https://imprimis.hillsdale.edu/disparate-impact-thinking-is-destroying-our-civilization/Disparate Impact Thinking Is Destroying Our CivilizationHeather Mac Donald
Excerpts:The following is adapted from a talk delivered on February 15, 2024, at a Hillsdale College National Leadership Seminar in Naples, Florida.
The most consequential falsehood in American public policy today is the idea that any racial disparity in any institution is by definition the result of racial discrimination.
If a cancer research lab, for example, does not have 13 percent black oncologists—the black share of the national population—it is by definition a racist lab that discriminates against competitively qualified black oncologists; if an airline company doesn’t have 13 percent black pilots, it is by definition a racist airline company that discriminates against competitively qualified black pilots; and if a prison population contains more than 13 percent black prisoners, our law enforcement system is racist.
The claim that racial disparities are proof of racial discrimination has been percolating in academia and the media for a long time. After the George Floyd race riots of 2020, however, it was adopted by America’s most elite institutions, from big law and big business to big finance. Even museums and orchestras took up the cry.
Many thought that STEM—the fields of science, technology, engineering, and mathematics—would escape the diversity sledgehammer. They were wrong. The American Medical Association today insists that medicine is characterized by white supremacy. Nature magazine declares that science manifests one of “humankind’s worst excesses”: racism. The Smithsonian Institution announces that “emphasis on the scientific method” and an interest in “cause and effect relationships” are part of totalitarian whiteness.
As a result of this falsehood, we are eviscerating meritocratic and behavioral standards in accordance with what is known as “disparate impact analysis.”
Consider medicine. Step One of the medical licensing exam, taken during or after the second year of medical school, tests medical students’ knowledge of anatomy, physiology, and pathology. On average, black students score lower on the grading curve, making it harder for them to land their preferred residencies. Step One, in other words, has a “disparate impact” on black medical students. The solution, implemented last year, was to eliminate the Step One grading disparity by instituting a pass–fail system. Hospitals choosing residents can no longer distinguish between high and low achieving students—and that is precisely the point!
The average Medical College Achievement Test (MCAT) score for black applicants is a standard deviation below the average score of white applicants. Some medical schools have waived the submission of MCAT scores altogether for black applicants. The tests were already redesigned to try to eliminate the disparity. A quarter of the questions now focus on social issues and psychology. The medical school curriculum is being revised to offer more classes in white privilege and focus less on clinical practice. The American Association of Medical Colleges will soon require that medical faculty demonstrate knowledge of “intersectionality”—a theory about the cumulative burdens of discrimination. Heads of medical schools and chairmen of departments like pediatric surgery are being selected on the basis of identity, not knowledge.
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UNCOMFORTABLE FACTSWe need to face up to the truth: the reason for racial underrepresentation across a range of meritocratic fields is the academic skills gap. The reason for racial overrepresentation in the criminal justice system is the crime gap.
And let me issue a trigger warning here: I am going to raise uncomfortable facts that many well-intentioned Americans would rather not hear. Keeping such facts off stage may ordinarily be appropriate as a matter of civil etiquette. But it is too late for such forbearance now. If we cannot acknowledge the skills gap and the behavior gap, we are going to continue destroying our civilizational legacy.
Let me also make the obvious point that I am talking about group averages. Thousands of individuals within underperforming groups outperform not only their own group average but great numbers of people within other groups as well.
Here are the relevant facts. In 2019, 66 percent of all black 12th graders did not possess even partial mastery of basic 12th grade math skills, defined as being able to do arithmetic and to read a graph. Only seven percent of black 12th graders were proficient in 12th grade math, defined as being able to calculate using ratios. The number of black 12th graders who were advanced in math was too small to show up statistically in a national sample. The picture was not much better in reading. Fifty percent of black 12th graders did not possess even partial mastery of basic reading, and only four percent were advanced.
According to the ACT, a standardized college admissions test, only three percent of black high school seniors were college ready in 2023. The disparities in other such tests—the SAT, the LSAT, the GRE, and the GMAT—are just as wide. Remember these data when politicians and others vilify Americans as racist on the ground that this or that institution is not proportionally diverse.
More at URL above.(excellent and important essay by Heather McDonald)
