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As a result, to struggle FOR diversity was to struggle AGAINST discrimination; to respect difference was to remove the obstacles to respect. As older patterns of overt discrimination became legally and socially far less permissible, newer groups sought protection as well. In the 1980s, they included sexual minorities. In 1990, President H. W. Bush signed the American Disabilities Act, building on 1975 legislation. Such groups now include transgender people, and, in a viciously manipulated Trump/Bannon irony, white males, said to be in need of protection because they are born white males, and probably Christian to boot.

One way to be considered a source of diversity was to be poor. If slowly, higher education has begun to find it a shameful indifference to youthful promise that 87 percent of students in the “top colleges” in the United States come from families richer than average. Another way was to exhibit a learned talent or skill—in sports, music, leadership, technology. Still another was to be a conservative scholar or student, like Neil Gorsuch, the Trump/Bannon candidate for the Supreme Court, who was an assertive thinker as an undergraduate at Columbia. Such voices fused claims of suffering from intellectual discrimination, here inflicted by closed-minded liberals, with claims of being able to contribute to intellectual diversity if liberals would but permit them to do so. They were the proud legatees of William F. Buckley and his brilliant 1951 gripe about the grip of liberal secularism on the college curriculum, God and Man at Yale.

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I have always enjoyed math tremendously. I can remember riding in a car for long distances as a child and continuously calculating average speeds and percentages of distances covered as we traveled. In college I took upper division math classes such as Real Analysis and Game Theory (and placed near the top of the curve) though they were not required for my major. All this time spent playing with math has left me with a deep understanding of the way numbers work and the many ways in which problems can be solved.

When I first began tutoring I was stunned to find that most of the kids I worked with, although very bright, not only lacked the ability to solve complex problems, they were very uncomfortable with some of the basic principles of math. This discomfort led to fear and avoidance, and the avoidance led to more discomfort. A vicious cycle began. Instead of seeing math as a beautiful system in which arithmetic, algebra and geometry all worked together to allow one to solve problems, they saw it as a bunch of jumbled rules which made little sense that they were forced to memorize.

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As a tutor, I found that it was important when starting with a new student to find out where his/her discomfort with math began. Often, this meant going back several years in their education to explain important basic concepts. For some students, fractions and decimals were the point at which math stopped making sense. For many others, it was the introduction of letters to represent numbers in algebra. Some students found that identifying their weaknesses was an embarrassing process. I explained to them that it was not their fault. Everyone comes to understand new concepts in math in a slightly different way, and the problem was that no teacher had taken the time to explain their "problem area" in a way which would make sense to them. Since math was a system, once they missed out on that one building block, it was not surprising that the rest of it did not make sense. Our mission together would be to find the way in which the system worked for them.

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On campus after campus, even with good leadership, diversity has been searingly difficult to speak about, let alone achieve. For the rats of history gnaw at and scuttle about the present. Not only do people hear them, subliminally or openly. We are very often strangers to each other, although the powerless and marginal gaze more accurately at the powerful than the powerful do at them. Small wonder that conversations about diversity are often promoted as “difficult dialogues.”

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However, realistically speaking, the inclusive community must have its hierarchies. One will be a hierarchy of skills, talents, and achievements. I learned in college that I would never be as brilliant as the young woman who graduated first in our class—no matter how hard I worked. A prodigy, she excelled in all subjects, sang, directed plays, and was likeable as well as admirable. Allen writes that ideal institutions will “lift the educational level of the entire population as high as possible while also making it possible for those with special gifts to achieve the highest heights of intellectual and creative excellence.” Still another hierarchy will be the hard-won faculty control over the curriculum. Finally, the demands of administering the inclusive community breed a third hierarchy. Some offices simply have more authority and obligations than others. Democratic processes can choose the officeholders, but once chosen, a man or woman has a hard job to do. He or she must articulate an institution’s mission, exercise power responsibly, make and defend tangled decisions, broker the needs of many constituencies, handle emergencies both grave and ludicrous. I once heard one of the most brilliant young college presidents in the United States say that students usually called her by her first name, but in times of stress and trial, she was President X.

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In effect, inclusiveness is diversity that succeeds by tying and binding the members of an institution together without bondage. They share a moral equivalency. Moreover, inclusiveness models and encourages an honest enough, warm enough, empathetic enough mutual regard among the members of a community. No institution can legislate the pious affections of one for all and all for one, but it can issue credible promissory notes that the inclusive place will be a cheerfully secure place. Students will grow cognitively, morally, and psychologically. They will experience the enhancements of the giving and getting of respect. They will also prep for the contemporary global world. They will be both cosmopolitan and grounded. All this is in their self-interest.


That brief but strong impression eventually seemed at odds with what Ibegan to think of as the persona in the songs—a little dilemma that mademore sense after I read Warren Zanes’s 2015 book, “.” As a kid, Zanes went for Petty pretty much as I had. But Zanes fellharder. He considers Petty’s music to be on a level with that of theBeatles and the Rolling Stones. Zanes would open for Petty asa member of the band the Del Fuegos, giving him ample time to see Pettymoving through the world as a person. When Petty authorized Zanes towrite his life, Zanes says that Petty told him to say whatever he liked.

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The writer demonstrates a nice balance between her professional and her personal achievements. Her first accomplishment shows the essayist to be a savvy business professional and highlights her good political sense, dedication, and technical skill. The second accomplishment rounds out the image by painting a picture of a young, healthy, active woman willing to take risks and learn new skills at the expense of laughter and embarrassment. The latter may have been a personal achievement, but these translate into very lucrative professional skills as well.

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