Comment by ceejayoz
4 hours ago
Also from my link:
> factors specific to one's personal conditions should not interfere with the potential of academic success
4 hours ago
Also from my link:
> factors specific to one's personal conditions should not interfere with the potential of academic success
Sure, but the reality is that such conditions do interfere with the potential of academic success, as much as proponents of equity like to argue otherwise. If I had a severe brain injury as a child, or my mom drank and did a ton of drugs while pregnant with me, or any number of other reasons, I will probably be far less academically successful than in the counterfactual reality where I didn't get a brick dropped on my head as a child.
Equality proponents argue that brick-on-head and no-brick-on-head should be judged by the same standards. Equity proponents argue that brick-on-head should be given advantages over no-brick-on-head to make them obtain substantially similar educational outcomes.
Once again, from your own link:
>Equity recognizes this uneven playing field and aims to take extra measures by giving those in need more than those who are not. Equity aims to achieve equal outcomes for groups, also called substantive equality. Equity aims to ensure that everyone's lifestyle is equal, even if that requires unequal distribution of access and goods.
In your scenarios, equity proponents would tend to advocate for things like extra testing time, access to tutoring, etc.
(And systemic efforts to prevent dropping bricks on childrens' heads in the first place.)
>In your scenarios, equity proponents would tend to advocate for things like extra testing time, access to tutoring, etc.
So you claim, but in reality proponents of equity instituted a system that gave Black students a roughly 450 point advantage over Asian students on the SAT:
https://www.nytimes.com/2017/01/30/opinion/white-students-un...
Note that the NYT, in their pure, non-partisan spirit of fairness and equity, somehow found a way to describe this as an unfair advantage for White students.
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> Equity proponents argue that brick-on-head should be given advantages over no-brick-on-head to make them obtain substantially similar educational outcomes.
The problem is that the solution that they're proposing is to force _everyone_ to have that brick-on-head. With maybe two or three bricks for especially "advantaged" categories.
> Sure, but the reality is that such conditions do interfere with the potential of academic success, as much as proponents of equity like to argue otherwise.
This is a bizarre claim in the second clause. Proponents of equity do recognize that various conditions impact academic potential; otherwise, they wouldn’t attempt to ameliorate them.
You even quoted, “Equity recognizes this uneven playing field. . .” so where did “. . . as much as proponents of equity like to argue otherwise,” even come from?
The person I was replying to quoted the article saying "conditions should not interfere", my point was that they do interfere, and will continue to interfere, in spite of all the efforts and hands on the scale and discrimination that equity proponents try to implement. Equity fundamentally arises from a more or less "blank-slatist" view of humans, which is why it leads to such insane outcomes when it comes into contact with reality.
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