"...nationwide effort to reduce racial disparities, however well-intentioned, has had the unfortunate effect of weakening the connection between merit and scholastic admission. The social-justice rhetoric used to justify these diversity, equity, and inclusion (DEI) programs is often completely at odds with the reality one observes on campuses. The concept of fighting “white supremacy,” in particular, doesn’t apply to the math field, since American-born scholars of all races now collectively represent a small (and diminishing) minority of the country’s academic STEM specialists."

"In a 2018 report published by the Organization for Economic Cooperation and Development (OECD), China ranked first in mathematical proficiency among 15-year-olds, while the United States was in 25th place. And a recent large-scale study of adults’ cognitive abilities, conducted by the National Center for Education Statistics, found that many Americans lack the basic skills in math and reading required for successful participation in the economy."

"One obvious problem lies in the way teachers are trained. The vast majority of K-12 math teachers in the United States are graduates of programs that teach little in the way of substantive mathematics beyond so-called math methods courses (which focus on such topics as “understanding the complexities of diverse, multiple-ability classrooms”). This has been true for some time. But the trend has become more noticeable in recent years, as curricula increasingly shift from actual mathematics knowledge to courses about social justice and identity politics."

As US Schools Prioritize Diversity Over Merit, China Is Becoming the World’s STEM Leader (Quilette, 19 Aug 2021)