White Children Don’t Matter In America

White Children Don’t Matter In America

Scientific studies regarding the effects of desegregation on students reveal an almost pathological disregard for the interests of white pupils. Research is ample on the positive effects of desegregation on black student achievement and black student well-being, but it is nearly impossible to find any reliable information regarding the impact of desegregation on white students. And believe me, I searched. Hard. I was awe struck at the shortage of literature devoted to the impact of desegregation on young white students.

Occasionally, I encountered highly conclusory statements like, “research suggests there are little to no negative impacts on white student achievement due to school desegregation,” but the evidentiary basis for such claims appears remarkably thin. Moreover, when negative effects on white students are observed in the data, the authors almost invariably downplay their severity or imply that they are somehow morally justified. The disparate treatment is glaring. Researchers shamelessly tout data showing marginal increases in black self-esteem, and obsess over slight upticks in black academic achievement due to forced integration. Meanwhile, the interests of white students are passed over in an indifference so complete, that it borders on outright contempt.
I did manage to find one major study by Genevieve Siegel-Hawley, commissioned by the U.S. Department of Education, which analyzed white student achievement, and which (naturally) found little to no relationship between the demographics of the student body and white educational success (after controlling for socioeconomic status, of course). However, this study comes from the U.S Federal Government itself, hardly an unbiased source, given its long-standing commitment to school desegregation. Still, the major premise is not entirely implausible, given that educational success is primarily a function of intelligence, a trait rooted in genes, rather than circumstance. One therefore should not expect that large a gap between white academic achievement in poor, white communities and white academic achievement in poor, more diverse communities.

Still, controlling for socioeconomic status is itself deeply problematic, given the strong correlation between race and socioeconomic status. Parents fleeing diverse communities aren’t only fleeing the diversity there, they are also fleeing the array of problems that typically accompany that diversity (crime, poverty, drugs, sexual exploitation, economic exploitation). Thus, controlling for socioeconomic status is arguably evading the problem itself. In other words, removing black poverty from the equation has minimal use in the real world, where white parents are, as a matter of fact, fleeing the poverty in black communities, along with poverty’s associated problems. Or to put it another way, it’s like saying, “My husband is a drug addict, but he’d be a great husband if he wasn’t a drug addict. Therefore, after controlling for drug addiction, I’ve decided to stand by him.” Pervasive poverty in black communities all over America is a fact of the world. If you ignore poverty, you’re ignoring a large portion of the problem, by design.

Furthermore, even a brief glance at these studies reveals a number of interesting, salient contradictions:

a) If thin educational resources are what is holding black students back from achieving at a high level, shouldn’t thinning out educational resources for whites, by diverting resources that were meant for whites to blacks, have an identical effect on white educational achievement?

b) If attending whiter schools boosts black academic achievement all by itself, shouldn’t simply attending whiter schools also boost white academic achievement as well? In other words, why should what is good for blacks not also be good for whites? Moreover, if this simple logic is sound, aren’t white parents behaving perfectly rationally by keeping their children in predominantly white schools?

c) If diversity is so great for the pursuit of truth and the opening of minds, and exposes students to a wider assortment of perspectives and ideas, why have Western universities become so hostile to freedom of speech and unbridled intellectual inquiry in recent decades, just as they have become more diverse? Doesn’t it seem that rather than improving the overall educational environment, diversity does to the academic environment what Robert Putnam says it does to the civic environment, namely fosters the kind of mistrust that leads to reticence, withdrawal, and disengagement, ultimately throttling the free interchange of ideas?

Furthermore, almost no attention is given to the psychological well-being of white students in heavily or predominantly black schools. Whether whites are pleased with the outcome of desegregation just doesn’t seem to matter at all to the researchers. Much like with the way researchers almost invariably downplay the negative impacts of desegregation on white student performance, researchers refuse to really probe the psychological and emotional impact on white students of turning overwhelmingly white schools partially or primarily black. My suspicion is that these researchers avoid investigating the issue because they are afraid of what they will find, or fear that if they report honestly on their findings, there will be a severe backlash, principally against them personally, with possible long-term career repercussions.

I fear that researchers, deep down, not only don’t care whether desegregation is good for whites, they would actually rather not know whether desegregation is really good for whites. If they bothered to investigate the impact of desegregation on white pupils, like serious scholars and intellectuals would, I have little doubt that they would observe a host of negative effects on the psychological and emotional well-being of white pupils. They would, in all likelihood, rapidly uncover a long list of grievances from white students forced to undergo desegregation, despite the fact that many white students would refrain from complaining at all, out of fear for the potential social repercussions of doing so, or due to brainwashing and deeply entrenched white guilt. Nevertheless, those who did speak up would likely complain about a sharp increase in violence and drug sales within the school shortly after desegregation was implemented, others about fearing for their safety if they spoke openly on controversial or sensitive political issues, others about bullying from aggressive black classmates, others about a proliferation of sexual harassment, while others would complain about a proliferation of in-class interruptions. My suspicions are that the vast majority of white students would be less than enthused about the wonders of desegregation. I also suspect that if white students provided such accounts, researchers would ignore the students and chalk their complaints up to the original sin of white racism. In other words, even if such accounts were entirely true and backed up by ample corroborating evidence, researchers would find some way to discount data of this nature.

In summation, the body of research on the subject of desegregation in America reveals a number of systemic biases in favor of the official position of the US power structure, which is decidedly pro-integration. The ideology of Cultural Marxism has a queer way of corrupting nearly everything in society, from government, to science, to truth, to morality. In modern America, ideology trumps most everything. Within America’s prevailing ideological framework, the interests of white people simply do not matter, which is why researchers by and large do not even consider the effect of desegregation on white students, which is almost certainly fairly deleterious in the aggregate.

White parents know that if they send their children to mixed or predominantly black schools, their children will be exposed to drugs, crime, antisocial behavior, gang activity, bullying, violence, sexual assault, and god knows what else in far greater quantities and at far greater frequencies than if they sent their children to whiter schools. Every white American willing to be honest with themselves knows this. The experts don’t, however, or at least pretend not to. After all, if they researched the subject honestly and impartially, it would undermine one of the great pillars of the Cultural Marxist state, namely that diversity and integration are the greatest, most magnificent things ever to tickle America’s prostate.

In this way, these systemic biases in desegregation research are a natural extension of the deep and deeply crooked system of Cultural Marxist tyranny white Americans have been living under for decades. The Civil Rights Era and its accompanying legal reforms constituted a horrible crime against white America. The adverse impact of that era on the material interests of white Americans is truly incalculable. Ever since that unthinkable crime was committed, the Cultural Marxists and especially their mouthpieces in the lying press, have been covering it up. They will do anything to hide the bruised and battered body of a ravished America, and Americans must never link the current debased state of America with the policies that brought us here.

Researchers refuse to investigate the negative impacts of their policies on white children because they know in their hearts what is right and what is wrong. In the first place, they know that the interests of white children do not matter morally, and must not matter morally, and in the second place, they are not interested in letting the messy truth muck up their purest convictions. Everything Americans have been taught about right and wrong, is wrong.

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