Despite Bergeron’s Resignation, Misguided Student Protests are Destined to Repeat Themselves

The recent activist charade befalling Connecticut College is similar to events seen across many college campuses over the last couple decades. Unfortunately, it is unlikely that this will be the last time my school must suffer through misguided student advocacy.

The protests at Connecticut College were sparked on February 27th in response to the resignation of Rodman King, the college’s Dean of Institutional Equity and Inclusion (DIEI).  King resigned because the college’s president, Katherine Bergeron, was planning to attend a fundraiser at a country club known to have discriminated fifty years ago.  For ten days, the lead protesters—a group called Student Voices for Equity—occupied the college’s main administrative building while issuing a list of demands.  The most important of these demands—that President Bergeron resign and that the work of the DIEI receive more funding—were achieved.  Bergeron announced on March 24th that she will leave her position at the end of the semester.

Studies have shown that greater diversity within an organization is beneficial to everyone. However, studies have also shown that diversity, equity, and inclusion initiatives (commonly known as DEI initiatives) have negligible benefits.  Frequently, they are even counterproductive.

Thanks to the protesters’ success, more of Connecticut College's money will now be spent on ineffective DEI programs.  Simultaneously, the college’s future president will find it far more difficult to fundraise, since any fundraising venue deemed insufficiently antiracist will now be viewed as a threat to his or her job. This will mean less money raised for financial aid packages needed to ensure campus diversity.

Today’s nonsolutions will only lead to continued student frustration. Indeed, I predict that in four to eight years a new group of dissatisfied Connecticut College students will revive today’s misguided activism, thus continuing a harmful cycle.  Like today’s students, they may falsely conclude that they are “oppressed”, “abused”, “marginalized”, “tokenized”, and “dehumanized”, and that a “corrupt” administration is to blame. They may also believe that additional funding for the DIEI will somehow change things, despite a total lack of evidence regarding the office’s effectiveness. (Indeed, none of today’s activists are capable of explaining in detail exactly how the DIEI will help them feel less “oppressed.”)

A herd mentality will once again take shape. The faculty—fearful of being called “racist” or of getting poor class evaluations from students—will again go along for the ride. Like today, the faculty’s grievances will be as vague as the students’ demands are deleterious, since the faculty’s main goal will simply be to show “solidarity” with the students.

Fear of being called “racist”, “oppressive”, or “abusive” is a powerful force. It’s easier to join the herd than risk the social ostracization that comes from being branded, especially at a small school with only one campus news source: The College Voice. Thus, in the future, groupthink will again be exacerbated by The College Voice’s coverage. Like this year, I predict that not a single article or opinion piece will give voice to those who question the movement, though many reasonable people will express legitimate concerns on social media. Since any statement of disapproval risks severe condemnation, critical thinking—or any attempt to explain or understand alternate perspectives—will be lacking. As in years past, The College Voice will become part of the faux activist apparatus; it will be neither a neutral observer nor an arbitrator of campus dialogue.

Essentially, Connecticut College's students’ ability to bring about progress will be precluded as long as they believe flawed ideas about what constitutes effective activism. What they don’t understand is this: To the extent that there is inequity or inequality at Connecticut College, it is due to forces beyond the walls of the school. Privileged people bring their advantages with them onto campus. Neither advantages nor disadvantages are conferred to students once they arrive. That's why real activism should be directed outward—at society—instead of inward, where it remains within the confines of the college bubble.

Below are six examples of what real activism might look like.

• Students could learn about how the War on Drugs has caused much needless suffering. Ending it would significantly help lessen mass incarceration, reduce gang violence, minimize the appeal of selling drugs, help people with addictions, and decrease the number of tense interactions between police officers and citizens. Indeed, 83% percent of the country believes the War on Drugs has failed. Connecticut College students could be organizing people from multiple liberal arts colleges around the idea of radically reshaping current drug policy. Once they’re organized, they could head to Washington to protest. 
  

• Students could learn about current housing policy in the New London area, learn about NIMBYism, and develop ideas for how more affordable housing could be built for low-income families in the area. If there are people standing in their way, students could consider protesting.
  

• Students could volunteer at local schools or allow local students to visit campus to receive free tutoring. Imagine if every Connecticut College student tutored a New London high schooler for a couple hours every week. It could make a big difference in people’s lives.
  

• Students could think about how the idea of equity is related to vocational training for the working class. Has a focus on equity caused our society to push too many people into college? Are there ways for Connecticut College’s maintenance team to offer apprenticeships for New London residents, where they could learn skills that would help them find employment elsewhere?
  

• Students could work with local government agencies (or local law enforcement) to see if there are ways to help ex-convicts find employment. Many people with a record are unable to get even the most low-level jobs. If government policies or bureaucracies are standing in the way of change, students could consider organizing people from multiple liberal arts colleges to protest.
  

• Students could teach financial literacy to those who lack it. Such instruction could benefit people’s lives tremendously ten years from now. Rich white guys understand basic investing principles more than any other demographic. Connecticut College students could work to change that.

These actions are far more difficult than occupying a building or trying to fire someone, yet they might truly make a difference in the lives of people who are struggling.  Hopefully, learning about alternative modes of activism will help college students begin to see things from a different perspective. I wish them the best of luck.

- Zach the Alumnus