Over the years, social scientists who have conducted careful reviews of the evidence base for diversity trainings have frequently come to discouraging conclusions. Though diversity trainings have been around in one form or another since at least the 1960s, few of them are ever subjected to rigorous evaluation, and those that are mostly appear to have little or no positive long-term effects. ...
If diversity trainings have no impact whatsoever, that would mean that perhaps billions of dollars are being wasted annually in the United States on these efforts. But there’s a darker possibility: Some diversity initiatives might actually worsen the D.E.I. climates of the organizations that pay for them. (NYTimes)
Who'd a thought?
There's a naive mindset, more typical of Liberals than Conservatives, that believes classroom education is the answer to all of humanity's problems. That's why they blame teachers for the achievement gap between kids who grow up in affluent families and those that grow up in poor ones. It's often been said that the number that is the greatest predictor of academic achievement is a kid's zip code. And this is why busing to desegregate the schools didn't work, no matter how laudable the the goal. The kids from the poor zip code have to go home after going to the school in the affluent zip code. And so does everyone who goes to a diversity training workshop have to go home after it.
The underlying problem is the way we are acculturated. When are weaned, we learn that we are no longer the center of the universe, and that we must play our designated place in the tribe. This requires that we learn the tribal code and to play the role assigned to us by our family and by extension the larger society, which for most kids in low-income zip codes means learning the folkways of the streets.
Among the kids who grow up in a family whose parents don't value education, it's the rare one who will find a way to value it. Why should he care, if nobody he knows or cares about cares? Certainly his friends on the street don't. So why do people think that the time spent in school will change all that?
And it's even more ridiculous to think that a bunch of hours in a diversity training workshop will change resistant attitudes. The participants still have to go home after it. The people who are most resistant will sit through it because they have to, but their eyes will be firmly rolled back into their heads, and when they get back home or to the local bar, they'll vent about how these woke liberals are trying to brainwash everyone.
But then again, we're a society that thought we could march into Iraq and make it a beacon for democracy throughout the Middle East. The astonishing, jaw-dropping naivete of it. You'd think we'd learn, but alas. We can't so long as we're trapped within the shallow constraints of our rationalist-materialism and its utilitarian approach to solving complex moral spiritual problems.
Our deep cultural programming as kids isn't a closed system. Upgrades are possible, and people can and do transcend it. But when they do, it's because something has inspired them. They have an onto-normative experience, which means that something dormant in their souls is awakened to some better possibility for themselves to become more deeply themselves, i.e., to become more deeply human. No inspiration, no deeply substantive change.
Every teacher worth his or her salt knows that you can't teach kids who don't want to learn. You can't force it; you have to inspire it. It's the same for any kind of substantive positive cultural change. But in order to inspire it, you have to have been inspired at some point yourself. You have to have experienced in some small way an onto-normative awakening. Such an awakening is what drives the idealism of the best of our young people, but it's a seed, and it needs to be cultivated in the right way to grow into something strong and vital and wise. Does a Masters in education at the typical state university cultivate that kind of wisdom? Only if students encounter faculty there who themselves have some measure of it. Is it disqualifying if you have none of it? Of course not.
The classroom approach to developing more positive attitudes toward diversity is as silly as teaching ethics in a business school. The smartest kids will tell the instructor what she wants to hear because the incentives demand that they do, but when they go to work at a place like Enron none of it will matter because the new social environment has incentives that completely contradict and mock what they were taught in class.
Learning in a classroom about the difference between consequentialist and deontological ethical systems through case studies and trolley-car thought experiments might be interesting for few hours, but are such discussions designed to wake up what is deeply, innately, ontonormative in the student? Not in my experience. Same with diversity training. So it might work if the business school ethics instructor has that spark or if the diversity workshop leader does. But is it disqualifying to teach these classes if you don't? And so it's not surprising at all that they have little success and often make things worse.
What about the people who teach our kids in school? Do they have that ontonormative spark? I'd say that most probably start out with one, but our bureaucratized and politicized and corporatized schools rarely provide environments in which that spark can be cultivated. The basic model for education reform over the last twenty years--whether Bush's No Child Left Behind or Obama's Race to the Top--incentivizes all the wrong things. It disregards sparks and emphasizes spark-dimming incentives that focus on data and scores. "We need to close that gap," these education reformers say, "and we need data to show that we're getting results."
I wouldn't be surprised if many people who support diversity training or closing the achievement gap in schools have some dim sense that waking people up to their best possibilities is what they're trying to do, but they don't really have a clear picture of what a human being is and what motivates his or her deepest moral aspirations. They don't even understand this about themselves. It's very difficult in a society whose metaphysical assumptions are dominated by rationalist materialism. So they work with the behavioral/utilitarian models that they've been taught and hope for the best.
"So," you might ask, "if none of this works, should we then just do nothing?" No. We do what we can no matter what the limitations of the situation in which we find ourselves. But when the problems inevitably flow from the structural limitations of the kind of imagination shaped by the culture's utilitarian rationalist-materialist metaphysical imaginary, it's hard to feel optimistic that any statistically significant, widespread solutions are possible. We'll just keep doing what doesn't work over and over again because, y'know, we have to do something, right? And we'll keep doing it even if it makes things worse.
Nothing changes in any significant way until the underlying metaphysical assumptions do. Structural political and economic changes are possible only if there's the will to effect them, but having such a will depends on a broad consensus about what kind of society promotes deeply human flourishing. What people talk about at home and in coffee shops and local taverns and churches and Rotary Clubs has to change. (Yes, and whatever the social media equivalent of all that is these days.) And the consensus that is required for any kind of substantive structural change is impeded by the materialist Neoliberal utitlitarian assumptions that dominate American thinking by its public intellectuals--both Liberal and Conservative--about how social change happens. It's hard to see how anything fundamental can change so long as that remains the case.