At MIT debate, DEI defenders concede diversity policies can make ‘things worse’


By Maggie Kelly

The College Fix

Aug 6, 2023


‘DEI is derailed when activists say men who want to be women are equal to women and allow those men access to women’s hard-earned rights,’ pro-DEI scholar says


CAMBRIDGE, MASS. — The resolution “Academic DEI programs should be abolished” drew a large crowd to the Massachusetts Institute of Technology on Tuesday evening as four scholars debated the hot-button issue in front of nearly 300 people.


Despite disagreement on the fundamental value of DEI, both sides agreed on the flawed or misguided nature of many diversity programs.


Pamela “Denise” Long, CEO of DEI consulting organization YouthCentrix, defended preferential treatment for American descendants of slaves but said DEI has in some ways been hijacked by activists representing other interests. “[American] Negros should forever have a special relationship with our nation that enslaved us since 1776,” Long (pictured, right) said.


“We are those folk who endured a hundred years of abhorrent, unimaginable, unconstitutional discrimination until 1960, and those of us who have continuously experienced disproportionate negative impact of social policy even until today,” she said. However, “DEI makes things worse when advocates attempt to shoehorn the ambitions of all people onto the backs of U.S. slaves and our legacy,” Long said.


“DEI is derailed when activists say men who want to be women are equal to women and allow those men access to women’s hard-earned rights,” Long continued. “DEI is derailed when they say that ‘minor-attracted people’ is just a sexual preference. … To hook that to our legacy as slaves is wrong and egregious.”


Karith Foster, diversity consultant with INVERSITY solutions, also spoke on the importance of DEI, but had strong words about many of its existing programs. “DEI is necessary,” said Foster (left, in purple). “When done well, lives can be transformed and transported to an infinitely better place. When DEI is done poorly — and let’s be blatantly honest, it’s taken a left turn — it creates insurmountable barriers of fear, mistrust, vengeance and indifference.”


However, “looking to eradicate an effort, as badly as it’s been done, is not an answer either,” Foster continued. “We need to reform DEI and all our conversations and programs around it.”


DEI ideas are ‘a wolf in sheep’s clothing,’ McGill professor countered


“Diversity, equity and inclusion sound wonderful,” chemist and McGill University Professor Pat Kambhampati, who argued for the abolition of academic DEI programs, said at the opening of the debate. “But these ideas are a wolf in sheep’s clothing.”


“Let’s begin with equity,” said Kambhampati (below left). “Equity involves redistribution of resources from me to you.”


“We had economic Marxism a century ago,” he said. “Now in Cambridge in [the 2020s], we have cultural Marxism.”


Heather Mac Donald, author and Manhattan Institute fellow, spoke up forcefully in favor of DEI program abolition. Mac Donald serves on the College Fix Advisory Board. “A university’s task is the pursuit of truth,” Mac Donald said. “The DEI bureaucracy is founded on a lie. A lie which teaches students to think of themselves as victims and to see racism where none exists. It [creates] through racial preferences the very divisions and discomforts that it purports to solve in an endless vicious cycle.”


“Campus diversity bureaucrats … suck up vast sums of money, narrow the acceptable range of discourse, and force the adoption of double standards of achievement. Universities should embrace a single, colorblind version of academic excellence. It will only do so however by eliminating DEI fiefdoms and by replacing identity with merit as the touchstone of academic accomplishment.”


Nonetheless, “it is the academic skills gap which gives rise to the entire academic diversity apparatus,” Mac Donald later elaborated in an email to The Fix.


The purpose of that apparatus is to re-cast the inevitable academic struggles of students admitted with large racial preferences into struggles with racism,” Mac Donald said. “Nothing a DEI administrator does can possibly solve the academic skills gap problem, which begins to manifest itself in the earliest years of a child’s life. Even were DEI administrators remotely competent to solve that problem, which they manifestly are not, they enter the picture 14 years too late.”


The debate was uploaded to YouTube on Tuesday night and has been viewed approximately 4,200 times as of Wednesday.


The auditorium, which seats almost 300 people, was nearly full. A quiet and attentive crowd allowed the event to proceed undisturbed. Nadine Strossen, professor emerita at New York Law School and past president of the ACLU, moderated the debate.


Organizers said they were “delighted” at how the event proceeded, economist and co-organizer Eric Rasmusen wrote in an April 5 email to The Fix.


“No police were present, no threats were made, and the debate and audience questioning proceeded respectfully— though not because the debaters didn’t stake out their positions in very strong and opposing terms,” he said.


Approximately 100 MIT scholars, include several DEI deans, were asked to participate in the debate, but all declined or did not respond except for one professor, The College Fix reported last month. None of the panelists, pro or anti-DEI, were formally affiliated with the university.


The event was hosted by the university’s Adam Smith Society and MIT Free Speech Alliance. Fifteen other organizations also co-sponsored the debate, including American Council of Trustees and Alumni, Foundation for Individual Rights and Expression, Foundation Against Intolerance and Racism and the Alumni Free Speech Alliance.


At MIT debate, DEI defenders concede diversity policies can make ‘things worse’ | The College Fix



December 10, 2025
Written by John Craig December 10, 2025 On October 27, the Manhattan Institution’s City Journal published a major, breakthrough analysis of the performance of 100 prominent US (and one Canadian) universities and colleges, “Introducing the City Journal College Rankings,” For the first time, this new performance system includes data on measures (68 in all) like freedom of expression, viewpoint diversity tolerance, quality of instruction, investment payoff, and campus politicization that are not considered in the other major higher ed ranking systems. How did Davidson measure up in City Journal’s performance assessment? On a scale of one (bottom) to five (top) stars , Davidson is among the 63 schools that received 2 stars. Schools that, according to City Journal, have “Mostly average to below-average scores in all categories with no particularly noteworthy strengths. Significant, focused policy changes are needed at these schools.” (Full rankings available here College Rankings | Rankings ) To summarize the methodology, the City Journal team selected 100 schools that are highly touted by other ranking systems, widely known to the American public, and/or of high regional importance. The researchers gathered data on 68 variables across 21 categories covering four major aspects of on- and off-campus life. The Educational Experience categories were Faculty Ideological Pluralism, Faculty Teaching Quality, Faculty Research Quality, Faculty Speech Climate, Curricular Rigor, and Heterodox Infrastructure; the Leadership Quality categories were Commitment to Meritocracy, Support for Free Speech, and Resistance to Politicization; the Outcomes categories were Quality of Alumni Network, Value Added to Career, and Value Added to Education; and the Student Experience categories were Student Ideological Pluralism, Student Free Speech, Student Political Tolerance, Student Social Life, Student Classroom Experience, Campus ROTC, Student Community Life, and Jewish Campus Climate. No other higher ed ranking system includes as many variables. (Read more about methodology at College Rankings | Methods ) The data included publicly available information from sources such as the Integrated Postsecondary Education Data System (IPEDS), the Department of Education’s College Scorecard, and the Foundation for Individual Rights and Expression’s College Free Speech Rankings. The researchers also developed original measures for the project, such as the ideological balance of student political organizations and the partisan makeup of faculty campaign contributions. Each variable was coded so that higher values mean better performance and was weighted to reflect relative importance. For example, student ideological pluralism (as measured by self-reported student ideology and the left-right balance of student organizations) accounts for 5 percent of a school’s score while City Journal’s estimate of how many years it will take the typical student to recoup their educational investment to attend a given college accounts for 12.5 percent. A school’s overall score is the sum of points across the 21 categories, with the top possible score being 100. While the assessment system is for the most part hard-data-based, it has, like other ranking systems, subjective elements—like the weighing system. So methodological challenges will come and will doubtlessly lead to improvements the next time around. That said, the methodology strikes me as defensible and a marked improvement over that of other popular rating systems. I will conclude with some comments on the findings. Note that the Average score (out of 100) for the 100 institutions is 46 and the median score is 45.73—so overall, this is not a “high performance” group of institutions. No institution receives a 5-Star rating, and only two receive a 4-Star rating (University of Florida and University of Texas at Austin). Only 11 schools receive a 3-Star rating—Having “Mixed results across the four categories, showing strengths in some and weakness in others. These schools typically have several clear paths to improvement.” Because assessment scores are generally low and tightly clustered in the middle, the rankings by score are misleading: Davidson, at 51.16 with a rank of 25, looks to be in the top quartile (between Princeton and Georgetown), but in fact gets just a 2-Star assessment
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