The End of Merit
The near hysteria, though justifiable, among conservatives concerning the imposition of racialist Critical Race Theory (CRT) in schools fails to address how this theology both reflects and contributes to the “systemic” decline of education itself.
Over time, our educational deficit with other countries, notably China, particularly in the acquisition of practical skills in mathematics, engineering medical technology, and management, has grown, threatening our economic and political pre-eminence. Our competitors, whatever their shortcomings, are focused on economic competition and technological supremacy. In math, the OECD’s 2018 Program for International Student Assessment found the United States was outperformed by 36 countries, not only by China, but also Russia, Italy, France, Finland, Poland, and Canada.
Critical Race Theory and its growing chorus of implementers—from the highest reaches of academia down to the grade school level—have little use for such practical skills acquisition and brook little dissent from teachers and researchers who raise objections to the new curriculum of racial grievance. Woke educators, like San Francisco’s School board member Alison Collins, claim that “merit, meritocracy and especially meritocracy based on standardized testing” are essentially “racist systems.” Some among the new racial cadres even denounce habits such as punctuality, rationality, and hard work as reflective of “racism” and “white privilege”.
In a world where brainpower pushes the economy, the denigration of habits of mind can only further weaken our economic future and undermine republican institutions. Even though the vast majority of corporate executives perceive a growing skills gap, they have failed to stop educators from abandoning skills in favor of ever greater emphasis on ephemera of race and gender.
The Skills Shortage
Only 5 percent of American college students major in engineering, compared with 33 percent in China; as of 2016, China graduated 4.7 million STEM students versus 568,000 in the United States, as well as six times as many students with engineering and computer science bachelor’s degrees. “In the U.S., you could have a meeting of tooling engineers and I’m not sure we could fill the room. In China, you could fill multiple football fields,” Apple CEO Tim Cook has observed, revealing one rationale for keeping virtually all the company’s production in the Middle Kingdom.
Elon Musk disses U.S. higher education in general, saying “colleges are basically for fun and to prove you can do your chores, but they’re not for learning.” After decades of rapid expansion, the number of college students has dropped 14 percent over the past decade. Colleges are painfully dependent on foreign student tuition, which has made them vulnerable to pandemic lockdowns. Enrollment declines have been particularly acute in the most radically transformed disciplines like English and history.
The skills shortage may be even more profound on the factory floor. Due to an aging workforce, as many as 600,000 new manufacturing jobs expected to be generated this decade cannot be filled. The percentage of the skilled manufacturing work force over the age of 55 has doubled in the last 10 years to 20 percent of active workers. And there is no deep bench of talent waiting to replace retirees—50 percent of the active workers are above the age of 45. The current shortage of welders, now 240,000, could grow to 340,000 by 2024.Manufacturing employment is expanding more rapidly than in almost four decades but there are an estimated 500,000 manufacturing jobs unfilled right now.
Read the rest of this piece at American Mind.
Joel Kotkin is the author of The Coming of Neo-Feudalism: A Warning to the Global Middle Class. He is the Presidential Fellow in Urban Futures at Chapman University and Executive Director for Urban Reform Institute. Learn more at joelkotkin.com and follow him on Twitter @joelkotkin.
Photo: CSUF, via Flickr under CC 2.0 License.
