Sabith Khan, Author at The Public Sphere

What is Environmental Justice?

~Jacqueline Phelps

Pursuant to state law, environmental justice means “the fair treatment of people of all races, cultures, and incomes with respect to the development, adoption, implementation, and enforcement of environmental laws, regulations, and policies.” (California Government Code, 2019). Many of us understand why the consideration of environmental justice in decision-making processes is essential, and have experienced the inequities that have resulted in our communities when it is not. Maybe the community that you grew up in doesn’t have adequate access to open space, or maybe there are too many industrial facilities that have resulted in a heavy pollutant load. These are examples of how land-use decision-making has served to disproportionately assign environmental burdens and benefits throughout the communities that we are a part of.

Unfortunately, the environmental injustices that are embedded within our communities have been perpetuated by institutions over time, and we know that the quality of our lives and the lives of those that we care about are impacted. For example, numerous studies including by Nigra et. al (2020), have found that inequalities in exposure to drinking water contaminants throughout the United States stem from inequalities in the implementation of both land use policy and zoning decisions. Furthermore, disproportionate burdens often fall on lower-income and minority communities (Schaider, 2019).

Screening tools, such as CalEnviro Screen, have been developed in order to help with the identification of communities that have been overburdened by pollution. This tool is accessible to the public, and I encourage you to explore the data available for the communities that you are a part of: https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30. In addition to identifying overburdened communities, it is critical to examine how environmental burdens fit into a larger policy framework. How does environmental policy intersect with housing policy, or economic development (Corburn, 2017)? Understanding this policy context and the associated decision-making processes are essential for creating more healthy communities and enhancing the accessibility to clean environmental resources.

As the effects of climate change continue to intensify, adverse environmental outcomes will continue to increase within overburdened communities. Not only will air pollution worsen but other adverse effects, such as reduced access to clean water, will be exacerbated (Rudolph, 2018). According to Rudolph (2018), “Climate change acts as a threat multiplier, exacerbating poverty, environmental degradation, and political instability.” As such, it is critical to not only address the environmental issues that exist today but to also create proactive policies and plan for issues that may arise in order to avoid future adverse environmental outcomes.

In Environmental Policy and Planning- PA-5ST-01 we will examine the topic of environmental justice, as well as strategies that can be implemented in order to avoid perpetuating concentrated environmental burdens. Additionally, we will hear from local professionals with expertise in this area, and they will share their approach to initiating policy change in our local communities. Furthermore, we will examine environmental justice policies that are currently being implemented at the state level, as well as a variety of other important environmental topic areas. Please feel free to contact me at jphelps@callutheran.edu if you have any questions about this course. I look forward to seeing you in class!

References:

California Government Code, § 65040.12, (2019). https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=GOV&sectionNum=65040.12

Corburn, J. (2017). Concepts for studying urban environmental justice. Current Environmental Health Reports, 4(1), 61–67. https://doi.org/10.1007/s40572-017-0123-6

Nigra, A. E., Qixuan Chen, Chillrud, S. N., Lili Wang, Harvey, D., Mailloux, B., Factor-Litvak, P., & Navas-Acien, A. (2020). Inequalities in Public Water Arsenic Concentrations in Counties and Community Water Systems across the United States, 2006-2011. Environmental Health Perspectives, 128(12), 127001-1-127001–127013. https://doi-org.ezproxy.callutheran.edu/10.1289/EHP7313

Rudolph, L., Harrison, C., Buckley, L. & North, S. (2018). Climate Change, Health, and Equity: A Guide for Local Health Departments. Oakland, CA and Washington D.C., Public Health Institute and American Public Health Association.

Schaider, L. A., Swetschinski, L., Campbell, C., & Rudel, R. A. (2019). Environmental justice and drinking water quality: are there socioeconomic disparities in nitrate levels in U.S. drinking water? Environmental Health: A Global Access Science Source, 18(1), 1–15. https://doi-org.ezproxy.callutheran.edu/10.1186/s12940-018-0442-6

Expanding Inclusive Curriculum Towards the LGBTQ+ Community in California Schools: How and Why Should Educators Do This?

~Erin Niemi

As the conversation surrounding inclusivity is discussed within the education sector, there has been consideration to address prominent heteronormativity in schools and uplift LGBTQ+ students. It has been found that students identifying as a part of the LGBTQ+ community are at increased risks to suffer from chronic stress as a result of stigma-related discrimination (Smith-Millmen, et. al, 2019) are twice as likely to miss school due to sadness and hopelessness than their non-LGBTQ+ peers (Choi, et. al 2017), and report high levels of physical, verbal, and sexual abuse on campus compared to their non-LGBTQ+ peers (Smith-Millmen, et. al, 2019). In order to confront this safety epidemic, educators have begun to explore the ways LGBTQ+ inclusive education could confront safety issues in schools, as well as begin to confront LGBTQ+ erasure and discrimination by omission in all subjects taught.

Benefits of LGBTQ+-Inclusive Education:

Although the passage of The FAIR Education Act, which states that the contributions of “lesbian, gay, bisexual and transgender” people should be included in curriculum addressing the political and social development of California and the United States was passed and implemented in 2012, fewer than 20% of LGBTQ+ students have reported that they have had positive/neutral representations of LGBTQ+ folks in the classroom (Snapp, et. al, 2015). Additionally, research has shown that LGBTQ+ related issues, topics, and people are underrepresented in the courses such as health and sexuality (Snapp, et. al, 2015), math and science (Snapp, et. al, 2015), and although more included in the fields of English, history, and government, LGBTQ+ inclusive curriculum in these areas miss several aspects that would make the curriculum more inclusive. However, when done correctly and with the intention of inclusion, LGBTQ+-inclusive makes school safer for both LGBTQ+ and non-LGBTQ+ students, and when this curriculum was implemented, students as a whole heard fewer homophobic slurs, experienced less victimization and bullying, and a reduction of prejudicial attitudes towards the LGBTQ+ community (Snapp, et. al, 2015). While LGBTQ+-inclusive curriculum lacks literature in a lot of areas (mostly due to its nonexistence), present research studying it has pointed towards its power to affirm student safety and individuality and extend inclusivity.

How Educators Have Implemented This:

While there is no present standard of LGBTQ+ curriculum, educators and teachers have implemented LGBTQ+ inclusive curriculum through the inclusion of literature with LGBTQ+ characters/authors, anti-bullying campaigns, and social justice units. By including and making available reading materials and topics towards LGBTQ+ students, as well as including them next to non-LGBTQ+ topics and literature, educators can combat the lack of representation LGBTQ+ students and educators face both inside and out of the classroom. Additionally, by integrating LGBTQ+-inclusive topics and literature in the classroom, teachers can give students a more realistic version of the global population aside from what they have traditionally heard about in school and inside their home. This way, teachers can promote lifelong learning and tolerance while simultaneously acknowledging diversity and fighting back on stigma (Batchelor, et. al, 2018).

Why Is This Important:

As LGBTQ+ students face disproportionate violence, lack of school safety, and a lack of representation in the classroom, it is important that educators consider adding LGBTQ+ inclusive curriculum within their current class material in lieu of policy passage in order to help foster school safety, inclusivity, tolerance, and reduce discrimination the LGBTQ+ community faces. By increasing LGBTQ+ inclusive content in schools, students will have a safer and more tolerant learning environment to learn in, as well as will have a better picture of the global population and all of the people within it. By including LGBTQ+-inclusive topics in the classroom, educators can also help combat discrimination by omission as well as discrimination through homophobic, transphobic, and biphobic stereotypes and prejudiced beliefs. By expanding representation, acknowledging the LGBTQ+ community, and advocating for inclusive content that reflects the world as it is, rather than through the heteronormative and cisgender lens, educators and institutions can begin to make the necessary change in order to protect LGBTQ+ youth and create education that discusses prevalent, yet often unmentioned, current issues that impact the global community as a whole.

References:

Batchelor, K. E., Ramos, M., & Neiswander, S. (2017). Opening Doors: Teaching LGBTQ-themed Young Adult Literature for an Inclusive Curriculum. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 29–36.

Choi, S. K., Baams, L., & Wilson, B. D. M. (2017). LGBTQ Youth In Public Schools, Differences Across the State. The Williams Institute, UCLA School of Law. https://williamsinstitute.law.ucla.edu/wp-content/uploads/LGBTQ-Youth-CA-Public-Schools-Oct-2017.pdf.

Smith-Millman, M., Harrison, S. E., Pierce, L., & Flaspohler, P. D. (2019). “Ready, willing, and able”: Predictors of school mental health providers’ competency in working with LGBTQ youth. Journal of LGBT Youth, 16(4), 380–402. https://doi.org/10.1080/19361653.2019.1580659

Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’ Perspectives on LGBTQ-Inclusive Curriculum. Equity & Excellence in Education, 48(2), 249–265. https://doi.org/10.1080/10665684.2015.1025614

Snapp, S. D., McGuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015). LGBTQ-inclusive curricula: why supportive curricula matter. Sex Education, 15(6), 580–596. https://doi.org/10.1080/14681811.2015.1042573

How should we think about “development”?

I conceptualized a new course this term, to make up for the study abroad course that I could not offer. I ambitiously called it “understanding development,” keeping in mind the idea that we would discuss what this term means and what we should do about it.

understanding development — source: medium.com

The reaction from students so far is pretty positive and I have an almost full class. The debates and discussions that arise are lively and encouraging. I am taking a critical perspective of the term, in the tradition of James C Scott or Dudley Seers. I am forcing the students to challenge their assumptions and ask some difficult (and seemingly strange) questions.

One student pointed out that the fact that life expectancy for African-American men in NY City can be as short as someone living in Afghanistan “shocking.” This is unfortunately true, and we can see several examples of “underdevelopment”, in the classical sense in our own neighborhoods.

During my drive to the pharmacy this morning, I heard about the eviction of the homeless in Echo Park, in LA. The fact that hundreds of homeless people are being evicted, with no real solution in place is appalling. However, when one thinks about this in the context of existing social order and what we are willing to tolerate or not, things start to make sense. Of course, in every society, different groups have different priorities and usually, the priorities of the ruling classes dominate.

One could look at this cynically and argue that we are witnessing nothing but the impacts of the economic way of thinking, meaning, our privileging of economic growth over other factors: social cohesion, justice, equality, etc. and that may be true. As Stephen Macekura points out in his book “The mismeasure of progress,” this question was posed by pioneers of the study of development such as Dudley Seers. Seers pointed out that we “measure what we value, we value what we measure. To envision the world anew requires new tools, but also a clear articulation of the ethical commitments and politics that give them force.” (p.10).

Macekura further points out that the very nature of statistical measures can be value-laden. For instance, do we consider the non-paid work of women at home as part of economic activity, if not; why? What about volunteer work?

Statistics have been part of the national self-definition process, as Macekura adds that

“Census data, moreover, often defined the boundaries of national belonging and social difference by enumerating who counted— literally— as members of the nation.”

In the current trend of ‘local economies’ and ‘national economies’, recovering after the covid pandemic, one is tempted to ask: what exactly are we talking about here? Does speaking of a ‘national economy’ mean the same thing when we talk about a highly organized and structured society like the US and another such as India, which has a huge informal economy? Is there equivalence in terms and concepts?

References

Macekura, S. 2020. The mismeasure of progress – Economic growth and its critics. Uni of Chicago Press.

Resistance to mask-wearing: Can wearing masks be seen as not macho enough/“effeminate” behavior?

The latest issue of Administrative Theory and Praxis has an interesting article titled “Street-level bureaucrats under COVID-19: Police Officers responses in constrained settings,” by Rafael Alcadipani, Sandra Cabral, Alan Fernandes, and Gabriela Lotta. They point out, based on inductive qualitative analysis that in a major Brazilian metropolitan area, conflicts concerning political, occupational culture, and material dimensions can “negatively impact police officers’ response in financially and institutionally constrained settings.”

Their paper is an interesting one in that they suggest something that is known among those who work on the front-lines: organizational values shape how people respond to crises. In the case of COVID-19, the paper elegantly shows how Brazilian policemen – much like others around the world – value machismo and bravery – and define their roles through this lens. When actions or values go against these two clashes, they are quick to fall back into what they know best: defending their machismo and perceived sense of “bravery.”

This is precisely what makes them reject masks and social distancing. Consider that for a cop, being seen as “tough” and “manly” is crucial. In a culture where wearing a mask is seen as being afraid of a virus and caring for one’s colleagues is seen as being effeminate, then such behaviors are punished by one’s peers, rather than supported. This is precisely what is going on in parts of the country.

And the authors point out that it doesn’t help when the President of Brazil does not encourage mask-wearing and has criticized social distancing (similar to former President Trump). The conflicting messaging at the federal/ central levels and local levels can create tensions that manifest in how local authorities perceive the message, the authors point out.

They point out that “COVID-19 has produced dual outcomes: on the one hand, police forces crime control values align with the political and occupational values. On the other, it can create a conflict,” (p.395) – especially on the three dimensions: political, occupational culture and material conditions.

Their suggestion is that discretion at the street level among these bureaucrats can be both a blessing and a curse. But of material resources, such as a shortage of PPE can lead to greater conflicts of vision and values within an organization. They call for greater coordination and alignment among all values in an organization and suggest that leaders have a big role to play in this process., to increase creativity and decrease divergence.

How to tackle disinformation – the single biggest challenge of public administration?

~ Sabith Khan, PhD

Imagine being in a once in a century pandemic. And miraculously, a group of scientists discovers a vaccine that actually works, all in a matter of months. Then, the vaccine starts to roll out. But there is one problem: a good segment of the population refuses to take it.

This imaginary situation is not so imaginary, as it is playing out across the U.S., today.

“I really don’t think it’ll work,” they say.

“I get sick every time I get vaccinated,” others point out.

Of course, you want to address their concerns and anxieties, given we are living in a real scenario and not an imaginary one, as mentioned above.

Dr. Gil Ayal, a professor who studies the sociology of expertise asks the question: “In an age when the federal government has attacked every conceivable norm, with anti-maskers questioning the legitimacy of all forms of expertise, how relevant is expertise in our world?” (Ayal, 2019).

In the U.S, this tension was manifest in the tug of war between Dr. Fauci and our past President, Mr. Trump. While the former represented science, credibility, and trust; the latter represented everything that was the opposite of that. The disinformation spread by Trump has caused lasting damage to the credibility of science – think back to his comments about drinking Clorox, Hydroxychloroquine, and a dozen other claims that had absolutely no claim in science. Here was a man, who was supposed to lead the country through a horrendous epidemic, making false claims on national TV.

If the crisis in science communication needed a metaphor, this moment was it. Thankfully, we seem to have moved past it, although in a small way. The skepticism that was sown in the minds of millions of people will bear fruit in the coming weeks and months.

So, how does one tackle disinformation and lack of trust in science?

The problem is not these anti-vaxxers don’t trust science in its entirety. The problem is the mismatch between science and politics, with each one moving at its own pace and priorities. Science is slow, deliberate, and thoughtful, while politics is fast, rapidly changing, and demands loyalty. Policy, on the other hand, is somewhere in the middle (Ayal,p.8).

The other tension that needs to be resolved to address this skepticism of science is also to tackle the issue of democracy and technocracy.

Building public trust in science and scientific expertise is also at the heart of this enterprise.

One approach, which has been pointed out by those who study expertise is to let people figure out what is a good approach for them.

Increasing transparency, inclusion, and participation in scientific consensus-building could be an idea worth exploring, he suggests.

As someone who teaches research methods, I try to impress upon students the need for understanding the skepticism that exists in some communities, that have been abused by scientists. Think of the Tuskegee syphilis study and other instances of gross abuse of scientific expertise. This could well explain why some Latinx and African American communities today don’t want to get vaccinated.

With such historical precedents, it is easy for a clever politician to exploit the mistrust in science to push their agendas.

So, what is one to do?

The answer may be a complicated one. It involves building trust, working slowly but surely to make the scientific process open to the public, involve them in aspects of decision making and communicate to build trust.

Statistical Literacy and Public Policies

Dr. Gustavo Lara-Gonzalez

Public policies describe the action of the government. This action is in response to issues brought by the public before the public officials. The response of the government is by enacting laws and regulations. Thus, the government is a manufacturer of public policies.

The aim of public or private policy has two key areas:

To give direction to the organization and
To serve and protect what is in the best interest of the public. Thus, the analysis of public policies and their effectiveness and efficiency became highly important. In this regard, statistical literacy is an important element to understand the responsiveness in bringing issues related to a certain public policy for examination, deliberation, and possible solution.

Currently, a statistic is more important than ever in today’s data-driven world. A vast amount of data is being generated in many fields, including in the public sector. If the evaluation of a public policy is about facts and values, then the role of the public administrator as a proficient statistician is imperative. Conducting surveys, gathering evidence, examining specific cases related to a specific problem, organizing and learning from all the data, visualize important patterns and trends, and carefully listening and communicating the results and findings to non-statistician are some of the skills that public administrators need polish.

The Network of School of Public Policy, Affairs, and Administration (NASPAA) is the global standard in public service education and is recognized as a global accreditor of master’s degree programs in these fields. This global organization requires from any master program in public policy and administration evidence of their graduates in five competencies:

Lead and manage in Public Governance.
Participate in and contribute to the public policy process.
Analyze, synthesize, think creatively, solve problems, and make decisions.
Articulate and apply public service perspectives; and
Communicate and interact productively with a diverse and changing workforce and citizenry.

Statistics courses help meet these requirements. Therefore, if we want to understand public policies, statistical literacy is a must. According to Wallman (1993), statistical literacy is the ability to understand and critically evaluate statistical results that permeate our daily lives—coupled with the ability to appreciate the contributions that statistical thinking can make in public and private, professional and personal decisions. To be successful civil servants, public administrators require to critically review the evidence and evaluate policies, and to understand analyzes and evaluations. They need to have some understanding of statistics to digest information to distinguish between a solid statistical argument from a bogus one and make good decisions based on that information.

References

Wallman, K. K. (1993). Enhancing statistical literacy: Enriching our society. Journal of the American Statistical Association, 88(421), 1. [Taylor & Francis Online], [Web of Science ®], [Google Scholar].

How We Overcame the Fear of the COVID-19 Vaccine

~Leonard Casiple

The COVID-19 pandemic response has upended the very essence of humanity by constraining social interaction, mandating indoor seclusion, and making us flinch at the thought of outdoor bustle.

Even the elegance of the lingering waft of perfume and cologne has been supplanted by the shock of quickly-dissipating rubbing alcohol and sanitizers.

Every connection has become a long-distance relationship.

Gone are the days of bear hugs and high fives. Our need for social contact has been abbreviated into a momentary fist bump. Today, the essence of closeness and community is measured in 6-foot increments. The closeness that breaks the mandated “bubble” is frowned upon as a lack of civility.

How long will we tolerate to live this way?

Straitjacketed by social distancing, we are free but confined. We are shackled to a mark on the floor until safe to move to the next comfortable X. The mask suffocates at inhalation. At exhalation, the facial cloak inhibits the utterance of frustration.

Vaccinate or Vacillate?

At any given moment, we can find information either to support vaccination or to contradict the opposition. The ubiquity of conflicting information can confuse the finest of us. Perpetual analysis based on an unhealthy dose of doubt can lead to an endless cycle of posturing, blaming, and story-crafting.

If not careful, an intense but partial study can lead to the wrong rationalization. Groups can become comfortably befuddled by the mantra of their echo chambers.

Our Family’s Experience.

As a child, I grew up in a developing country where the disease was rampant. I was fortunate to get on the public health immunization schedule. The vaccines spared me from the devastation of diseases such as polio and tuberculosis that affected some of my neighbors.

As a soldier in the US Army, I was immunized to preserve my health while working in austere environments. The US military, as a matter of force preservation, requires its personnel to stay current on all vaccinations. As a condition for being stationed overseas, my wife and children were also vaccinated. With vaccination, my wife who is a nurse can continue the work that she loves with less apprehension.

The National Stance.

Since the late 1800s, the US has required medical examinations of immigrants, and much later added vaccination as a condition for entry. Applicants who are found to be carriers of diseases of public health significance are excluded from entry.

When done in combination – the vaccination of the majority and the exclusion of a few – the measures have protected this country from debilitating and life-altering diseases.

Because of the effectiveness of the control measures at entry points, we are oblivious to the screening process that silently protects us. Because we are generally healthy, we fail to appreciate the long-term positive results of inoculation.

The benefits of induced immunity have allowed this country to maintain its economic momentum, and in turn, we are able to keep our hopes and dreams on schedule.

How We Handle the Fear.

My wife and I worry about the virus as well as the effects of the COVID-19 vaccine. We are also concerned about the long-term health of our college-age sons.

Although we instituted a few financial security measures, untimely death or disability during the pandemic will be a difficult ordeal.

To quell the fears, we discussed options and established contingency plans.

Our Tiered Approach.

We will live courageously with a bias towards positivity. We will not allow this virus to keep us at bay. To minimize the impact, my family will get vaccinated in stages.

As a front-line worker, my wife will be vaccinated first. If she experiences a negative reaction, I will wait so I can take care of her until her condition improves. Our sons will be vaccinated last.

We envision our family thriving, socializing, and traveling (again) as the result of the COVID-19 vaccine program.

From my point of view, I am not taking a plunge into the unknown. Instead, vaccination is the forward lunge that will dislodge the consuming grip of the pandemic.

How about you? How do you plan to live the best parts of your life?

Will philanthropy by the rich save us?

Mackenzie Scott’s giving away of $4 bn made news last week, as this was one of the most generous examples of giving by an ultra-rich person, this year. It is admirable that she has given this money away, even though there are very many criticisms of this phenomenon of hi-networth giving.

Hi-networth giving by Mackenzie Scott — credits: npr.org

Her problem is pretty unique to super-rich folk: how to help others, with all the surplus wealth that one has? There have been a few proposals before us, falling broadly into two categories :

Tax the rich and
Allow the rich to carry out their philanthropy, as they see fit and encourage them in this direction.

The first idea of taxing the rich doesn’t seem to gain a lot of momentum in the U.S., given that political will to make this happen doesn’t seem to exist. However, a vast majority of Americans think that what they pay are fair share of taxes. Given that we have a progressive system of taxation, at the individual level, there seems to be not much of a problem for the middle class. The poor and those who are struggling to make ends meet are the ones who are most upset about the status quo.

But for the super-wealthy and entrepreneurs and those with avenues to gain tax deductions, there are enormous loopholes through which companies do not pay any taxes, even after making billions of dollars in taxes. This article talks about how little a company like Amazon pays, in taxes (for the past few years, it has paid $0 in taxes). The company has faced a lot of criticism for this reason. Various tax credits and deductions help firms such as Amazon avoid taxes.

Can billions of dollars donated by the super-rich save us? This question is as old as the industrial age (also called the Gilded age), when the newly founded millionaires (billionaires in comparison to our age) such as Andrew Carnegie, Rockefeller, and others tried to answer this question. We have our own Rockefellers and Carnegies in the form of Mackenzie Scott, Bill Gates, and others, who have given away quite a lot of money to worthy causes.

At a time when the American economy has been battered by the pandemic, politicians, intellectuals are questioning why the current system persists, especially when we are fighting over something as basic as a $600 relief check for Americans.

The second approach of the wealthy giving away their wealth is a somewhat recent phenomenon, that has emerged in the past decade or two.

The Giving Pledge is an example of a modern version of how the super-rich have tried to rationalize their wealth and reach an agreement with themselves and others: the compact that giving one’s wealth away is one way to deal with the problem our societies have created: excessive wealth in a few hands.

Carnegie’s Gospel of Wealth is one of the older documents in this regard that tried to address this specific problem.

What is the right answer to the problem of wealth transfer from the super-rich to the super-poor? That answer depends on the society that we have and how people feel about the obligations and rights that we have, as individuals towards each other, and the government’s role in regulating these obligations and rights. This ‘social contract’ may need revision, as we come out of the covid-19 pandemic, with deep questions being asked about the nature of our relationship to each other, to the state, and to our communities – far and wide.

This act may need a renewed imagination and a willingness to debate and dialogue with people with who we vehemently disagree.

How do we find better leaders to lead us through crises?

The Atlantic published an interesting article recently about the secret for Germany’s success in tackling the COVID-19 crisis: A scientist at the helm of political affairs, Chancellor Angela Merkle. This is an interesting argument to ponder. Why have countries/ regions that have scientists/technocrats as leaders done well, while those run by run-of-the-mill politicians done badly? Controversial much? I think there is some merit in this argument.

Source: psafinancial.com

Let’s focus on Germany. As Miller points out “For weeks now, Germany’s leader has deployed her characteristic rationality, coupled with an uncharacteristic sentimentality, to guide the country through what has thus far been a relatively successful battle against COVID-19,” going on to add that her calm demeanor, scientific rationality, and wisdom is paying off, both politically and scientifically.

The reason for her success, Miller points out, is the trust of German people in bureaucracy and order – and scientific thinking. The charismatic leadership of the style that Hitler practiced is seen with suspicion.

On the other hand, in many parts of the world, we are witnessing the ravages of such a style of leadership, with leaders blustering, lying, and misinforming people. The facts speak for themselves, though the amount of misinformation is so high that the average person with little critical thinking skills is confused and falls for propaganda – either from the state or from special interest groups.

We may also be witnessing a clear winner emerging, in terms of style of leadership, with bureaucratic leadership emerging a winner, over charismatic leadership. There is of course a long history of debate over whether we need more bureaucracy in our societies or more democracy. In countries such as the U.S., where freedom is valued above all else, this sort of clamping down of freedoms by the state is seen with great suspicion. The recent protests over closures in the U.S. across many states are part of this process.

Clearly, people want freedoms to do what they want and get back to their normal lives. When one’s livelihood is threatened, scientific rationality goes out the window. However, this is not the time to be impulsive and risk the gains made. In many parts of the world, there is evidence that the shutdowns are working and there is indeed a flattening of the curve. It is the leader’s responsibility to emphasize this and to ensure that people get support, financial and otherwise, during this pandemic. California, for instance, seems to be flattening the curve. However, more needs to be done and the shutdowns need to be in place for a longer period of time.

One of the key tasks of any leader- political or otherwise – is to ‘call it like it is,’ when it comes to critical issues pertaining to public health or safety. This responsibility is more so if that leader is an expert in science or technology and has specific information that is not available to others, as Sean O’Keefe, the former NASA administrator pointed out, during a web conference.

In an ideal world, rationality would prevail and would inform the best decisions. However, we live in a world where politics gets in the way and often, the best decisions are not taken, rather we may, as a society make decisions that are politically ideal. This is the bane of our societies, which are democratic. If we end up electing demagogues, then we will be served with propaganda and falsehoods.

Trust in a leader is important to tackle such a crisis as covid-19. And we are seeing across the board that this trust can be either used for tackling the crisis or for furthering the political agenda. As an example, Merkel has used this trust to reinforce the need for social solidarity and the need to follow directives and scientific advice. And for the most part, Germans seem to be heeding her. As Miller points out “Her rational assurances and her emotional appeal was crucial at a time of rising panic. While the mood isn’t quite so dark here anymore—thanks to a variety of factors, Germany appears to have dealt with the outbreak better than many other countries—Germans largely continue to heed the chancellor’s detailed directives.” Merkel has been a trusted scientific and political figure and continues to lead calmly and is likely to lead her country out of this crisis, with minimal damage.

Maybe the bigger lesson from this crisis is that more scientific leaders should enter the political realm. Maybe the answer to our troubles is more scientific leadership and less political leadership. And perhaps that starts with the electorate. A more informed and educated citizenry is needed to elect leaders who act rationally. So, in some ways, the leaders we are seeing in the public sphere reflect who we are, as a people. Don’t like what you see out there? Then, better change what goes into making those people win. That, I think is the biggest lesson for us all.

Lessons from the Hispanic Association of Colleges and Universities (HACU)’s 34th Annual Conference

Leslie Madrigal

Due to the pandemic, everything looks different from what we are used to, including conferences. From October 26^th – October 28^th, I attended the Hispanic Association of Colleges and Universities (HACU)’s 34^th Annual Conference. Their theme for this year was “Championing Hispanic Higher Education Success: Fostering Excellence and Social Justice. I attended their conference last year in Chicago, so it was definitely different this time around. Although it was in a virtual format, I am still thankful that I got to attend and meet people from across the U.S. who also attend HSI’s.

The conference started with an opening webinar session from the President of HACU. From there, we were able to choose which sessions we wanted to attend. On Monday morning, I attended “Partners in Equity: Universities, Communities, and Families Supporting College Access.” As a first-generation college student, it is important to me that every child knows that they have the capability to attend college and follow their dreams. This session focused on a university that partnered with two local schools in order to make sure that students knew what exactly a college was and how they could get prepared to one day apply. I also attended another session: “How Non-Native Speakers of English Succeed in Bachelor’s Degree Programs.” In this session, they talked about how important it is for students of all backgrounds to be included in their institutions. There is a difference between being Hispanic Enrolling and Hispanic Serving. Many institutions focus so much of their time on the enrolling title but are they really helping and serving the Hispanic students that they have in the institutions.

On Tuesday, I attended “Creating A More Socially Just Campus through Equitable Policy Implementation.” With racial inequities coming more to light during the pandemic, it is clear that college campuses also need to do their part in dismantling racial injustices within higher education. This session focused on including students and having their voices heard within higher administration, but not in a sense where they speak for every person of color. I also attended “Training Immigrant Advocates: Let’s Partner to Expand Access to Justice.” This session was probably one of my favorite ones from the whole conference. It focused on a program ran through Villanova University called VIISTA. VIISTA is an immigrant advocate program in which almost anyone can apply to as long as they are passionate about helping others. VIISTA helps people gain a certificate in which they can become registered with the Department of Justice and can attend court hearings with immigrants who otherwise may not be able to afford to have anyone else there with them. It was also great to hear that they offer a lot of scholarships to Southern California residents, or otherwise, it costs a little under $4000 to complete the program.

Wednesday was the last day of the conference, in which I attended another session that I really enjoyed titled “Significant Life Experiences and the Making of Mexican American Superintendents,” which focused on a superintendent in Texas who grew up along the Texas border. He grew up helping his father in a little shop that they owned, as well as playing for the basketball team at school. He ended up becoming the superintendent of the school district in which he attended, where his mother also sat on the school board for a number of years. I thought this was an amazing story because it shows just how much giving back means, and he accomplished it by coming back to his community. My last session of the conference was titled “HACU Advocacy: Your Voice, Your Moment,” which focused on the importance of knowing who our elected officials are, and knowing where they stand on key issues that affect us each and every day in higher education.

The conference ended with a town hall that focused on talking about the 2020 election and what each candidate had planned out for higher education. Whether we are in our undergraduate or graduate journeys, it is important to focus and keep up on where officials stand on higher education and education as a whole. Overall, I learned a lot throughout the conference, and am glad I was able to attend.