for all the standardized tests. Unlimited sessions begin at $99.00 per month. Lessons begin by assessing each individual's current knowledge to create customized study plans, and this service includes voice and instant messaging, an electronic whiteboard and a toll-free fax number. Instructors all have college degrees or teaching credentials, undergo weeks of intensive training, and adhere to US state requirements, and by 2008 it had 10,000 subscribers worldwide. On Oct 21st 2008 Brightstorm announced that it had secured $6 million in financing to launch a new online tutoring service targeting teens with expert video lessons provided by star teachers across the entire US. Besides lessons on all usual high school subjects and standardized tests, each student can choose his or her own teacher and preferred teaching style.

For those not inclined to web-based technology, the home schooling industry supplies a plethora of help, and parents need not withdraw junior from school to take advantage of these resources. Just shut off the TV and insist that the lessons be done. Those who have not looked into this burgeoning industry will find the variety and subjects covered are amazing. It is a genuine marketplace where approaches range from the highly traditional, including religious-themed, to the most cutting edge. Lessons can be geared from those lagging behind to budding geniuses. Again, it is just a matter of investing the time and energy, and even those overwhelmed by jobs and housework can arrange local cooperative ventures in which parents take turns instructing small groups (many private schools began as these "living room" academies and expanded as local kids showed up).

Naturally choice movement defenders will insist that these bountiful options (and we mention only a tiny handful) are still inadequate since they cost money and may be inconvenient for harried poor families. This is willful blindness -- options are there if wanted and reasonably affordable. Public libraries often supply free Internet service and professional librarians regularly teach school-related subjects (perfectly rational client-building). Surely even the computer illiterate can request the librarian to find home school options and help with ordering materials.

But if there is a decisive argument about insufficient demand, not supply, being the culprit, it was the utter failure of No Child Left Behind's free tutoring, including the same high-quality tutoring available to ambitious students. Until late 2008 NCLB permitted low-performing schools to spend up to 5% of their federal grants on outside tutoring, more if necessary (this program may soon be restored, however).

With "free money" waiting, one would predict a rush to find enrollees. No such luck. Even illegally bribing students and school officials failed to generate business. Nor did holding classes in the student's own school help. One would guess that ample NCLB money would have encouraged tutoring firms to invent ways to lure struggling students.

This version of Say's Law was a disaster and school actually returned unspent funds. The national average for eligible students enrolling was 12% and even these dreary figures exaggerate enthusiasm since many (perhaps most) of the enrollees never completed the course.[i] In New York City's struggling schools, as of late 2002, only 10,000 of the 240,000 eligible students had signed up for free tutoring.[ii]

The news from Detroit was worse -- "only a handful" out of 51,237 had signed up as of early 2004[iii]. But even this exceeded the percentage in Pittsburgh where zero of 2900 sought free help.[iv] California in 2004 had some 397,000 eligible students and 20,000 -- 5% -- sought assistance, or at least signed up.[v] In New Orleans during 2003 some 7,500 public school students were eligible and 500 signed up -- 6.6%.[vi] After all, why should slackers suddenly be energized by hearing the same old boring stuff yet one more time? These figures are typical and it appears the worse the school system, the lower the enrollment for free help, and this help could come from any number of competing tutoring firms.

A powerful message lies here for free-market-oriented philanthropists anxious to invest millions to bring quality education to those lagging behind. Spend a few thousand dollars instead. Rent a second-story suite of offices month-to-month; buy a few Internet-ready computers and some used furniture; peruse off-the shelf teaching materials from the home school marketplace; hire some moonlighting teachers or university graduate students by the hour, but only as needed; advertise in local newspapers or church bulletin boards and if rivals are successful with their methods, just knock them off since none of this is protected by patents or union rule. Now, almost in an instant, help for those anxious to learn is available. This broken shoe string operation will provide exactly what education-obsessed parents offer their children denied a decent public school education. No political battles, no confrontations with the teachers' union and barely any capital outlays. If demand is insufficient and tinkering with services and prices is futile, just close up after a year versus pouring yet more money into supplying what is not wanted. This is real market-driven education innovation.

The problem is upping appetites for learning, an extraordinarily difficult task in a society subordinating the acquisition of knowledge to non-academic pursuits. Compared to lighting these fires, lobbying a legislature to pass a charter school or voucher law is a snap and this, unfortunately, may explain the unthinking embrace of Say's Law. Giving the proverbial horse a greater selection of expensive bottled waters will not cure the lack of thirst.

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[i] Saulny, Susan, "Tutor Program Offered by Law is Going Unused," New York Times, February 12, 2006. Late edition, final edition, online version.


[ii] Goodnough, Abby, "Free Tutoring Fails to Draw Many Students," New York Times, November 15, 2002. Late edition, final edition, online version.

[iii] Associated Press State and Local Wire, "Thousands of tutoring spots for Michigan Students Going Empty," February 21, 2004. Online version.

[iv] Associated Press State and Local Wire, "Thousands of students missing out on free tutoring," October 18th, 2004. Online version.

[v] Associated Press State and Local Wire, "Only 4 percent of those eligible apply for free tutoring," May 17th, 2004. Online version.


[vi] Associated Press State and Local Wire, "Free Tutoring: 7,500 eligible, 489 sign up," October 15, 2003. Online version.

29 Comments on "Demand, Not Supply Drives Educational Ahivement"

Battle Hymn of the Tiger Mother

A thought provoking and controversial book came out that reflects on the undeniable connection between East Asian parenting styles and the high levels of academic achievement among Asian-American students. Those who believe that this is a stereotype should take five minutes and look up statistics on high school graduation, college attendance, income, incarceration and out-of-wedlock birth rates among Asian Americans. I believe it's obvious that these values are also major factors in the stellar economic rise of East Asian nations. The author, Amy Chua attributes this success to the focus on discipline, learning and achievement. On a deeper level, this represents what Mrs. Chua calls the "virtuous cycle," discipline leads to achievement, which creates a true sense of satisfaction. The idea that learning must be "entertaining" and "relevant,: which is endemic in the world of American education, is alien to this worldview.

In contrast, over the last 40 years, large segments of western society have simultaneously elevated self esteem to religious heights, while disconnecting it from real achievement. Predictably, academic and economic achievement in the west have stagnated, narcissism has flourished and I believe on a deeper level, self esteem is no more the better.

In no way am I idealizing East Asian Culture and depreciating modern, Western Culture; all cultures have their strengths and weaknesses, positive aspects and pathologies. I am merely stating that if we as a nation are serious about addressing our lackluster educational achievement, we should explore the successes and yes, the failures of other cultures.

Perhaps more interesting than the actual article were the public responses. Some responses were quite positive, but I was surprised by the visceral hostility, rather than thoughtful debate that Mrs. Chua's book provoked. In fact Rolling Stone Magazine published an article in which a court of public opinion charged her with being an "asshole." I suspect that this largely stems from the fact that Mrs. Chua has indirectly challenged major elements of the "progressive revolution" in culture, education and parenting that has reshaped American Society over the last forty years. More specifically, she has brought its failings to light. I say "failings" rather than "failure," because some of the changes have indeed been positive. For whatever benefits eroding parental and teacher authority and elevating self esteem may have brought, improved academic performance was not one of them. The mere success of Asian Americans is a challenge to the world view off progressives, who believe that the academic and economic output of different groups is merely a product of "racism" and "white privilege" and accordingly must be remedied by massive state intervention.

Those well read on American history will know that Chinese and Japan Americans faced appalling racism, legal restrictions and in some cases even lynchings. But, in the matter of a few decades they, by every indicator of health, social and economic welfare, have surpassed whites. On a deeper level, this must cause distress to the army of government bureaucrats and progressives whose very livelihood and sense of purpose depends on the notion that only through their intervention and activism can poor and marginalized populations survive, yet alone advance. The notion that values, choices and behaviors of individuals and groups are major factors in their welfare are anathema to this world view. But, amazingly the same progressives who (wisely) exercise skepticism when reading environmental research funded by oil companies, do not consider the possibility that research conducted by "public servants" and "activists" may also be tainted with self interest. I do not expect everyone to agree with this book, however I am hoping that it will spark self reflection and honest debate amont parents, teachers and politicians.

Tiger Mothers: Raising Children The Chinese Way

by Maureen Corrigan January 11, 2011 Amy Chua may well be nuts. What kind of a mother hauls her then-7-year-old daughter's dollhouse out to the car and tells the kid that the dollhouse is going to be donated to the Salvation Army piece by piece if the daughter doesn't master a difficult piano composition by the next day? What kind of a mother informs her daughter that she's "garbage"? And what kind of mother believes, as Chua tells readers she does, that: "an A- is a bad grade; ... the only activities your children should be permitted to do are those in which they can eventually win a medal; and ... that medal must be gold"? What kind of a mother? Why, a mother who's raising her kids the Chinese, rather than the Western, way. In her new memoir, Battle Hymn of the Tiger Mother, Chua recounts her adventures in Chinese parenting, and — nuts though she may be — she's also mesmerizing. Chua's voice is that of a jovial, erudite serial killer — think Hannibal Lecter — who's explaining how he's going to fillet his next victim, as though it's the most self-evidently normal behavior. That's the other gripping aspect of Battle Hymn of the Tiger Mother: There's method to Chua's madness — enough method to stir up self-doubt in readers who subscribe to more nurturing parenting styles. Trust me, Battle Hymn is going to be a book club and parenting blog phenomenon; there will be fevered debate over Chua's tough love strategies, which include ironclad bans on such Western indulgences as sleepovers, play dates, and any extracurricular activities except practicing musical instruments ... which must be the violin or piano. Hear An Interview With Amy Chua On 'Tell Me More' January 13, 2011 Battle Hymn Of The Tiger Mother

Add to Playlist Download The back story to Chua's memoir is this: She is the daughter of Chinese immigrants and is now a professor at Yale Law School and the author of two best-selling "big-think" books on free-market democracy and the fall of empires. When Chua married her husband, fellow Yale law professor and novelist Jed Rubenfeld, they agreed that their children would be raised Jewish and reared "the Chinese way," in which punishingly hard work — enforced by parents — yields excellence; excellence, in turn, yields satisfaction in what Chua calls a "virtuous circle." The success of this strategy is hard to dispute. Older daughter Sophia is a piano prodigy who played Carnegie Hall when she was 14 or so. The second, more rebellious daughter, Lulu, is a gifted violinist. Chua rode the girls hard, making sure they practiced at least three hours a day even on vacations, when she would call ahead to arrange access to pianos for Sophia in hotel lobby bars and basement storage rooms. Chua also rarely refrained from criticizing her daughters, and in one of the many provocative passages that fill her book, she explains: Chinese parents can do things that would seem unimaginable — even legally actionable — to Westerners. Chinese mothers can say to their daughters, "Hey fatty — lose some weight." By contrast, Western parents have to tiptoe around the issue, talking in terms of "health" and never ever mentioning the f-word, and their kids still end up in therapy for eating disorders and negative self-image. ... Western parents are concerned about their children's psyches. Chinese parents aren't. They assume strength, not fragility, and as a result they behave very differently. As Chua admits, though, the Chinese model doesn't dwell on happiness, nor does it deal well with failure. (Some of the most hilarious parts of her memoir deal with her attempts to apply Chinese parenting methods to the family's two dopey Samoyed puppies.) I was on my living room couch, reading the end of Chua's memoir, when my 12-year-old daughter came downstairs and announced that she had "done enough reading" for one day and that since she had also practiced flute (for 15 minutes) she was going to kick back and watch TV — in this case, a made-for-TV Disney movie. Chua tartly sums up the stereotypically "Western" Disney plot this way: "In Disney movies," she says, the [studious kid] always has to have a breakdown and realize that life is not all about following rules and winning prizes, and then take off her clothes and run into the ocean or something like that. But that's just Disney's way of appealing to all the people who never win any prizes. Winning prizes gives you opportunities, and that's freedom — not running into the ocean." I looked over at my daughter and had mixed feelings about her just chillin' in front of the TV, rather than plugging away in that virtuous circle of enforced practice. I guess we won't be sending out the invitations for Carnegie Hall anytime soon. This is a story about a mother, two daughters, and two dogs. It's also about Mozart and Mendelssohn, the piano and the violin, and how we made it to Carnegie Hall. This was supposed to be a story of how Chinese parents are better at raising kids than Western ones. But instead, it's about a bitter clash of cultures, a fleeting taste of glory, and how I was humbled by a thirteen-year-old. Part One The Tiger, the living symbol of strength and power, generally inspires fear and respect. The Chinese Mother A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it's like inside the family, and whether they could do it too. Well, I can tell them, because I've done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do: - attend a sleepover - have a playdate - be in a school play - complain about not being in a school play - watch TV or play computer games - choose their own extracurricular activities - get any grade less than an A - not be the #1 student in every subject except gym and drama - play any instrument other than the piano or violin - not play the piano or violin. I'm using the term "Chinese mother" loosely. I recently met a super-successful white guy from South Dakota (you've seen him on television), and after comparing notes we decided that his working-class father had definitely been a Chinese mother. I know some Korean, Indian, Jamaican, Irish, and Ghanaian parents who qualify too. Conversely, I know some mothers of Chinese heritage, almost always born in the West, who are notChinese mothers, by choice or otherwise. I'm also using the term "Western parents" loosely. Western parents come in all varieties. In fact, I'll go out on a limb and say that Westerners are far more diverse in their parenting styles than the Chinese. Some Western parents are strict; others are lax. There are same-sex parents, Orthodox Jewish parents, single parents, ex-hippie parents, investment banker parents, and military parents. None of these "Western" parents necessarily see eye to eye, so when I use the term "Western parents," of course I'm not referring to all Western parents — just as "Chinese mother" doesn't refer to all Chinese mothers. All the same, even when Western parents think they're being strict, they usually don't come close to being Chinese mothers. For example, my Western friends who consider themselves strict make their children practice their instruments thirty minutes every day. An hour at most. For a Chinese mother, the first hour is the easy part. It's hours two and three that get tough. Despite our squeamishness about cultural stereotypes, there are tons of studies out there showing marked and quantifiable differences between Chinese and Westerners when it comes to parenting. In one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70% of the Western mothers said either that "stressing academic success is not good for children" or that "parents need to foster the idea that learning is fun." By contrast, roughly 0% of the Chinese mothers felt the same way. Instead, the vast majority of the Chinese mothers said that they believe their children can be "the best" students, that "academic achievement reflects successful parenting," and that if children did not excel at school then there was "a problem" and parents "were not doing their job." Other studies indicate that compared to Western parents, Chinese parents spend approximately ten times as long every day drilling academic activities with their children. By contrast, Western kids are more likely to participate in sports teams. This brings me to my final point. Some might think that the American sports parent is an analog to the Chinese mother. This is so wrong. Unlike your typical Western over-scheduling soccer mom, the Chinese mother believes that (1) schoolwork always comes first; (2) an A-minus is a bad grade; (3) your children must be two years ahead of their classmates in math; (4) you must never compliment your children in public; (5) if your child ever disagrees with a teacher or coach, you must always take the side of the teacher or coach; (6) the only activities your children should be permitted to do are those in which they can eventually win a medal; and (7) that medal must be gold. Excerpted from Battle Hymn of the Tiger Mother by Amy Chua. Copyright 2010 by Amy Chua. Excerpted by permission of The Penguin Press. http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way http://www.rollingstone.com/politics/blogs/taibblog/the-people-vs-tiger-mom-amy-chua-20110318