In a controversial move, Duke University Medical School has released a strategic plan that claims adhering to standard professional expectations like punctuality, dress codes, and work styles is part of a “white supremacy culture.” This bold assertion is part of their 2021 initiative titled “Dismantling Racism and Advancing Equity, Diversity, and Inclusion in the School of Medicine.”
The document, which has been praised by the school’s dean, Dr. Mary E. Klotman, seeks to “catalyze anti-racist practice through education.” It critiques what it describes as the imposition of “white culture” in professional settings, identifying characteristics such as punctuality, perfectionism, and individualism as inherently discriminatory.
“White supremacy culture is the idea that White people and their ideas, thoughts, beliefs, and actions are superior to People of Color and their ideas, thoughts, beliefs, and actions,” the document states. It goes further, arguing that America’s societal structures are rigged to benefit white people, offering them “unquestioned and unearned set of advantages, entitlements, benefits and choices.”
This perspective, rooted in critical race theory (CRT), suggests that racism is a fundamental aspect of American society, embedded in its laws, culture, and economic systems to perpetuate white privilege. The guide even attributes professional standards such as timeliness and dress codes to white supremacy, arguing these standards privilege white people over non-Western and non-white individuals.
The guide’s radical stance doesn’t stop there. It identifies “power hoarding” and “a sense of urgency” as aspects of white supremacy culture. Such assertions have left many scratching their heads, wondering how basic professional expectations could be construed as racially biased.
Dr. Klotman has stood by the plan, stating, “Our plan for dismantling racism and advancing equity, diversity and inclusion was created with an intentional and appropriate need for flexibility. Each of you will play an important role in advancing our mission to dismantle racism and promote equity, diversity and inclusion at Duke and beyond.”
Her statement encourages faculty and staff to consider how they can individually and collectively contribute to these goals. However, the guide’s controversial claims have sparked significant debate.
The document also discusses the concept of “white fragility,” a term popularized by Robin DiAngelo in her book “White Fragility: Why It’s So Hard for White People to Talk About Racism.” It describes white fragility as the discomfort white people feel when confronted with discussions about racial inequality, often leading to defensive behaviors such as anger, fear, or silence.
Furthermore, the school’s guide aligns with other progressive viewpoints that see professionalism as a racial construct. An article from the UCLA Law Review and commentary from the National Museum for African American History and Culture echo these sentiments, linking traits like “delayed gratification” and “rational linear thinking” to whiteness.
Duke’s approach to DEI (Diversity, Equity, and Inclusion) has undoubtedly pushed the envelope, but many wonder if it has gone too far. By labeling standard professional behaviors as elements of white supremacy, Duke risks alienating those who see these traits as universal standards of success and efficiency, not racial constructs.
The university’s website states, “At the Duke University School of Medicine, we believe that equity, diversity, and inclusion are core elements of institutional excellence.” While the goal of promoting inclusion is laudable, the methods and messages of this plan are highly contentious.
As Duke University Medical School moves forward with its controversial plan, it remains to be seen how these radical ideas will impact the institution and its community. The broader question is whether such approaches foster true inclusion and understanding or merely deepen divisions by imposing ideological litmus tests on professional behavior.
Fox News Digital reached out to Duke’s medical school for comment but did not immediately receive a response. The debate over these issues continues, reflecting the ongoing national conversation about race, equity, and professional standards in America.