What scientists are able to teach and what research we can pursue are under attack. I know because I’m living it. Quote:
The restriction of academic freedom comes in two forms: what we teach and what we research.
Let’s start with teaching. I need to emphasize that this is not hypothetical. The censorious, fearful climate is already affecting the content of what we teach.
One of the most fundamental rules of biology from plants to humans is that the sexes are defined by the size of their gametes—that is, their reproductive cells. Large gametes occur in females; small gametes in males. In humans, an egg is 10 milliontimes bigger than a sperm. There is zero overlap. It is a full binary.
But in some biology 101 classes, teachers are telling students that sexes—not gender, sex—are on a continuum. At least one college I know teaches with the “gender unicorn” and informs students that it is bigoted to think that humans come in two distinct and discrete sexes. ...
Let’s move on to the stifling of research. Some grants focus almost exclusively on identity, as federal agencies, such as the National Science Foundation, now offer a surplus of grants with the purpose of “broadening the participation of members of groups that are . . . currently underrepresented”—instead of funding research to answer scientific questions.
But the field that is most directly affected is research related to humans, especially those dealing with evolution of populations.
As an example: The NIH now puts barriers to access to the important database of “Genotypes and Phenotypes (dbGaP).” The database is an amazing tool that combines genomes (the unique genetic makeup of each individual) and phenotypes (the observable characteristics of each individual) of millions of people. These phenotypes include education, occupation, health and income and, because the dataset connects genetics with phenotype at an individual level, it is essential for scientists who want to understand genes and genetic pathways that are behind those phenotypes.
The NIH now denies scientists access to this data and other related datasets. Researchers report getting permits denied on the grounds that studying their genetic basis is “stigmatizing.” According to one researcher, this happens even if the research has nothing to do with race or sex, but focuses on genetics and education.
But why is education attainment any more stigmatizing than health?
