When it comes to affirmative action, Canada has a long way to go

Would be much stronger, as is often the case, were the commentary include more of a historical perspective on changes, progress and gaps. And normal, albeit frustrating, the time lag between increased diversity and it being fully represented in the various institutions.

While I haven’t yet looked at the relevant 2021 Census data for the education field of study, in 2016, visible minorities formed less than 20 percent of those in education, Blacks less than two percent, highlighting some of the “supply side” issues and barriers:

As a Canadian, you could be forgiven if the recent U.S. Supreme Court decision striking down affirmative action has furthered your sense of moral superiority over our southern neighbours.

After all, in contrast to America, Canada’s constitution explicitly allows “any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.” But in the four decades since Canada has had constitutionally sanctioned affirmative action, how much progress have we made in addressing racial disparities?

According to the University of Calgary’s Malinda Smith, the primary beneficiaries of these efforts have been white women. Smith argues that “despite four decades of equity policies — corporate boards, the judiciary, and the police continue to be shaped by racial and ethnic segregation, and remain overwhelmingly white and to a lesser extent male, thus maintaining the historic colour-coded ethnic pecking order even across gender and sexual difference.”

Smith has termed this process “diversifying whiteness,” whereby institutions promote their increased diversity (with respect to gender, sexuality, and disability), while comfortably maintaining a predominantly white workforce.

Nowhere is this phenomenon more evident than in our K-12 education systems. It has long been recognized that having school staff that reflect the students and communities they serve can lead to more equitable outcomes.

For example, in a recent report released by the Toronto District School Board’s Centre of Excellence for Black Student Achievement, members of Toronto’s Black communities overwhelmingly state that having more Black teachers, counsellors, and administrators was critical to improving the educational experiences of Black students and their families.

However, the reality is that our schools are largely the domain of white women. An audit of the York Region District School Board found that while racialized people comprise about half of York Region’s population, just under one quarter of school board staff is racialized.

According to data from the Halton District School Board, while half of its students are racialized, racialized people make up only 18 per cent of its staff. Similarly, an investigation into the Peel District School Board found that while 83 per cent of its students were from racialized backgrounds, racialized people comprise only 33 per cent of its staff. In all boards, staff are predominantly white and female.

So how is it that despite decades of constitutionally sanctioned affirmative action, we still have school systems that are mostly white? It is part of an educational trajectory — that starts in elementary and high schools and continues to universities and school boards — where some people are encouraged along certain paths, and others are nudged away. Addressing the racial disparities in our school systems requires disrupting current practices at all points in this trajectory.

This is why the TDSB’s attempts to diversify admissions to its specialty schools is so important. It is also why the Waterloo Region District School Board should be commended for its recent job fair specifically for Indigenous, Black, and racialized individuals. It takes a certain amount of moral fortitude to persist despite the inevitable reactionary backlash that occurs when racial disparities are addressed so explicitly.

Critics have panned both initiatives as divisive and akin to establishing a racial hierarchy. It is as if we do not already have a well-established racial hierarchy, which is what these programs are trying to address.

Opponents of affirmative action programs state that we should just accept the best candidates, irrespective of race. As U.S. Chief Justice John Roberts once wrote, “The way to stop discriminating on the basis of race is to stop discriminating on the basis of race.”

Yet, decades of studies that continue to show that organizations respond to resumes with white-sounding names at much higher rates than identical resumes with racialized names expose the myth that we are all judged on some objective metric of “merit.” Organizations need to stop pretending that it is complicated. The way to have greater racial diversity is to have greater racial diversity.

Sachin Maharaj is an assistant professor of educational leadership, policy and program evaluation at the University of Ottawa.

Source: When it comes to affirmative action, Canada has a long way to go

Hashmi, Delic and Sherazi: Muslim families concerned about Pride activities in Ottawa schools deserve a voice

Bit of a stretch to make a parallel to colonial mindsets with respect to Indigenous peoples but a policy and practical challenge as most multiculturalism issues are in fact religious diversity issues, and involve assessing what is reasonable accommodation:

A few days before the start of June, our inboxes started filling up with messages from parents in our communities who were concerned about what their children would be taught during Pride month. They had contacted their children’s schools but were told there was a no opt-out policy in effect because participating in Pride month activities was a human rights issue.

The federal government describes human rights as “how we instinctively expect to be treated as persons. They define what we are all entitled to — a life of equality, dignity and respect, to live free from discrimination and harassment.”

When some Muslims felt their parental rights taken from them and their dignity dwindling, many decided to keep their children home on the first day of June.

When the influx of messages became so great, we created an online form to allow parents to share their concerns.

The results were disheartening. Of just under 500 responses, almost 30 per cent reported that their child had either been targeted for being a Muslim, had been taught age-inappropriate material or had their religious rights infringed upon. Another 22 per cent said they weren’t sure.

Parents shared stories about children being berated for being absent, being told they were ungrateful for having Ramadan recognized in school and being forced to attend Pride month activities. From a child being penalized with no recess for not wanting to colour in a rainbow in grade 3, to another child in junior kindergarten being asked whether she would like to be male or female, the anecdotal evidence piled up. Others reported that teachers debated religious beliefs with students to the point where the students felt targeted.

Multiple parents reported that a teacher at a Kanata school distributed a booklet to students in her Grade 5/6 class that specifically targeted Muslim students in her class, promoting the very practices and beliefs that most Muslim families find objectionable.

In one alarming incident, staff stood at the doors during an assembly to ensure no one left and even searched the parking lot for students. The irony that this took place during National Indigenous History Month should not be lost on us.

While the Ottawa-Carleton District School Board has committed to — and indeed has made great strides in — fostering a safe and inclusive environment for all students, these experiences suggest there is much more to be done.

Concerns raised by parents about Pride don’t have to do with LGBTQ+ individuals. Not one parent suggested that Pride should not be celebrated. They simply had reservations about their own children’s participation in the celebrations.

Cross-dressing and changing one’s birth gender are forbidden under mainstream Islamic teachings, as they are in some other religions, except in rare cases where there is physiological evidence to justify such a change. Active participation in activities and celebrations, whether it be a celebration of same-sex relationships, pre-marital relationships, or those involving alcohol, are largely understood to be prohibited by many Muslims.

For many parents, having their children stay home was a civil way of registering their helplessness in the face of a system that did not want to listen.

Stomping on Pride flags and other such actions are explicitly prohibited in Islamic teachings and we were quick to denounce such hurtful acts in protests. However, we are deeply concerned that our youth and some parents are being contacted by extreme right-wing groups interested in having our community be the so-called champions of this cause. People who are unheard and who feel frustrated are vulnerable to the whisperings of extremists.

We sincerely hope lessons can be learned from what has occurred to prevent it from happening again. For our part, we are committed to continuing our denunciations of hate and bullying against LGBTQ+ people, speaking out against dehumanization, and condemning disrespectful acts. Principled disagreements must not lead to hate, bigotry or disrespect.

The school board will need to calm fears, through the development of clear procedures for staff on how to navigate cases of gender dysphoria and nonconformity with age-appropriate care and professionalism. Parents need to be a part of those discussions, not an afterthought.

Recognizing that gender identity and sexual orientation are deeply personal matters, and that people choose to approach them in different ways, can help all students feel included without any judgments on personal choices or beliefs as well as help rebuild lost trust.

Raising awareness about the struggles people face, and sharing their lived experiences and histories, is an important part of fighting hate and intolerance. Both LGBTQ+ communities and Muslim communities face discrimination and hatred. But history has shown that when ideas are forced upon people, the effort often backfires and causes more damage. If our government is serious about human rights meaning living a life free of discrimination, Muslim parents and students need to stop being treated as haters.

As National Indigenous History Month comes to a closing, we would do well to remember the tremendous harm caused by teachers with colonial mindsets, demeaning the traditional and ancestral beliefs of children while isolating them from their parents. It would be wise for our public school system to not repeat similar mistakes.

Sikander Hashmi serves as imam in Kanata. Zijad Delic serves as imam in Barrhaven. Aisha Sherazi is a local writer and educator. The authors are part of the Muslim Leaders Working Group liaising with the OCDSB on this issue.

Source: Hashmi, Delic and Sherazi: Muslim families concerned about Pride activities in Ottawa schools deserve a voice

Muslims opposed to LGBTQ curricula for their kids aren’t bigots

A justification from the Dean of an Islamic Centre to provide some context to Canadian and American protests and highlighting an alignment among the religious right across religions. Ingenuous to argue that it is not political given today’s environment:

We are witnessing a unique and welcome phenomenon: Muslims in the West are at the forefront of a social movement that transcends any one faith or ethnicity. For those following the news, protests led by parents have erupted across the United States and Canada against school boards that wish to teach schoolchildren content about the acceptability of LGBTQ lifestyles.

While parents of all ethnicities and religions are involved, Muslim parents have been playing a central role in all of these cases, both as organisers and protesters, and their highly visible presence is creating waves on social media.

It is understandable for parents to be concerned. In Maryland, for example, a school district has approved books that discuss homosexuality and transgenderism as normal realities for children as young as three years old. This is state-sponsored ideological indoctrination of toddlers who can barely form complete sentences, much less think critically.

Parents have a God-given duty and legal right to provide moral instruction and guidance to their children. This includes the right of parents and their children to reject ideologies that contravene their beliefs.

Yet, supposedly secular institutions like public schools are now dictating that students must accept and affirm LGBTQ ideology, at times with the threat that if they refuse to do so, they “do not belong” in their country, as one teacher in Edmonton, Canada, recently said to a Muslim student.

As Muslims, we refuse to be coerced into believing something our faith categorically condemns. This is not a political stance. It is a moral principle.

recent statement I helped draft, titled “Navigating Differences: Clarifying Sexual and Gender Ethics in Islam”, has been signed and endorsed by more than 300 Islamic scholars and preachers across North America. In this document, we explicitly and clearly lay out the non-negotiable, normative Islamic position on sexuality and gender ethics.

We believe this statement will allow Muslim parents, educators, students and professionals to establish their right to hold their religious views without fear of legal reprisal. All too often, those who wish to live in accordance with mainstream, family-based morality are accused of being bigoted and “homophobic” if they refuse to endorse LGBTQ events. Many suffer social repercussions for holding such beliefs.

Worse still, children are expected to attend events in which drag shows and other actions deemed immoral by many people of faith are showcased.

This statement seeks to be a reference point to demonstrate to school boards and employers why Muslims must preferably be excused from activities that contradict our religious ideals.

The statement is explicitly non-partisan and states that the signatories are “committed to working with individuals of all religious and political affiliations to protect the constitutional right of faith communities to live according to their religious convictions and to uphold justice for all”.

Despite such clear declarations of non-partisanship and though the protesters, from Maryland to Ottawa, have insisted they are asserting moral agency rather than political allegiance, certain groups insist on turning this into a partisan issue.

Those who have committed themselves to a left-wing liberal ideology (including some progressive Muslims) are outraged and ashamed of anything short of the full affirmation and acceptance of all LGBTQ demands. They point to our own experience of oppression as a Muslim minority and say we should thus show reciprocity to other marginalised groups, even as LGBTQ advocates often refuse to show the same sensitivity on issues we hold sacred.

The fact that conservative media outlets have provided a platform for Muslim parents to share their grievances is supposedly conclusive proof that these protesters, and all of us who oppose the teaching of the LGBTQ agenda in schools, are aligning themselves with the far-right, including white supremacists. That is simply not the case.

To be sure, the sudden friendliness of politically-conservative groups and media outlets towards Muslims is indeed tempting some in the community to rush to forge new alliances with the political right after previously flirting with the left. They are making a mistake. Again.

Muslims across North America should firmly root their moral values in their faith, not in a specific political ideology. To understand why this distinction is so critical, we ought to heed a lesson from our recent past.

In the immediate aftermath of 9/11, Islam in North America faced an existential crisis. Muslims were widely portrayed as the enemy. Scholars were deported. Bearded Muslim men and hijabi women were harassed, randomly questioned and detained at airports. Many worshippers avoided praying in masjids and some Muslims even changed their first names. The reality of Muslims in North America in the first decade of this century was one of fear, anxiety and extreme alienation.

The open hostility of the North American political right towards Islam and Muslims sharply contrasted with the comparatively sympathetic left. As a matter of pragmatic political (and in some cases, literal) survival, Muslims flocked to the liberal political parties of Canada and the United States. These left-wing institutions gave Muslims the best chance to survive against anti-Muslim forces largely represented by the conservative right. But embracing the left meant accepting an entire package of causes, some of which aligned ideologically with Islamic ethics (such as combatting racism), while others did not (such as the legalisation of certain drugs).

Many Muslims began approaching politics not as a tool but as an ideology. They felt motivated to resolve the cognitive dissonance between their political commitments and their religious beliefs, even if it meant radically reinterpreting the faith to allow for such accommodation.

Some progressives who identified with Islam began claiming, for the first time in our 14 centuries of scholarship, that the Quran has been misunderstood and that in its correct interpretation, it endorses alternative sexual lifestyles and sanctions same-sex marriages.

To be clear, Islamic law differentiates between a desire, which is in itself not sinful, and the deed, which could be a sin. Those struggling with same-sex desires but wishing to abide by Islamic law are our full brethren in faith and deserve all the love and rights of believers. They stand in contrast to those who flout Islamic law and take pride in disobedience. Muslim politicians and influencers, in particular, should be careful not to make religious claims on behalf of our faith.

In an authentic narration, Prophet Muhammad (peace be upon him) says: “believer is not bitten from the same hole twice”. Muslims who are rightly indignant about the moral decay sweeping our society in the name of inclusivity ought to be cautious not to be a pendulum that swings from one extreme to another.

Our politics is not our ideology and our ideology is neither left nor right. Our ideology is centred in our unshakeable faith, grounded in our immutable creed, and firmly rooted in the timeless words of God and the teachings of His final Messenger. We are a “Middle Nation” and, as the Quran says (2:143), our role is to be moral exemplars for mankind.

Yasir Qadhi Dean of The Islamic Seminary of America and Resident Scholar of East Plano Islamic Center

Source: Muslims opposed to LGBTQ curricula for their kids aren’t bigots

With new “talent visas,” other countries lure workers trained at U.S. universities

Of note and good overview:

When Cansu (pronounced “Johnsu”) Deniz Bayrak was deciding where to emigrate from her native Turkey, she first considered San Francisco.

Only in her 20s, she had already co-created an e-commerce website that rose to the top of its category in her home country, gotten snatched up by a tech company, then been poached by another tech firm. But she saw more opportunity in the United States, where there is a projected demand for more than 160,000 new software developers and related specialists per year, and where tech companies said in a survey that recruiting them is their biggest business challenge.

Bayrak quickly learned, however, that to come to the United States, she’d need an employer sponsor. Even then, she’d have to enter a lottery for an H-1B visa, with only one-in-four odds of being approved. If she was laid off, she’d have 60 days to find a new job, or she’d likely have to leave.

Source: Highly skilled workers thwarted by the U.S. immigration system find …

More Islamic lessons in Swiss schools? – SWI swissinfo.ch

Of note:

With a “Salam aleikum”, teacher Nimetullah Veseli greets the pupils of year four in the Kirchacker school building. Veseli stands in front of the six boys and six girls in the classroom in Neuhausen, Schaffhausen. Wearing jeans and a white shirt, he explains the Islamic religious teachings.

Imam Nimetullah Veseli gives confession-oriented Islamic lessons at the public school. Confession-oriented means that the children learn about their own religion, in contrast to the inter-faith lessons in most primary school.

Normally, these confession-oriented Islamic lessons take place in mosques. It is an exception that it is offered in a public school. Only ten Swiss schools offer such lessons.

Religious education with quality control

A recent study by the universities of Lucerne and Fribourg corroborates the advantages of this type of teaching: “The school is a neutral place,” says study director Hansjörg Schmid. This also means that children from different Muslim backgrounds receive lessons together.

In addition, more emphasis is placed on instructive elements of its study at the school. “The Islamic teachers are obliged to present their concepts to the school,” says Schmid. “This makes quality control possible.”

The director of the Swiss Centre for Islam and Society at the University of Fribourg, together with three other researchers, has examined all the Islamic instructions offered at schools. The study shows that once the lessons are up and running, the feedback is very positive. Generally the criticism and resistance comes beforehand.

Expand the programme – but how?

The study also shows that the lessons availability are strongly dependent on individuals. Most of the proposals came about as a result of initiatives by imams or Muslim religious teachers. “More stability would be important,” says study director Hansjörg Schmid.

The classes in Kreuzlingen could be a model for future programmes. There, various mosque associations, an interreligious working group and the local parishes have jointly set up Islamic instruction, and an association has taken over the sponsorship.

The study recommends expanding confession-oriented Islamic instruction in public schools. But who will pay for it? At present, the programme is supported by voluntary work as well as parental contributions or subsidies from mosque associations.

Broad-based teachings with trained teachers are lacking. In addition, there is another hurdle as in most cantons, teaching requires recognition under public law.

“Salam aleikum” in chorus

If a comparable religious education as that of the Christian national churches is to be developed, the Muslim communities would first have to be recognised. This is a lengthy process.

But Hansjörg Schmid says, “A lot is possible at the level of pilot trials.” He therefore advises trying out as much as possible at a low-threshold level – as in Neuhausen. There, Imam Nimetullah Veseli ends the lesson with “Salam aleikum”: “What does that mean?” he wants to know from the fourth graders. “Peace be with you and with you,” they answer in chorus.

Source: More Islamic lessons in Swiss schools? – SWI swissinfo.ch

Lederman: To create a better future, students need an education about race

Indeed, even if it will not result in change for some:

At his sentencing hearing on Wednesday, the teenager who murdered 10 people at a Buffalo supermarket last year acknowledged that he had killed them because they were Black. He believed in the Great Replacement Theory – a racist conspiracy theory that falsely argues that the white race is threatened, and that liberal elites (Jews, in particular) are bringing in immigrants to replace white Americans.

“Looking back now, I can’t believe I actually did it,” he said. “I believed what I read online and acted out of hate.”

It’s impossible to know if this specific person was salvageable – but imagine what role a real education in Black history might play in the life of vulnerable young Americans like him. There are many – a frightening many – other potential bigoted autodidacts reading the stuff he was reading online.

How might their reception of this garbage be influenced by a proper education about the Black experience and the role racism has played and continues to play in society?

And yet, in some states, schools influenced (or forced) by right-wing groups and opportunistic politicians are having to shirk their responsibilities to properly educate their students about race. Some say this is out of a (wrongheaded) fear that white children might feel personal shame and responsibility. Or maybe it’s just plain ignorance; perhaps they actually believe that there is no longer racism operating in society.

But of course systemic racism is at play in the United States. Just ask the descendants of generations of slaves upon whose tortured backs many rich, white Americans built their wealth. Just ask the architects and victims of policies that segregated schools, buses, water fountains and lunch counters, or the laws that denied Black people the vote.

Just ask the family of George Floyd. Or the family of Tyre Nichols, a victim of Black police officers invested in what has been described as a systemically racist institution.

Why shouldn’t American students learn about the racism that has infected their country? It is, after all, the truth.

In the wake of the racial reckoning emerging from the 2020 police killing of Mr. Floyd, the once-obscure concept of critical race theory has become a flashpoint. CRT, which emerged out of the Civil Rights movement, argues that racism is embedded in the U.S. legal system, policies and power structures. But it became a favourite target for far-right blabbermouths and then-president Donald Trump. Its meaning has been twisted and obscured in hysterical campaigns in several states, including Florida. There, Gov. Ron DeSantis signed into law the Individual Freedom Act, more commonly known as the Stop W.O.K.E. (Wrongs to Our Kids and Employees) Act, to combat CRT’s “state-sanctioned racism.” (George Orwell must be rolling his eyes in his grave.) Speaking to the state’s board of education last year, Mr. DeSantis said: “the woke class wants to teach kids to hate each other, rather than teaching them how to read.” He called CRT “nonsense ideology.”

This rhetoric is itself nonsense. The kids are still learning to read, of course – even if their options are being limited by other scary developments in Florida schools, such as book bans.

Last November, a federal judge temporarily blocked enforcement of some of the provisions of the law. “The First Amendment does not permit the State of Florida to muzzle its university professors, impose its own orthodoxy of viewpoints, and cast us all into the dark,” Judge Mark Walker wrote in his conclusion.

Then in January, Mr. DeSantis banned a new Advanced Placement course on African-American studies from Florida high schools. The multidisciplinary course, currently in a two-year national pilot program, teaches literature, the arts, politics and history – including the origins of the African diaspora, enslavement and resistance.

Thank goodness there are still some grown-ups in charge. In New Jersey, Gov. Phil Murphy has announced that his state will expand AP African-American studies. “Black history is American history,” Mr. Murphy said Wednesday.

In Canada, Black History Month gives schools the opportunity to teach Black history and contemporary contributions – lessons that should be happening all year. Schools are also now – finally – teaching about this country’s Indigenous history, embracing the fact that to achieve reconciliation, there must be truth: an understanding of the racist policies that targeted Indigenous people and continue to reverberate.

This is not shaming. It’s explaining.

Teaching about race is not indoctrination; it is education. And if the schools won’t do it, there are all sorts of nefarious websites and sketchy media platforms that are happy to fill in the gap with their brand of brainwashing.

Misinformation has never been so accessible – and so dangerous. Knowledge is power, and public educators have an obligation to their students: to teach them to be critical thinkers, to teach them the honest history of their land, and to have faith that the kids will understand what to do with this information – contribute to a better society, for all.

Source: To create a better future, students need an education about race

Usher: Backlash on international students to fund our system

Nugget in Usher’s year-end summary:

The second take-away from this year is the backlash against using international students to fund our system.  This is mainly because the higher rents in communities bordering the institutions most active in this scene are (correctly, I think) seen as a tax on non-home-owners being imposed for the dubious privilege of having a college or university in the neighborhood.  I’ve heard via the grapevine (because of course no official data will be available for another 18 months) that international students now make up 45% of the student body in Ontario colleges. Everyone (and I mean everyone) knows the current path is madness, but no one wants to be the first to leave the race for all those easy, easy dollars. Saner minds will eventually prevail on international students – ones that will try to focus on improving the quality of international education rather than the MOAR MOAR MOAR of the last few years – and when that happens, everyone will wonder how we allowed things to get out control in the first place.

Source: https://higheredstrategy.com/sayonara-2022/

Canada leads the G7 for the most educated workforce, thanks to immigrants, young adults and a strong college sector, but is experiencing significant losses in apprenticeship certificate holders in key trades

From the last data release of the census, with evidence of mismatches between immigration skills and occcupation:

Canada continues to rank first in the G7 for the share of working-age people (aged 25 to 64) with a college or university credential (57.5%). A key factor in this is Canada’s strong college sector: nearly one in four working-age people (24.6%) had a college certificate or diploma or similar credential in 2021, more than in any other G7 country.

From 2016 to 2021, the working-age population saw an increase of nearly one-fifth (+19.1%) in the number of people with a bachelor’s degree or higher, including even larger rises in degree holders in the fields of health care (+24.1%) and computer and information science (+46.3%).

In contrast, the number of working-age apprenticeship certificate holders has stagnated or fallen in three major trades fields—construction trades (+0.6%), mechanic and repair technologies (-7.8%) and precision production (-10.0%)—as fewer young workers replace the baby boomers who are retiring. Job vacancies in some industries related to these trades, such as construction and fabricated metal product manufacturing, reached record highs in 2022.

Recent immigrants made up nearly half of the growth in the share of Canadians with a bachelor’s degree or higher. However, some immigrants’ talents remain underutilized, as over one-quarter of all immigrants with foreign degrees were working in jobs that require, at most, a high school diploma. This is twice as high as the overqualification rate for Canadian-born or Canadian-educated degree holders.

Even foreign-educated immigrants with credentials in high-demand areas such as health care faced high rates of job mismatch: 36.5% of immigrants with a foreign degree in registered nursing worked as registered nurses or in closely related occupations, and 41.1% of immigrants with foreign medical degrees worked as doctors. This compares with job match rates of approximately 9 in 10 for the population with Canadian nursing (87.4%) or medical (90.1%) degrees.

The share of Canadian-born young adults (aged 25 to 34) with a bachelor’s degree or higher is also rising (+2.7 percentage points from 2016 to 2021). The increase was larger among Canadian-born young women (+3.3 percentage points, reaching 39.7%) than Canadian-born young men (+2.2 percentage points, reaching 25.7%). Nonetheless, among young men the increase in this 5-year period from 2016 to 2021 was nearly as large as the increase during the 10-year period from 2006 to 2016 (+2.3 percentage points). 

Educational gaps faced by First Nations people, Métis and Inuit are narrowing at the high school level. In 2021, over half of Inuit aged 25 to 64 had completed high school, up from 45.4% in 2016. At the same time, gaps are widening at the level of a bachelor’s degree or higher for all Indigenous groups.

People with credentials above the bachelor level were better able to weather the labour market shocks of the pandemic, partly due to working in industries that were more suited to remote work. They had higher employment rates and earnings in 2021 than 2016, while those with most other levels of education saw lower employment rates.

Source: https://www150.statcan.gc.ca/n1/daily-quotidien/221130/dq221130a-eng.htm?CMP=mstatcan

Lau: Data clashes with claims of ‘white supremacy’ in standardized testing

While Lau is trying to be too cute in his commentary, the data undermines claims of white supremacy:

If I get a speeding ticket for exceeding the speed limit by 50 kilometres per hour in a residential zone, I plan to inform the police officer that the institution of policing, the radar guns, and even the posted speed limit are all manifestations of white supremacy. That’s sure to have the ticket withdrawn.

I take my cues from a handful of those in the esteemed social class of public educators. Some context: earlier this fall, the Education Quality and Accountability Office, which is arms-length of the Government of Ontario, released the latest standardized test results. As they have over the past decade, reading and writing scores fluctuated, but math scores continued their steady downward march.

In 2021-22, only 59 per cent of Grade Three students met provincial standards in mathematics, down from 60 per cent in 2018-19 and 67 per cent in 2012-13. Among Grade Six students, only 47 per cent met provincial standards in mathematics, down from 50 per cent in 2018-19 and 57 per cent in 2012-13.

Perhaps in anticipation of such dismal results, in the weeks ahead of the EQAO results release, the Toronto District School Board launched what might be seen as a series of pre-emptive strikes, giving presentations denouncing standardized testing as an example of “white supremacy in K-12 mathematics education.”

A member of the Elementary Teachers’ Federation of Ontario’s executive staff, with similar ideas in mind, wrote in the union’s magazine that standardized testing is “biased towards upper-middle class white test-takers” and suggested that “EQAO tests are culturally and racially biased, promoting a Eurocentric curriculum and way of life that privileges white students.”

That administering standardized tests to measure student achievement is a manifestation of white supremacy is an interesting claim, but a little dubious. In the first place, if white racists are trying to use standardized testing to promote the idea that the white race is somehow superior to others, they’re doing a rather poor job. Students from many different racial backgrounds outperform white students (on average) on these tests.

The Peel District School Board reported last year, for example, that a higher proportion of students from East Asian, Southeast Asian, South Asian, Middle Eastern and multiple racial backgrounds reached the provincial standards in Grade Three mathematics than white students. Data in previous years and from other school boards, such as Toronto and Grand Erie, also show Asian students on average significantly outperforming white students in EQAO mathematics tests.

Survey data cast further doubt on the theory that standardized tests are tainted by white supremacy. In January a poll (conducted by Leger and published by the Fraser Institute) found 84 per cent of parents of children in K-12 schools supported having their children write standardized tests, including 92 per cent of immigrant parents. Unless we’re prepared to conclude that 84 per cent of Canadians and an even higher proportion of immigrants support white racist activities, we may have to conclude the tests are not racist.

On second thought, if I am pulled over for speeding, it may not help to inform the police officer that the resulting ticket is a manifestation of white supremacy. More likely, the police officer would regard me as an idiot. Similarly, reasonable people might regard as inordinately dumb the idea that standardized testing has anything to do with white supremacy.

Matthew Lau is an adjunct scholar with the Fraser Institute.

Source: LAU: Data clashes with claims of ‘white supremacy’ in standardized testing

Korea: Only 4 out of 10 multicultural children go to college [compared to 7 out of 10]

About 43.9 percent of children from multicultural families were young adults in 2021, according to a study conducted by the Ministry of Gender Equality and Family. The figure has increased by 8.3 percent from the previous survey in 2018, which stood at 35.6 percent.

Meanwhile, only 40.5 percent of children from multicultural families were admitted to colleges. The number is significantly lower than the college entrance rate of the overall population, which was 71.5 percent.

In addition, children’s satisfaction level with family relationships has deteriorated. The percentage of multicultural children who answered they do not talk to their father at all increased from 7 percent in 2015, to 8.6 percent in 2018, and 10.5 percent in 2021. With their mothers, the tally also increased from 3.4 percent to 10.5 percent to 11.9 percent in the same period. (Yonhap)

Source: [Graphic News] Only 4 out of 10 multicultural children go to college