White “institutional racism” has been blamed once again for black academic failure, despite all statistical evidence showing that achievement levels among racial groups varies considerably.
The latest “blame whitey” assault came from the far leftist National Union of Students (NUS), which last week issued a report saying that “a large number of Black students have experienced racism within the British education system.”
The NUS report, which is says took two years (!) to compile, claimed that “one in six” black students had “encountered racism in their current institution.”
Furthermore, the NUS report said, “one in three did not feel confident in their institution’s capacity to handle complaints over racism effectively” and that a similar proportion “felt their learning environment prevented them from sharing their perspective as Black students in lectures and tutorial meetings.”
Finally, the NUS report said, many blacks did “not apply to enter one of the elite ‘Russell Group’ universities, because they felt their poor record of recruiting black students meant it was more likely they would experience racism there.”
The report is fairly typical of knee-jerk leftist reaction to the perennial problem of black underachievement.
Rather than face up to the statistical reality, it is “easier” and more politically correct just to blame whites and “white racism” as if all universities are seething hotbeds of racial hate.
Of course, the academic institutions are anything but, and the continual accusations of racism by black students must be particularly puzzling to the liberal academia, who generally fall over themselves to accommodate “nonwhite” students of every hue.
So what are the facts?
Official statistics from the Department of Education show immediately that “white racism” cannot be the cause of black academic underachievement.
If “white racism” was the reason why all “nonwhites” fail to perform academically, there would be a uniformly low educational standard across all “nonwhite” racial groups.
This is, however, not the case. According to Government figures, pupils of Indian and Chinese origin tend to do very well, out-performing both the average and the scores of white pupils.
Pupils of Pakistani origin show a very varied pattern of achievement with some doing very well and others relatively poorly.
Pupils of Bangladeshi origin, mostly under-perform compared to other groups.
Black boys of “African and Caribbean origin” perform the worst, time and time again, no matter what “corrective” measures are taken by the educational authorities.
Even more significantly, black behavioural patterns are markedly different to those of all other pupils. In 2000/01, 38 in every 10,000 Black Caribbean pupils in England were permanently excluded from schools for violent behaviours, the highest rate for any ethnic minority group.
Indian pupils had the lowest rate, at just three in 10,000 pupils. White pupils were expelled at the rate of 13 in every 10,000.
There are now 8,000 permanent and 380,000 fixed-term exclusions every year in England. Black pupils remain three times more likely to be excluded than white.
A 2004 report for the Prince’s Trust stated that half of unemployed young people said that a lack of qualifications had led to their unemployment.
In 2004, 80 percent of juveniles in prison had been excluded from school.
In London, which has the single largest black population of school-going age in the country, a recent set of reports by the London Evening Standard revealed that a third of all children in the city do not own a book and a quarter leave primary school unable to read or write properly.
One in three children in 11 council wards within Wandsworth, Haringey, Hillingdon, Bromley, Hackney, Tower Hamlets and Brent started secondary school with dramatically impaired reading abilities, meaning they are on course to be “functionally illiterate”, according to government guidelines.
This is far higher than previous research which showed that one in four cannot read or write properly.
In total, 7,844 11-year-olds across the capital obtained Level 3 or below in their Key Stage 2 reading exams, leaving them with a reading age as low as seven.
But in 11 wards across London, one in three children is starting secondary school with a reading age of seven. The capital’s worst ward for literacy rates is Kenley in Croydon, where half of all 11-year-olds achieved only Level 3 or below.
The racial implications of these statistics cannot be ignored by any objective observer — and it serves no purpose whatsoever to continually blame whites for this state of affairs.
It is time that all communities started facing up to their own problems and seek solutions within themselves, instead of blaming others in the hope that burning issues such as academic underachievement will just “go away.”
Finally, the real lesson to be learned from the differing levels of academic underachievement is that mass immigration has clearly been highly harmful to Britain, and that the only answer to the issue lies in a firm but just policy of repatriation and the maintenance of social homogeneity and cohesion at home.
Anything less will inevitably lead to the destruction of our nation.