The course, titled “Feminist Theory,” will discuss topics and questions relating to social justice, such as, “How should we interpret and resist abortion bans and anti-LGBTQ legislation?” and “What does intersectional policies look like?”
Students will also be asked, “How do gender-, sexual orientation-, race-, class-, ethnicity- related power relations impact our day-to-day life?” and “Should we seek police and prison reform or abolish these institutions?”
“These questions have always been important for social justice-oriented individuals,” a course description states. “The contemporary political climate of the US and the world has made them increasingly relevant and consequential to our daily lives.”
The class will seek to answer these questions while also educating enrollees on “feminist ideas and debates.” […]
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It is not certain if any children actually participated in the program, according to the Daily Wire, which covered the incident on Tuesday.
The initiative, which was organized by the school’s National Center for Gender Spectrum Health (NCGSH), was announced on Feb. 27 on Instagram. “We are looking to hear from transgender and gender diverse children between the ages of 5 and 10 years old and their parents about a new hands-on activity to help talk about gender and bodies! Compensation between $20 and $60 per group,” the Center wrote.
The post referred readers to the email address [email protected]. “MyGender Dolls” are advertised as a “therapeutic tool” for “transgender and gender diverse children.” The project aims to teach gender ideology to children, who can swap the dolls’ “genitals and internal reproductive organs” to “show that their gender identity is valid no matter what parts they have.”
The NCGSH states its mission is to “1) promote scholarship by those who are trans-identified; 2) forward empiricism that is based on the real lived experience of trans-identified people; 3) challenge cisnormativity in healthcare; and 4) promote pleasure and positive sexuality for all bodies.” […]
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The agency compiled data from 2022 and 2023, prior to the anti-DEI S.B. 17 taking effect, which showed that black Texas students did not have higher academic statistics despite DEI policies being in place across the state, The Daily Caller reports.
2022 data collected in the study showed how black students had just a 51 percent six-year graduation rate for those attending a 4-year institution, with the figure falling to 48 percent in 2023.
In comparison, 2023 data showed that the six-year graduation rate for Asian students was 84 percent, with white students achieving 73 percent, and Hispanics topping 60 percent.
”Graduation rates highlight persistent gender and racial disparities across two-year and four-year institutions,” the study says. ”Female students consistently graduate at higher rates than males, and Asian students lead all racial and ethnic groups in both types of institutions. African American students consistently achieve the lowest graduation rates across all timeframes.” […]
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Institutions of higher education are worried that future congressional legislation and executive action by Trump could impact the presence of illegal alien students in the U.S., as well as the status of international students, Politico noted.
Politico cited announcements from several schools.
Cornell University, for example, warned its community that “[t]he immigration landscape is likely to change under the new presidential administration.” It told readers: “A travel ban is likely to go into effect soon after inauguration,” and added that “[i]t is a good idea for international students, faculty, and staff from the above countries to be back in the U.S. in advance of the semester, which begins January 21, 2025.”
The University of Massachusetts Amherst also issued a “Holiday Break Travel Advisory” recommending that the school’s “international community” would “strongly consider returning to the United States prior to the presidential inauguration day of January 20, 2025 if they are planning on traveling internationally during the winter holiday break.” […]
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“Join CSDS’ interfaith intern Renee for a post-election grieving space. Come for a facilitated discussion where any – and all – feelings are welcome and stay for a slime-making, sensory activity! This event is open to all, but will primarily be centering BIPOC (Black, Indigeneous [sic], People of Color) Folx,” the event description advertises.
The “slime making” event took place on Thursday, and featured Interfaith Program Management Intern Renee Susanto.
Susanto, who lists her “preferred pronouns” on her bio page, says she “grew up evangelical Christian attending a predominantly Asian immigrant church, but now consider myself more of an open and free thinker when it comes to spirituality (broadly defined).”
“BIPOC” is a term that sees very little regular usage with Americans, along with other terms like “Latinx” and “Mansplaining,” according to a recent survey. […]
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The survey, released on Tuesday, involved 1,164 “U.S. adult citizens.” The most used word, “safe space,” was only “regularly used” by 20 percent of the survey respondents. The second most used word, “Woke,” is regularly used by 19 percent.
The least used words, “Heteronormativity,” “BIPOC,” and “Misogynoir” were only regularly used by 4 percent of respondents.
Under 13 percent of respondents regularly use terms like “Antiracism,” “Cultural appropriation,” “Toxic masculinity,” “Mansplaining,” “Systemic racism,” and “reproductive justice.” Words that fall under 6 percent include “critical race theory,” “Latinx,” and “intersectionality.”
YouGov also revealed that Democrats are more likely to use such “social-justice-oriented language” than Republicans are. […]
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The course description stated that the course will compare two visions of society that many have thought could not be joined.
“While queer studies emerged in part as a rejection of Marxism’s totalizing approach and Marxists have criticized the queer emphasis on individuals, this seminar explores the potential of bringing the two fields together,” it says.
The course will not explore this possible union of the two theories by one taking over the other. Students will study a dual influence, examining the effect of one theory on the other, and vice versa.
“We will consider how queer critiques of reproductive futurism, racial capitalism, and homonationalism can transform the legacy of Marxist theory and practice,” the description says. “At the same time, we will examine Marxist notions of totality, reification, and value to re-envision the scope of queer politics.” […]
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The op-ed’s central contention is that President Trump’s agenda overlaps with Project 2025—despite the campaign’s repeated denials of such connections. Project 2025 is a list of policy proposals published by The Heritage Foundation, a right-leaning think tank.
The ideas behind Project 2025 policies “can be traced back to the colonization of the United States,” the op-ed stated.
“Apart from official connections, the connection between Christian nationalism and Trumpism underscores a shared ideology of white supremacy, adherence to hegemonic gender norms, and the willingness to employ violence for political ends,” the Oregon State University faculty members write.
Catherine Bolzendah, the School of Public Policy director, and Finn Johnson, Ron Mize, and Susan Shaw of the Women, Gender, and Sexuality Studies Program wrote the piece for Ms. Magazine. Mize and Shaw are professors at Oregon State University. Johnson is a Ph.D. student. […]
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Professor Laura Chávez-Moreno made her comments during a Thursday appearance on the Havard EdCast.
She claimed that bilingual education can “racialize Latinx students” through “the idea of gathering students together, thinking that they share a language that they need to maintain.” This, according to Chávez-Moreno, makes bilingual education a “racial project.”
She stated that bilingual education is an “anti-racist” practice, apparently claiming that expecting immigrants to assimilate is “racist,” but she added that bilingual education can still be harmful through “constructing ideas about the Latinx group.”
She continued, saying that American schools should teach “about our racialized society in a progressive way,” something that she does not believe the U.S. has “thought about deeply.” […]
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On Nov. 8, student Pratyush Mallick authored an op-ed for The Harvard Crimson in which he expressed that the institute needed to choose “a commitment to democracy over a commitment to nonpartisanship” after Donald Trump’s victory in the 2024 presidential election.
That same day, however, Director Setti Warren rejected Mallick’s view.
”As the director and leader of the IOP, I believe that for it to be successful, experiential learning must happen on a nonpartisan basis,” Warren wrote in a separate Crimson op-ed.
”True political leadership requires listening to — and being curious about — a variety of perspectives, some of which may be different than our own,” he continued. “It demands that we work to understand what others care about and what motivates them. Nonpartisan dialogues are critical to moving our country forward.” […]
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