Pennsylvania Prof: 'Meritocracy' is 'Whiteness Ideology'

"You didn't build that."

Another day, another example of social justice irrationality and anti-white racism.

This time it's Pennsylvania State University-Brandywine professor Angela Putman, who published an academic article late last week in which she criticized her students’ belief in “meritocracy” and “hard work.” You read that right.

Campus Reform reports that Putman, who teaches public speaking at Penn State-Brandywine, had designed a comprehensive three-day seminar on “white privilege” for her students (of course she did -- lecturing students on their white privilege is just what professors do these days). She then interviewed 12 attendees on their belief in the “whiteness ideologies” of meritocracy and equal opportunity.

Putman was disturbed to discover that these were widely endorsed by students, many of whom foolishly agreed that “if I work hard, I can be successful” and that “everyone has an equal opportunity to achieve success.”

Putman argued that meritocracy was only a social construct, and that students “are socialized to believe that we got to where we are… because of our own individual efforts,” especially in classroom settings. In other words, as Barack Obama and Elizabeth Warren would put it, "You didn't build that."

“Whiteness ideologies may be reproduced through a general acceptance and unchallenging of norms, as well as through everyday discourse from a wide variety of racial positionalities,” she adds. Only a professor who specializes in the intellectually barren field of social justice would use such empty jargon as “whiteness ideologies" and "positionalities."

Putman believes that professors can help students reject their belief in meritocracy and equal opportunity through "intensive re-education." Shades of the Chinese Cultural Revolution!

Professors should teach students “how racism and whiteness function in various contexts, the powerful influence of systems and institutions, and the pervasiveness of whiteness ideologies within the United States,” she declares, recommending the use of “role-play activities” and “readings, discussions, films, and activities.”

Once students learn more about their white privilege, Putman hopes that they will “resist perpetuating and reifying whiteness through their own discourse and interactions,” and learn to fight “manifestations of racism and whiteness within U.S. institutions and systems.” Heaven forbid that students reify their whiteness through discourse, whatever that means.

According to her school biography, Putman’s research focuses on “whiteness as ideology, the pervasiveness of white privilege, institutional/systemic racism, and critical pedagogy.” In other words, she has absolutely no skill set or intellectual training useful for herself or her students in the real world.

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