Students are seen at an anti-Israel protest encampment at Stanford University during the ongoing conflict between Israel and Hamas, in Stanford, California, US, April 26, 2024. Photo: REUTERS/Carlos Barria
Two Stanford University professors have publicly called for reforming “diversity, equity, and inclusion” (DEI) programs in higher education, arguing that they foster racial tension and contribute to antisemitism on college campuses.
“Rather than correcting stereotypes, diversity training too often reinforces them and breeds resentment, impeding students’ social development,” Paul Brest — professor emeritus at Stanford Law School — and Emily Levine — who teaches history and education at the university — wrote in an op-ed published by The New York Times. “Overall, these programs may undermine the very groups they seek to aid by instilling a victim mind-set and by pitting students against one another.”
Throughout the piece, Brest and Levine, both of whom served on Stanford’s Subcommittee on Antisemitism and Anti-Israel bias, described the way in which DEI’s promotion of identitarianism — a concept which reduces individual identity to racial origin — has in their view promoted flagrantly wrong theories of race whose logical conclusion is conspiracies of Jewish power and control, as well as antisemitic discrimination. As an example, they cited a Stanford DEI training program which prompted a federal civil rights complaint in 2021, a story The Algemeiner covered extensively.
Those programs, argued the Louis D. Brandeis Center, which filed the complaint, “endorsed the narrative that Jews are connected to white supremacy” and promoted “antisemitic tropes concerning Jewish power, conspiracy, and control.” It also excluded Jewish history and antisemitism from conversations about bigotry and racism.
What most outraged the Jewish community, however, was the program’s forcing Jewish mental health clinicians to join “segregated ‘whiteness accountability’ affinity [groups], created for ‘staff who hold privilege via white identity’ and ‘are white identified … or are perceived as white presenting or passing,'” a notion which, in addition to unfairly characterizing whites and institutionalizing racial segregation, does not describe the majority of the world’s Jewish population, many of whom are of color.
“I was placed in the white affinity group based on the idea that I can hide behind my white identity … and I was very disturbed by this because my parents survived World War II in the UK, which ended 11 years before I was born, and people like us were murdered because we were seen as contaminants to the white race. Not only did that feel like a betrayal to my heritage but to my parents,” Stanford employee Sheila Levin told The Algemeiner in 2021.
Brest and Levine believe that DEI can, if reformed, avoid similar offenses by dismantling its racialism and embracing a “pluralistic vision of the university community combined with its commitments to academic freedom and critical inquiry.”
They continued, “At the core of pluralistic approaches are facilitated conversations among participants with diverse identities, religious beliefs, and political ideologies but without a predetermined list of favored identities or a preconceived framework of power privilege, and oppression. Students are taught the complementary skills of telling stories about their own identities, values, and experiences and listening with curiosity and interest to the stories of others, acknowledging differences and looking for commonalities.”
Follow Dion J. Pierre @DionJPierre.
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