by Bruce Fleming, Real Clear Wire:
Applicants who self-identified as a member of a race the Academy wished to privilege—at the time I was on the Admissions Board it was African American, Hispanic, and Native American—were briefed separately to the committee not by a white member but by a minority Navy lieutenant. Briefings (a minute and forty seconds per applicant, no more) ran through a number of factors quite quickly and offered a recommendation that we had been told was appropriate: “qualified” for USNA if grades A/B for white applicants (but not minorities, who needed only C grades), 600 score in each part of the SAT for white applicants (but about 550 for minorities who come to USNA without remediation), and Whole Person Multiple (points given for grades/tests, school leadership positions, and sports) of at least 55,000 for whites, no bottom for minorities.
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This is aside from the fact that 20 percent of the class could be sent to the remedial, taxpayer-supported prep school for a year, also with no minimum for scores. Other possible recommendations included a year at a civilian prep school that the Naval Academy Foundation pays for, where they also do a thirteenth year (the profile for this was white lacrosse players, not black football players), and USNA “pool,” a sort of wait list for nonrecruited whites, who typically weren’t tracked to NAPS or Foundation schools. The athletic department offered its list of recruits that were invariably deemed “qualified” no matter how low in scores, because many if not most to go to NAPS and only a few to USNA directly.
Race in America is a complex question that we have no silver bullet for. We’d like to see everybody playing happily in the academic sandbox together, as well as elsewhere in society at large. However, in academic institutions with limited places, we have a problem—especially at an institution touted for academic rigor and that taxpayers fund for one specific job. Blacks, on average, consistently score lower than whites (who score lower than Asians) on standardized tests. The choices are simple. If you want students who look a certain way but tend to score lower than others, you accept the lower scores and stop talking about your standards. Or you go with the class that can meet these standards and stop talking about the way they look. The Naval Academy tries to square the circle by both bragging about its standards and letting in half the class to lower standards. No wonder they were furious that I pointed this out. All educational institutions have this problem to some degree; the academies are just worse than others. And in 2023, the Supreme Court said we’re legal in doing so, whereas all others are not.
I’ve had some brilliant black students over three decades, and quite a few really nice ones. I’ve taught classes at both ends of our ability spectrum—our honors classes and our remedial precollege English classes, which are almost all filled with black and Hispanic students, most of whom have just come from the remedial, taxpayer-funded thirteenth grade at the prep school. I usually love them as people, and the warmth I show them usually melts the ice when they heard they got Professor Fleming, the one who “hates the football team.” I don’t hate the football team. I just don’t think we should be recruiting them to play Division I, which takes up slots better all-around qualified candidates (like your kids?) could have filled. But they got the offer, and here they are, so I’m going to give it my all, and hope to inspire them to do the same.
Some of the African American kids are the most disappointed of all. One brilliant young woman from New York City announced in my office some years ago, “I should have gone to Howard.”
“Why?” I said.
“Because I am so tired of being stereotyped as black,” she said. “In New York nobody is anything. But here they want me to join the gospel choir. I can’t sing. And I hate this channeling of the black kids so the administration looks good.”
“Yeah,” I said. “It’s a problem. But don’t give up. Just be you.”
“Hmmm,” she said. “Hard at this place.”
“Tell me about it,” I said.
In 2021, the Academy issued a Diversity and Inclusion Strategic Plan whose lead picture has a black male midshipman standing as Brigade Commander in front of a phalanx of white males. A former military instructor in the History Department and USNA graduate J.A. Cauthen, in an article entitled “The US Naval Academy is Adrift” objects—and it’s hard to disagree with him that this plan “will erode the competency of future officers and imperil our national security.”
He quotes the plan as saying that the Naval Academy “will develop a diversity and inclusion checklist and schedule to inventory and assess all academic classes and training events,” something I saw beginning as I was being forced out of the classroom. It will “partner with Academic Departments in conducting comprehensive curriculum review prioritizing the inclusion of marginalized scholarship and hidden histories within midshipmen education.” And he asks a question relevant to my situation: “What will be the fate of those who will not comply, given their belief in, and right to, academic freedom?”
