Jewish students are being harassed, intimidated and vilified. {mprestriction ids="1,3"}A survey of 55 campuses produced by Trinity College found that 54 percent of the Jewish students reported having experienced or witnessed anti-Semitic attacks. David Horowitz, founder of a Jewish think tank, cited that the frequency of these attacks on Jewish students is five times greater than any other age group. The content of the attacks changes but the pattern is clearly about anti-Jewish hatred. Horowitz exposes how anti-Israel and anti-Zionism condemnations crossover into anti-Semitism. He explains this occurs by the following: applying a double standard to Israel compared to other Middle East nations; using symbols associated with anti-Semitism to characterize Israel and the Israelis; comparing present-day Israel with policies of the Nazis; and holding Jews jointly responsible for the actions of the State of Israel. As a consequence, Jewish students are the targets of these attacks by destructive groups.
Destructive groups can be defined as student groups with uncompromising self-serving interests. A core number of individuals usually initiate the group but their aim is to recruit and incite susceptible students to act with them. All destructive groups, in society and on college campuses, have similar goals and traits in common. On campuses they claim to support social justice and universal human rights. Their goals are, however, to undermine democratic processes and the canons of academic freedom. Such groups prop up the notion of “groupthink.” Groupthink demands full agreement with a group’s declarations. At the same time, no dissent or opposing views are tolerated. Their inflexible positions manifest themselves as “you are with us or against us” which are intended to intimidate students. They demand rights for themselves but viciously abuse the rights of others by demonizing them. The focus is on rights but absolutely not on responsibility or accountability. Make no mistake, all rhetoric and actions are based on subversive motives.
The toxicity of destructive groups is not enough. Destructive groups can advance only in concert with ineffective leaders who fail to act responsibly. As an example, Winston Churchill deduced that the tragedy of World War II could have been prevented but for the “malice of the wicked [that] was reinforced by the weakness of the virtuous...”
Historically, academic leaders create and maintain the integrity of their institutions. Like elsewhere in society, there are leaders who are effective and those who are ineffective. Ineffective leaders fail to identify destructive groups and the threat they pose to academic communities. These leaders are uncertain and indecisive. Their decisions are made to reduce the immediate stress of a situation rather than to solve real problems. They seek easy answers and quick fixes. Failure by leaders enables destructive groups to threaten Jewish students in widespread and well-orchestrated anti-Jewish campaigns.
What needs to be done? Effective academic leaders must be identified and they must take charge. Such leaders can withstand groupthink pressures. They can hold destructive groups accountable with tough standards for their language and actions. According to Rabbi Edwin Friedman, strong leaders make it clear to contentious groups that to be part of a community, they must adapt to the community rather than the other way around. The conformity that is required is to democratic processes, including complying with federal civil rights laws.
Academic leaders of publically funded institutions are required to comply with federal civil rights laws that prohibit discrimination in programs or activities. These laws prohibit discrimination on the basis of race, color, and national origin, sex, disability, and on the basis of age. Each vulnerable group, like Jewish students, must be protected and every attack or act of intimidation must be challenged. It is unacceptable that leaders would not put the welfare of their vulnerable groups at the forefront. If leaders do not comply by civil rights laws, then the federal government must intervene.
Jewish parents should expect positive school environments for their sons and daughters. Parents and Jewish leaders must to be on the alert for anti-Jewish hatred. If such incidents occur, they must insist that school officials take convincing actions. Academic leaders, subsequently, must be held accountable for their actions or inactions.
Having the courage to stand by firmly held convictions, effective academic leaders are key in protecting Jewish students. Strong leaders are seriously needed and they can significantly benefit the entire academic community
Mary Greenberg, Ph.D. is a member of the State of Kansas Holocaust Commission. Her commentary is based on ‘The Staying Power of Anti-Semitism and a Possible Explanation for Its Resilience,’ which she gives at speaking engagements.{/mprestriction}
