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An associate dean at the University of Wisconsin–Madison has sparked controversy by labeling former President Donald Trump as a racist and asserting that the American education system—and mathematics—are fundamentally harmful to Black students.
Percival Matthews, who serves as the associate dean for the Office of the Dean and is a professor within the Human Development Area at UW–Madison, has expressed his views through various social media posts and academic publications recently reviewed by Fox News Digital.
In a January 2018 Facebook post, Matthews described Trump as a racist, stating, “What’s on my mind? This: When you get a guy in the ultimate seat of power with a history of racist endeavors who makes not-even-veiled racist comments that a decent portion of the people continue to defend, you’re left wondering what’s left to do.” This reflection illustrates his deep concerns regarding Trump’s rhetoric and its implications.
Moreover, he invoked the civil rights icon Malcolm X, asserting that many people mistakenly perceive him as merely a violent figure. According to Matthews, reading the texts of Malcolm X’s speeches would reveal that his frustrations stemmed from an undeniable truth often ignored by society.
In April, Matthews took on the role of special advisor for access and community, a position aimed at advancing UW–Madison’s efforts to foster a welcoming and inclusive environment for students and employees from diverse backgrounds. His focus on the intersection of education and violence continues to resonate in his scholarly work.
In a recent paper co-authored with Pooja Sidney, an associate professor at the University of Kentucky, Matthews argues that systemic inequities in education systematically exclude Black students from advanced courses, particularly in mathematics. The authors assert that such disparities contribute to a broader narrative that perpetuates educational inequities.
“This exclusionary narrative continues into the higher grades, with Black children routinely being shut out of advanced mathematics courses despite meeting achievement standards,” the paper claims. In contrast, it highlights an alarming trend where more privileged White students are tracked into advanced programs even when they fail to meet necessary standards.
The document raises critical questions about the role of academia: “How can a Black scholar work to improve a system through rigorous empirical research when that system is arguably inherently violent toward Black children, even those who excel at all the tests?” This inquiry underscores the complexities facing educators and researchers within systemic frameworks that disadvantage certain populations.
In a Facebook post from 2020, Matthews framed the concept of violence in the context of social justice, particularly in the aftermath of George Floyd’s murder. He noted, “A legitimate use of violence can legitimate use of violence. There are a number of ways to read that sentence,” highlighting the multifaceted nature of violence in societal discourse.
In another post during the same year, he questioned the public’s reaction to unrest, asking, “And people are surprised that Minneapolis is burning?” This statement reflects the broader societal frustrations that erupted in response to incidents of racial violence and systemic discrimination.
In a statement to Fox News Digital, John Lucas, assistant vice chancellor for public affairs and institutional communications at UW–Madison, asserted that the university upholds the principle of free expression and refrains from commenting on the personal social media accounts of faculty members. The institution’s commitment to academic freedom emphasizes the importance of diverse perspectives, even amid controversy.
Similarly, a representative from the University of Kentucky reiterated that the institution would not comment on Matthews’ scholarly work, which is protected by the principles of academic freedom. This protection ensures that faculty members can explore complex and often contentious issues without institutional interference.
Matthews and Sidney have yet to respond directly to inquiries from Fox News Digital regarding their respective comments. As the discourse surrounding race, education, and systemic inequalities continues to evolve, this situation raises numerous questions about the responsibilities of educators in addressing these challenges.
Educational institutions must navigate the delicate balance between fostering inclusive communities and allowing space for critical dialogue on controversial topics. The debate over the implications of labeling certain systems as inherently violent is likely to persist as scholars and practitioners alike grapple with the realities of educational inequality.
With voices like Matthews leading the conversation, the discussions surrounding race and the educational system are bound to challenge conventional wisdom, provoke thought, and inspire action aimed at equity.
As society continues to reflect on these pressing issues, it becomes increasingly important for educators and policy-makers alike to engage in conversations that confront uncomfortable truths while seeking to create a more equitable future for all students.
