Issue 3 05.13.07

ON MAKING THE GRADE
Written by Evan Stark to
the New York Times,
February 24, l998.


To the Editor:
The article (front page, Feb. l8) and letters (Feb. 24) leave the impression that the inevitable result of “grade inflation” is that academic quality suffers. Some faculty resist the tide. Most give in. But it is possible to give “A’s” without inflation.

One afternoon in l967, while I was teaching sociology at CCNY, a distraught mother came to see me about her son’s grade. Out of her bag, she took a passport-sized book stamped “Auschwitz” and pleaded for something better than the “C” that would surely send him to Viet Nam. But why single out her boy to be spared? We struck a deal. All students could earn the coveted “A” if they brought their work up to “A” level. They could do this, I offered, by rewriting their papers or retaking their exams as many times as they liked, i.e. by persistence and hard work. This grading method also required more work on my part.

At Rutgers-Newark, where I still use this approach, the diverse student body responds well to the choice. Many of our students come with the belief, based on their real world experience, that personal success is less related to hard work than to family standing, skin color or a hype. If Princeton students expect “A’s” out of arrogance, many of ours expect “gentleman B’s and C’s” out of habit and demoralization. For these students, the promise of an “A” ignites a hidden source of energy that is expressed in work of genuinely high quality. While evaluation and upholding high standards are certainly important parts of our job, so too is teaching.

— Evan Stark

New Haven, CT


 

PLEDGE OF ALLEGIANCE
(continued from the home page)

extension, its public institutions, such as schools, from imposing majority beliefs on a minority who may differ with those views. I'm not impressed that the majority of Americans believe in God; a majority of Americans also apparently believe in Creationism as opposed to evolution. The majority’s beliefs speak not to the correctness of an issue, but in many cases to ignorance or willful disbelief of evidence that conflicts with their faith, as a majority belief in Creationism demonstrates. Would these defenders of the Pledge also have us teach Creationism in the schools? Sadly, many probably would.

The Pledge of Allegiance itself is a relatively recent American ritual, originating in l892 as part of a nationwide public school observance in honor of the 400th anniversary of Columbus’ rediscovery of America; the phrase “under God” was only added in the l950s, when, under the influence of McCarthyism, Americans were all too eager to show their patriotism by unthinking public conformity. In the once famous, but now probably largely forgotten cases of the Jehovah’s Wtnesses, who refused to recite the Pledge, based on their religious beliefs, the Supreme Court ultimately defended their right to abstain. In eloquent language, the Justices wrote: “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein.” The Justices then went on to say, “Words uttered under coercionn are proof of loyalty to nothing but self interest [and] love of country must spring from willing hearts and free minds...”

While it may be, as one writer stated, that the Pledge issue is a small one within the category of separation of state and church issues emerging today, it is important because it is clearly part of a larger movement by the religious right, under the leadership of the President, to insert their religious beliefs into public institutions, particularly the schools, and to erode the wall of separation between church and state guaranteed by the Constitution. Unfortunately, many Democrats, in an effort to further their own political ambitions are not only going along but are sometimes leading the pack. An example is the Workplace Religious Freedom Act, initiated by John Kerry and Hillary Clinton. While seemingly innocuous, like the Pledge issue, and even benign, it has vast and pernicious applications, particularly in the area of women's right to choose, as it opens the floodgates for pharmacists, health workers, and other public employees to refuse to do their jobs if it conflicts with their religious beliefs. Under this law a pharmacist could refuse to fill a prescription for contraceptives and a police officer could refuse to protect an abortion clinic.

It is because a journey starts with one small step that those of us concerned with upholding the Constitution feel so concerned about the climate of coercion overtaking our country. It is dismal to think that teachers have become part of the problem instead of part of the solution.

Sincerely,

—Serena Nanda
New York

EDITOR’S NOTE:
Serena Nanda is Professor Emeritus of Anthropology, John Jay College of Criminal
Justice, City University of New York.