White male students need not answer!

Professors at a New York university support an “inclusive” policy that prioritizes student participation based on their race and gender.

Binghamton University sociology professor Ana Maria Candela’s syllabus forced white male students to take a back seat to other students because of her “progressive stacking” policy, according to a screenshot posted by Libs of Tik Tok on Twitter.

“This means that we try to give priority to non-white folks, to women, and to shy and quiet people who rarely raise their hands,” the syllabus states. “It also means that if you are white, male, or someone privileged by the racial and gender structures of our society to have your voice easily voiced and heard, we will often ask you to hold off on your questions or comments to give others priority and will come back to you a bit later or at another time.”

But a university spokesperson told Campus Reform Candela was asked to remove the section from her syllabus for violating the school’s 2021-2022 Faculty-Staff Handbook.

Change.org petition supporting Candela’s “equitable classroom” policy has garnered over 900 signatures, including several professors.

“As colleagues and students of Professor Ana Candela we are deeply dismayed at the attacks upon her by Fox news and the failure of the SUNY-Binghamton administration to support her,” the petition reads.

“Dr. Candela recognizes as we do that our classroom discussions are often dominated by a minority of persons reflecting societal class, racial and gender inequalities,” it added. “Our lives and education take place within and are reproduced by limited choices and experiences. Many of our students all too often feel marginalized, and discussions are constrained and limited as a result. We should not pretend otherwise. Good teachers encourage students to engage and challenge these inequalities.”

Gladys M. Jiménez-Muñoz, an associate professor and chair of the sociology department, commented that she signed it “because the classroom is the space for us to challenge students to examine social inequalities in a concrete way. Dynamics, such as this one, is a pedagogical tool in the context of academia.”

Story continues at: White Male Students


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