“IQ is a measure of whiteness.”

1. A decreasing portion of institutional resources is going to fund academics -- teachers and researchers. Spending on disseminating and creating knowledge is being crowded out by massive increases in administrative staff overseeing student affairs, new sustainability and diversity bureaucracies, intercollegiate athletics, etc.

2. Students on average are spending far less time on academics than they did a generation or two ago, and almost certainly are learning less from their schooling.

3. America’s clear global lead in research is rapidly ending as other nations, especially China, are vastly increasing research spending relative to that in the United States, where political leaders increasingly forfeit future investment and national greatness for immediate political job security.

                       4. The hallmark of a vibrant collegiate intellectual environment is campus debate -- the non-violent but vigorous discussion of alternative perspectives. That is declining on many campuses where speakers are suppressed by protesters and faculty profess near uniform left-wing perspectives.

5. While students are learning less as academics are downplayed, the cost of creating and disseminating knowledge is actually rising even faster than standard cost measures (e.g. tuition fees) indicate. Students are learning less for more.

                                               6. The notion that “college is for all,” along with federal government financial aid programs, simultaneously raised enrollments and college costs, leading to a glut of college graduates and stagnation in the earnings advantages of a college degree, as more graduates are now "underemployed."

7. This is now leading to enrollment declines and falling public support. As a consequence, more colleges are failing. The creative destruction that Joseph Schumpeter said made capitalism so successful is finally coming to higher education. 

“Our data suggest it is an auspicious time to be a talented woman launching a STEM tenure-track academic career, contrary to findings from earlier investigations alleging bias, none of which examined faculty hiring bias against female applicants in the disciplines in which women are represented,” the authors conclude. “The perception that STEM fields continue to be inhospitable male bastions can become self-reinforcing by discouraging female applicants, thus contributing to continued underrepresentation, which in turn may obscure underlying attitudinal changes.”
Williams said in an email interview that the study built on her and Ceci’s existing research. In particular, a previous hiring analysis revealed that women were a smaller fraction of the applicant pool for faculty positions in STEM, but those who applied were given jobs at a higher rate than the men who applied. But those real-world hiring data didn’t take into account differences in applicants’ accomplishments, she said. The new study aimed to test whether women received more job offers, controlling for their qualifications relative to men.  
Despite her and Ceci’s previous work busting dominant theories about gender bias in STEM hiring, Williams said they were still not expecting the results they observed.
“At one point we turned to each other while we were coding email responses from faculty across the U.S. and said we hoped that the large preference for women applicants over identically qualified men applicants would slow down because it seemed too large to be believed!” she said. “It never did slow down, and the final tally was roughly a 2 to 1 preference. So, we were surprised.”

52% believe their company practices “reverse discrimination” in hiring

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• 1 in 6 have been asked to deprioritize hiring white men
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• 48% have been asked to prioritize diversity over qualifications
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• 53% believe their job will be in danger if they don’t hire enough diverse employees
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• 70% believe their company has DEI initiatives for appearances’ sake