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Majoritarian Departmental Politics and the Professional Pyramid : Groupthink Mechanisms in Academia in the United States Link to paper as published in.

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Presentation on theme: "Majoritarian Departmental Politics and the Professional Pyramid : Groupthink Mechanisms in Academia in the United States Link to paper as published in."— Presentation transcript:

1 Majoritarian Departmental Politics and the Professional Pyramid : Groupthink Mechanisms in Academia in the United States Link to paper as published in The Independent Review

2 Classical liberal professors are rare  Professors in the humanities and social sciences (abbreviated h/ss) in the US are dominated by social democrats.  They are generally highly supportive of status-quo interventions and welfare state policies.  In h/ss, Democrats outnumber Republicans about 8 to 1. (Democrats are almost never classical liberals.)

3 1= pro-intervention 5= pro-laissez-faire

4 Economics an exception?

5  Economics is not nearly as different as many think. Overall policy index: 2.65 D to R is about 2.9 to 1. Only about 10% of economists can be called serious free-market supporters.

6 Why so few classical liberals? 1. Because academics are wise and enlightened, and classical liberalism is unwise and unenlightened. 2. Because classical liberalism is wise and enlightened, and academics are unwise and unenlightened to the extent that they oppose classical liberalism. We proceed on the presupposition of 2.

7 Why are liberal professors so rare?  A broader question: Why are liberals in general rare?  The question about professors is intertwined with the question about people in general.  Here we focus on structural features of academia. We speculate on how bad thinking could become locked-in and self- perpetuating.

8 Groupthink -- the idea that a group can make bad decisions and hold bad beliefs because of bad practices and attitudes: Excessive concurrence-seeking within the group. A lack of critical examination within the group. Too insulated from outside criticism. Outsiders are stereotyped. The group validates its own beliefs and decisions. Little independent testing, analysis, or evaluation.

9 Groupthink  The idea has academic respectability.  It approaches cases with a presupposition of defectiveness. Groupthink is an explanation for defective thinking. “Groupthink” is pejorative. The term is used with hindsight.

10 Groupthink settings  The cases are generally narrow policy decisions taken by a small group. Bay of Pigs invasion of Cuba Vietnam War escalation Watergate cover-up Space shuttle Challenger disaster Etc. They are afterwards recognized as fiascos, even by the perpetrators.

11 Groupthink literature  Irving L. Janis, Groupthink, 2 nd ed., Houghton Mifflin, 1982.  Paul ‘t Hart, Groupthink in Government: A Study of Small Groups and Policy Failure, Johns Hopkins, 1990.

12 Groupthink literature  Sociology, social psychology literatures: group dynamics organizational theory and behavior  Groupthink is also applied in: political science international relations public administration management

13 Janis “Groupthink refers to a deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressures.” (9)

14 Hart “the focus of this study will be on flaws in the operation of small, high-level groups at the helm of major projects or policies that become fiascoes.” (4)

15 Similarities between Janis-Hart and our application  The analysts presuppose that beliefs and actions are defective/unenlightened  There is an in-group  many parallel mechanisms

16 Differences between Janis-Hart and our application J-H groups are small chief-based concerned about security leaks often under great stress often making high-stakes or risky decisions dealing with immediate exigent issues.

17 Differences between Janis-Hart and our application  J-H groups sustain groupthink beliefs that are: specific to the decision at hand shallow, not about one’s identity  greater potential for eventual admission of defectiveness

18 Differences between Janis-Hart and our application Compared to J-H groups:  Academic groups are: larger group boundaries are blurrier less chief-based less policy/action oriented less stressful, urgent, risky, secret.  Academic beliefs are: deeper, more complex, 25-to-grave more like moral, political, and aesthetic values

19 Adapting the theory to academia The differences make academia a less cohesive group, with less clear policy decisions. However, certain structural features have made each academic “tribe” more cohesive than meets the eye.

20 Groupthink in academia? How can entire disciplinary professions—like Political Science, History, Sociology, and so on—become mired in unenlightened ideas? An explanation must relate micro decisions to macro norms and values.

21 What is the XYU History Department? You see XYU, with its campus and buildings. You think of XYU as a hierarchical organization, led by the Provost or President, the trustees, the Deans of the divisions or colleges. Beneath them, inside a building, on each floor is an academic department.

22 What is the XYU History Department?

23 Department  “Department” sounds like a part.  It sounds like a sub-unit within a larger agency.  It sounds subordinate to agency chiefs.

24 An Agency Unto Itself Important departmental decisions Who to hire? Who to tenure and promote? What to teach? What to research? Whom to write for? Which students to promote? The provost, dean, etc. cannot meddle in History decisions. On questions of History, no one is above the department. The department is autonomous.

25 Departmental Procedure  How are hiring decisions made?  Answer: Majority vote.  What happens when 51 percent share an ideology and feel that to be a good colleague and professor one must share that ideology?  They hire one like themselves.  Making it 60 percent, then 70 percent, then 80 percent...  A tendency toward ideological uniformity within the department.  The gradual elimination of minority points of view.

26 Departmental Ethos  However, a major principle is consensus.  It is possible for a vocal minority to sink a candidate.  A tendency toward bland, OK-by-everyone candidates.

27 Diverse History Departments?  The XYU History will tend to become ideologically uniform.  Might we get diverse History departments at different universities?

28 On what basis does the department decide?  Important decisions (again) Who to hire? Who to tenure and promote? What to teach? What to research? Whom to write for? Which students to promote?  Answer: The professional norms and standards of History, the profession. Partly, out of sincere faith in History Partly, out of practical need for focal points for consensus making

29 History: The Profession  Nationwide, each History dept functions within a mono-centric club called History  The club hierarchy cuts laterally across the country  The XYU History dept is more a creature of History than of XYU

30 The Professional Pyramid  The “ranking” of: Departments Journals Historians (“leaders of the sub-field”) Awards, kudos, grants

31 Again, the History Dept at XYU

32 Again, History cuts laterally in space

33 Again, the XYU History Department is more a creature of History than of XYU

34 Professional Hierarchy  People like to think that the discipline is: filled with independent spirits and independent centers of scholarship polycentric contestable diverse  But if you get out the microscope and think about how the profession functions, you realize it is very hierarchical.  It is highly focused on the apex (including “field” apexes).

35 The only encompassing standard  Without an encompassing standard, a discipline has no prospect of being a coherent enterprise.  “History is what historians do. Historians are those with History degrees and History appointments.”

36 Heterodoxy is heterodox  Despite heterodox protestations, the pyramid remains the gravitational well of group practice and individual ambition.  Heterodoxies focus on criticizing the mainstream. People fight over influence and power within the pyramid.  If parallel pyramids get erected, they generally are either ignored or are co- opted into the official pyramid.

37 How much real heterodoxy?  There are almost no classical liberal historians, especially at the apex.  What are the classical-liberal parallel pyramids in History?

38 Material Resources  Jobs, pay and security  Not having to teach  Grant money  Grad students: research assistants teaching assistants an audience protégés

39 Encompassing public and private  70 percent of professors are government employees.  But privates schools are enmeshed in the same History profession.  New PhDs must be sold to the profession.  Public or private doesn’t matter much. XYU History dept is mainly a creature of History.

40 The market for History professors  Is it like the market for waiters?  Thought experiment: What if waiters were like History professors?

41 If Waiters were like History profs  Each waiter job is controlled by a collection of other waiters, a Waiter Department.  Each Waiter Department spends money with slight regard for the preferences of restaurant customers.  There are 200 Waiter Departments. Each Waiter Department gets whatever prestige and revenue- base it commands principally by adhering to the standards of the encompassing club.  Each Waiter Department produces the new young waiters, whom it tries to place in the pyramid.

42 If Waiters were like History profs  Non-waiters are deemed unqualified to criticize the standards of the Waiter club.  Waiters at top departments set the tone.  Waiters at the top departments rub shoulders with cultural elites.

43 If Waiters were like History profs  Then there might be a groupthink problem among waiters.

44 The market for Historians  History is not like a normal labor market.  Supply and demand consist of historians! Historians producing historians. Historians buying historians.

45 A Professional Club  History is like a genteel society drawing resources indirectly, much from tax- payers.  Circularities: Self-validating: Historians validate each other and the pyramid They replicate themselves in PhD students

46 A scary thought  What if a small number of departments: held unenlightened ideas validated each other gained influence over the entire discipline manufactured most of the new PhDs who then filled most of the jobs at all schools?

47 The case of Economics Let’s look at: The percentage of economics faculty with Ph.D. from the worldwide top 35 economics departments... [source: D.B. Klein,”The PhD Circle in Academic Economics,” Econ Journal Watch, April 2005]

48 The case of Economics

49 The case of Sociology in US Val Burris, “The Academic Caste System: Prestige Hierarchies in PhD Exchange Networks,” American Sociological Review, 2004...

50 The case of US Sociology in US “Graduates from the top 5 departments account for roughly one-third of all faculty hired in all 94 departments. The top 20 departments account for roughly 70 percent of the total. Boundaries to upward mobility are extremely rigid. Sociologists with degrees from non-top 20 departments are rarely hired at top 20 departments and almost never hired at top 5 departments.” (247-249).

51 The case of Sociology in the US “This information confirms the observation made by [six references deleted here] that mobility in academia is mainly horizontal and downward and seldom upward” (249)

52 The case of Law in the US Brian Leiter of the University of Texas found that: Among all new faculty who started in tenure-track law-school jobs between 1996 and 2001, more than one-third earned their J.D. from just three law schools: Yale, Harvard, and Stanford.

53 The scary thought...... is pretty much the way it is!

54 Intellectual culture beyond the academy?  Suppose the History pyramid goes a certain way. Can it be challenged?  Individuals and small circles of opinion can criticize. But little salience or eminence in the intellectual culture at large.  The academic discipline is highly insulated. It has cultural power. Outsiders are ignored.  The market for History isn’t a free market. Enlightenment will not necessarily win.

55 Majoritarian departmental politics and the professional pyramid: The combination can explain why unenlightened views come to dominate entire disciplines, and why the views go unchallenged in the society at large.

56 Then and now Democrats per Republican

57 Narrow-tent Democrats How much diversity under the Democratic tent? 1= pro-intervention 5= pro-laissez-faire

58 Minimum wage laws

59 Workplace safety regulation (OSHA):

60 Pharmaceutical market regulation by the Food and Drug Administration (FDA):

61 Air-quality and water-quality regulation by the EPA:

62 Laws making it illegal for private parties to discriminate (on the basis of race, gender, age, ethnicity, religion or sexual orientation) against other private parties, in employment or accommodations?

63 Laws restricting gun ownership:

64 Redistribution policies (transfer and aid programs and tax progressivity):

65 Government production of schooling (k through 12):

66 Government ownership of industrial enterprises:

67 Repubs’ policy views

68 Dems’ policy views, more interventionist, less diverse

69 The Democratic tent is narrower

70 Republicans sorted out AcademicNot academic Dems:962322 Repubs:112 78 8.6 to 1 4.1 to 1 Significant at 1%

71 Groupthink happens  Janis, Groupthink, Figure 10-1 (244), verbatim bits of the figure: Antecedent Conditions: ADecision-Makers Constitute a Cohesive Group B-1Structural Faults of the Organization 1. Insulation of the Group 4. Homogeneity of Members’ Social Background and Ideology B-2Provocative Situational Context [n.a.]

72 Irving L. Janis CSymptoms of Groupthink Type I: Overestimation of the Group 1. Illusion of Invulnerability 2. Belief in Inherent Morality of the Group Type II: Closed-Mindedness 3. Collective Rationalizations 4. Stereotypes of Out-Groups 5. Self-Censorship 6. Illusion of Unanimity 7. Direct Pressure on Dissenters 8. Self-Appointed Mindguards

73 Irving L. Janis D Symptoms of Defective Decision-Making 1. Incomplete Survey of Alternatives 2. Incomplete Survey of Objectives 4. Failure to Reappraise Initially Rejected Alternatives 5. Poor Information Search 6. Selective Bias in Processing Information at Hand

74 Groupthink happens  Irving L. Janis, Groupthink (1982) : “One of the symptoms of groupthink is the members’ persistence in conveying to each other the cliché and oversimplified images of political enemies embodied in long-standing ideological stereotypes” (37). “When a group of people who respect each other’s opinions arrive at a unanimous view, each member is likely to feel that the belief must be true. This reliance on consensual validation tends to replace individual critical thinking and reality-testing...” (37).

75 A Narrative  In 1972 the h/ss faculty was preponderantly Democratic. Heightened uniformity made the group over-confident. Facing less testing and challenge, the habits of thought became more foolhardy and close-minded. Distant from real intellectual critics, the professors latch on to stereotypes. As the quality of belief deteriorated, the group became more sensitive to tension. This led to tighter vetting and expulsion, more uniformity, more intellectual deterioration.

76  The result is a professoriate lacking intellectual tension. Taking behavioral cues from one another, each faculty member gets intellectually lazy and slips into bad intellectual habits. Their stereotypes, superstitions, and taboos are often institutionalized as “academic standards,” and permit them to evade real intellectual challenge.

77  The tenure vote cannot be put on trial. They can lynch a vocal anti-leftist Assistant Professor and get away with it. Anti-leftists know this and respond accordingly.

78  Outsiders often think that the anti-left professor only needs to get tenure. But graduate school and pre-tenure employment is about 11 years. You find you are no longer yourself.  Your 20s and early 30s are a crucial period of development and cannot be reversed.

79  Even after tenure, you depend on department colleagues for pay raises, resources, teaching assignments, scheduling, promotions, recognition, and consideration.  Standing up for your ideas usually brings acrimony.  Thus, even tenured anti-leftists shrink from criticizing the dominant ways of thinking.

80  The more uncongenial academia becomes, the more anti-leftists sort themselves out.  Anyone contemplating an academic career knows the score.  Graduate students never encounter classical liberals.

81 Sham diversity  Tumbling to uniformity, the faculty touts “diversity”.  Regardless of race, ethnicity, gender, or sexual preferences, everyone equally may share the social democratic creed.

82 Deep Groupthink  Subversion of the liberal lexicon: Freedom Liberty Liberalism Justice Rights Law Rule of law Equity Equality Contract

83 Imagine the following dissertations:  F.D.R. prolonged the Great Depression  American labor law hurts the poor  Most recycling programs are a waste  The school system in this country is a socialist failure  “Social justice” makes no sense  Organizational integrity varies positively with the voluntary basis of participation and funding

84 Enlightened Ideas Frozen Out  Such dissertations will tend to be frozen out of the “top” journals and jobs.  Editors and referees can resort to any manner of excuse, including that “freedom,” “voluntary,” etc. are illusory concepts.  If necessary, they will revert to dogmas that obscure the coercive nature of government and the collective foolishness of democracy.

85 Deep Groupthink in Economics  Model-mindedness annihilates two key features of real-world economic processes: Diverse interpretation of the situation The open-ended concept of freedom  Model-mindedness annihilates the crucial arguments for freedom based on discovery and entrepreneurship. The entrepreneur has been eradicated from mainstream economics.

86 Deep Groupthink in Sociology  Code-words for governmentalization: “society,” “social,” “solidarity,” “community,” “cooperation.”  Code-words for freedom: “the market,” “competition,” “neo-liberalism.”

87 What is to be done?  By whom? By the groupthinkers themselves: Correct thyself: Be more classical liberal.

88 Janis: “If the members agree that loyalty to their group and its goals requires rigorous support of the group’s primary commitment to open-minded scrutiny of new evidence and willingness to admit errors (as in a group committed to the ideals of scientific research), the usual psychological tendency to recommit themselves to their past decisions after a setback can give way to a careful reappraisal of the wisdom of their past judgments. The group norm in such a case inclines them to compare their policy with alternative courses of action and may lead them to reverse their earlier decisions” (113).

89  Hire more classical liberals  How?  Institutional models: Affirmative-action: Check an ideology box? Property rights within depts (Stephen Balch) Create new departments Create campus institutes

90 What is to be done? By classical liberal scholars  Challenge: Aim your quill at royalty Justify skepticism, independent thought, doubt “Army of Davids”—the Internet Believe in the long-run benefits of awareness of groupthink pitfalls and biases  Bargain: Shake hands with the establishment Be willing to be a “domesticated dissenter” (Janis 115-116, 257)

91 What is to be done? By public officials, citizens, voters: Reduce tax-payer support of academia. De-governmentalize. Make it so that professors have to persuade private parties to support them.

92 Recap  We presuppose that classical liberalism is enlightened.  The lack of classical liberalism among h/ss faculty has been interpreted as groupthink

93  Although groupthink has traditionally been applied to small groups of policy makers, many of the differences are mitigated by the major groupthink mechanisms in academia.

94 Micro decisions: Majoritarian departmental politics  tends to make each department ideologically uniform.

95 Macro norms and values: The professional pyramid Once an ideological type gains control over the apex, it makes the entire pyramid that way.

96  Social democrats gained control of the elite departments, sweeping social democrats into nearly every job throughout the discipline.

97  Majoritarian departmental politics and the professional pyramid resemble and lead to some of the groupthink tendencies found in small policy-making groups.

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