To put it bluntly, conservative ideals are demonized and conservatives have officially had it, at least according to a new Pew Research Center study.
A majority of Republicans and Republican-leaning independents (58%) now say that colleges and universities have a negative effect on the country, up from 45% last year. By contrast, most Democrats and Democratic leaners (72%) say colleges and universities have a positive effect, which is little changed from recent years.
This study makes even more sense when taking a look at the political breakdown of today’s campuses. In a study of dozens of college faculty, the Econ Journal Watch found that professors clearly favored one party over the other.
We investigate the voter registration of faculty at 40 leading U.S. universities in the fields of Economics, History, Journalism/Communications, Law, and Psychology. We looked up 7,243 professors and found 3,623 to be registered Democratic and 314 Republican, for an overall D:R ratio of 11.5:1.
President Trump has done much to expose the liberal bias rampant in today’s universities. More than once this past year, a professor has been busted for spewing hate against the commander-in-chief. Orange Coast College Professor Olga Perez Stable Cox said Trump’s election was an “act of terrorism” and called the president “one of the most anti-gay humans in this country.”
St. Joseph University Professor David Parry said that Trump’s victory was an act of “violence.”
“People are going to die because of what happened,” he told his students.
There are plenty more opinionated professors where they came from.
Roger Ream, president of the Fund for American Studies, said the culture needs to change – now.
“With the price of a college education skyrocketing and the landscape of the American economy rapidly changing, we must make sure that students are graduating with the ability to think critically and form nuanced opinions. That can’t happen if they only encounter one point of view. Students deserve to receive a balanced educational foundation and it’s the job of college administrators to ensure they do so.”
- Two Illinois professors are using “social justice video games” developed by high school students to teach about “white privilege” and “police misconduct.”
- The games, which were developed in 2015 by 13 Chicago teenagers, include selections such as “Can You Serve and Protect?” and “Growing Up Black in Chicago.”
Two Illinois professors are using “social justice video games” developed by high school students to teach about “white privilege” and “police misconduct.”
“The Street Arcade”—a collaboration between Steven Ciampaglia, a professor at Northern Illinois University, and Kerry Richardson, who teaches at the School of the Art Institute of Chicago—is designed to help teens create “social issue video games as a platform for community dialogue.”
“We designed this project…as a medium for social justice.
The program began in the summer of 2015, when the professors worked with 13 teenagers from Chicago’s South Side to create a series of art video games on contemporary social issues, which include “white privilege, racial profiling, peer pressure, and others,” according to their website.
The video games, which can also be played online, were then unveiled to the public at the Hyde Park Art Center in Chicago later that summer, where passersby could play titles such as “Can You Serve and Protect?” and “Growing Up Black in Chicago.”
“I am African American and I see on the news how the police are killing my kind,” reads a description of the the former. “It kind of hurts me and I want to just change that to make a better world, for not only my community, but for everybody else.”
Neither Richardson nor Ciampaglia responded to inquiries from Campus Reform as to whether the program is currently running, but the professors just published an article on their project in the latest issue of the Journal of Art Education.
“Video games are clearly attractive to teens in our experience running community art programs,” they said, noting that they’ve often found that teenagers want to learn how to make them. “We designed this project to capitalize on this allure by using the new media art conception of video games to—known as art games—as a medium for social justice.”
The project was funded by the nonprofit A Blade of Grass, which granted the professors $20,000 in “unrestricted project support” and a one-year fellowship, according to their announcement of their 2015 Fellows for Socially Engaged Art.
Earlier this year, the nonprofit produced a video in praise of the program, during which students lamented the preponderance of “white people programming the games” that are normally released to the public, and expressed a desire for more women and minorities to be involved in the video game industry.
“The game is engaging people and putting them into this place where they’re forced to consider [these social justice issues],” Professor Richardson said in the video.
Neither professor responded to requests for comment on their program.