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Showing posts sorted by relevance for query protest. Sort by date Show all posts

Thursday, February 6, 2025

Trump is Using Jews, Not Protecting Us (Hank Kalet, Channel Surfing)

His Executive Order on Antisemitism is a Threat to Muslims and Palestinians on Campuses and an Attack on the First Amendment

Antisemitism exists. It has a long and painful history that has embedded fear in our DNA as Jews, a fear that grows when incidents occur, like the one in Australia recently.

Police in New South Wales state, which includes Sydney, said on Wednesday they had found explosives in a caravan, or trailer, that could have created a blast wave of 40 metres (130 feet).

There was some indication the explosives might be used in an antisemitic attack that could have caused mass casualties, police said.

There also was an apparently coordinated set of “graffiti attacks” on Jewish sites that have caused the Australian Jewish community to increase security. Similar security efforts are being ramped up by Jewish groups in Europe as threats of antisemitic acts and the growth of the Far Right stoke fears.

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There have been reports of violent and deadly incidents throughout Europe, as well, with direct attacks on synagogues and other Jewish institutions. And there are leaders like Viktor Orhan in Hungary and political parties like Alternative for Germany who use antisemitic language and tropes, though often sanitized, amid their more targeted attacks on Muslim immigrants.

Syndicate or Reuse

Books by Hank Kalet

The United States is not immune to antisemitism, of course, but American Jews seem unable to focus on the real threats. Rather than keep our eyes trained on an ascendant right wing — including many of the people in President Donald Trump’s immediate circle, including the president himself — much of the Jewish community is focused on Israel and seems intent on conflating criticism of Israel, its war on Gaza, and the occupation with actual systemic anti-Jewish action.

This is the context for Wednesday’s executive order on “combatting antisemitism,” which targets campus protests and continues a Conservative/Republican push to peel Jews away from teh Democratic Party.

The order, as reported by The Washington Post, “is directed at universities where pro-Palestinian protests broke out last year,” and “threatens to revoke student visas of foreign students who participated in pro-Palestinian protests.”

Supporters of the order argue that these protests were antisemitic. They point to some uncomfortable speech — the equation of Israel with the Nazis, for instance — as proof, and then conflate sloganeering and assembly with physical harassment. Jewish students and faculty, the argument goes, were made uncomfortable by the protests and encampments and felt unsafe. That sense of fear, they say, proves that the protests were designed to harass, even if there was no direct harassment. It is a circular argument, but one endorsed by much of the American political establishment and leading Jewish organizations


Marc H. Ellis addresses the underlying issues with these arguments in his 2009 book Judaism Does Not Equal Israel.1 He describes what I’ll call a “triumphalist Judaism” that mixes Holocaust victimhood with Exodus (the novel) power, constructed in “the aftermath of the great Israeli triumph in the 1967 Arab-Israeli war” (6). That narrative posits several myths: that Palestine was empty and underutilized and had to be redeemed, that the “Arabs” were hostile to Jews as Jews, and that the state that was founded and that still exists remains a democratic outpost in a hostile world. This triumphalism, however, was also tied to our very real history as a persecuted minority. “Jews had once been weak and helpless,” he writes, but that was no longer the case. Yet, “our theology was telling us we were still. The fact was just the opposite. We had become empowered” and were acting as a regional power (59).

The current power dynamics in Israel/Palestine and the actual history — the forced removal of Palestinians from what is now the state and the continued usurpation of land — are treated as though they are benign acts. Israel — Jews — has become the victimizer in the region, acting as a colonial power, an occupying force.

What was “psychological,” he writes, has become “strategic.”

“If we owned up to our newfound power, we would have to be accountable for and to it. We would have to relinquish the Holocaust as the backdrop to everything Jewish.”

So Oct. 7 and the ensuing war play out as if they were new and shocking rather than as another battle — the deadliest and most traumatic, to be sure — in a decades-long rebellion by Palestinians against suppress and control by Israel.

The argument is based on an underlying anti-Muslim/anti-Arab bias that mirrors the hate and discrimination that Jews have faced across our history. It is evident in the language we (Americans and Jews) use consistently to refer to Arabs, Muslims, Palestine, and Israel. Arabs and Muslims continued to be seen as terrorists, even as the “not all” modifier is added.

Deena R. Hurwitz and Walther H. White Jr., in an article at the American Bar Association website, cite authors Sahar Aziz and John Esposito’s May 2024 book, Global Islamophobia and the Rise of Populism, to underscore a “disturbing rise of Islamophobia worldwide.”

Blaming Muslim minorities for economic, political, and social problems is an increasingly common rhetorical strategy for politicians in countries globally. A narrative of the “threatening Muslim invader” is prevalent, regardless of whether the targets of such rhetoric are born citizens or new arrivals.

Trump, for instance, mixes Islamophobic and xenophobic language as he calls for closing the borders. At the same time, he and his conservative allies rely on both anti- and philosemitic imagery when talking with and about Jews.

“In the United States, Europe, and India, Islamophobic rhetoric is essentially normalized,” Hurwitz and White write.

The use of this rhetoric reduces the history and diversity within the Muslim and Arab communities (and within the Jewish community) to “a set of stereotyped characteristics most often reducible to themes of violence, civilizational subversion, and fundamental otherness.”

Anti-Palestinian racism silences, excludes, erases, stereotypes, defames, and dehumanizes Palestinians. This is used to deny and justify violence against Palestinians and fails to acknowledge Palestinians as Indigenous people with a collective identity while erasing their human rights and equal dignity and worth.

Trump’s executive order builds on this structure of anti-Muslim/anti-Arab thought, while also endorsing stereotypes of Jews as a model minority in need of special protection — even as he dismantles what he calls the “DEI regime.” Pitting Jewish and Muslim communities against each other creates hierarchies among aggrieved groups, which the right can then use to abrogate our rights of speech, assembly, and petition. It’s also a solution that is out of proportion to the problem.

It creates a threat to international students (mostly Muslim) based purely on their protected speech and assembly, while doing nothing to improve the actual safety of Jewish students. Remember, we already have strong protections in most jurisdictions; prohibiting speech does nothing to address this.

Alex Morey of the Foundation for Individual Rights and Expression, a group that defends speech and academic freedom on campus and that has usually been allied with more conservative groups, describes what I’ll call an existential threat. She told the Forward that the order’s language might push universities to crack down on protest, because it functions as an implied threat — to funding and to visas.

Morey said that her organization was already fielding frantic queries from international students at American universities who are worried about being caught in a legal dragnet.

“These are not students that got arrested at a protest or vandalized a building, these are students who just went out and protested,” she said. “What we don’t want to see is schools saying, ‘Hey, Students for Justice in Palestine, I’m going to need a list of everyone in that club and we’re going to comb it for foreign students.’”

What we are talking about is the loss of immigration status and potential deportation as retribution for protest. It is a direct attack on the 14th Amendment’s equal rights clause, which provides “any person within (the United States) the equal protection of the laws,” including the First Amendment’s five basic freedoms.

The order brings together several of Trump’s favorite targets — higher education, Muslims, immigrants and protesters — and is part of a broader effort to undermine the academic freedom and speech rights of faculty and students in higher education. Trump is a wannabe autocrat. He sees these groups as a threat to his control. While fighting antisemitism is the ostensible reason for the order, the larger targets are our democratic institutions.

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Friday, April 4, 2025

MEDIA ADVISORY UPDATE: 'Hands Off!' March at San Diego Civic Center, April 5 Noon - Protesters to March Demanding Protection of Rights and Services

SAN DIEGO, CA — Community members will gather at the San Diego Civic Center Plaza for a “Hands Off!” march on April 5 to protest DOGE and the Trump administration’s attack on programs and services used by San Diego residents. The local march will coincide with a nationwide day of demonstrations expected to be attended by hundreds of thousands

Organizers describe the event as a collective response to policies impacting our community. “San Diegans who are veterans, who are postal workers and teachers, who rely on Social Security, Medicaid or Medicare, and who are horrified at the Trump-Musk billionaire takeover of our government are coming together to protest the Trump Administration’s attacks on the rights and services they depend upon, many of them for survival” said Angela Benson, a member of the organizing coalition.

Event Details:

  • What: Over 10,000 San Diegans expected to peacefully demand "HANDS OFF!" their rights and services in one of over 1,000 HANDS OFF! events scheduled nationwide on April 5

  • Who: Coalition of San Diego Pro-Democracy Groups

  • When: Saturday, April 5, noon, 1 mile march to leave approximately 12:15 PM

  • Where: March starts at Civic Center Plaza Fountain by 1200 Third St., ends at Hall of Justice at 330 W Broadway

  • Transportation: Participants are encouraged to take public transit to the event

Planning group:

  • Change Begins With ME

  • CBFD Indivisible

  • Indivisible49

  • Indivisible North San Diego County

  • Democratic Club of Carlsbad and Oceanside

  • Encinitas and North Coast Democratic Club

  • SanDiego350

  • Swing Left/Take Action San Diego

  • Activist San Diego

  • 50501 San Diego

Media Opportunities:

  • The following representatives will be available day-of the march for interviews. If interested, please coordinate with Richard (770-653-6138) prior to the event, and plan to arrive at the location marked below by 11:30 AM Pacific

    • Representatives

      • Sara Jacobs - House of Representatives, CA-51 district

      • Scott Peters - House of Representatives, CA-50 district

      • Chris Ward - California State Assemblymember, 78 district

      • Stephen Whitburn - San Diego Councilmember

      • Reverend Madison Shockley II - Pilgrim United Church of Christ

      • Yusef Miller - Executive Director of North County Equity & Justice Coalition

      • Brigette Browning - Executive Secretary San Diego and Imperial Counties Labor Council and President, Unite Here!

      • Crystal Irving - President, Service Employees International Union (SEIU)

      • Andy Kopp - Veteran

      • Patrick Saunders - Veteran

      • Phil Petrie - SanDiego350, Climate Activist

    • Recommended Schedule

      • 11:30 AM - 11:40 AM: Representative introductions - Group/cause they’re representing, why they’re marching

      • 11:40 AM - 12:05 PM: Representatives break off, available for interview by Press

      • 12:05 PM - 12:15 PM: Representatives move to beginning of march

      • 12:15 PM: March begins

      • 12:15 PM - 2:00 PM: March to Hall of Justice

      • 2:00 PM: March ends at Hall of Justice, participants may disperse or continue to federal plaza


Monday, April 14, 2025

American Universities Complicit in Genocide, Again

As universities across the United States respond with increasing repression to student-led protests against the genocide in Palestine, historical parallels emerge that challenge the very principles of academic freedom and moral responsibility. The aggressive crackdowns—ranging from mass arrests to administrative threats—echo disturbing precedents from The Third Reich in the Ivory Tower by historian Stephen H. Norwood. The book exposes how many American universities, particularly in the 1930s, were complicit in Nazi ideology through appeasement, censorship, and the suppression of anti-fascist voices. The current treatment of pro-Palestinian student activists suggests that history is, once again, repeating itself.

The Suppression of Moral Dissent in Higher Education

Norwood’s research demonstrates how elite U.S. universities—including Harvard, Columbia, and Yale—maintained diplomatic and academic relationships with Nazi Germany, even as the regime persecuted Jews, socialists, and other marginalized groups. Student activists who sought to protest these ties were ignored, censored, or dismissed as “radicals.” The pattern is eerily similar today: pro-Palestinian students, many of whom are calling attention to potential war crimes in Gaza and the West Bank, are met with suspensions, arrests, and a media narrative that frames them as dangerous or disruptive.

This is not simply an issue of campus policy. It is an indication of how institutions of higher learning align themselves with power—whether it be the Nazi government in the 1930s or the Netanyahu government today—at the expense of justice and free expression.

The Influence of Financial and Political Interests

One of Norwood’s most damning revelations was how American universities welcomed Nazi officials on campus, accepted funding from German sources, and ignored early reports of persecution. Today, many of these same institutions maintain deep financial ties to Israel, including research partnerships, donor influence, and endowment investments in companies linked to the Israeli military-industrial complex.

This financial entanglement shapes institutional responses to protest. Instead of engaging with the moral and legal arguments posed by students—who cite documented reports from the UN, Human Rights Watch, and other credible organizations—university administrators call in police forces, disband student groups, and issue vague statements about maintaining "campus order." Just as in the 1930s, universities prioritize political and economic alliances over ethical accountability.

The Criminalization of Campus Activism

Norwood’s book describes how students protesting Nazi ties were accused of being “unruly” or “disruptive,” justifying administrative crackdowns. Today, students calling for an end to U.S. complicity in Israel’s actions face similar character assassinations, often being labeled as “terrorist sympathizers” or threats to campus safety.

Recent crackdowns have seen:

  • Mass arrests of peaceful demonstrators, including those engaging in sit-ins and teach-ins.

  • Surveillance and doxxing of students and faculty who express pro-Palestinian views.

  • Increased administrative pressure, including suspensions, expulsions, and threats to scholarships or visas for international students.

The use of state power—often in coordination with local police, federal agencies, and even private security firms—mirrors historical instances where universities acted as enforcers of political orthodoxy rather than defenders of intellectual freedom.

What This Means for US Higher Education

If universities continue down this path, they risk further eroding their credibility as spaces for critical inquiry and moral debate. Just as history judges those who remained silent—or complicit—during the rise of fascism, future generations will scrutinize how today’s institutions responded to calls for justice in Palestine.

The lesson from The Third Reich in the Ivory Tower is clear: universities have a choice. They can either stand on the side of truth and academic freedom or become enforcers of state violence and repression. The students protesting today, much like those who opposed fascism in the 1930s, are asking their institutions to make that choice. The question is whether universities will listen—or if history will once again record their failure.

Sunday, June 8, 2025

Trump deploys National Guard amid Los Angeles immigration protests (CNN)

In a stunning escalation that has drawn comparisons to authoritarian crackdowns, former President Donald Trump has ordered 2,000 California National Guard troops into Los Angeles to quell protests sparked by ICE raids across the region. Despite opposition from California Governor Gavin Newsom and local officials, Trump bypassed state authority by invoking federal powers under Title 10 of the U.S. Code—stopping short of the more drastic Insurrection Act but still raising serious constitutional questions.

The protests began after ICE agents detained dozens of individuals in workplace raids across South L.A. County. The response from the public was immediate and fierce, with large demonstrations erupting near ICE facilities and federal buildings. As tensions grew, federal officers deployed tear gas and non-lethal weapons against demonstrators, while arrests mounted and reports of detainee mistreatment surfaced.

What makes this moment particularly alarming is the way Trump has redefined protest as “rebellion,” authorizing military support for federal law enforcement without a state request. Defense Secretary Pete Hegseth has even threatened to deploy active-duty Marines from Camp Pendleton—a move unseen since the 1992 Rodney King unrest. Legal experts and civil rights advocates have sounded the alarm, calling the federal takeover of California's National Guard unprecedented and chilling.

The implications for higher education, especially for undocumented and mixed-status students, are profound. Campuses in Southern California are already on edge, with many students fearing ICE presence and military escalation. Faculty and staff in sanctuary campuses and immigrant advocacy networks warn that the militarization of civil immigration enforcement could further chill free speech, academic freedom, and student organizing.

Law professors like Erwin Chemerinsky have warned that Trump’s actions bypass both precedent and constitutional norms: “It is using the military domestically to stop dissent.” Georgetown’s Steve Vladeck noted that the National Guard’s role may technically be limited to support functions, but the symbolism and real-world consequences of armed troops on city streets are undeniable.

Trump’s invocation of rebellion in response to protest mirrors earlier moments of U.S. history where power was used to silence dissent. But this time, it is playing out amid a polarized political landscape, weakened democratic institutions, and a rising authoritarian movement—with the academy, once again, caught in the crossfire.

As protests continue, California’s colleges and universities—long sites of political activism—face renewed pressure. The presence of federal troops, surveillance, and threats of repression may signal a dangerous new phase in the government’s approach to dissent. What was once unthinkable is becoming reality: a nation where protesting immigration raids can be construed as rebellion, and soldiers patrol streets not in a time of war, but in a time of political theater.



Friday, September 6, 2024

What caused 70 US universities to arrest protesting students while many more did not?

Earlier this year, the New York Times reported that about 3100 people had been arrested at pro-Palestinian campus protests across the US, noting that 70 schools had arrested or detained people. In addition to arrests, a varying degree of force has been used, including the use of targeted police surveillance, tear gas, and batons. 

After those arrests, some schools expelled those protesting students, banned them from campuses, and denied them degrees. Schools also established more onerous policies to stop occupations and other forms of peaceful protest. A few listened to the demands of their students, which included the divestment of funds related to Israel's violent occupation of Palestine. 

What can students, teachers, and other university workers learn from these administrative policies and crackdowns? The first thing is to find out what data are out there, and then what information is missing, and perhaps deliberately withheld.

Documenting Campus Crackdowns and Use of Force

The NY Times noted mass arrests/detentions at UCLA (271), Columbia (217), City College of New York (173), University of Texas, Austin (136), UMass Amherst (133), SUNY New Paltz (132), UC Santa Cruz (124), Emerson College (118), Washington University in Saint Louis (100), Northeastern (98), University of Southern California (93), Dartmouth College (89), Virginia Tech (82), Arizona State University (72), SUNY Purchase (68), Art Institute of Chicago (68), UC San Diego (64), Cal Poly Humboldt (60), Indiana University (57), Yale University (52), Fashion Institute of Technology (50), New School (43), Auraria Campus in Denver (40), Ohio State University (38), NYU (37), Portland State University (37), University of North Carolina, Chapel Hill, (36), University of Pennsylvania (33), George Washington University (33), Stony Brook University (39), Emory University (28), University of Virginia (27), Tulane University (26), and University of New Mexico (16). In many cases, court charges were dropped but many students faced being barred from campuses or having their diplomas withheld.

The Crowd Counting Consortium at Harvard University's Kennedy School has also been keeping data on US protests and their outcomes from social media, noting that "protest participants have been injured by police or counter-protesters — sometimes severely — about as often as protesters have caused property damage, much of which has been limited to graffiti." Their interactive dashboard is here.  

According to a Foundation for Individual Rights and Expression (FIRE) database, out of 258 US universities that held protests, only 60 schools resorted to arrests.* Why did these schools, many name-brand schools, use arrests (and other forms of threats and coercion) as a tactic while others did not? A number of states reported no arrests, particularly in the US North, South, and West.

Analyzing the Data For Good Reasons

There appear to be few obvious answers (and measurable variables) to accurately explain this multi-layered phenomenon, something the media have largely ignored. But that does not mean that this cannot be explained to a better extent than the US media have explained it.

It's tempting to look at a few interesting data points (e.g. according to FIRE, Cornell University and Harvard did not have arrests, and neither did Baylor, Liberty University, and Hillsdale College. Six University of California schools had arrests but three did not. And all of the schools that came before the US House of Representatives Judiciary Subcommittee examining antisemitism (Harvard, Penn, MIT) had arrests after their appearances. The Arizona House had similar hearings in 2023 and 2024 regarding antisemitism and their two biggest schools, Arizona State University and the University of Arizona, had arrests.

Missing Data and Analysis

What else can we notice in this pattern about the administrations involved, the trustees, major donors, or the student body? How much pressure was there from major donors and trustees and can this be quantified? Anecdotally, there were a few public reports from wealthy donors who were unhappy with the protests. Who were those 3100 or so students and teachers who were arrested and what if any affiliations did they have? How many of the students who were arrested Jewish, and what side were they on? How many of these schools with arrests had chapters of Students for Justice in Palestine and Students Supporting Israel? How many schools with these student interest groups did not resort to arrests?

How much communication and coordination was there within schools and among schools, both by administrations and student interest groups? What other possible differences were there between the arrest group and the non-arrest group and are they measurable?

What other dependent variables besides arrests could be or should be be measured (e.g. convictions, fines and sentences, students expelled or banned from campus)? What will become of those who were arrested? Will they be part of a threat database? Will this interfere with their futures beyond higher education? Is it possible to come up with a path analysis or networking models of these events, to include what preceded the arrests and what followed? And what becomes of the few universities that operate more like fortresses today than ivory towers? How soon will they return to normal?


Arrest Group (Source: FIRE)*

4 Arizona State University Yes
8 Barnard College Yes
41 Columbia University Yes
46 Dartmouth College Yes
57 Emory University Yes
59 Florida State University Yes
60 Fordham University Yes
64 George Washington University Yes
78 Indiana University Yes
94 Massachusetts Institute of Technology Yes
105 New Mexico State University Yes
106 New York University Yes
110 Northeastern University Yes
111 Northern Arizona University Yes
112 Northwestern University Yes
115 Ohio State University Yes
123 Portland State University Yes
124 Princeton University Yes
140 Stanford University Yes
142 Stony Brook University Yes
155 Tulane University Yes
156 University at Buffalo Yes
161 University of Arizona Yes
163 University of California, Berkeley Yes
165 University of California, Irvine Yes
166 University of California, Los Angeles Yes
169 University of California, San Diego Yes
170 University of California, Santa Barbara Yes
171 University of California, Santa Cruz Yes
176 University of Colorado, Denver Yes
177 University of Connecticut Yes
181 University of Florida Yes
182 University of Georgia Yes
184 University of Houston Yes
187 University of Illinois, Urbana-Champaign Yes
189 University of Kansas Yes
194 University of Massachusetts Yes
197 University of Michigan Yes
198 University of Minnesota Yes
206 University of New Hampshire Yes
207 University of New Mexico Yes
208 University of North Carolina, Chapel Hill Yes
209 University of North Carolina, Charlotte Yes
212 University of Notre Dame Yes
215 University of Pennsylvania Yes
216 University of Pittsburgh Yes
220 University of South Carolina Yes
221 University of South Florida Yes
222 University of Southern California Yes
225 University of Texas, Austin Yes
226 University of Texas, Dallas Yes
231 University of Utah Yes
233 University of Virginia Yes
236 University of Wisconsin, Madison Yes
242 Virginia Commonwealth University Yes
243 Virginia Tech University Yes
247 Washington University in St Louis Yes
248 Wayne State University Yes
257 Yale University Yes

Non-arrest Group (Source: FIRE)*

1 American University No
2 Amherst College No
3 Appalachian State University No
5 Arkansas State University No
6 Auburn University No
7 Bard College No
9 Bates College No
10 Baylor University No
11 Berea College No
12 Binghamton University No
13 Boise State University No
14 Boston College No
15 Boston University No
16 Bowdoin College No
17 Bowling Green State University No
18 Brandeis University No
19 Brigham Young University No
20 Brown University No*
21 Bucknell University No
22 California Institute of Technology No
23 California Polytechnic State University No
24 California State University, Fresno No
25 California State University, Los Angeles No
26 Carleton College No
27 Carnegie Mellon University No
28 Case Western Reserve University No
29 Central Michigan University No
30 Chapman University No
31 Claremont McKenna College No
32 Clark University No
33 Clarkson University No
34 Clemson University No
35 Colby College No
36 Colgate University No
37 College of Charleston No
38 Colorado College No
39 Colorado School of Mines No
40 Colorado State University No
42 Connecticut College No
43 Cornell University No
44 Creighton University No
45 Dakota State University No
47 Davidson College No
48 Denison University No
49 DePaul University No
50 DePauw University No
51 Drexel University No
52 Duke University No
53 Duquesne University No
54 East Carolina University No
55 Eastern Kentucky University No
56 Eastern Michigan University No
58 Florida International University No
61 Franklin and Marshall College No
62 Furman University No
63 George Mason University No
65 Georgetown University No
66 Georgia Institute of Technology No
67 Georgia State University No
68 Gettysburg College No
69 Grinnell College No
70 Hamilton College No
71 Harvard University No*
72 Harvey Mudd College No
73 Haverford College No
74 Hillsdale College No
75 Howard University No
76 Illinois Institute of Technology No
77 Illinois State University No
79 Indiana University Purdue University No
80 Iowa State University No
81 James Madison University No
82 Johns Hopkins University No
83 Kansas State University No
84 Kent State University No
85 Kenyon College No
86 Knox College No
87 Lafayette College No
88 Lehigh University No
89 Liberty University No
90 Louisiana State University No
91 Loyola University, Chicago No
92 Macalester College No
93 Marquette University No
95 Miami University No
96 Michigan State University No
97 Michigan Technological University No
98 Middlebury College No
99 Mississippi State University No
100 Missouri State University No
101 Montana State University No
102 Montclair State University No
103 Mount Holyoke College No
104 New Jersey Institute of Technology No
107 North Carolina State University No
108 North Dakota State University No
109 Northeastern Illinois University No
113 Oberlin College No
114 Occidental College No
116 Ohio University No
117 Oklahoma State University No
118 Oregon State University No
119 Pennsylvania State University No
120 Pepperdine University No
121 Pitzer College No
122 Pomona College No
125 Purdue University No
126 Rensselaer Polytechnic Institute No
127 Rice University No
128 Rowan University No
129 Rutgers University No
130 Saint Louis University No
131 San Diego State University No
132 San Jose State University No
133 Santa Clara University No
134 Scripps College No
135 Skidmore College No
136 Smith College No
137 Southern Illinois University, Carbondale No
138 Southern Illinois University, Edwardsville No
139 Southern Methodist University No
141 Stevens Institute of Technology No
143 SUNY at Albany No
144 SUNY College at Geneseo No
145 Swarthmore College No
146 Syracuse University No
147 Temple University No
148 Texas A&M University No
149 Texas State University No
150 Texas Tech University No
151 The College of William and Mary No
152 Towson University No
153 Trinity College No
154 Tufts University No
157 University of Alabama, Birmingham No
158 University of Alabama, Huntsville No
159 University of Alabama, Tuscaloosa No
160 University of Alaska No
162 University of Arkansas No
164 University of California, Davis No
167 University of California, Merced No
168 University of California, Riverside No
172 University of Central Florida No
173 University of Chicago No
174 University of Cincinnati No
175 University of Colorado, Boulder No
178 University of Dayton No
179 University of Delaware No
180 University of Denver No
183 University of Hawaii No
185 University of Idaho No
186 University of Illinois, Chicago No
188 University of Iowa No
190 University of Kentucky No
191 University of Louisville No
192 University of Maine No
193 University of Maryland No
195 University of Memphis No
196 University of Miami No
199 University of Mississippi No
200 University of Missouri, Columbia No
201 University of Missouri, Kansas City No
202 University of Missouri, St Louis No
203 University of Nebraska No
204 University of Nevada, Las Vegas No
205 University of Nevada, Reno No
210 University of North Carolina, Greensboro No
211 University of North Texas No
213 University of Oklahoma No
214 University of Oregon No
217 University of Rhode Island No
218 University of Rochester No
219 University of San Francisco No
223 University of Tennessee No
224 University of Texas, Arlington No
227 University of Texas, El Paso No
228 University of Texas, San Antonio No
229 University of Toledo No
230 University of Tulsa No
232 University of Vermont No
234 University of Washington No
235 University of Wisconsin, Eau Claire No
237 University of Wisconsin, Milwaukee No
238 University of Wyoming No
239 Utah State University No
240 Vanderbilt University No
241 Vassar College No
244 Wake Forest University No
245 Washington and Lee University No
246 Washington State University No
249 Wellesley College No
250 Wesleyan University No
251 West Virginia University No
252 Western Michigan University No
253 Wheaton College No
254 Williams College No
255 Worcester Polytechnic Institute No
256 Wright State University No 


*Media sources indicate that in 2023, 2 graduate students were arrested at Harvard, and more than 40 people were arrested at Brown University. 

Related links:

Monday, June 23, 2025

McDonald’s Faces National Boycott as Economic Justice Movement Builds Momentum

McDonald’s, the fast-food titan with global reach and billion-dollar profits, is the latest corporate target in an escalating campaign of economic resistance. Starting June 24, grassroots advocacy organization The People's Union USA has called for a weeklong boycott of the chain, citing the need for “corporate accountability, real justice for the working class, and economic fairness.”

Branded the Economic Blackout Tour, the campaign seeks to channel consumer power into political and structural change. According to The People’s Union USA, Americans are urged to avoid not only McDonald’s restaurants but also fast food in general during the June 24–30 protest window. Previous actions have focused on companies like Walmart, Amazon, and Target—corporate behemoths long criticized for their low wages, union-busting tactics, and monopolistic behavior.

John Schwarz, founder of The People’s Union USA, has emerged as a vocal critic of corporate greed. In a recent video statement, Schwarz accused McDonald’s and its peers of dodging taxes and lobbying against wage increases. “Economic resistance is working,” he declared. “They’re feeling it. They’re talking about it.”


The movement is tapping into deep and widespread frustration—fueled by stagnant wages, rising living costs, and mounting corporate profits. While many Americans struggle with student loan debt, inadequate healthcare, and job insecurity, companies like McDonald’s have been accused of shielding their profits offshore and benefiting from political influence in Washington.

This is not the first time McDonald’s has come under fire. The company has faced criticism from labor rights groups for paying low wages, offering unpredictable schedules, and relying heavily on part-time or precarious employment. More recently, pro-Palestinian activists have also launched boycotts, citing alleged ties between McDonald’s franchises and Israeli military actions in Gaza.

As part of the current boycott, The People's Union USA is pushing for a broader shift in spending—away from multinational corporations and toward local businesses and cooperatives. In line with previous actions, the group is also encouraging Americans to cut back on streaming, online shopping, and all fast-food purchases during the boycott period.

With Independence Day on the horizon, Schwarz and his allies are framing the protest as not just economic, but patriotic. “It’s time to demand fairness,” Schwarz said, “and to use our economic power as leverage to fight for real freedom—the kind that includes fair wages, democratic workplaces, and tax justice.”

While McDonald’s has not released an official response to the boycott, a 2019 letter from company lobbyist Genna Gent suggested the chain would not actively oppose federal minimum wage increases. For Schwarz and his supporters, such declarations ring hollow without meaningful action.

The July target for The People’s Union USA? Starbucks, Amazon, and Home Depot—three more corporate giants with long histories of labor disputes and political entanglements. The next wave of boycotts will extend throughout the entire month, further testing the staying power and impact of this new consumer-led resistance.

At a time when higher education, particularly the for-profit and online sectors, often channels students into low-wage service jobs with crushing debt, these campaigns raise larger questions about the role of universities in perpetuating corporate power and economic inequality.

The Higher Education Inquirer will continue to follow these developments, especially as they intersect with issues of labor, student debt, corporate influence, and the broader fight for economic justice in the United States.

Wednesday, June 4, 2025

Higher Education in Retreat (Gary Roth)

 [Editor's note: This article first appeared in the Brooklyn Rail.  We thank the Brooklyn Rail for allowing us to repost this.]

For decades, the top-tier colleges and universities—often represented by Harvard, Yale, and Princeton, but including a few dozen other private and public institutions as well—have reshaped themselves to accommodate the rapidly-changing demographic profile of the United States.1 From all appearances, the universities were also in harmony with the sensibilities and preferences of the country’s leading citizens. Key moments, like the sanctioning of gay marriage that found support from wide-spread sectors of the upper class, seemed to solidify the drift towards a diverse and tolerant social order, one that resonated not only domestically but internationally as well.

The future evolution of civil society was, in this way of thinking, firmly and finally in hand. Bitter acrimony might characterize the political world or single-issue items like abortion, but actual developments outweighed the leftover pockets of resistance, which in any case were thought to be localized in less significant parts of the country and the world and could at best only slow the inevitable. How hard people pushed for change would ultimately determine the future.

This somnambulistic mode of thought pervaded the university world and also wide swaths of the liberal public. It helps explain the ease with which parts of the university community, after an initial round of caution, joined hands with its political opposition to suppress the campus protests that developed in response to Israel’s brutality towards Palestinian civilians.

Appeasement and accommodation, while regrettable within the academic community because of the retreat from sacrosanct ideas such as freedom of speech and freedom of assembly, nonetheless set the stage for developments that followed the national elections at the end of last year. Martin Niemöller’s self-confession about his support—as a Lutheran pastor—for the German fascists during the 1930s captures nicely the corner into which the higher education community had boxed itself:

When the Nazis came for the Communists, I kept quiet; I wasn’t a communist.
When they came for the trade unionists, I kept quiet; I wasn’t a trade unionist.
When they jailed the Social Democrats, I kept quiet; I wasn’t a social democrat.
When they jailed the Jews, I kept quiet; I wasn’t a Jew.
When they came for me, there was no one left who could protest.2

Without a vibrant protest movement already in place to push against harsh and arbitrary actions, the universities seemed to have little choice but to acquiesce to a regime that seems interested in flattening the population into an undifferentiated mass.3

Because appeasement and accommodation have been embraced as proactive survival tactics, resistance has centered on a judicial system thought to be less conservative than the groups that have come to dominate the executive and legislative branches of government, a judiciary conceptualized as a mediator rather than an initiator and enforcer of social conflict. Given the legal system’s history, this too becomes another moment of sleep walking. It is a huge distance from the dynamism that characterized the world of higher education not long ago.

Among the most dynamic institutions have been the privately-governed universities like Harvard, Yale, and Princeton. Not just their social vision, but their great wealth allowed them to embrace initiatives that stand at the forefront of attempts to remold institutional behavior. Front and center have been efforts to diversify the upper ranks of corporate, governmental, and non-profit establishments such that they too reflect the diversity of the population at large.

Previous attempts to diversify the collegiate student body by means of affirmative action programs that focused on underrepresented groups, especially African Americans and Latines, were struck down by the judiciary. Anti-affirmative action backlash took aim at the admissions policies at highly-competitive graduate programs, such as elite law and medical schools, and on prestigious scholarship programs. The backlash, in other words, concentrated on the byways that provided access into the upper levels of society.

Schools and programs that served the remainder of the population were not of particular concern. Graduate programs in public administration, for instance, where the training of mid-level administrators is the aim, rarely came under attack, whether located at medium-sized liberal arts colleges or regional state universities. These types of institutions also suspended their affirmative action initiatives, but mostly as preemptive moves to avoid future litigation. By strategically targeting the institutions at the top, the entire system was enticed to reorient itself.

Diversity, equity, and inclusion (DEI) initiatives were one of the responses to both past and recent judicial rollbacks. These were initiatives directed toward the recruitment and retention of underrepresented groups rather than their admission and funding. DEI initiatives, though, did not deal with the cost of attendance, which at the elite private institutions is beyond everyone’s means except for the wealthy. For tuition, room, and board to attend as an undergraduate, the current cost for the 2025–26 school year at Princeton, for example, is $82,650. Fees are extra.4

Financial incentives based on socioeconomic status, however, were a strategy that seemingly silenced all critics. The most generous programs encompass virtually all applicants from either a working or middle class background; that is, everyone except the elite is covered as long as household or parental income is below $200,000 annually. At Princeton, the limit is $100,000, pegged considerably above the level of median household income in the United States.5

This allows the institutions to be “needs-blind” and recruit students no matter their financial situation. A tuition-free college education—once a hallmark of publicly-funded institutions—has been revived at the upper end of the spectrum, a profound assertion by these institutions of their intent to further the socioeconomic, racial, and ethnic integration of the upper class.

One consequence of these cost-free programs is that it is often cheaper to attend an elite college like Princeton than to attend the nearby publicly-funded state university, the flagship institution—in this case, Rutgers University-New Brunswick. These figures are drawn from government calculations that show actual expenses for families at different tiers of the socioeconomic spectrum:6

CHART 1 – ANNUAL UNDERGRADUATE NET COST OF ATTENDANCE

Family income

PRINCETONRUTGERS-NEW BRUNSWICK
Less than $ 30,000$  2,518$15,885
$30,001 - $ 48,000$  4,682$15,532
$48,001 - $ 75,000$  7,652$17,578
$75,001 - $110,000$13,849$24,020
Over $110,001$39,943$33,460

 

A significant reversal has taken place. The elite privates have become the exemplars for the entire system of higher education, not just academically but economically as well. It makes economic sense for the poor to attend elite private institutions (assuming they are offered one of the few open slots) and for the rich to attend publicly-funded ones. Because student loans are not part of these aid packages, students at elite colleges graduate with less debt than students at nearby public flagships.7

We find, then, that the more selective the college—Princeton admits five percent of applicants, Rutgers-New Brunswick sixty-five percent—the cheaper it is to attend, and the more likely you are to graduate—at Princeton ninety-eight percent, at Rutgers-New Brunswick eighty-four percent—the less that debt encumbers you afterwards. And what’s true about the comparison of Princeton and its nearby publicly-funded flagship is true in other states also: Harvard and University of Massachusetts in Amherst, Yale and the University of Connecticut at Storrs, and so on.

Just as important, student socioeconomic profiles parallel those at nearby public flagships. At Princeton, one in five (twenty percent) of its students receives a Pell Grant. These are the federally-funded grants awarded when family income is below, roughly, $50,000. Pell Grants thus serve as a reasonable measure of the density of students from working class and poor backgrounds at a particular institution. At Rutgers-New Brunswick, it is one in four students (28 percent).

Socioeconomic programs like the one at Princeton exist at more than a hundred public and privately-governed college institutions. Taken altogether, there has been a quiet undermining of commonly-accepted assumptions regarding elite institutions and their public counterparts. That the private elite institutions often outperform the public sector ones in matters traditionally considered the latter’s prerogative shows how deeply intertwined the private and public sectors have become.

Yet for all their efforts, the elite institutions still do not reflect the demographics of the population at large. This is true for the elite privates and also for public flagships. Nationally, thirty percent of students receive Pell Grants, a measure of the degree to which the working class has become a substantial part of the university community. At top-tier schools, however, fewer of their students receive Pell Grants. At Harvard, it is seventeen percent; at Yale, nineteen percent; at the Texas flagship, UT Austin, twenty-five percent; at the Florida flagship, UF Gainesville, twenty-three percent.8

That socioeconomic diversity is lower at elite privates and public flagships than is the national norm is not surprising, given the amply-documented correlation between parental finances and scholastic performance.9 Students from wealthier backgrounds, as a rule, perform better academically and are more likely to attend prestigious institutions. Still, the top-tier institutions have come a long way from the times in which they represented, with few exceptions: only the elite.

At places like Princeton, the student body is nearly as diverse racially and ethnically as at the nearby state flagship. According to the broad demographic categories used in government publications and legislation, we find that at both Princeton and Rutgers-New Brunswick, there are no majorities, only minorities:10

CHART 2 – RACE AND ETHNICITY AT TOP-TIER INSTITUTIONS

(in percents)PRINCETONRUTGERS-NEW BRUNSWICK
Asian2433
Black (African American)97
Hispanic (Latine)1016
White3631
Non-Resident Alien (International Students)127
Two or More Races (Multiracial)74

 

Immigration and migration initially produced majority-less campuses at urban public institutions; in other words, at institutions located in major metropolitan areas—places where jobs are numerous and resistance to newcomers often diffuse and undirected. At Princeton and other elite institutions, however, it is not demographics, but merit—in combination with these economically-based financial aid packages—that drive the dynamic.

Forty-five years ago, individuals self-identified as white represented eighty-four percent of all undergraduates but only seventy-seven percent of eighteen to twenty-four year-olds (Chart 3). Higher education was a significant cultural dynamic for this group. A major reversal has since taken place, in which the white population now accounts for fifty-two percent of eighteen to twenty-four year-olds and the same percentage of college students. Their lead has been lost.

Every other group has moved in the opposite direction, increasing its presence within the collegiate system faster than their increase in either population or the prime college-attending age cohort (eighteen to twenty-four year-olds). The latter group has been relatively stable within the Black population, for instance, only increasing one percentage point from thirteen to fourteen percent during those decades. But the presence of Black students among undergraduate college students has increased from nine to thirteen percent. Among the Latine (Hispanic) population, the increase has been dramatic. While their share of eighteen to twenty-four year-olds tripled from eight to twenty-four percent, their share among undergraduates increased more than five-fold.

Affirmative action and DEI initiatives fostered the importance of a college education as a means to circumvent obstacles within the economy:11

CHART 3 – RACIAL & ETHNIC DIVERSITY

 18-24 YEAR-OLDSHIGHER EDUCATION
(in percents)1980202219802022
Asian2628
Black1314913
Hispanic824422
White77528452
Two or More Races44

 

Over the past half century, a leveling of the population has taken place, with the Black, Latine, and white communities all participating in post-secondary education at rates equivalent to their respective shares of the prime college-attending age group (eighteen to twenty-four year-olds).

This equalization is an aspect of reality that has been neglected by the academic community, which has generally focused on the advantages members of the white community have both educationally and occupationally due to kinship and parental networks, friendship circles, neighborhood contacts, and a lack of discrimination based on skin color. Implicit in this view is that whites need not rely on the educational system as heavily as other groups, since alternative avenues of advancement are available.

In many of the top institutions, the fall-off of white students is quite pronounced:

CHART 4 - DIVERSITY AT PRIVATE ELITES AND PUBLIC FLAGSHIPS

(in percents)Higher
Education
HarvardYaleColumbiaUPennUT
Austin
UF
Gainesville
Asian8222318282512
Black13998955
Hispanic22121616112824
White52333230303250
Non-Resident1411181242
Two/+ Races4776545

 

During the decades in which affirmative action and DEI programs have attempted to bring some measure of equal access and equal achievement to educational endeavors, parts of the white community were drifting away. This blind-spot within the academic community’s understanding of social dynamics meant that concepts of relative disadvantage might have fit the situation just as well as ones of privilege and advantage.12

Increased funding in order to include whites in DEI initiatives is a possible solution, although a fundamental rethinking of inclusivity is also called for. Instead, the elimination of services and programs has become a mandate to ensure that no group will be helped to rise out of an undifferentiated mass. If government and higher education are taken out of the picture, social advancement, which always requires additional resources, then hinges solely on the wherewithal of individual families.

The university community, with its emphasis on inclusion and diversity, has represented a last outpost of a kind of thinking—of governmental spending and educational activism—that was once heralded under the label of Keynesianism and dates back to the immediate post-World War II period when everything seemed possible. Like the fate of the white population, society itself has gone through a long-winded period of evolution and transformation despite the tenacity of modes of thought initially generated in previous times.

Because colleges and universities depend so heavily on external funding for research grants and student loans, the political world has laid claim to its governance in ever-aggressive ways. The opening thrust has concentrated on the elite privates—Columbia, UPenn, Harvard, and Princeton among them. The integration of the two worlds of politics and education, in this sense, signals the remaking of higher education into a sphere of government in which the political world functions as its own type of board of directors. While the federal Department of Education is in the process of dissolution, the entire system of higher education is being reduced to the level of a federal department. This is part of an overall effort to curtail civil society and reign in its independence, in which scientists—initially those whose work concentrates on the environment or on global public health issues—have been a major focus.

Perhaps it is in this sense that we can understand the reluctance of university executives to confront directly what at first seemed to be scattershot criticisms aimed at various parts of their enterprises and why they did not push back harder at the assertion that criticism of Israeli policies is a form of antisemitism. It is not just that the higher education community was unprepared for the level and intensity of the criticisms, but that it was so highly vulnerable.

The top-tier institutions are the gonfaloniers of modern times, targets whose capture on the battlefield disorients the troops that follow their lead. To intimidate and diminish the top-tier institutions sends a message to the wider educational community about the punitive actions that non-compliance may bring. It effectively shifts the center of gravity throughout a major portion of society. In the conflict between the government and the educational community that depends on it, the latter can only lose, even if the degree to which it loses is still to be determined. The universities are a highly strategic and, as it turns out, easy target, ideologically and in terms of government expenses.

That the university community has also served as a base and breeding ground for liberal politics is still another reason for its subjugation.13 The overall result gestures in the direction of a shrunken and harshly repressed and repressive educational system that cowers to executive mandates because of the certainty that if not, legislative enactments will follow.14 Highly successful white males are the driving force behind all this. Their goal: a system that encourages no exceptions except for people who mimic themselves.

The world we have known is disappearing, an unraveling that would take considerable time to now reassemble. It is unclear whether and to what degree colleges and universities will remain as sanctuaries for the expression of ideas inconsonant with the political establishment. Perhaps some solace is to be found in this quip by Mother Jones, herself a fierce labor movement advocate at the turn of the nineteenth into the twentieth centuries. She was heard to say: “Pray for the dead and fight like hell for the living.”

  1. Between 1980 and 2022, the major changes were in the white population, which fell from 80 to 59 percent, while the Latine population increased dramatically from 7 to 19 percent. The Black population barely changed—from 12 to 13 percent, and the Asian population increased from 2 to 6 percent. National Center for Education Statistics, Digest of Education Statistics–Most Current Digest Tables, 2023, Tables 101.20.
  2. Many versions of this poem exist. The version here is unabridged, translated from the original.
  3. Alan Blinder, “Trump’s Battles With Colleges Could Change American Culture for a Generation.” The New York Times, March 20, 2025.
  4. Cost & Aid | Princeton Admission.
  5. Median annual income is just over $80,000 per year. These programs also take into account a family's wealth in property, business assets, etc., in complicated formulas that can mitigate qualifying on income alone. Stephanie Saul, “Harvard Will Make Tuition Free for More Students.” The New York Times, 17 March 2025; Peyton Beverford, Free Tuition for Low-Income Students | Appily. 21 March 2025; US Census Bureau, Income in the United States: 2023, 10 September 2024.
  6. Unless indicated otherwise, all data is from the US Department of Education, College Scorecard, 23 April 2025. For each institution, see the various listings under: Costs, By Family Income; Financial Aid & Debt; Test Scores and Acceptance; Graduation & Retention; Typical Earnings; Campus Diversity.
  7. At Princeton, the median debt for undergraduates when they finish their degrees is $10,320; at Rutgers-New Brunswick, it is $21,500.
  8. Share of Federal Pell Grants recipients U.S. 2024 | Statista.
  9. The situation a decade ago: “among ‘Ivy-Plus’ colleges (the eight Ivy League colleges, University of Chicago, Stanford, MIT, and Duke), more students come from families in the top 1% of the income distribution (14.5%) than the bottom half of the income distribution (13.5%).” Raj Chetty, John N. Friedman, Emmanuel Saez, Nicholas Turner, and Danny Yagan, “Mobility Report Cards: The Role of Colleges in Intergenerational Mobility,” National Bureau of Economic Research. https://www.nber.org/papers/w23618, July 2017, p. 1.
  10. Not listed are: American Indian/Alaska Native, Native Hawaiian/Pacific Islander, and Unknown. Numbers do not always equal 100 due to rounding or these absent categories.
  11. National Center for Education Statistics, Digest of Education Statistics-Most Current Digest Tables, 2023, Tables 101.20, 306.10 (scroll down for the relevant data—based on 2022 totals, rounded up).
  12. In the academic trilogy of race, class, and gender, many scholars sought a means to move the discussion of class from the theoretical, where it received extensive attention, to the concrete so that it could function similarly to the analyses of race and gender. Intersectionality has been one of the results, which nonetheless still leaves class undertheorized on a concrete level.
  13. On voting patterns, see: Matt Grossmann and David A. Hopkins, Polarized Degrees: How the Diploma Divide and the Culture War Transformed American Politics. Cambridge University Press: 2024.
  14. Isabelle Taft, “How Colleges Are Surveilling Students Now.” The New York Times, March 29, 2025.

Thanks to Jules David Bartkowski, Anne Lopes, and Paul Mattick for comments.