$ 40,000 Grant to Investigate Why Children “Favor Whiteness and Maleness Over Other Identities.” By Abigail Knight (Florida)

This sort of pointless woke research that wastes taxpayers’ money, no doubt goes on right throughout the university system of the West. Much work in the Humanities and Social Sciences, so called, is now geared around politically correct themes, that serves the purpose of justification of the present multicult regime. Thus, the US Department of Health and Human Services (HHS) granted New York University (NYU) over $40,000 to conduct a three-year research project on why children “favour Whiteness and maleness over other identities.” Does this research even need to be done, since it is pretty clear that the results are going to confirm the leading question, which states that it is a fact that children favour whiteness and maleness; initial questions set the agenda of research. And is it? In the age of the gender agenda, that is surely an open question. It may be a case of garbage in, garbage out.

https://www.campusreform.org/article?id=19832

“In February of this year, the Department of Health and Human Services (HHS) granted New York University (NYU) over $40,000 to conduct a three-year research project on why children “favor Whiteness and maleness over other identities.”

The project, according to the grant description, is intended to “uncover the development processes by which children acquire the belief that white males represent the default person—a pattern rooted in ideologies of androcentrism (centering the experiences of men) and ethnocentricism (centering the experiences of white people) prevalent in the United States.”

The NYU grant comes as part of a larger HHS initiative to inject ‘equity’ at every level of the department, with a strong emphasis on race and gender.

In a series of talks convened by the White House this April, HHS Secretary Xavier Becerra stated that “[w]e at HHS treat advancing equity not just as a job, but our mission, here at the department…We’re going to do everything we can to make sure equity is always a focus.”

NYU has a history of emphasizing the problem of “whiteness” in its research and instruction, an emphasis dating back to NYU Press’s 1997 publication of the book Whiteness: A Critical Reader.

The collection of essays explores how “Whiteness proves to be perilous and paradoxical.”

In February of this year, Campus Reform reported on an NYU music course that used Taylor Swift to discuss “whiteness and power” in the pop music industry.

NYU presently has a variety of ‘anti-racism’ initiatives, including an online module for “Understanding and Mitigating Racial and Other Microaggressions”, offering “Microgrants” to faculty for anti-racism research that “decenter[s] whiteness”, and an official NYU “Anti-Racism Education Resource List.”

Campus Reform reached out to NYU and HHS for comment, but did not receive a response.”

But, in the land of woke research and grants for wokeness, $ 40,000 is really chicken feed:

https://www.campusreform.org/article?id=18152

“The National Science Foundation gave Portland State University nearly $1 million to develop “antiracist” computer science education in Oregon.

On August 13, the federal agency gave the school $999,968 to “expand the learning community of equity focused [computer science] educators” by offering professional development “to teachers across the state, particularly in districts that serve historically excluded from commuter science.”

The move comes as PSU philosophy professor Peter Boghossian resigned from his position and blasted the school for its surrender to woke social justice warriors. 

The Exploring Computer Science program at Portland State has existed since 2017, and according to the grant, will develop “antiracist curriculum and equitable programs of study in their schools and districts, and learning how to engage in district, regional, and statewide efforts to advance equity in Computer Science and STEM education.”

The project team will also work with the Oregon Department of Education to “develop a computer science equitable learning outcomes report card to help statewide leadership celebrate the successes of schools that are broadening participation in the CS courses and programs of study.”

Faculty from three universities — as well as a computer science teacher from McMinnville High School — will be involved in the initiative.

The state of Oregon recently enacted a bill that would allow high school seniors to graduate without basic competence in math or reading.

The legislation — signed by Gov. Kate Brown in July — explains that "a student may not be required to show proficiency in Essential Learning Skills as a condition of receiving a high school diploma.”

The move follows Oregon State University and the University of Oregon no longer requiring the SAT or ACT for applicants.”