A wildly racist professor at Binghamton University in New York is teaching a valuable lesson, although perhaps not the one that she hoped to.
Ana Maria Candela, who teaches Sociology, openly gave priority to “non-white folks” in her classroom while directing white male students to stay silent and not participate. She even enshrined her racial prejudice in writing in the student syllabus, of which the university seemed unaware until it was pointed out by angry students.
The syllabus for her class titled “Social Change – Introduction to Sociology” reads:
… we try to give priority to non-white folks, to women, and to shy and quiet people who rarely raise their hands. It also means that if you are white, male, or someone privileged by the racial and gender structures of our society to have your voice easily voiced and heard, we will often ask you to hold off on your questions or comments to give others priority and will come back to you a bit later or at another time.
In other words, I am a racist and racism runs this classroom.
Now that some students have pointed out the double standard – where even a whiff of racism against nonwhites is a firing and even life-canceling offense – the university is admitting Candela’s open and flagrant racist policy violates school principles.
Candela renamed her racial prejudice as “progressive stacking.”
Students pay about $19,000 per year to attend Binghamton, which calls itself the number-one ranked public university in New York.
The school did not immediately reply to a request for comment from DailyMail.com, which is covering the story. However, Candela’s biography no longer appears on the school’s website. Her Twitter account is also gone, unfortunately, as seeing actual racists in action can be educational. She has a personal website, but it is currently password-protected.
“The Faculty Staff Handbook outlines principles of effective teaching, which include valuing and encouraging student feedback, encouraging appropriate faculty-student interaction, and respecting the diverse talents and learning styles of students,” a Binghamton spokesperson said. “The syllabus statement you have brought to our attention clearly violates those principles.”