Eubonics takes aim at math and science

Apparently, now we are supposed to believe that math and science are signs of white privilege and basic premises like pi and addition are supposed to be ignored if there is a disparate impact. Sort of like the wise racist Latina on the Supreme Court that though questions such as water flow, fire temperatures and the combustion characteristics of various chemicals on the firefighter’s written exam was racist let alone the outrageous assumption that an American citizen should have ID to vote.
https://pjmedia.com/instapundit/
DISPATCHES FROM THE EDUCATION APOCALYPSE: Yale & The Crisis Of American Elites.
Inoue is the director of the UW-Tacoma Writing Center and has explained that “White language supremacy is perpetuated in college classrooms despite the better intentions of faculty, particularly through the practices of grading writing.” It appears that grading on writing ability is one of those acts of white supremacy. He has insisted that professors who use a single neutral standard for all students are perpetuating racism: “[using] single standard to grade your students’ languaging, you engage in racism. You actively promote white language supremacy, which is the handmaiden to white bias in the world.”
You might be thinking, “OK, that’s nuts, but that kind of thing would never fly in STEM disciplines.” Let me introduce you to a peer-reviewed 2017 paper by feminist scholar Donna Riley, who in the same year became head of the Purdue University department of engineering education. Purdue is one of the top engineering schools in the country. Here’s the abstract:
Rigor is the aspirational quality academics apply to disciplinary standards of quality. Rigor’s particular role in engineering created conditions for its transfer and adaptation in the recently emergent discipline of engineering education research. ‘Rigorous engineering education research’ and the related ‘evidence-based’ research and practice movement in STEM education have resulted in a proliferation of boundary drawing exercises that mimic those in engineering disciplines, shaping the development of new knowledge and ‘improved’ practice in engineering education. Rigor accomplishes dirty deeds, however, serving three primary ends across engineering, engineering education, and engineering education research: disciplining, demarcating boundaries, and demonstrating white male heterosexual privilege. Understanding how rigor reproduces inequality, we cannot reinvent it but rather must relinquish it, looking to alternative conceptualizations for evaluating knowledge, welcoming diverse ways of knowing, doing, and being, and moving from compliance to engagement, from rigor to vigor.
In the paper, she writes:
One of rigor’s purposes is, to put it bluntly, a thinly veiled assertion of white male (hetero)sexuality” because rigor “has a historical lineage of being about hardness, stiffness, and erectness; its sexual connotations—and links to masculinity in particular—are undeniable.
Er, right. Here’s a tip for travelers: if you arrive at a bridge over a gorge, you’d better hope that it stands stiff and erect, and that one of Donna Riley’s rigorless students, with their diverse ways of knowing, didn’t have anything to do with engineering the thing.
See also: the 2018  Florida International University bridge collapse that killed six and injured eight, but whose engineers were praised beforehand for their environmentalism and gender equality.