BUT AMAZI GLY
enough, orne job applicants
forego this elf-coaching and
go out of their way to .flaunt
their idiosyncrasises.
Robert Half International,
Inc., a San Francisco head
huntery, surveyed top person­
nel executive of 100 major
corporations. RHI asked for
storie of unusual behavior
by job applicants.
�e ponse was enthusias tic
and abundant. Some of the
more amazing, believe it or
not, are as follows:
"The candidate told me
that her long-term career goal
was to replace me."
"Stretched out on the floor
to fill out the job application."
"She wore a Walkman and
said she could listen to me
and the music at the same
time."
"Balding candidate
abruptly excused himself,
returned to the office a few
minutes later, wearing a hair­
piece.
"Announced she hadn't
had lunch and proceeded to
eat a hamburger and French
fries in the interviewer'S of­
fice. "
"Man wore jogging suit to
interview for position as
Financial Vice President."
"Wouldn't get out of the
chair until I would hire him.
I had to call the police."
"Took a brush out of MY
purse, brushed his hair and
left."
"Pulled out a Polaroid
camera and snapped a flash
picture of me. Said he col­
lected photos of everyone
who interviewed him."
"He took off his right shoe
and sock. Removed a medi­
cated foot powder and dusted
it on the foot and in the shoe.
. Whi'le he was putting on the
shoe and sock, he mentioned
. that he had to use the powder
four times a' day, and, this was
the time."
These people are certainly
amusing, unconventional and
memorable. They are also
probably still unemployed.
HILTON: HIGHER
EDUCATION is designed to
dialogue with college and
world readers. Education is
ongoing and certainly not
limited to classroom study.
Let's talk. (714) 899-0650.
crisi .
Throughout the 1980,
international ctio gai t the
apartheid regime nd dome tic
protes by Africans disrupted the
nation' economy. Thou nd of
white prof ional nd worke 10
their jo European and American
firms caled b ck or eliminated their
investmen in the country.
BY THE EARLY 19905, the
economic crisis bad hit rural areas,
VIEWS 'OPINIONS
" W mi take
nd vote for repression," Mandela
warned, "the country is in for a hard
time."
ny
parate but un
Most u.s. schoolkids can find
notations in their books (or
computers, perhaps) which recount
the 1954-55 decisions of the U.S.
Supreme Court outlawing racial
segregation in public chools as
I "separate but Wlequal" and ordering,
in My 1955, that all U.S. public
school district cease
uncons titutional education programs
and construct integrated learning
opportunities "with all deliberate
speed." The decision became known
as a "landmark"-Brown vs. the
Board of Education.
Today, almost 40 years later, the
"landmark" ruling has blended into
the landsc pe, and although
mis givings and subtle disagreements
with Brown's reasoning may persist,
it has become legal rote in
caseboo ,the tuff alllawyem must
know, and all judges must accept,
coming, as it did, from the nation'
highest tribunal.
WHO REMEMBERS now, that
in 1956, over 100 Southern U.S.
Congressmen called for "massive
resistance" to the U.S. Supreme
Court desegregation rulings?
Now comes educational
researcher and writer Jonathan
Kozol to set the record straight-that
in America, as it nears the next
century, the public educational
-system is "separate but
unequal" --6till.
Over a generation ago, Kozol and
Piaget were required reading in
education tudies, and the Kozol
book, "Death at an Early Age,"
shocked a generation into attempting
to reform a system of education in
America that wa demonstrably
unjust. .
Hi late t book i "Savage
Inequalities," and it promi es to
expo e America' "public"
education system one designed to
enhance white student learning, as it
inhibits the mental life of Black
students.
In press intelViews about "Savage
Inequalities," the former teacher
describes a "haunting" two-year trek
through 30 public schools which left
him is "despair."
"IN PUBLIC education, (social
policy) bas been turned back a full
century," Kozol said. "It really is
incomprehensible that in the U.S. we
pend twice much on an affluent
white child in New York u on a poor
Black kid in New York." (USA
Today-Sept. 20, 1991, p. 1D)
At \Ie is how public schools re
funded, and that' by property taxes.
In rich districts, the resources are
there to provide the state) revenues
to ensure that the students of wealth
We might be ending ODe chap r
ofracial opp ion, butanotherlona
text awaits in the struggle for Black
freedom.
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receive the reward of such
resources. in poor and
working-class districts, where many
homes are rented, the resources are
scarce.
This central economic feature,
Kozol argues, insures that 40 years
after the Brown decision wu handed
down, little has. truly changed, for
BI ck and white public education, by
custom is not by law, remains
"separate but unequal," as
illustrated, for example, by
expenditure in two New Jersey
school districts:
1) Camden, NJ- $3,538 per
child annually, and
2) Princeton, NY 4J- $7,725 per
child annually. '
CAMDEN, NOT urpriJingty,'
an Afro-Hispanic urban school
MUMIA
ABU..JAMAL
ON
DEATH
ROW
di trict; Princeten i white, with
mostly middle- and upper-cl
residents.
What Kozol demomtra . that
those who need the resources most,
the poor, get the least. And those who
need the re ources least, the
well-to-do, get the m t.
In Kozol '. oIds, "The tate, by
requiring attendance but re to
require equity, effectively �
inequality.·(USA Today)
One is reminded of former
Harvard President Derek Bok'.
obselVation, "If you think education
is expensive, try ignorance."