Arizona State University (ASU) is facing a lawsuit over the inclusivity training it mandates for faculty.
The Phoenix-based Goldwater Institute sued the university earlier this month over the allegedly discriminatory training, on behalf of longtime ASU philosophy and religious studies professor Dr. Owen Anderson. The organization specifically alleged that ASU’s training violated Arizona law, A.R.S. § 41-1494(A), prohibiting trainings, orientations, or therapies that present any blame or judgment on the basis of race, ethnicity, or sex.
“Arizona state law prohibits mandatory training for state employees and use of taxpayer resources to teach doctrines that discriminate based on race, ethnicity, sex, and other characteristics,” said Goldwater Staff Attorney Stacy Skankey in a press release.
Contested aspects of the ASU training, “ASU Inclusive Communities,” required faculty to acknowledge the history of white supremacy and social conditions persisting its existence as a structural phenomenon; society’s normalization of white supremacy; the sociohistorical legacy of racism, sexism, homophobia, and structural inequalities that impact minority faculty; white privilege; antiracism; and the relationship between sexual identities and power and the privilege of heterosexuality.
The training also included a video to which Anderson objected. The video encouraged faculty to “critique whiteness,” and to ascribe definite beliefs of good and evil as inherently racist.
“And what colonization did, was it really created this system of binary thinking,” stated the video. “There were folks that were inherently good and folks that were inherently bad, and that led to the systems of superiority that were then written into the foundational documents of our Nation.”
In addition to completing the training, ASU required faculty to pass an exam. The correct answers for that exam reinforced controversial concepts of systemic bias, intersectionality, land acknowledgement, equity, decolonization, microaggressions, and social justice. The Goldwater Institute claimed in their lawsuit that the inclusivity training only served to teach concepts of blame or judgment based on race, ethnicity, or sex.
“The Inclusive Communities training provides discriminatory concepts including, but not limited to: white people are inherently racist and oppressive, whether consciously or unconsciously; heterosexuals are inherently sexist and oppressive, whether consciously or unconsciously; white people should receive adverse treatment solely or partly because of their race or ethnicity; white people bear responsibility for actions committed by other white people; land acknowledgement statements are a way of holding one race or ethnicity responsible for the actions committed by other members of the same race or ethnicity; transformative justice calls for an individual to bear responsibility for actions committed by other members of the same race, ethnic group or sex; and dominant identities (whites or heterosexuals) are treated morally or intellectually superior to other races, ethnic groups or sexes.”
As justification for its call of decolonization, the ASU training also challenged the validity and goodness of the American founding.
ASU’s required employee training, called “inclusive communities,” teaches that the Founding Documents of the United States, and its history and laws, are tied to white supremacy. Should believing that be a requirement of employment? @Ann_Atkinson_AZ@SethLeibsohn@charliekirk11…
In a press release, Anderson said that his employment shouldn’t hinge on his submitting to ideas that conflict with his beliefs.
“This ‘training’ is simply racism under the guise of DEI. It goes against my conscience, and I want no part of it,” said Anderson.
The contents of this training were obtained last May through a public records request by the Goldwater Institute. Prior to filing the lawsuit earlier this month, the organization sent a letter to the Arizona Board of Regents last fall asking ASU to cease and desist spending on the inclusivity training and others like it that allegedly run afoul of state antidiscrimination law.
The university requires faculty to repeat the inclusivity training every two years.
The case, Anderson v. Arizona Board of Regents, is in the Maricopa County Superior Court.
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In the Scottsdale Unified School District (SUSD), about half of students preparing to move up into high school understand math.
Only 54 percent of eighth grade SUSD students met proficiency in math per standardized testing, yet the district has further divided precious classroom time into teaching concepts like gender identity and how to successfully disrupt fact-finding dialogue.
Organized SUSD parents, teachers, and community members critical of the district’s academic focus have questioned why their schools continue to branch out into new educational pursuits when the basics remain unmastered. Those parents have gone so far as to criticize the modern content as unacademic.
“Less than half of Scottsdale Unified 8th graders are proficient in math, yet the district continues to approve resources that divert class time away from academics,” stated Scottsdale Unites for Education Integrity (SUEI).
Less than half of Scottsdale Unified 8th graders are proficient in math, yet the district continues to approve resources that divert class time away from academics.
— Scottsdale Unites for Educational Integrity (@ScottsdaleUnite) March 25, 2024
However, SUSD touted their math proficiency percentage as a win during their board meeting last November, since it was technically higher than the 2022 national average of 26 percent and 2023 state average of 27 percent for eighth graders.
Math proficiency steadily declined from grade 3 onward, both in the district and statewide.
The contested concepts of gender identity and disruption of fact-finding dialogue occur within the permitted supplemental district curriculum for social studies (grades 3-12) and digital citizenship (grades K-12). Within these supplemental curriculums, teachers may choose from media literacy lessons on a wide variety of topics. Parents have challenged the necessity of these curriculums for delving into topics like hate speech, climate change, social justice, antiracism, Black Lives Matter, and transgenderism.
SUSD also requires high school students to learn media literacy as part of the “Digital Future” and “American and Arizona Government” courses.
The media literacy curriculum serves as the latest issue to emerge for SUSD community members.
Since increased parental and community scrutiny brought on by the pandemic, SUSD families have been sounding the alarm on their district’s trajectory. Their concerns have yielded various discoveries over the years, many of which have indicated a tendency for the district to keep parents in the dark on major developmental concerns, such as gender identity struggles, and a practice of encouraging minors to explore their gender identity through secretive gender transition plans and sexuality through outlets like GSA clubs.
Last month, SUSD was featured on Parents Defending Education’s list of schools with a gender support plan. SUSD’s gender support plan enables students to embark on a gender transition journey without the knowledge of their parents.
SUSD’s plan appeared to be nearly identical to a version published by Gender Spectrum, an organization advocating for transgenderism in minors. The organization hosted a controversial chat room promoted on the Arizona Department of Education website by former Superintendent Kathy Hoffman.
Gender Spectrum’s top sponsor is Pearson, one of the biggest providers of educational materials internationally.
Other Arizona districts listed by Parents Defending Education as having their own versions of gender support plans were Casa Grande Elementary School District, Creighton Elementary District, Ganado Unified School District, Kayenta Unified School District, Mesa Unified School District, Naco Elementary School District, Osborn Elementary School District, and Tucson Unified School District.
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A coalition of Arizona State University (ASU) students, Students Against Apartheid at ASU (SAGA), plan to protest the suspension of a pro-Palestine student group, MECHA de ASU.
The planned protest to reinstate MECHA de ASU is scheduled to occur on Thursday at 11:30 am on the student services building lawn. ASU suspended the group for a since-deleted Instagram post calling for the death of certain groups in February. The university’s Student Rights and Responsibilities Office and police force are investigating the incident.
“Mecha believes in revolution. Not reform. We do not condemn the Al Aqsa flood. We do not condemn Hamas. We do not condemn resistance. Death to boer. Death to the Pilgrim. Death to the zionist. Death to the settler. Glory to the Martyrs! Freedom to the prisoners! Victory to the resistance!”
The campus left keeps sharing its violent fantasies.
Arizona State University has suspended its student chapter of MEChA, the national Latino organization, for the following Instagram message: pic.twitter.com/ACprNXmVGN
“Al-Aqsa Flood” was the formal operation name for the Hamas terrorist attack on Israel last October. “Death to boer” is a reference to a traditional chant calling for the genocide of white South African farmers, famously sang last fall by Africa’s Economic Freedom Fighters (EFF) at a political rally. Based on the inclusion of the “boer” reference, then, “death to the Pilgrim” could be referring to those who make their pilgrimage to Israel to worship, or it could be referring to America’s first English settlers.
In a press release issued on Sunday, SAGA said that MECHA de ASU’s post was mainly about comparing police brutality in Arizona to the violence of the Israel-Hamas conflict.
SAGA also took issue with the amount of time ASU has taken to conduct its investigation into the incident, specifically its delay in responding to MECHA de ASU’s appeal of their suspension. ASU reportedly promised to respond within five business days of the appeal, but had yet to do so as of SAGA’s press release.
“The university is using this fraudulent investigation process to silence and surveil MECHA for protesting an ongoing genocide ASU is complicit in,” said SAGA.
SAGA has the explicit goal of stopping “ASU’s investment in the settler colonial state known as ‘Israel’.” In a more recent statement, the coalition accused ASU of being complicit in “the zionist occupation and genocide of Palestinians.” SAGA demanded that the university cease all partnerships and investments with companies and institutions supportive of Israel, as well as cease its investigation and suspension of MECHA de ASU.
Masks will be required for Thursday’s protest, as a means to prevent the transmission of COVID-19 and other communicable airborne diseases.
In addition to advocating for MECHA de ASU’s return, SAGA has been coordinating in a boycott of Starbucks for its support of Israel. Like with Thursday’s protest, SAGA meetings and events have required masking.
Skoden served coffee on my campus as part of a Starbucks boycott event w Students Against Apartheid. I've had their coffee, it's really good and definitely worth the visit. https://t.co/O6KSdGwyse
Arizona State University’s journalism school teaches students “cultural sensitivities, civil discourse, bias awareness and diversity initiatives.”
The Walter Cronkite School of Journalism and Mass Communication requires students in at least three of the undergraduate degree programs to take a course called “Diversity and Civility at Cronkite,” the Goldwater Institute uncovered.
ASU’s online course catalog says the class “emphasizes the importance of diversity, inclusion, equity and civility to ensure all Cronkite students feel represented, valued and supported.”
The course “Offers training and awareness on cultural sensitivities, civil discourse, bias awareness and diversity initiatives at the Cronkite School and ASU” and “Empowers students to approach reporting and communication projects with a multicultural perspective and inspire mutual respect among students from various backgrounds and beliefs within different Cronkite professional paths,” the catalog says.
The “Learning Outcomes” on the course syllabus lay out identity categories: “By the end of this course, students will be able to … understand the value of their own and other people’s identities in terms of the work and study at Cronkite.”
The course’s seven units affirm the theme of identity. Units include “Race & Ethnicity,” “Geography and Income,” “Language & Citizenship,” “Sexuality and Gender Identity,” “(Dis)ability,” and “Differences and Conflict.”
The “Race & Ethnicity” unit includes the learning objective “Learn what microaggressions are and why they matter.” The instructor asks students to review a list of “typical microaggressions” published on a University of Minnesota webpage.
Examples of microaggressions include “America is a melting pot,” a statement that demands that people “assimilate/acculturate to the dominant culture;” “There is only one race, the human race,” a statement “denying the individual as a racial/cultural being;” “I believe the most qualified person should get the job,” a statement communicating that “people of color are given extra unfair benefits because of their race;” and “Everyone can succeed in this society, if they work hard enough,” a statement communicating that “people of color are lazy and/or incompetent and need to work harder.”
A week of the course is dedicated to discussing “sexuality and gender identity” to make students:
Understand the difference between sexuality and gender identity and why it matters.
Recognize privileges related to sexuality and gender identity.
Know how to ask for and why to use a person’s pronouns and the benefits of gender-neutral language.
The unit includes an assignment to read an article which defines nonbinary as “a term that can be used by people who do not describe themselves or their genders as fitting into the categories of man or woman,” and Agender as “an adjective that can describe a person who does not identify as any gender.”
Students are asked to demonstrate what they learned about gender ideology by responding to the following prompt:
“Imagine you’re working at a PR firm and you have a client whose first album is about to drop. Your client’s gender identity is nonbinary and they use they/them pronouns. They have a massive press tour planned.
How do you prepare journalists to talk with your client?”
Diversity initiatives at ASU are not limited to the journalism school. Goldwater identified more than 100 classes offered in ASU’s Spring 2024 course catalog that include terms like “diversity,” “equity,” and “inclusion,” or that fulfill the university’s general education requirement in “diversity.”
“To return Arizona’s public universities to their educational missions, it is imperative that the institutions themselves—or the bodies who oversee them—adopt a change in policy to eliminate politicized ‘diversity’ based course requirements such as DCC,” said Timothy K. Minella, senior fellow at the Goldwater Institute’s Van Sittert Center for Constitutional Advocacy.
Elizabeth Troutman is a reporter for AZ Free News. You can send her news tips using this link.
Arizona State Superintendent Tom Horne said Tuesday that his top priority is reversing the teacher shortage in the Grand Canyon State.
Arizona is facing a serious teacher shortage with more teachers leaving than staying, he said.
“We have got to turn around the situation, bring about equilibrium, so we’re not, we’re not losing more teachers than we’re gaining,” Horne said in his speech to the House Education Committee. “We cannot continue doing that.”
Horne said teacher shortages are a “potential catastrophe” that requires immediate attention.
“Currently, we have 60,000 teachers in our classrooms. 8,000 of them are leaving each year,” Horne said. “Our educator preparation programs produce 1,900 per year that actually show up in our classrooms. 2,815 teachers also return to the classrooms. That is a net loss of about 2,300 per year. If that trend were to continue, it would eventually lead to zero teachers.”
His speech also addressed reading proficiency levels. Horne said it’s a “scandal” that some Arizona high schoolers cannot read.
“Kids go to school day after day, every day throughout the year, eight years,” he said, “and they still can’t read.”
Horne outlined sixteen initiatives to increase academic outcomes in public schools. Some of these include growing the number of school improvement teams, leadership training, paperwork reduction, school safety, using data to improve academic outcomes, and teacher development.
“We entered into an agreement with the leaders of the major companies in our state: we will provide the skilled workers,” he said. “In return, the businesses will either teach our career technical education teachers what skills to teach or will provide people to teach those skills.”
Horne said he supports legislative efforts to raise teacher salaries as well as a bill to require more district and charter administrative support for teacher discipline. Those issues were cited in a recent survey of teachers as the top two reasons for leaving the profession, Horne noted.
Elizabeth Troutman is a reporter for AZ Free News. You can send her news tips using this link.
Arizona’s auditing agency for the Department of Veterans Affairs (VA) found no wrongdoing in its recent audit of Grand Canyon University (GCU).
The Arizona State Approving Agency (SAA) undertook the audit in response to the ongoing Federal Trade Commission (FTC) lawsuit against GCU for allegedly deceptive advertising and illegal telemarketing. The FTC sued GCU in December, several months after the Department of Education (ED) fined the university over $37 million for allegedly deceiving doctoral students into paying more for their degrees than advertised.
In the SAA letter to GCU reviewed by AZ Free News, SAA said that its audit yielded no evidence supporting the Biden administration’s claims.
“The Arizona SAA did not have any substantiated findings based on our review of Grand Canyon University,” stated SAA’s letter to GCU. “There are no findings impacting the continued approval of Grand Canyon University at this time. There are no follow-up actions required by Grand Canyon University at this time.”
SAA announced its audit in January, the second one to take place in under a year; the last SAA audit occurred last May.
GCU President Brian Mueller told AZ Free News that the SAA’s findings were in agreement with two favorable court rulings in recent years, all of which found GCU to not be guilty of the issues that the Biden administration claims exist. Mueller said that these discrepancies were “troubling,” and further indication of an unjust and purposeful targeting.
“The SAA, our accrediting body and two federal judges all looked at the same set of facts as the bureaucrats in Washington, D.C. and came to the complete opposite conclusion,” said Mueller. “To have zero findings, praise and a court ruling that our disclosures are clear on one end and then have the U.S. Department of Education impose its largest fine ever on the other… that is very troubling. To be targeted in this manner by the federal government is an egregious example of overreach and the weaponization of these federal agencies.”
The Higher Learning Commission, GCU’s accrediting body, assessed the university’s doctoral disclosures to be “robust and thorough,” providing a “clear” academic and financial pathway for prospective students.
The Biden administration appears to be alone in its unfavorable assessment of GCU; further records to provide context as to why have not been made available for public review, either.
The lack of transparency prompted the Goldwater Institute to sue the Biden administration last month. ED denied their public records request seeking the documents that informed ED’s decision to fine GCU. The records request was spurred by the fact that ED didn’t include student complaints or visitations to GCU as part of their investigation into the university.
In our report issued several days before ED announced its record fine into the university, the Biden administration apparently coordinated efforts between ED, FTC, and VA to investigate GCU after the university sued ED for denying its nonprofit status. The IRS granted nonprofit status to GCU in 2018, but it took until late 2019 for ED to deny the status.
SAA recognized GCU as a private nonprofit in its most recent audit report.
Several months after GCU sued ED in early 2021, the agency launched a multi-year, off-site review of GCU. Several months after ED’s announcement, the FTC announced that it found GCU in violation of federal law; each violation incurs civil penalties of up to $50,000. The last time the FTC exercised the authority it leveled against GCU was in 1978.
The FTC, ED, and VA began their investigations into GCU in 2022.
Corinne Murdock is a reporter for AZ Free News. Follow her latest on Twitter, or email tips to corinne@azfreenews.com.
