PORTLAND, Ore. – If helping teachers better understand and more effectively instruct black students was the genuine goal of the “white privilege” education crowd, it’s doubtful that anyone would object.

But it goes far beyond helping minority students learn.

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The people who sell the “white privilege” theory to our public schools believe that white students only succeed because they are white, and black students can’t succeed because they have no access to the kind of privilege that white people enjoy.

And it goes beyond that. The “white privilege’ crowd believes that personal achievement and socio/economic mobility are uniquely white characteristics that are foreign to black culture.

So instead of teaching minority kids that they can also succeed in a free market society if given a fair chance, they seem to want them to reject the very notion, for two reasons — the pathway to success is blocked by white people, and personal success should not be the goal because their culture is collectivist in nature.

It doesn’t take very long to figure out that the “white privilege” people are interested in issues beyond race. They attack traditional American free market ideals and promote socialism, and use race and supposed cultural norms to mask their true agenda.

All of the above is spelled out quite clearly in materials published by Uniting to Understand Racism (UUR) and the Oregon Center for Educational Equity, two  organizations that contract with various Oregon school districts to provide racial equity training classes for teachers and other staff members.

‘The American myth of meritocracy’

The Oregon Center for Educational Equity believes that one characteristic of “white consciousness” is the thought that “I earned this through hard work and effort.”

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But nothing could be further from the truth, according to the “white privilege” crowd.

The Oregon Center for Educational Equity defines “white privilege” as an “invisible package of unearned assets … like an invisible weightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools and blank checks.”

In other words, if you are white and do well, it’s because you were unfairly provided that “invisible weightless knapsack” of advantages at birth.

White students or adults who believe they actually earned anything on their own are fooling themselves.

“For Whites, thinking of oneself only as an individual is a legacy of White Privilege …the view of oneself as an individual is very compatible with the dominant ideology of rugged individualism and the American myth of meritocracy,” the training materials say.

“This de-emphasis on one’s racial group membership may allow the individual to think that race has not been or will not be a relevant factor in one’s own achievement, and may contribute to the belief in a US meritocracy.”

Two different cultures

At this point one might expect to read that the “white privilege” folks want to take remove the unfair advantages that white students enjoy, so black kids can compete on equal playing field.

But that’s not the case, because they say black people do not desire the type of rewards that accompany success in the free market system – despite the fact that millions of African-Americans have done very well for themselves and make a great deal of money.

There is a socio/economic cultural difference between white and black people, according to the Oregon Center for Educational Equity.

White culture is based on “promoting independence, self-expression, personal choice, individual thinking and achievement,” as opposed to “group consensus and success.”

Another characteristic of white culture is “private property and individual ownership,” as opposed to “shared,” the training document says.

It couldn’t be spelled out more clearly. Capitalism for white people, socialism for black people.

So where do the two groups come together and form a common bond based on shared values and mutual interest?

That doesn’t seem to be addressed.

Concerned school board members

Some courageous people in the Oregon public school community have been speaking out against “white privilege” teacher training.

“If you tell a black kid that if you work hard you can achieve anything you set your mind to, that’s racist, because you are perpetuating a myth of meritocracy,” said Dan Chriestenson, a former member of the Gresham-Barlow school board, which  pays about $100,000 per year to send staff to racial equity training.

“They are setting black kids up for failure by telling them that whitey will never let them do it – this culture will never let them succeed. And they’re telling white kids that their best efforts will only produce undeserved rewards, because it was all handed to them.

“They are segregating students. They are spreading anger among students of color and guilt among white students.”

Erik Seligman, a school board member in the Hillsboro, Oregon district, worries about the impact that the “white privilege” message will have on minority students, particularly when it comes from teachers who have been trained to parrot the radical race theories.

“I find this teaching especially disturbing because such a large proportion of our minority students, who these classes are supposedly going to help succeed, are part of first- or second- generation immigrant families from Mexico and other Central American countries,” Seligman wrote in 2014.

“Many of them are both successfully supporting themselves and sending extra money to relatives, truly making a better life for themselves and their families. It takes a lot of work to teach these people, naturally inclined to be grateful for what our country has offered them, to instead resent the United States for supposed race-based unfairness.

“With the aid of the philosophy taught in this class, we are apparently indoctrinating the notion that there is no hope of success through merit and hard work, and instead it is better to succeed by demanding redress for racial grievances.”