Support the Mission of the University of Oregon (United Academics of the University of Oregon)

Tuition has increased faster than inflation. State funding has increased faster than inflation. Administrator salaries have increased faster than inflation. Yet, the administration is demanding that the teachers, librarians, and researchers who drive the university’s educational mission take real wage cuts. 

While everyone acknowledges the financial challenges facing higher education, the UO is receiving more money per student than ever before. If this money isn’t going toward student education and knowledge creation, where is it going?

The Facts:

Quality Education Requires Investment in Faculty

The value of a University of Oregon degree depends on the quality of its professors, instructors, researchers, and librarians. When faculty wages erode due to artificial austerity, neglect, or slow attrition, it affects not only the quality of education and research, but also the long-term value of a UO degree for students and alumni alike.

• UO faculty salaries rank near the bottom among our peer institutions in the American Association of Universities (AAU).
• United Academics has proposed fair wage increases that would merely adjust salaries for inflation and restore them to pre-pandemic budget levels.
• Despite pandemic-related learning loss, the administration is spending less on education per student (adjusted for inflation) than before COVID-19.
• The administration has prioritized administrative growth over academic excellence, while faculty have taken on increased workloads since the pandemic.

Faculty Sacrificed to Protect UO—Now It’s Time for Fair Wages

During the pandemic, faculty agreed to potential pay reductions to help UO weather an uncertain financial future. We made sacrifices to ensure the university could continue to serve students. Now, as we bargain our first post-pandemic contract, the administration refuses to offer wage increases that:

• Cover inflation
• Acknowledge additional faculty labor since the pandemic
• Recognize our unwavering commitment to UO’s educational mission

Our Vision for UO: Excellence in Teaching & Research

The University of Oregon’s mission is clear:

“The University of Oregon is a comprehensive public research university committed to exceptional teaching, discovery, and service. We work at a human scale to generate big ideas. As a community of scholars, we help individuals question critically, think logically, reason effectively, communicate clearly, act creatively, and live ethically.”

Our vision for the University of Oregon is one where the educational and research mission are at the fore; an institution of higher learning where we attract and maintain the best researchers and instructors and provide a world class education for the citizens of Oregon and beyond. Yes, this will take a shift in economic priorities, but only back to those before the pandemic. Our demands are neither extravagant nor frivolous. Our demand is that the fiduciaries of the University of Oregon perform their primary fiduciary duty: support the mission of the University of Oregon.

Why This Matters Now

We are currently in state-mandated mediation, a final step before a potential faculty strike. Striking is a last resort—faculty do not want to disrupt student learning. However, the administration’s arguments for austerity do not align with the university’s financial situation or acknowledge the increased faculty labor and inflated economic reality since the pandemic. If the administration does not relent, we may have no choice but to strike.

We Need Your Support

A strong show of support from the UO community—students, parents, alumni, donors, legislators and citizens of Oregon and beyond—can help pressure the administration to do the right thing. 

Sign our Community Support Letter

Elite University Presidents: Most Hated Men (and Women) on Campus

In prestigious universities across the country, the figurehead of the institution—the president—has become a symbol of frustration and resentment among students, faculty, and staff. These figures, often once revered as academic leaders, are increasingly viewed as little more than corporate CEOs, prioritizing the interests of wealthy trustees and donors over the very people who make the university what it is: the students and the dedicated faculty and staff who carry out its mission.

At the heart of the growing discontent is the trend of university presidents restricting freedom of speech and assembly, stifling student activism, and limiting open debate in the name of "campus safety" or "institutional stability." Instead of acting as advocates for open discourse, many university presidents have aligned themselves with powerful corporate interests, turning their backs on the very values that once defined higher education. The administration's agenda is often dictated by the whims of major donors, whose influence can shape everything from university policy to the hiring and firing of professors.

The University of Chicago, long a beacon of academic freedom, has seen its leadership take a hard turn in recent years, placing increasing restrictions on student demonstrations and dissent. Under the guise of maintaining "campus order," the administration has been known to deploy private security to break up protests and limit public forums for free speech.

Harvard University, with its enormous endowment and prestigious reputation, has become another example of an institution where the president seems more concerned with appeasing donors than listening to the students and faculty. The administration has been criticized for prioritizing relationships with donors over addressing the deepening student debt crisis and growing concerns about inequality in higher education. The university has faced a wave of student-led protests demanding action on climate change, affordable tuition, and the rights of adjunct faculty, all of which were largely ignored or dismissed by the top administration.

Harvard’s massive endowment—reportedly the largest of any university in the world—has been a focal point of controversy. While it continues to grow, many argue that the university could be doing far more to address the financial burdens of its students, particularly the mounting debt facing undergraduates. Instead, the administration has focused on expanding its brand and maintaining its status as an elite institution, often prioritizing donor preferences and legacy admissions over efforts to make education more accessible. Legacy admissions, in which children of alumni are given preferential treatment, have been a point of contention, with critics arguing that this practice entrenches privilege and reduces opportunities for marginalized students.

Even at places like Princeton University, long considered a champion of academic freedom, President Christopher Eisgruber has come under fire for clamping down on student speech and assembly. While Princeton’s administration claims to support free expression, it has quietly enacted policies to restrict protestors’ access to the administration building, citing concerns about “disruption” and “disorder.” Eisgruber, who has connections to powerful alumni, has been accused of using his position to protect the interests of wealthy donors while ignoring the voices of those who are most directly affected by the university's policies.

The University of Southern California (USC) is another prime example of a university where the president’s priorities have come under increasing scrutiny from students, faculty, and staff. Under President Carol Folt, USC has become emblematic of a trend where the administration appears more aligned with wealthy donors and corporate interests than with the needs of its campus community.

Folt, who took over as USC's president in 2019, was thrust into the spotlight during a period of significant unrest. The university had already been embroiled in scandals—including the high-profile college admissions bribery scandal—and was facing criticism for its handling of sexual assault allegations within its medical school. Rather than addressing these issues head-on, many argue that Folt’s administration focused instead on securing funding from high-profile donors and expanding the university’s brand, while sidelining the concerns of students and faculty.

This prioritization of external donors is evident in USC’s massive fundraising campaigns, which often overshadow initiatives aimed at addressing student debt, affordability, or academic freedom. USC's endowment has grown exponentially under Folt’s leadership, but student loan debt continues to be a crippling issue for many Trojans, and the concerns of adjunct faculty members remain largely ignored.

Furthermore, Folt’s administration has faced criticism for its efforts to suppress dissent on campus. For instance, student protests related to labor rights, housing issues, and calls for greater diversity on campus have been met with limited response or, at times, outright hostility. In 2022, when USC students protested the administration's handling of campus housing shortages, they were met with heightened security measures and a lack of genuine engagement from university leadership. These actions—along with Folt’s ties to the private sector, particularly her background in environmental policy and corporate leadership—have fueled perceptions that USC’s administration is more interested in protecting its brand than in creating an inclusive, participatory academic environment.

USC also exemplifies the growing disconnect between students, faculty, and administration when it comes to issues of free speech and assembly. Protests have become less frequent, as many students feel their voices will not be heard, and faculty members, particularly those in non-tenure track positions, are often too fearful of retribution to publicly criticize the administration.

The discontent with university leadership is not confined to the campus. In recent years, presidents from some of the nation's most elite institutions, including Harvard, the University of Pennsylvania, and the Massachusetts Institute of Technology, have faced intense scrutiny and backlash during hearings in the U.S. House of Representatives. These public hearings, aimed at addressing the growing issues of student debt, university funding, and the influence of wealthy donors on campus, have highlighted the widening disconnect between top university administrations and the communities they are supposed to serve.

During a House hearing in 2022, Lawrence Bacow of Harvard, along with MIT's President L. Rafael Reif and Penn's President Amy Gutmann, faced tough questioning from lawmakers who were deeply critical of how these institutions have handled student debt, tuition costs, and their ties to corporate interests. Bacow, in particular, faced pointed questions about Harvard's massive endowment and the university's refusal to use its resources to address skyrocketing tuition and student loan debt. Both Reif and Gutmann were grilled on how their institutions have prioritized securing donations from wealthy alumni and corporate entities over the well-being of students and faculty. The hearing exposed a troubling pattern where the presidents of these prestigious institutions seemed more concerned with maintaining their institutions' financial health than with addressing the needs of their campus communities.

Legacy admissions, a practice entrenched at many of these elite schools, also came under fire during the hearings. Critics argued that such policies perpetuate inequality, giving children of alumni—many of whom come from wealthy backgrounds—unfair advantages in the admissions process. This has contributed to the growing perception that these universities, while claiming to offer merit-based opportunities, are fundamentally shaped by privilege and corporate interests.

These public confrontations highlighted the growing frustration with university presidents who are seen as out of touch with the everyday realities facing students and faculty, as well as the increasing influence of money and corporate interests in higher education. The presidents of these universities, once seen as respected leaders, have become targets of anger and resentment, with many on Capitol Hill and on campus calling for a shift in how these institutions are governed.

These are just a few examples of elite universities where the power structure has shifted toward those who have the financial means to dictate the terms of the campus experience. As tuition costs rise and student loan debt becomes a crushing burden for many, university presidents seem more determined than ever to serve the interests of trustees and donors, rather than advocating for the people who should be their true constituents: the students, faculty, and staff who make up the heart of the academic community.

The impact of this shift has been profound. On campuses across the country, students are increasingly feeling that their voices don’t matter. Faculty members, once seen as the intellectual core of the institution, are being sidelined in favor of administrators who prioritize financial concerns over academic integrity. And staff members—many of whom are underpaid and overworked—are being pushed to the margins as well.

But it’s not just students who are feeling the heat. Faculty and staff have found their own platforms for protest increasingly under attack. At places like Yale University, where former President Peter Salovey faced criticism for neglecting the needs of faculty and for his lukewarm responses to issues like labor rights and the treatment of graduate workers, professors staged walkouts and organized petitions to voice their discontent with the administration's disregard for their well-being.

In this new era, university presidents are no longer the beloved leaders of intellectual discourse—they are the gatekeepers of corporate power, more concerned with securing funding from wealthy donors than with fostering an inclusive, open, and critical academic environment. The fallout from this shift is only growing, as campuses become hotbeds of dissent, with students, faculty, and staff increasingly questioning the direction of higher education and the people at the helm.

As the divide between administration and the campus community continues to widen, one thing is clear: the once-admired university president is now among the most hated figures on campus, seen not as a champion of academic values, but as an enforcer of an increasingly political and profit-driven agenda.

U.S. Law Schools: Perpetuating Inequality and Injustice, Serving the Billionaire Class

As the nation grapples with profound social and economic inequities, U.S. law schools have become a critical yet overlooked institution in perpetuating these disparities. From shaping the legal minds that go on to influence policy to training future attorneys who occupy the nation's corridors of power, law schools are playing an outsized role in entrenching systems of privilege, rather than dismantling them.

One of the most glaring manifestations of this failure is the Trump-era Supreme Court, whose composition has shifted dramatically due to the influence of elite law schools. Justices such as Brett Kavanaugh (Yale Law), Neil Gorsuch (Harvard Law), and Amy Coney Barrett (Notre Dame Law) have reshaped the Court in the image of conservative ideologies. These justices, primarily from elite institutions, have consistently sided with corporate interests over public welfare. Their rulings on critical issues like voting rights (Shelby County v. Holder, 2013), abortion access (Dobbs v. Jackson Women's Health Organization, 2022), and corporate regulation (South Dakota v. Wayfair, Inc., 2018) have had profound consequences, amplifying inequalities and reducing access to justice for marginalized communities. The legal minds trained in these prestigious law schools have moved away from serving the public, instead reinforcing the status quo and further consolidating power in the hands of the wealthy elite.

This trend is compounded by the overwhelming concentration of law school graduates in a handful of sectors, particularly Washington, D.C., and on Wall Street. A report from the National Association for Law Placement (NALP) reveals that nearly 70% of graduates from top law schools—such as Harvard, Yale, and Columbia—secure positions in large corporate law firms or government roles. Meanwhile, those who enter public service or work in underfunded legal fields such as public defense face a starkly different reality. According to the American Bar Association (ABA), the average starting salary for a public defender in 2020 was around $50,000, compared to $190,000 in major corporate law firms. This disparity highlights the economic realities facing graduates who pursue careers in public interest law.

Law schools exacerbate these inequities through their admissions processes, which heavily favor students from affluent backgrounds. A 2019 study by the Equality of Opportunity Project found that 70% of students attending Harvard Law, Yale Law, and other Ivy League law schools come from families in the top 20% income bracket, while less than 5% come from the bottom 20%. This financial divide is perpetuated by high tuition costs—Harvard Law's tuition and fees for the 2024 academic year exceed $70,000 annually—making it inaccessible to many who might otherwise have the talent and potential to succeed in law.

Furthermore, law schools’ connections with corporate sponsors and wealthy alumni networks often shape the curriculum and career pathways offered to students. As a result, legal education has become increasingly oriented toward corporate law, perpetuating a system that values prestige and financial gain over social justice. A 2021 report from the American Bar Foundation indicated that nearly half of law school graduates work in the private sector within the first ten years of their careers, most of them in high-paying corporate firms or lobbying groups, which further concentrates legal power in the hands of the elite.

The oversupply of lawyers entering corporate sectors—many of whom attend the nation’s top law schools—has created a system where elite law firms and government agencies, such as the U.S. Department of Justice and major regulatory bodies, dominate legal decision-making. This trend is also visible in the disproportionate representation of law school graduates in Washington, D.C., where they shape policy in ways that benefit large corporations and financial institutions, while leaving the needs of the general public unmet.

A central aspect of the legal system that perpetuates inequality is the way the billionaire class profits from the injustice system itself. Wealthy individuals and corporate entities have found ways to exploit the legal system to their advantage, contributing to the concentration of wealth and power. Many billionaires and large corporations fund legal battles designed to weaken regulations, block labor rights, and influence policy decisions that benefit their financial interests.

For example, major private prison companies like CoreCivic and GEO Group, both of which have ties to influential law firms, profit from the mass incarceration of predominantly Black and Latino individuals. These private companies lobby for harsher sentencing laws and immigration policies that fill their prisons, creating a cycle of profit that thrives on systemic inequality. Legal professionals trained in elite law schools frequently represent these corporations, further entrenching the power dynamics that keep vulnerable populations incarcerated.

The billionaire class also reaps the benefits of legal loopholes and tax avoidance schemes facilitated by top-tier law firms. Lawyers trained in Ivy League schools often advise wealthy clients on ways to hide their assets, evade taxes, and exploit the legal system for personal gain, which further exacerbates income inequality. Law firms and the lawyers who work in them profit immensely by providing these services, while the broader public bears the burden of underfunded social programs and public services.

The impact of law schools’ role in the legal system is not a new development, but has historical roots. For much of U.S. history, the courts and legal institutions have played a pivotal role in limiting democracy and reinforcing inequalities. However, there have been pivotal moments when the courts, often driven by lawyers trained in the nation's top schools, expanded democracy and fought for justice.

A key moment in the history of expanding democracy was the work of Thurgood Marshall and Charles Hamilton Houston, both of whom were products of Howard University School of Law—a historically Black institution that stood in stark contrast to the elite, mostly white law schools of their time. Marshall, who went on to become the first African American Supreme Court Justice, and Houston, his mentor, fought tirelessly against segregation and racial discrimination. Houston's strategy, dubbed "the 'liberal' approach to civil rights," involved challenging discriminatory laws through the courts, using legal arguments rooted in equal protection and the promise of the 14th Amendment.

Houston's legal battles laid the groundwork for the landmark Brown v. Board of Education (1954) case, where the Supreme Court, under the influence of Marshall's legal strategies, overturned the doctrine of “separate but equal” and declared racial segregation in public schools unconstitutional. This ruling, perhaps one of the most profound examples of the courts expanding democracy, was achieved through the work of legal professionals committed to social justice, many of whom came from institutions outside the mainstream elite law schools.

Unfortunately, the trend of the courts advancing civil rights was not consistent. The Dred Scott v. Sandford (1857) decision, where the Supreme Court ruled that African Americans could not be citizens, and Plessy v. Ferguson (1896), which upheld racial segregation, serve as stark reminders of how the legal system can be wielded to entrench inequality and limit democracy. The very law schools that trained many of the justices responsible for these rulings were also responsible for shaping the legal education that upheld the racist and exclusionary structures of the time.

Today, the cycle of legal education serving the interests of the wealthy and powerful continues. While the courts have sometimes played a role in broadening civil rights and democracy, too often they have sided with corporate interests, limiting progress. Lawyers trained in elite law schools continue to occupy spaces where the rules of the game are rigged in favor of those with wealth and influence.

To reverse this trend, law schools must take deliberate action. They must shift their focus from training lawyers for the highest-paying and most prestigious jobs to producing attorneys who are dedicated to the public good. This includes increasing financial accessibility, offering more scholarships for low-income students, and reevaluating the curriculum to emphasize social justice, public interest law, and equitable legal reforms. Moreover, legal education should challenge the structures of wealth and power, ensuring that future lawyers are equipped to dismantle the systems that benefit billionaires and corporations at the expense of justice.

The influence of law schools in perpetuating inequality cannot be overstated. The future of the legal profession—and, by extension, the justice system—depends on whether these institutions can embrace a new mission: one that fosters true equality under the law and dismantles the structures of privilege that continue to shape our society.

Our Journalism

Our journalism is different than most others who cover higher education.  Like those other outlets, we report the news, but that is not our focus. And like a few outlets, we also do time-consuming investigative work.  We recognize the outstanding contributions of dedicated journalists, but these times, the 2020s, call good people to do more--much more. 

The Higher Education Inquirer (HEI) follows the legacy of the muckrakers from the early 20th century. HEI delves into in-depth investigative reporting, uncovering scandals, institutional failures, and systemic inequalities in colleges, universities, and their related businesses. Journalists like Upton Sinclair (who exposed the meatpacking industry) and Ida Tarbell (who revealed monopolistic practices in oil) used their platforms to spotlight hidden problems. In a similar vein, HEI carries this tradition forward by focusing on the higher education industry and connects it with the world outside the ivory tower.

Muckraking journalists of the past often focused on giving a voice to the voiceless, and in today's context, HEI highlights issues such as racial, class, and gender disparities in education and the work that should follow. These topics have become more prominent in the 2020s as society grapples with the effects of systemic inequalities and how marginalized communities are underserved and underrepresented in elite institutions.

Just as muckrakers' stories led to reforms (e.g., child labor laws, anti-trust regulations), HEI aims to create change in higher education by influencing public opinion and policy. Change that can take decades to create and months to lose. By exposing unethical practices and systemic problems, such as the growing burden of student loans, the corporatization of universities, and complicity in climate change and authoritarianism, we hope to prompt action from lawmakers and educators to implement more equitable solutions.

Importance of This Type of Journalism in the 2020s:

In the 2020s, higher education is undergoing significant challenges, to include skyrocketing tuition, an increasing reliance on adjunct faculty, and concerns over the value of a college degree. Investigative journalism like ours holds universities accountable for the way they handle these issues. It serves as a check on the growing power and wealth of educational institutions, particularly in light of their increasing commercialization and influence over public policy.

The 2020s have brought heightened awareness of issues like racial inequality, mental health concerns, and the widening gap between wealthy and poor students. Investigative journalism continues to expose these problems, helping to drive conversations about fairness and equity in education. In an era when many people feel disconnected from powerful institutions, journalism that uncovers uncomfortable truths is essential for mobilizing change.

Higher education has been seen by many as a beacon of knowledge, innovation, and fairness, yet there are growing concerns about its accessibility and integrity. Investigative journalism done well helps maintain public trust in higher education by ensuring that universities live up to their purported values. HEI helps the public see when universities exploit students, misuse funds, or engage in unethical practices.

In the 2020s, many key policy issues—such as student debt, the cost of education, and educational access—are hot topics. Journalism that scrutinizes higher education can influence policy reform, potentially leading to legislative action aimed at reducing student debt, increasing transparency in university finances, and addressing fair hiring practices.

War and Peace:

War is often driven by political, economic, and technological forces, and universities are deeply intertwined with these drivers. Many top universities have longstanding partnerships with military contractors, defense organizations, and intelligence agencies. Research funded by these institutions may directly contribute to the development of weapons or military technologies, some of which are used in conflicts around the world. 

The Higher Education Inquirer investigates how these partnerships influence the direction of research, as well as the ethical implications of universities prioritizing military contracts over other forms of academic inquiry. Similarly, university programs train future leaders who will shape foreign policy or lead military operations, and HEI will hold them accountable for the potential consequences of those actions. 

On the other hand, universities can be spaces where peace studies, conflict resolution programs, and global diplomacy are taught—an important counterbalance that HEI highlights, showing how academia can be a force for peace amidst the militarization of knowledge.

Genocide:

Genocides are often preceded by a climate of division and dehumanization, and universities are often the breeding grounds for ideologies that either challenge or perpetuate these dynamics. Throughout history, some academic institutions have provided intellectual support to regimes that perpetrate genocide, whether through the training of military officers or the dissemination of harmful nationalist ideologies. 

Conversely, universities can also serve as platforms for the resistance against genocide, with professors and students leading efforts to expose atrocities, advocate for human rights, and prevent violence.  

The Higher Education Inquirer investigates how universities have both been complicit in, and resisted, the ideologies that fuel genocide. HEI explores the ways in which certain university-funded research or prominent academic figures have either contributed to genocidal narratives or become strong advocates for justice and reconciliation in the aftermath of such horrors.

Global Climate Change:

Climate change represents a massive, existential crisis that touches every part of society, and universities are both contributors to and leaders in tackling this challenge. 

HEI investigates how universities have been complicit in exacerbating the climate crisis—whether through fossil fuel investments, ties to unsustainable industries, or research that furthers environmentally harmful practices. At the same time, universities are also at the cutting edge of climate science, sustainable technologies, and environmental activism.  

The Higher Education Inquirer investigates whether universities are doing enough to address their own carbon footprints, promote sustainable practices on campus, and foster a generation of leaders who are committed to climate justice. In a world where universities are increasingly seen as both perpetrators of environmental degradation and potential agents of change, HEI’s investigative reporting is crucial in holding these institutions accountable.

Mass Incarceration:

The United States has one of the highest incarceration rates in the world, and universities are deeply involved in the systems that perpetuate this crisis. Many universities participate in research that supports law enforcement, surveillance technologies, or criminal justice policies, which can fuel the growth of the prison-industrial complex.  

The Higher Education Inquirer examines how higher education sustains and challenges mass incarceration. For instance, some universities benefit from partnerships with prisons, offering education programs to incarcerated individuals, but also facing criticism for their indirect role in perpetuating a system that disproportionately targets people of color.  

HEI investigates whether universities are actively working to dismantle mass incarceration through programs that promote restorative justice, education in prisons, or advocacy for systemic reform, or whether they are complicit in perpetuating the status quo through research and policy influence that supports harsh criminal justice policies.

Uniting These Issues:

The Higher Education Inquirer brings these issues together by demonstrating how universities are not isolated entities but integral parts of a global system that influences war, human rights, the environment, and justice. 

For example, universities that are heavily funded by military contracts should be implicated in fueling global conflict and war, while also contributing to climate change through the development of harmful technologies. At the same time, these same universities often fail to adequately address the ways in which their research, policies, and curricula shape or reinforce systemic racism and mass incarceration.

By following the muckraker tradition of exposing corruption and exploitation, HEI investigates how the pursuit of profit, power, and prestige within academia intersects with larger global crises. 

Investigative journalism that connects the dots between higher education, war, genocide, climate change, and mass incarceration is crucial to fully understanding these issues and holding institutions accountable for their roles in perpetuating or mitigating them. 

In the 2020s, when universities hold immense cultural, political, and economic power, the Higher Education Inquirer continues the legacy of the muckrakers by pushing for a more ethical, transparent, and socially responsible approach to higher education—one that reveals the problems of the world and to its solutions.

University Presidents Called to Action

Elite universities, long considered the pinnacle of higher education, have become increasingly entwined in a broader conversation about privilege, access, and power. From their controversial legacy admissions practices to their outsized political influence, these institutions are not merely places of learning—they are gatekeepers of social and economic power, shaping the future through both exclusion and influence. Beyond their academic roles, these universities have extended their reach into local communities, using their enormous wealth and influence to take control of land, shape urban landscapes, and solidify their power within regional politics.

The legacy admissions system, which provides preferential treatment to the children and grandchildren of alumni, is a glaring example of how these universities perpetuate privilege. Institutions such as Harvard, Yale, Princeton, and Stanford—universities that consistently rank among the top in the nation—have long utilized this practice to ensure that the doors to elite education remain open to those already within the circles of power. By admitting students with lesser academic qualifications solely because of their family connections, these schools continue a long tradition of insularity, effectively reserving spaces for the wealthy and well-connected. Despite growing opposition, including recent moves by California’s private colleges to ban legacy admissions, the practice remains a powerful force, locking out more qualified, diverse applicants and ensuring that the privileged maintain access to elite institutions.

In addition to these admissions practices, elite universities exert considerable influence on the political landscape. The recent revelations about their political spending—millions funneled into federal campaigns, overwhelmingly favoring Democratic candidates—highlight a disturbing trend. Universities like Harvard, Stanford, and Johns Hopkins are not neutral players in the policy arena; they are active participants in shaping the very policies that benefit their interests. Whether it’s lobbying for federal funding, securing advantageous tax policies, or influencing regulations related to higher education, these universities use their wealth to protect and expand their power. These schools are not just centers of academic pursuit—they are political players in their own right, using their financial clout to shape the policies that govern education, tax law, and more.

Beyond their influence in academia and politics, elite universities increasingly exert power over the very land on which they sit. In many cities, top-tier universities like Harvard, Stanford, Columbia, and the University of Chicago are not just educational institutions—they are economic and political powerhouses. With multi-billion-dollar endowments, these institutions often wield more financial clout than entire cities. They routinely expand their campuses, purchasing properties, and in some cases, entire neighborhoods, often displacing long-standing communities in the process. This process, commonly known as "university-led gentrification," transforms urban spaces, driving up property values and rents while pushing out lower-income residents.

Universities often justify their land acquisitions as part of their mission to expand their campuses, build new research centers, and offer more housing for students and faculty. However, the impact on local communities can be severe. In many cases, universities use their tax-exempt status to avoid paying property taxes on the land they acquire, depriving local governments of revenue while also claiming a disproportionate share of urban space. This allows them to grow their influence without contributing fully to the neighborhoods in which they are embedded.

This land-grabbing behavior has sparked resistance in cities across the country. In Boston, for example, Harvard and MIT have been critiqued for taking over large swaths of land in the Allston and Kendall Square neighborhoods, displacing low-income residents and local businesses. In New York, Columbia’s expansion into Harlem sparked protests from community members who felt their homes and livelihoods were being sacrificed to the university’s growth. In many cases, these universities lobby local governments to secure favorable zoning laws, tax breaks, and exemptions that allow them to build at will and maintain their growing empire.

Both legacy admissions and political donations underscore a fundamental truth: elite universities are not just educational institutions—they are institutions of power. They maintain an oligarchic structure that privileges those already in positions of wealth and influence, while shaping local economies and political systems to ensure their continued dominance. By hoarding access to elite education, they perpetuate a system in which the children of the wealthy have a head start in both education and society, while simultaneously lobbying for policies that further cement their own influence. Through their land acquisitions, gentrification, political donations, and admissions practices, these universities continue to consolidate their power, reinforcing an elitist status quo that leaves many outside looking in.

In all of this, university presidents have increasingly positioned themselves as moral arbiters, asserting their institutions’ commitment to social justice, inclusion, and equality. Yet this moral high ground becomes precarious when their administrations take extreme measures to suppress resistance. Protests against their policies—whether regarding gentrification, climate change, or labor rights—are often met with heavy-handed tactics. University leaders, eager to preserve their public image, have been known to deploy security forces, call in the police, or even collaborate with local governments to disband protests. In some cases, these universities have resorted to legal action against student and faculty activists, silencing dissent through threats of discipline, expulsion, or other punitive measures.

This duplicity becomes even more apparent when considering the moral stands many university leaders take in public, promoting inclusivity, diversity, and progressive values, while simultaneously suppressing those who challenge their institution’s power dynamics. In the face of mounting resistance from marginalized communities or student groups, these leaders prefer to maintain control over their campuses and public narratives, often using administrative power to quash any movements that may disrupt the status quo.

Yet, history has shown that even the most entrenched systems can change, and university presidents are not beyond the possibility of transformation. Just as some figures in the Bible experienced profound revelations that led them to change course and right their wrongs, university leaders, too, can have moments of reckoning. Consider the example of King David, whose heart was changed after his confrontation with the prophet Nathan over his sin (2 Samuel 12). David, once blinded by his own power, repented and chose a path of humility and righteousness. In the same way, university presidents, confronted by the voices of resistance, public outcry, or moral awakening, could choose to lead their institutions toward a more just and equitable future. In the New Testament, Saul’s conversion on the road to Damascus (Acts 9) serves as another powerful reminder that no one is beyond redemption. Saul, who once persecuted early Christians, was transformed into Paul, one of the most influential apostles in Christian history. Similarly, a university president could choose to recognize the harm their institution has caused and decide to enact transformative policies that benefit marginalized communities and dismantle the systems of privilege they have helped sustain.

Moses is another figure whose story exemplifies the power of divine revelation to shift course. As a prince of Egypt, Moses had everything at his disposal, yet he chose to stand up to Pharaoh when he recognized the injustice of the Hebrew people’s oppression. His moment of conviction led him to free his people from slavery, even though it required courage to defy a powerful ruler (Exodus 3-4). In the same way, a university president must stand up to the powerful trustees and donors who expect to maintain the status quo. To act in the face of such resistance requires profound moral courage—a willingness to lead against entrenched interests that protect wealth and privilege.

Another key figure in the Old Testament is Esther, who displayed extraordinary courage in a moment of great moral clarity. She risked her life by standing up to King Xerxes to save the Jewish people from annihilation (Esther 4). As the queen, she was in a powerful position, but it was only when she realized the enormity of the injustice at hand that she chose to act. Similarly, university presidents with the power to challenge the status quo can, like Esther, use their positions to advocate for justice and equality, even if it means confronting powerful forces that wish to preserve an unjust order.

As university presidents come face to face with the overwhelming issues of racism, injustice, and climate chaos, there exists the possibility of moral revelation—a turning point where they confront the gravity of their actions and their institutions’ role in perpetuating harm. The growing calls for racial justice, fueled by movements like Black Lives Matter, demand an acknowledgment of the systemic racism embedded in these universities. Whether through the disproportionate representation of wealthy white students or the stark inequities in faculty and leadership diversity, these institutions must reckon with their participation in racial oppression. Similarly, as the climate crisis deepens, universities’ investments in fossil fuels and their ongoing complicity in the destruction of the environment have become focal points for student activists and global environmental movements. Universities, often perceived as beacons of progress, have a responsibility to divest from industries contributing to ecological collapse and instead use their vast resources for environmental justice.

And yet, one of the greatest challenges these university leaders will face lies not only in the resistance of external forces like protestors, activists, and the general public, but also in the powerful trustees and donors who hold significant sway over the institutions’ direction. Many universities are closely tied to wealthy benefactors and influential trustees whose interests often align with maintaining the status quo—whether through preserving investment strategies, political stances, or traditional admissions processes. These figures are not simply investors in the university's future; they are powerful stakeholders with the resources to shape institutional policies and procedures, often with little regard for social justice or environmental responsibility.

For a university president to truly lead with courage and integrity, they must be willing to go against these powerful forces. This would require challenging the entrenched interests of those who have long benefited from an elite, exclusionary system and are reluctant to embrace the radical changes needed to address systemic injustice. It takes immense fortitude to stand up to trustees and donors who view universities as tools for preserving their wealth and influence, rather than forces for good in the world.

But university presidents who choose to go against these forces can become true moral leaders. They can take inspiration from figures like Moses, who boldly defied Pharaoh’s power to liberate the oppressed, or Esther, whose bravery in standing up to the king saved her people (Esther 4). In doing so, they would not only transform their institutions but also serve as examples of ethical leadership in a time when such leadership is sorely needed.

The courage to defy powerful donors and trustees would mark a dramatic shift in how elite universities operate. Presidents could, if they choose, champion a new vision—one where social justice, racial equality, and environmental sustainability are at the forefront of institutional priorities. Just as Moses led the Israelites out of Egypt toward a promised land of freedom, so too could university presidents lead their institutions out of the grip of elitism and corporate influence, steering them toward a more equitable and just future.

Both legacy admissions, political donations, land control, and the suppression of protest point to a deeper issue: elite universities have built themselves into institutions of unparalleled power. These universities operate not only as educational establishments but also as political and economic entities, constantly reinforcing a structure of privilege, wealth, and exclusion. The dissonance between their public declarations of moral authority and their actions to protect entrenched power reveals the true nature of these institutions. They are not the bastions of free inquiry and social good they often claim to be—they are powerful, self-interested players in a system that serves to preserve the very inequalities they profess to challenge.

However, the possibility remains that these institutions—guided by transformative leadership—could embrace a new path. University presidents could heed the call for justice, as many leaders in history have, and change the trajectory of their institutions, opting to lead in ways that promote true equity, racial justice, and environmental stewardship. These universities—once seen as places of learning and opportunity—could become what they claim to be: inclusive, just, and truly committed to the betterment of society. They are the architects of the future they seek to create: one where the privileged no longer remain firmly entrenched at the top, and where political, economic, and educational structures are reshaped for the common good. Whether through legacy admissions, political spending, land control, or suppressing protest, these institutions continue to consolidate their power, but with the right leadership, they can still pivot toward a more just future—one that embodies the values they espouse.

[Editor's note: This essay, written for elite university presidents, is intended as a rhetorical device rather than a statement of facts. We find that everyone has their own "mythology" or set of mythologies they follow. As with all our work, we value your feedback.]

Blackboard Jungle 2025: How US Schools Failed and Why It Matters

In 2025 the state of American education is more precarious than ever. Many public schools, especially those in underfunded urban and rural areas, are failing their students. The term "failing schools" is often thrown around in political debates, but what does it actually mean? And how did we get here?

The Markers of Failure
Failing schools are characterized by a combination of low test scores, declining graduation rates, poor teacher retention, crumbling infrastructure, and high student absenteeism. These institutions often serve marginalized communities where poverty, crime, and systemic neglect create an uphill battle for education.

The Road to Failure
The crisis in education did not happen overnight. It is the result of decades of misguided policies, economic shifts, and societal neglect. Below are some of the key factors that have contributed to the decline of many schools:

Chronic Underfunding
Public schools rely heavily on local property taxes for funding, which means that schools in wealthy areas flourish while those in impoverished communities struggle to provide basic resources. 

Schools in affluent neighborhoods have modern facilities and abundant resources, while schools serving working class students operate in substandard conditions. 

Attempts to "reform" through privatization and the push for charter schools have only exacerbated the problem. Instead of addressing root causes, these reforms often drain public schools of resources, leaving them even more vulnerable.

The Era of Standardized Testing

Since the early 2000s, the focus on standardized testing has led to a "teach to the test" culture that stifles creativity, critical thinking, and real learning. Schools that fail to meet test score benchmarks face punitive measures rather than meaningful support.

Teacher Burnout and Shortages
Low salaries, lack of respect, increasing workloads, and political interference have driven many talented educators out of the profession. The teacher pipeline is drying up, leaving many schools with underqualified or temporary staff. 

Educators are often forced to contend with not only limited resources but also overwhelming emotional and physical demands that contribute to burnout. The constant critique of teachers and their work environment, compounded by insufficient support, drives educators out of the profession, leaving students without the consistent mentorship they need.

Privatization and Charter Expansion
The rise of charter schools and school voucher programs has siphoned funds from public schools, leaving them with fewer resources to educate the most vulnerable students, including those with disabilities and language barriers. 

The push for privatization is a form of "corporate education reform" that undermines public schooling. Rather than addressing root causes, these reforms often divert funds to entities more interested in profit than equity. Charter schools in some cases have exacerbated the inequalities they were meant to address.

Social and Economic Inequality
The challenges students face at home—such as food insecurity, lack of healthcare, and unstable housing—spill into the classroom. Schools cannot solve these problems alone, yet they are often expected to compensate for systemic failures in social services. 

Historical inequalities—rooted in race, class, and gender—have been perpetuated through institutions like education, often leaving marginalized communities at a disadvantage. The lack of support for students in poverty is not a new phenomenon but part of a long history of structural neglect.

Immigration                                                                                                                                Immigration brings both opportunities and challenges to different socioeconomic areas. In affluent neighborhoods, immigrants often contribute to cultural diversity, stimulate local economies, and fill highly skilled labor gaps, which enhances the overall prosperity of these communities. 

In working-class neighborhoods, the influx of immigrants can strain resources and services, leading to heightened competition for low-wage jobs and potential wage suppression. While some may thrive, others may experience economic hardship and decreased access to affordable housing and healthcare, creating disparities within these communities.

Violence and Safety Concerns
Mass shootings, gang violence, and bullying have made many schools unsafe. Metal detectors and police presence have not necessarily improved learning conditions, and in some cases, they have exacerbated tensions between students and faculty. 

Larger social forces at play include the militarization of society and its impact on the way schools are policed and students are treated. The criminalization of students, particularly students of color, has led to an environment where educational spaces are seen as places of fear rather than learning.

Why This Matters
Failing schools do not just affect individual students; they have profound implications for the workforce, the economy, and democracy itself. Poor education leads to lower earning potential, increased crime rates, and a disengaged electorate. 

If we continue to neglect our schools, we risk deepening inequality and weakening the fabric of our society. The consequences of educational inequity are far-reaching, affecting not only the students directly impacted but also the future of communities, economies, and the nation as a whole.

This is a broader reflection of a society where the interests of the wealthy are prioritized over the needs of the marginalized, reinforcing cycles of poverty and injustice. If educational opportunities remain unequal, democracy itself is at risk, as people from underprivileged backgrounds are denied the tools to engage critically with society and its political structures.

What Other Nations Are Doing: Lessons from Abroad                                                                      While the United States of America struggles with these deep-rooted issues, other nations have found ways to achieve better outcomes in education by focusing on equality, teacher support, and broadening the definition of success beyond standardized testing.

Finland: A Model of Equity and Teacher Respect
Finland has long been held up as a model of educational excellence. One of its core principles is equality. Finnish schools ensure that all students, regardless of background, have access to high-quality education. Teachers in Finland are highly trained (requiring a master’s degree), well-compensated, and respected as professionals. Unlike the U.S., Finland has largely avoided the pitfalls of standardized testing, focusing instead on a holistic approach to education that values critical thinking, creativity, and individual growth. This model shows that when teachers are supported and empowered, students thrive.

South Korea: Education as a National Priority
South Korea places a high cultural value on education, with rigorous academic standards and a highly motivated student body. However, unlike the U.S., the country provides significant government investment in education, ensuring that public schools are well-funded and that there are resources available to support students. In addition, after-school programs and tutoring are common, helping to bridge gaps for students who may need extra assistance. This holistic approach to supporting students, both inside and outside of school, contrasts sharply with the U.S. approach of leaving many schools to fend for themselves without sufficient resources.

Japan: Focus on Social Emotional Learning and Collaborative Learning
Japan’s education system is grounded in social emotional learning, emphasizing respect, discipline, and collaboration over competition. Schools focus not only on academic achievement but also on developing students’ interpersonal and social skills. Teachers work closely with students to create a supportive learning environment where collaboration is prioritized. This focus on emotional and social development creates a more balanced and well-rounded educational experience. In the U.S., social emotional learning is often sidelined in favor of academics and test scores, but Japan’s success shows that nurturing the whole child leads to better outcomes overall.

Canada: Supportive Communities and Inclusivity
Canada’s approach to education is centered on inclusivity, ensuring that marginalized groups—whether they be Indigenous communities, newcomers, or children with disabilities—receive the support they need to succeed. The Canadian model places a heavy emphasis on community involvement in schools, and local governments play a key role in ensuring that educational programs are tailored to meet the unique needs of their populations. This inclusive, community-driven approach contrasts with the U.S. focus on market-driven reforms and privatization, showing that investing in public education for all students pays off in the long run.

The Way Forward                                                                                                                        Reversing this trend requires a fundamental shift in priorities, which are unlikely to happen in the near term in the United States of America.  But it could happen in individual states that value justice and fairness and are willing to lead. 

Policymakers must commit to fully funding public education, reforming assessment methods, supporting teachers, and addressing social inequalities that impact learning. Communities must also demand accountability from leaders and support initiatives that uplift students rather than punish them for systemic failures.

Looking beyond our borders, Finland, South Korea, Japan, and Canada offer valuable lessons on how to create equitable, supportive, and high-performing educational systems. These countries demonstrate that with the right priorities—such as teacher respect, equality of opportunity, community involvement, and a broader definition of success—educational systems can overcome even the deepest challenges.

HEI and the Nature of Work

The Higher Education Inquirer (HEI) champions the rights of academic workers and critically examines the changing landscape of work in higher education, connecting it to broader economic trends

Focus on Adjunct Faculty and Labor Conditions:

HEI frequently highlights the precarious working conditions of adjunct faculty (grad assistants, contingent instructors, and researchers) who make up a significant portion of the teaching workforce in higher education, especially in online programs. It draws attention to issues such as low pay, lack of job security, limited benefits, and the increasing reliance on contingent labor in academia. This coverage exposes the exploitation of academic workers and its impact on educational quality.

Connection Between Education and Employment:

The Higher Education Inquirer explores the link between higher education and the job market, questioning whether certain programs adequately prepare students for gainful employment. It raises concerns about "hypercredentialism," where degrees become mere "tickets to be punched" without necessarily leading to meaningful work or sufficient income to repay student loans. HEI investigates the job placement rates of graduates from different types of institutions, particularly for-profit colleges and online programs, and highlights instances where these rates may be misleading or inflated.

Impact of Technology on Work:

 The Higher Education Inquirer examines how technology is changing the nature of work, both within and outside of higher education. It discusses the rise of the "gig economy" and the increasing prevalence of precarious employment in the tech sector and related industries. The publication explores the potential for automation and artificial intelligence to displace human workers, raising concerns about job security and the future of work. This technological shift is often driven by corporate interests, which HEI critically examines. 

Critique of Corporate Influence and Profit-Driven Models:

HEI is critical of the increasing influence of corporations and profit-driven models in higher education and the broader economy. We argue that the pursuit of profit often comes at the expense of workers' rights, job quality, and the overall well-being of individuals. This critique extends to the "tech bro" culture and its emphasis on maximizing profits and technological advancement, often without regard for the social and economic consequences.

Advocacy for Workers and a More Equitable Economy:

The Higher Education Inquirer advocates for fair labor practices, decent wages, and greater economic equality. It supports efforts to organize workers and challenge exploitative practices in various industries, including higher education. The publication promotes a more human-centered approach to work, emphasizing the importance of meaningful employment, job security, and a balance between work and life.

The Higher Education Inquirer provides significant coverage of labor strikes, particularly those within the higher education sector. HEI offers detailed accounts of specific labor strikes, providing context, timelines, and analysis of the issues at stake. For example, they've covered:

The 2022 strike of 48,000 workers (including those represented by the UAW) against the University of California System.

The 2023 Rutgers University strike.

The August 2024 strike by UAW Region 9 workers at Cornell University.

Focus on the Underlying Issues: The Higher Education Inquirer goes beyond simply reporting on the events of a strike. They delve into the root causes, such as: low wages and inadequate benefits for academic workers (including graduate students, adjuncts, and other staff), job insecurity and the increasing reliance on contingent labor, issues related to fair contracts, bargaining in good faith, and protection of union activity, and the impact of university policies and management decisions on workers' rights and well-being.

Highlighting the Voices of Workers:

HEI often includes the perspectives and experiences of the striking workers themselves, giving them a platform to share their stories and explain their reasons for striking. This humanizes the issues and provides a more personal understanding of the impact of labor disputes. 

Connecting Strikes to Broader Trends

The Higher Education Inquirer connects individual strikes to larger trends in higher education and the economy, such as: The increasing corporatization of universities. The rise of precarious employment and the gig economy. The growing gap between executive compensation and worker wages. The impact of austerity measures and budget cuts on public institutions.

Advocacy for Workers' Rights and Collective Action

HEI supports the right of workers to organize and strike for better working conditions. They frame labor strikes as a legitimate and necessary tool for workers to exercise their power and demand fair treatment.

The Higher Education Inquirer views the nature of work as an integral part of the larger discussion about higher education. It recognizes that education is often linked to employment outcomes and that the quality of work available to graduates is a crucial factor in determining the value of a degree. By examining the working conditions of academic staff, the connection between education and employment, and the broader impact of technology and corporate influence on the labor market, the Higher Education Inquirer provides a comprehensive and critical perspective on the nature of work in the 21st century.

Higher Education Inquirer: Increasingly Relevant

The Higher Education Inquirer continues to grow.  Last month the number of views rose to more than 45,000.  And our total number of views has increased to more than 440,000. While we had added advertisements, we have not received any SEO help, and we do not pay Google for ads. 

We believe our growth stems largely from our increasing relevance and in our truth telling, which other higher education news outlets are unwilling to do in these times.

Our devotion to transparency, accountability, and value for our readers guides us. 

We invite a diverse group of guest authors who are willing to share their truths. The list includes academics from various disciplines, advocates, activists, journalists, consultants, and whistleblowers. We back up all of this work with data and critical analysis, irrespective of politics and social conventions. We are willing to challenge the higher education establishment, including trustees, donors, and university presidents.

Our articles covering student loan debt, academic labor, nonviolent methods of protest, and freedom of speech are unparalleled. And we are unafraid about including other issues that matter to our readers, including stories and videos about mental health, student safety, technology (such as artificial intelligence), academic cheating, and the nature of work.  And matters of war, peace, democracy, and climate change. 

Our focus, though mainly on US higher education, also has an international appeal. 

Some of our work takes years to produce, through careful documentation of primary and secondary sources, database analysis, and Freedom of Information Act (FOIA) requests. We share all of this information for everyone to see at no cost.  

Of course, we could not operate without all your voices. We welcome all your voices. Something few other sources are willing to do.    

Essays in the Transformation of Higher Education (Dan Morris and Harry Targ)

From Upton Sinclair's 'Goose Step' to the Neoliberal University (lulu.com)

Table of Contents
Introduction
Chapter One: Macro and Micro Analyses of Higher Education
Chapter Two: Discourses On Ideology
Chapter Three: Branding
Chapter Four: What Do Universities Do?
Chapter Five: Universities and War:
Conclusion
Appendix

Introduction

In the following pages, you are going to find a lot of specific information about what is happening at one major public research university, but we believe what is happening at Purdue is analogous to a canary in a coal mine. We believe that Purdue under Mitch Daniels, a former George Walker Bush administrator and Governor of Indiana, is becoming a high profile and influential spokesperson for the transformation of public higher education in the 21st century in directions that we find dangerous and that go against how we value higher education. We realize that, while we address extensively institutional changes and policies at Purdue, Indiana’s Land Grant University, our interest is in using this case study to illustrate larger patterns and issues that should be of concern to readers who care about the future of higher education in a broader sense.

Harry Targ's pieces do tend towards a wider-angle perspective than do those by Dan Morris, although both of us rely on our "boots on the ground" level understanding of Purdue to counteract and contest official media versions of what is happening at Purdue. We write at a moment when there is something of a "media desert" in terms of local news coverage of higher education in small markets such as Lafayette, Indiana. We have both tried to work to rectify the "media desert" landscape in our community by contributing to the Lafayette Independent, an electronic newsletter. We appreciate efforts by local journalists such as Dave Bangert and the student staff of the Purdue Exponent to offer coverage of the university in ways that are more substantial, and, often, more critical, than what one finds in the area's only mainstream newspaper, the Journal and Courier, and main local TV news source, and the Purdue NPR radio station, whose ownership in the last year has been mysteriously transferred to an Indianapolis corporation. Paradoxically the richest data for many of the essays below come from the official daily public relations newsletter from Purdue called Purdue Today. This public relations source celebrates Purdue’s latest connections with multinational corporations, the military, and state politics, and provides links to editorials published by Purdue’s President and other officials in the national press. Ironically, oftentimes what Purdue celebrates becomes the data for our more analytical and discursive writings.

Like alternative media sources, we see this book as another intervention in offering an alternative view of what is happening at our campus, but we also write with the hope that readers can apply the readings we bring to Purdue to begin conversations about the promise and problems of contemporary higher education on campuses. The authors wish to praise and encourage further research and activism around the transformations of higher education in general. We identify with what some scholars have referred to as Critical University Studies (CUS). The essays below, we believe, are part of this emerging tradition of critical and self-reflective scholarship.

The authors also wish to identify at least three major elements of the transformation of higher education. First, Purdue, like many other universities, is once again pursuing research contracts with huge corporations, and perhaps most importantly, the Department of Defense. As essays below suggest, Purdue research is increasingly justified as serving the interests of United States “national security.” Often this is conceptualized as helping the United States respond to “the Chinese threat,” rarely identifying what exactly is the threat, or considering the possibility that contributing to a new arms race with a perceived adversary may increase, rather than reduce, the possibility for conflict between nations.

Second, the work below and other writings in CUS, highlight the purposive transformation of the content of higher education. Universities are moving resources away from the liberal arts, creating new programs in “artificial intelligence” and “data science,” and in response to political pressures are diminishing programs that emphasize interdisciplinarity, intersectionality, and the structural problems of race, class, gender, and sexual preference in history and contemporary society. Essays below on “civics literacy” suggest that leading administrators at Purdue, while refusing to defend its universally praised Writing Lab after it was ridiculed on Fox News for its recommendation that student writers select gender-neutral terms such as postal worker when writing about occupations, seek to avoid the controversaries around Critical Race Theory by requiring all students to study in some fashion “civics literacy.” President Daniels has made it clear that the study of civics literacy will illustrate the “vitality” of US political institutions (as opposed to over-emphasizing the slaughter of the original inhabitants of the North American continent or the history of slavery and white supremacy).

Third, the essays below do not dwell enough on the transformation of the university as a workplace. While there have been attacks for years on the tenure system, a system of job security which was initially designed to protect faculty from external political pressures, recent additions to the transformations of the university as a work site should be noted.

Adjunctification is a term that refers to the qualitative increase in the hiring of various forms of part time instructors: full-time instructors for a set time period, instructors to teach less than a full complement of courses, and instructors with various arrangements that limit their work life, their ability to do research and prepare for their class time, and their time to serve the many needs of students. The fundamental trend in higher education is to “cheapen” and make insecure instructors, ultimately to destroy the job security that comes with academic tenure. In many cases this impacts negatively on the quality of the educational experience. (In colleges and universities in general about 70 percent of classes now are taught by instructors who are not tenure-line faculty).

And finally, every effort is made by universities to limit and derail the workplace concerns of non-teaching staff, particularly opposing their right to form unions.

One positive development from all of this-destroying the tenure system and job security, adjunctification, increased exploitation of graduate students, and finally restricting the rights and the wages and benefits of staff has been the rise of labor militancy. The American Association of University Professors (AAUP), the American Federation of Teachers (AFT), and various unions such as the United Auto Workers (UAW) and the United Electrical Workers (UE) with a history of militancy have been organizing graduate students and staff.

Finally, the authors acknowledge that in the months after we completed our manuscript, Purdue administrators and trustees have announced a series of initiatives without an appropriate level of input from university stakeholders and the wider Lafayette area community:

1. Purdue is building a housing complex near the Discovery Park part of campus to attract higher income earning technologists to relocate in West Lafayette. To encourage new high-income residents, the West Lafayette city government has authorized $5,000 cash incentives for any purchasers of these new housing units adjacent to Purdue. Such offers are not available to lower income earners or students.

2. To deal with record enrollments, Purdue has purchased a privately constructed apartment complex across from campus at a price well more than the cost of its construction.

3. Purdue officials have expanded partnerships with Saab, Rolls Royce, the Raytheon Corporation, one of the world’s five largest military contractors, and undertaken a controversial business mission with the Indiana governor to Taiwan to pursue research and production of semi-conductors, in part to respond to what Purdue officials have described as a ”Chinese threat” to national security in the United States.

4.The College of Liberal Arts has announced it will be partnering with the College of Science to develop a new interdisciplinary degree program in artificial intelligence. CLA calls its “new field” of interest, “sociogenomics.”

5. Purdue received an award recognizing its “excellence in counterintelligence,” one of only four such award recipients in 2022. Purdue joins those few universities which protect “sensitive national information from foreign adversaries.” The award announced in Purdue Today, August 24, 2022, noted that the university continues to work with the Defense Counterintelligence and Security Agency (DCSA) and the FBI.

In short, the transformation of Indiana’s Land Grant university continues at a rapid pace. And while the essays below concentrate on the developments and forces leading to these changes, the broader point of this collection of essays is to suggest that higher education in the twenty-first century is changing in a rapid and largely deleterious way. The appended essay by Carl Davidson reflects a similar critique of the university during the height of the Cold War. What we are witnessing today is a revitalization of that trend.

For those who value the university as a site for informing students about the world and debating the value of changes occurring in it, the developments highlighted in these essays are a warning. And for faculty and students alike the antidote to the militarization of the university, the transformation of the curricula, and the disempowering of those who work in universities is organizing against those elements of change that are antithetical to the educational process.

And More:

“The Krach Institute for Tech Diplomacy at Purdue has created a category of its own. As part of the nation’s leading national security university, it is rapidly becoming the world’s premier institution focused on Tech Statecraft, a new model of diplomacy bridging the gap between technology experts, government officials and policymakers, and business leaders to ensure tomorrow’s tech secures our freedoms,” said (Daniel) Kurtenbach. ‘I’m excited to contribute to the Krach Institute’s already-impressive momentum by enhancing and building its innovative partnerships and relationships to achieve our shared vision of a future that prizes individual freedom through trusted technology.’ ”

https://www.citybiz.co/article/378157/krach-institute-for-tech-diplomacy-at-purdue-names-daniel-kurtenbach-as-chief-growth-officer/

Homepage - Tech Statecraft (techdiplomacy.org)

Coalition for Mutual Liberation at Cornell University

WHO WE ARE

The Coalition for Mutual Liberation (CML) is a broad-based coalition of over 40 organizations on Cornell University's Ithaca Campus and in the surrounding community. Many of these orgnizations are publicly members of CML; the others wish to remain anonymous.
 

COALITION MEMBERS

The Arab Graduate Student Association
Asian Pacific Americans for Action
The Basic Needs Coalition
Black Students United
The Buddhist Sangha
The Cadre Journal
Climate Justice Cornell
Cornell Progressives
Ithaca Ceasefire Now
Jewish Voice for Peace at Cornell
The Mass Education Campaign
The Muslim Educational and Cultural Association
El Movimiento Estudiantil Chicanx at de Aztlán
Native American and Indigenous Students at Cornell
The People’s Organizing Collective Cornell, United Students Against Sweatshops Local 3
The South Asian Council
Students for Justice in Palestine
Young Democratic Socialists of America

OUR MISSION

Our mission is to educate, empower, and organize our community to take action against imperialism, settler colonialism, and all other forms of oppression. Our struggles are deeply interconnected, and it is only through our collective resistance that we will achieve mutual liberation.

OUR FOCUS

Today, we join international humanitarian organizations, political leaders, scholars, activists, and most recently the state of South Africa incondemning Israel's genocide of the Palestinian people. We come together in solidarity with the people of Palestine in particular because Palestine is among the clearest manifestations of American economic and military hegemony—the force that perpetuates imperialism, racism, white supremacy, transphobia, homophobia, as well as religious- and gender-based violence across the world's historically exploited nations and populations.

DIVESTMENT DEMANDS

We find Cornell University complicit in the genocide of the Palestinian people through its endowment investments in weapons manufacturers and military technology developers, its corporate and institutional partnerships with the producers of these technologies, and its lack of screening procedures and transparency around these ties. Cornell must take immediate action to sever its ties with the US-backed Israeli siege on Palestine which has already left more than 30,000 Palestinians dead. We demand:

1. Divestment from any company complicit in genocide, apartheid, or systematic cruelty against children perpetrated against Palestinians in Gaza and the West Bank, in accordance with Cornell's 2016 Standard to Guide Divestment Consideration. As outlined in Cornell's 2016 Standard to Guide Divestment Consideration, the Board of Trustees must consider divestment from companies whose actions constitute "genocide, apartheid, or systemic cruelty to children." By doing business with Israel as it conducts its genocide, responsibility for these three morally reprehensible actions fall on the shoulders of the following weapons companies: BAE Systems, Boeing, Elbit Systems, General Dynamics, L3Harris Technologies, Leonardo, Lockheed Martin, Northrop Grumman, RTX, and ThyssenKrupp. In order for Cornell to abide by its own divestment standards and precedents for divestment (in the cases of the Sudanese genocide and the fossil fuels industry), the university must immediately liquidate all of its holdings in the companies listed above and enact a moratorium on all investments in arms manufacturers that supply weapons, munitions, and other military supplies to Israel.

2. The termination of all corporate partnerships with companies complicit in the genocide, apartheid, or systematic cruelty towards children perpetrated against Palestinians in Gaza and the West Bank. Cornell currently maintains corporate partnerships with a number of weapons companies whose products have been used against civilians in Gaza. These companies include BAE Systems, Boeing, and Lockheed Martin. Cornell Systems Engineering also partners with RTX (Raytheon), which is described as being “an extended part of the Cornell Systems Engineering community.” Cornell’s partnerships with these weapons companies amounts to complicity in the genocide of the Palestinian people. We are therefore calling on Cornell University to sever their corporate partnerships with these companies as soon as possible. We call on Cornell University to begin this process immediately and to have fully dissolved these partnerships by the end of the 2024 calendar year.

3. A comprehensive ban on the research and development of any technologies used by the Israeli Offensive Forces at the Jacobs Cornell-Technion Institute in New York City. The Jacobs Technion-Cornell Institute, a partnership between Cornell University and the Israel Institute of Technology (Technion), is part of Cornell Tech, a campus for graduate research in New York City. Independently of Cornell Tech, Technion researches and develops geospatial, intelligence, and weapons technologies used by the Israeli Ministry of Defense. Cornell Tech’s publicly stated founding purpose is “to advance technology as a means to a better quality of life for all communities [...] around the world.” Its “Diversity and Inclusion” mission includes “[engaging] in research that promotes justice, equity, diversity, and inclusion” and “[educating and training] ethical technology leaders of the future.” In light of Technion’s numerous connections to Israel’s occupation and genocide in Palestine, Cornell Tech’s supposed commitment to ethical and just technological development rings hollow. We demand a comprehensive ban on the research and development of any technologies used by the Israel Offensive Forces at the Cornell Tech/Technion Campus in New York City.

As Israel continues its relentless genocide in Gaza and further militarizes its occupation of the West Bank, the world watches as Palestinians are displaced, starved, and killed every day. The horrors of Israel’s siege on Gaza are broadcast in full display across multiple news outlets and social media platforms, and yet, the American institutions that fuel this violence refuse to act.

Thirty years ago, when over fifty other universities across the country divested from South African apartheid, Cornell faltered in its commitment to humanity and never severed its ties with a state dependent on the perpetuation of horrific racial violence. Today, the global community once again stands at a crossroad—Cornell University has the opportunity to do what it couldn’t three decades ago.

Cornell University must make a choice: to toe the line drawn by a foreign nation and remain complicit in the genocide of the Palestinian people, or to establish itself as a leader among elite educational institutions by being the first to materially recognize the Palestinian right to life and dignity.

We envision a future for Cornell University that does not fund and partner with the corporate entities responsible for the decimation of an entire people, their cultural artifacts, and the land they inhabit. The Board of Trustees must have the courage and moral fortitude to cut ties with Israel’s unrelenting campaign of violence against Palestine so that Cornell may truly do the greatest good.

For more information about our divestment demands, the companies listed as divestment targets, Cornell's complicity in Israel's genocide against the Palestinian people, and Cornell's violation of its own standards, procedures, and values, see CML's full Divestment Report. 

DEMANDS FROM LIBERATED ZONE

Cornell students, staff, faculty, and community members join the cross-campus wave of organizers establishing liberated zones in solidarity with Gaza. The campers' ongoing act of nonviolent resistance will include teach-ins, art builds, and other activities to highlight the urgency with which Cornell must act in response to the Israeli government's genocide of Palestinians in Gaza. Students from across the globe have joined together to protest the genocide in Gaza during which the Israeli Offensive Forces have murdered over 34,000 Indigenous Palestinians in under seven months. Students are organizing in outrage that Palestinian universities have been obliterated with weapons funded and developed through Cornell University's partnerships and investments. Distinctly, the Cornell University Board of Trustees adopted a commitment in 2016 to divest from companies engaged in "genocide, apartheid, and systematic cruelty against children.” Cornell's failure to divest is not only a violation of the university's stated policies, but also an act of genocide denialism.

Cornell’s refusal to cut ties to Palestinian genocide reflects its history of profiteering from the violent dispossession of Indigenous Peoples across North America. Cornell is the largest beneficiary of the Morrill Act of 1862, which redistributed Indigenous land as public domain to states to establish and endow land-grant institutions. Through the dispossession, Cornell accrued nearly 1 million acres of land, some of which it sold for profit, and some to which it currently retains the rights. Today, Cornell showcases its land-grant status—its status as an institution supposedly dedicated to the promotion of practical disciplines such as agriculture, mining, and engineering—to signal its commitment to accessible higher education and mask its refusal to provide reparations or restitution to the 251 tribal nations affected by land-grant dispossession. Cornell's settler colonial project in the United States is the foundation for its settler colonial interests in Palestine. Through this encampment, students highlight Cornell's role in dispossession and genocide across the globe.

The encampment on the oldest commons on Cornell's campus invites all members of the community to support the students' demands that Cornell University:

1. Acknowledge its role in the national genocide of Indigenous Peoples through the Morrill Act and its sale of 977,909 acres of Indigenous land; return all mineral interests to Tribal Nations dispossessed by the Morrill Act; provide restitution for the dispossessed nations; provide restitution for the Cayuga Nation; establish an Indigenous Studies department; and return surplus land in New York state to the Haudenosaunee Confederacy, the Lenni Lenape, and their descendants who have been forced out of New York.

2. Annually disclose a comprehensive account of its endowment and land holdings, and divest from entities involved in “morally reprehensible activities,” in accordance with Cornell’s 2016 Standard to Guide Divestment Consideration.

3. End profit-generating partnerships, volunteer arrangements, and other significant corporate and academic affiliations with institutions involved in “morally reprehensible activities,” including but not limited to the dissolution of the Jacobs-Technion Cornell Institute and all other partnerships with the Technion Israel Institute of Technology.

4. Call for an unconditional, permanent ceasefire in Gaza.

5. Establish a Palestinian Studies program housed in the College of Arts and Sciences, along with an accredited minor that is available to all undergraduate and graduate students. Representatives from Cornell’s chapter of “Students for Justice in Palestine” and “Cornell Collective for Justice in Palestine” must serve on the committees that oversee the hiring of the program’s faculty.

6. Publicly acknowledge and protect anti-Zionist speech, viewpoints, and histories in both religious and academic contexts. Recognize the legitimate and historical claim that anti-Zionism is not anti-Semitism.

7. Remove all police from campus, beginning with the elimination of police presence at demonstrations. Replace police with an emergency response team composed of healthcare workers and first responders trained in de-escalation. A majority of team members must be providers who share lived experiences and identities with Cornell’s diverse student body.

8. Ensure total legal and academic amnesty for all individuals involved with the Liberated Zone and related demonstrations.
 

POINTS OF UNITY

1. The principal contradiction of our world is that between the exploited nations and the exploiters in the imperial core: imperialism.

2. The underdevelopment of the exploited nations was and is the dialectical necessity for the development of the exploiters.

3. Capitalism has always been a global, racialized system—primitive accumulation could not have occurred without genocide, enslavement, and ecocide.

4.Imperialism creates a stratification that rewards some proletarians as settlers and/or citizens, thus forming a labor aristocracy.

5. The labor aristocracy’s wages and incorporation into the nation-state allow them to benefit from the exploitation of the low-waged labor of the exploited nations, intensifying imperialism in the form of unequal exchange.

6. Unequal exchange precludes the universality and internationalism of the proletariat, and hinders the solidarity of the “workers of the world”.

7. Imperialism manifests itself in a variety of other ways today, in sanctions regimes, indebtedness, military intervention, nuclear aggression, extractivism, and other forms.

8. Capitalism cannot be defeated globally while imperialism persists—without anti-imperialism, efforts at socialism in the exploiting nations can only produce social imperialism.

9. The obligation of revolutionaries today is to challenge imperialism by any means necessary. In the exploiting nations, that primarily means acting in solidarity with anti-imperialist movements in the exploited nations.

10. Solidarity cannot be simply symbolic—it must be material; it must be something we can hold in our hands.
 

CONTACT US
Information address: cml.information@proton.me
Press address: cml.press@proton.me