September 26, 2025 • 31 mins
On this episode of The Tudor Dixon Podcast, Tudor is joined by Emily Sturge from Campus Reform to uncover how political violence, activist professors, and rebranded DEI initiatives are shaping today’s college campuses. They discuss the growing impact on Gen Z students—from free speech suppression to workforce readiness—and the urgent need for accountability in higher education. Tudor and Emily stress the importance of critical thinking, parental involvement, and creating a balanced learning environment that prepares students for real-world challenges. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network. For more visit TudorDixonPodcast.com
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Episode Transcript
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Speaker 1 (00:00):
Welcome to the Tutor Dixon Podcast. We're excited today because
we have a reporter from Campus Reform. Her name is
Emily Sturge, and she has been reporting on everything that's
going on in campuses. Obviously, we know that there's a lot,
We've seen a lot of indoctrination on our college campuses,
but I think in the wake of what we saw
in Utah and what happened with Charlie Kirk, we're keeping
(00:23):
a closer eye on this.
Speaker 2 (00:24):
So Emily, thank you so much for joining me today.
Speaker 3 (00:27):
It's great to be with you. We have a lot
to get into.
Speaker 1 (00:29):
We do, absolutely and first I want to talk about
this group that had the NERF guns on college campuses
and the plan for that.
Speaker 2 (00:38):
Can you explain a little bit about that.
Speaker 3 (00:41):
Absolutely, So, in the wake of Charlie Kirk's assassination, I
think everybody in this country can agree that there is
a political violence problem, particularly among Generation Z, and it
goes right back to our college campuses, it goes right
back to social media. But really our higher education system
has normal this idea of political violence. And I've been
(01:02):
reporting on professors celebrating Charlie Kirk's death, and then also
this instance, at the University of Washington, a leftist student
group there planned and advertised an event where it was
set up like a carnival game and they wanted to
have dartboards of political figures and then practice shooting them
with nerve guns. This is just a couple weeks after
(01:26):
Charlie Kirk's assassination. I have no words. It's completely toned off,
out of touch, violent, divisive, all of the above. The
university advertised this event on their website, and then.
Speaker 2 (01:39):
The university actually advertised this event.
Speaker 3 (01:41):
It was on their event's web page on their website.
We found it, we took screenshots. The university did take
it down, and then I've been trying to get in
contact with members of the university faculty there, and the
ultimate response that I've gotten is they say that it
doesn't align with their values, but they did allow it
to be published on their web site. Now I don't
(02:02):
believe that the event took place. I think the students
realized that they were really setting themselves up for disaster
by holding an event like this. So the university says
that no nerve guns were brought to campus, but it's
the fact that somebody approved this event it made its
way to the university website, and students are comfortable promoting
(02:22):
events like this on campus because their professors have emboldened them.
With such violent and devisive rhetoric taking place in the classroom,
students are okay with bringing that violence and divisiveness to
the campus quad too.
Speaker 1 (02:35):
I've heard so many stories from people since we experienced
this assassination, which is shocking to me because our kids
have never seen this. We've never seen this in our lifetime.
We have students on a university campus who witnessed the
assassination of a political figure, and you have professors who
are cheering it on. And to think that that would
(02:57):
have happened two weeks after Charlie's death, that they would
a university would actually promote the act of shooting a
political figure in the face.
Speaker 3 (03:08):
It's unbelievable, but it doesn't shock me at all. I've
also reported multiple professors who've made comments in the classroom
celebrating Charlie Kirk's death. A UPenn professor celebrated his death
called him the head of Trump's Hitler youth. At Ohio
State University, they have a medical center there and a
respiratory therapist there called Charlie Kirk a waste of oxygen,
(03:31):
how ironic, and then said that Charlie Kirk might be
worth something to the vultures. That's the rhetoric coming from
university professors. They are spreading that in their classrooms, They're
spreading that on social media. They're emboldening students to carry
on that similar rhetoric with carnival games like at the
University of Washington, where students plan to shoot political figures
(03:55):
with nerve guns. So it's not shocking. And then I
think back to when we saw the attempt at assassination
of the president. I also reported some of the devisive
rhetoric from professors on that too, professors that were actually
upset that the attempt at assassin Thomas Matthew Kirks was
not successful.
Speaker 1 (04:13):
You know, I think as I listened to this and
I see these words that you talked about the University
of Pennsylvania saying that he was the head of Trump's
hitler youth, the University of South Dakota saying he was
a hate spreading Nazi Ohio state, as you said, calling
him a waste of oxygen. As I read all of
(04:35):
these and I see what they're saying out there. I
also think about how the left has indoctrinated students into
thinking if you say something, then you are dangerous, if
you speak in a certain way, then you are violent,
and that has created this narrative of if speech is violence,
then you can go after those people with violence the
(04:56):
same We've talked about this on the podcast, but here
it is a totally different thing. When you hear about
professors in the classroom saying things like the head of
Trump's Hitler youth, I mean, that was a genocide and
they're calling him that in the classroom. That allows students
(05:17):
to have a totally different view of how they deal
with things like this.
Speaker 3 (05:21):
So professors in the classroom are using this word constantly fascism,
Students feel emboldened to promote violence on their campuses because
they're hearing that from their professors. I think back to
we reported a story at Campus Reform a while ago,
and we're ras and dorms were actually they were remarking
Trump supporters as dangerous, and they were providing directives to
(05:42):
students saying that, you know, having Trump supporters and dorms
having Trump flags is something that's dangerous, something that we
need to watch out for. That's how our higher education
system has treated conservatives for so many years. So it's
not surprising that now we're seeing professors that are promoting
such violent rhetoric in the way of such a violent
assassination that's really really impacting young people. Young people are
(06:05):
mourning Charlie Kirk's assassination, and professors are just toned up
to it and actually promoting violence.
Speaker 2 (06:11):
Yeah.
Speaker 1 (06:12):
I want to actually share a clip that Charlie shared
just weeks before his death. I mean, I think it
was the middle of July when he shared this. It's
from Belmont University, and the reason I want to share
it is that they recently fired a professor for calling
Charlie Kirk and amplifier of fascism. And I just wonder
if there's a little bit after Charlie shared this about
(06:33):
the university. I just wonder if there's a little bit
more scrutiny there, which I appreciate. I have to say
that the universities that saw this and they said, we've
got to get rid of this. We've got to make
sure these people are no longer employed on our campus.
That's important because you have people who are teaching our youth,
and you have too many universities today that look the
other way or they're actually promoting this. I think Belmont's
(06:55):
one of them who has been under the microscope ever
since Charlie posted this. It's a little bit long, but
I want people to be able to hear what's happening
behind the scenes at the university. And just to set
this up, this was a group in the university that
was promoting DEI and also gets into some depth about
(07:15):
what that means for illegal aliens at the university.
Speaker 2 (07:18):
So here we'll play it for you.
Speaker 3 (07:21):
Well, I always going to keep doing what we're doing.
The work never stops.
Speaker 4 (07:24):
We just changed on how we talk about it.
Speaker 3 (07:26):
Obviously, you get down.
Speaker 4 (07:27):
I'm very passionate about stuff like that. We always try
to just adapt to what's happening around us. But that
doesn't mean like what.
Speaker 3 (07:34):
We're focusing on completely stop.
Speaker 4 (07:36):
So we definitely have to navigate very carefully and just constiously,
just because we just don't ever know, especially with like
the ice rays that are happening in the city that
impacts our campus. We do have undocuments, yeah, oh yeah.
Speaker 5 (07:49):
We don't communicate to anybody externally who's undocumented who is
and so like, guess we know who it is scause
we don't really know how could they unless it's dedicated
in the system somewhere. We have an office just dedicated
for like student international students.
Speaker 4 (08:08):
We try to create an inclusive space as possible here
at Belmont. No, we're not going to be out in
the news of doing all these things. This is how
we stand and this is what we stand by.
Speaker 3 (08:20):
And no, we're not going to.
Speaker 4 (08:22):
Make any outward statements.
Speaker 5 (08:24):
However, the work, the initiatives, things that are happening on campus,
that's how we show how inclusive are being, even with
us being a private school, like we do, get them
to get some heat on it.
Speaker 4 (08:35):
The hub will be here pint in contact to really
just understand how the landscape.
Speaker 3 (08:40):
Looks at Belmont.
Speaker 4 (08:41):
But also how can you be involved in those things.
Speaker 5 (08:44):
Without like the facts reading in here.
Speaker 3 (08:47):
We're doing the work.
Speaker 4 (08:48):
We just may not be as loud as.
Speaker 3 (08:50):
Other people are about it.
Speaker 5 (08:51):
It is the way because.
Speaker 4 (08:53):
If we're navigating in the shadow, it's like nobody will
nobody's paying attention.
Speaker 1 (08:57):
To Belmont well after Charlie shared that a lot of
people were paying attention to Belmont. How common is this
story that universities are. I mean, he literally says, we
don't want the Feds running in here. They know they're
doing something that is illegal, and they're hiding people on
the campus.
Speaker 2 (09:16):
To me, it's shocking, it's stunning.
Speaker 3 (09:17):
Well, first off, we've seen dozens of these videos. We've
been reporting our campus reform, these undercover videos where faculty
members are completely exposing themselves and they're completely exposing the universities.
As we've seen state and federal laws try to remove
DEI from our classrooms, remove DEI programming, remove taxpayer funded
DEI on our campuses. Now we're seeing faculty members like
(09:40):
the one in that video instead choose to say that
they're still promoting it. But everything's sort of under the table,
and I've been reporting what I like to call the
great DEI rebrand, where DEI is still very much pervasive
in our courses, throughout lectures, in the university classroom, throughout
even admission, and universities are just finding a way to
(10:03):
cover it up because of course they want to protect
their state and federal funding. We've seen really positive changes
from the Trump administration now saying that universities need to
report admissions data. Hopefully that will remove some of the
under the table diversity equity and inclusion within college admissions,
but we still see applications for college admissions where they're
(10:26):
asking students questions and they're posed in a way where
they want students to commit an allegiance to leftism, to diversity,
equity and inclusion. So the more we see of these
videos exposing what's going on behind the scenes, the more
we report on it bring attention to it. I think
we're headed in the right direction, and I give props
people like Charlie Kirk sharing these videos on social media.
(10:48):
Of course, Charlie Kirk had a great following. He had
young conservatives rallying behind him, so he brought attention to
things like this happening on university campuses, brought them to light.
Speaker 1 (10:59):
And it was so important that people were actually hearing
what was truly happening on college campuses. And as you
pointed out, he did have a huge platform to be
able to share that. And that's why I think it's
important for us to continue to talk about these things,
and what campus reform is doing is so important because
as we hear that these universities that are funded with
our taxpayer dollars, are going against federal law, are creating
(11:22):
what they're seeing are safe spaces for illegal aliens. That's
shocking to me. We see Chicago universities as you see
the Trumpet administration saying we're thinking of moving into Chicago
and trying to keep people safe. They're saying, well, we're
not going to allow anybody on our university campuses. We're
going to protect the illegal aliens on our university campuses
(11:43):
from federal enforcement. They're also saying that they're going to
have safe spaces and prioritize illegals over students. That over students'
safety over American students. I mean, this is shocking stuff
when I look back and think about those comments from
the faculty that are saying these things about Charlie Kirk.
Speaker 2 (12:03):
Here is an institution that we know.
Speaker 1 (12:06):
Universities historically have said there are two sides to every story.
Speaker 2 (12:10):
We want you to think critically. Critical thinking is gone
right now. This is in doctrination. This has follow us
at all costs, even over your own safety. We will
prioritize people who are not Americans. And don't you dare
think about what that means.
Speaker 3 (12:26):
Absolutely and let's go back to all of these resources
for illegal immigrants students on university campuses, everything that you
can think of, free legal services, deportation, defense, scholarships, career services,
things like that. I've been reporting on universities across the
country and we've actually exposed a campus reform over forty
(12:47):
universities that have what they call sanctuary campus policies, where
they refuse to protect students, but they vow to protect
lawbreakers and they won't allow federal authorities to set foot
on their camp they won't allow immigration agents onto campus,
they won't allow them into campus buildings. They're also vowing
to protect the student personal information, they won't hand that
(13:11):
over to authorities. So universities are so set in their ways.
They want to protect these lawbreakers. They want to make
universities safe spaces for criminals. But you know what, there
are so many young women on these campuses. There are
so many students that are vulnerable. They don't need to
be in a place surrounded by criminals. I think back
to Lake and Riley, and I certainly don't think that
her parents would think that it would be a great
(13:32):
idea of these campus sanctuary policies. Campuses need to protect students,
they also need to protect conservative speakers. We just saw
the assassination of Charlie Kirk. That opens up a whole
bigger conversation about campus safety policies. And I've been reporting
how campuses have been, like I said, prioritizing the safety
of criminals instead of students. I also, i'm here in Washington, DC.
(13:55):
I also see the campuses here like American University, George,
Washington University Georgetown. Those cops not all of them have guns,
they're not armed to handle criminals on campus, but they're
trained in diversity, equity and inclusion. We know that DEI
is not going to stop a criminal. When a criminal
sets foot on campus, students need to be protected. We
(14:18):
need to see across this nation, in red states and
blue states. We need to see campus safety policies that
actually prioritize safety so that we can prevent future tragedies
like Lincoln Riley's event or Charlie Kirk's assassination.
Speaker 1 (14:33):
Let's take a quick commercial break. We'll continue next on
a Tutor Dixon podcast. Campuses are protecting the message now,
they're protecting the liberal, far left progressive message rather than
protecting the students, and they're actually not setting students up
for success. That's the thing that is so shocking to
(14:53):
me as I hear the amount of effort that goes
into protecting the message again teaching kids to think critically
on either side of a message, but by not teaching
students that there are two sides of an argument, that
you may have things in your life that are wrong,
that you may have to make corrections in your thought process,
(15:14):
it hasn't set gen Z up to be.
Speaker 2 (15:16):
Good workers either.
Speaker 1 (15:17):
That's something that we're finding out, which I find very
interesting because I've experienced this myself with my own gen
Z workers. Gen Z is now we're finding in studies
that they need seventy one percent of managers are saying
they need praise just to meet basic expectations at work.
(15:38):
It goes to me, it goes all back to this
situation where you don't have critical thinking, you don't have
to think about whether or not you've done something well.
You have to constantly be told you're on board with us,
and we're so thrilled with anything you do.
Speaker 3 (15:52):
The gen Z workplace trends that we're seeing are directly
being taken from university campuses into corporate America, and we've
reported seventy seven percent of gen Z workers say that
they've brought a parent to a job interview.
Speaker 2 (16:06):
Yes, that's crazy to me.
Speaker 3 (16:08):
It's crazy, but students feel emboldened to show this behavior
once they become adults in the workforce because they've been
infantilized on their college campuses. And we've also reported.
Speaker 1 (16:18):
No one should get hired if they bring their parent.
I mean, this has to end. That should be the
kick in the butt these kids need. You bring your parents,
You're done, You're never getting a job. Who would bring
their parents to a job interview. I'm just stunned right
now because I think I would be so humiliated to
have my mom or dad go with me to a job.
Speaker 2 (16:37):
What happened?
Speaker 3 (16:38):
There is a silver lining. It's not all of us.
Many of us are trying to defy those stereosites. It's
very concerning. I'm not sure if those students are actually
getting hired if they bring a parent to a job
in what.
Speaker 1 (16:50):
Are these parents? I'm sorry, I cannot get past this.
Like if my kids said come with me to my
job interview, I would look at them and go, are
you out of your mind. I would never hire you
if I came with you where why would the parents go?
Speaker 3 (17:04):
It's a great point. I'm not a parent, so I
can't speak on that, but yes, this is a parenting problem.
This is a gen Z problem. It also is an
education problem. When gen Z is on their college campuses,
they're faced with these self care activities that infantilize them.
I reported that when Kamala Harris lost the election in November,
Georgetown University gave students milk and cookies and legos crayons
(17:30):
during exam week. In the spring, Indiana University gave students
care bears to cope with exam season.
Speaker 2 (17:36):
And so when.
Speaker 3 (17:37):
Students are faced with hard things on university campuses, they
get milk and cookies and legos and care bears. And
so when they graduate into the workforce, it's not shocking
to see that they're showing behaviors like bringing a parent
to a job interview. But I think it's time for
a wake up. Paul gen Z needs to realize that
we have a legitimate problem amongst our generation. I think
(17:58):
that this is a per time to course correct, to
make this a turning point and see that Look, there's
also a massive hiring crisis happening among my generation. Just
twelve percent of gen z ors graduate college with a
job secured. That's a very small percentage of my generation,
and so gen Z can't get jobs. They're blaming it
(18:20):
on the workforce, but really, I think it might go
back to a behavioral problem and a lack of professionalism,
a lack of preparedness and job in your interviews, and
maybe bringing a parent is the best idea.
Speaker 1 (18:33):
I mean, are they bringing a blanket and a bottle
to the job interview too?
Speaker 2 (18:36):
This is I mean a care bear. You've got to
have milk and cookies.
Speaker 1 (18:39):
I am totally stunned because it's just stunnying to me
the difference. I feel like I didn't go to school
that long ago, but I guess I did that that
would never have happened. It makes me question how much
credit card debt do these kids have? And I say
that because if you think you are entitled to everything,
and you come out of school and you don't have money,
how do you These kids are getting Starbucks every day.
(19:02):
Everybody I know that is from the millennial and the
gen Z generation. They're all going on these phenomenal vacations.
How are they affording these vacations.
Speaker 5 (19:11):
I didn't.
Speaker 1 (19:12):
I couldn't do this when I was young and I
had a pretty good job, but we couldn't go on
vacation constantly.
Speaker 2 (19:17):
Is the credit card debt just through the roof?
Speaker 3 (19:20):
Yes, And it's because of social media. Many gen zers
are trying to promote this idea on social media that
they have the perfect life, that the perfect lifestyle, vacation, relationship,
perfect car, everything. But we know social media is not reality.
Speaker 2 (19:35):
And we know, but I don't know if they know.
I really don't.
Speaker 3 (19:38):
And I'll tell you once again, there's a silver lining
to this. There always is. Not all of us, not
all of us gen zers are like this. I'm here
in Washington, d C. I am surrounded by young people
that picked up their lives and moved to Washington, d C.
Because they were so fired up to serve and this administration.
This city is filled with young people right now, young
(19:59):
people everywhere you look, because they're so energized to serve
the government in any capacity, whether it's on the hill,
in the White House, or even just reporting on what's
going on, working with a media organization, working at a
think tank. There are so many young inspired gen Zers
who are truly going to be the future leaders in
this country. So I'm an optimist. I have a lot
(20:20):
of hope for high generation too.
Speaker 1 (20:22):
This is why Charlie's message was not just one of politics,
but it was also one of Christianity. And for all
of those who criticized him for his faith, they have
to understand that with Christianity comes a lot of personal responsibility.
I mean, the Bible is not a passive item. Following
God is not passive. Following God is an active You
(20:43):
have to be actively involved in your faith, and that
also means that you take responsibility for things in your life,
which then leads you to actually be a good citizen
and be an involved citizen and a good employee. I mean,
I see that you're reporting the thirty eight percent of
gen Z employees that received constructive criticism called out sick
(21:03):
the next day. But the more shocking thing is twenty
seven percent quit their jobs.
Speaker 2 (21:08):
I mean, more than a quarter of gen Z.
Speaker 1 (21:11):
If you give them any type of criticism, they just
leave all together. What is that like for employers to say, Man,
if I go out and say anything, a quarter of
these kids are just going to quit that's not okay.
Speaker 3 (21:23):
No, it's a lot of pressure on employers and it's
not much incentive to actually hire young people. So it's
not helping my generation as a whole. But these statistics
are a result of the lowered standards within the higher
education system. We are seeing what we call grade inflation,
where universities are handing out a's like candy. For example,
at Yale, over eighty percent of the grades at Yale
(21:46):
are a's, and so as standards have been lowered, professors
are just giving students higher grades even though they're not
putting in the work. They go to the workplace and
they expect the same behavior. We've also seen the SA
the ACT actually shorten their tests, lower the standards on
those tests, and so students get a pretty high score.
(22:09):
And you know, it's because of those lowered standards, that's
why so many gen zers get to the workplace and
they expect phrase well, they're used to getting a's and
they're used to getting high scores even when they maybe
don't deserve that high of a grade. We've also seen
other universities completely eliminate failing grads altogether. An example is
Western Oregon University. You can't make anything below a set there,
(22:33):
so you can just not even show.
Speaker 2 (22:35):
Weall you can't make anything. What does that mean?
Speaker 3 (22:38):
There's no DS and there's no F. Students aren't allowed
to fail at that university, so students can.
Speaker 2 (22:43):
Put in don't hire kids from that university.
Speaker 3 (22:46):
You're a work they don't have to do anything and
they can still pass with the C. It's completely unfair.
I would say, it completely goes against meritocracy. This is
what creates weak societies is teaching students at the this
is okay in the classroom, and then once again they're
taking that mentality of mediocrity. Students are taking that to
(23:06):
the workplace upon graduation.
Speaker 1 (23:09):
The best innovations in this country have come from failures.
Speaker 3 (23:13):
Well, it's such a great point. But when when you
can't make anything below a C, students aren't inspired to
put in any work whatsoever. Students aren't motivated to go
to classes. They don't have to do anything and they
can still pass. Students are just things are not going
right at schools like that. But once again, I'm an optimist.
(23:34):
I have a lot of hope. There are a lot
of hard working gen zers. Maybe not on that campus,
because if you're a student on that campus. The difference
between an A and a C could be a ton
of work versus never showing up. There's not much motivation
there for students to actually put maximum effort. But there
are many wonderful schools still throughout this country where students
(23:57):
are training, they're preparing to become the leader.
Speaker 2 (24:00):
So tomorrow, let's take a quick commercial break. We'll continue
next on a Tutor Dixon podcast.
Speaker 1 (24:08):
And I'm not blaming your generation because I've seen my
generation as parents and gosh, I'm trying to remember this.
Speaker 5 (24:15):
Oh.
Speaker 1 (24:15):
I so a few years ago, my girls were in
first grade and the no, this was second grade, and
the second grade teacher said that there was a kid
that came that she had to take out of the
classroom because he shoved a pencil in another kid's eye.
It didn't go all the way in, but his goal
was to poke the kid's eye out. Pretty aggressive, right,
So she took the kid out of class, and the
(24:37):
mom came in the next day and.
Speaker 2 (24:38):
Said, but did the kid lose his eye? Oh my gosh, okay, Bill,
that's but what is happening to parents? No, that is
not the answer. You do not say. He didn't lose
his eyes. So should we really be mad that?
Speaker 3 (24:50):
Yes?
Speaker 2 (24:51):
What where are the consequences.
Speaker 1 (24:53):
It's like my generation has refused to give your generation
any concept instans whatsoever.
Speaker 2 (25:01):
What were we thinking?
Speaker 3 (25:03):
I think back to the violence on our university campuses
when we saw the anti Semitic protests completely take over
our university campuses for pretty much over a year. And
the reason why all of that violence was allowed to
fester on college campuses was because there was no accountability.
There was no consequences. University administrations like at Columbia, Harvard,
(25:23):
the Ivy Schools, allowed this violence to just take over
campus to the point where students had to go and
have their classes online. They couldn't even go on campus
because of the encampments that were taking place. I was
very lucky. I was a student at the University of
Florida during that time, and I saw when pro Palestinian
Prohama students attempted to set up an encampment on campus
(25:46):
and harass those around them. My university shut that down
very quickly. Law and order was carried out. These students
were held accountable. Those who were violent and were assaulting
those around them. They were arrested. There's such a difference
between the way some university campuses handled it. Some campuses,
like the Ivy Leagues, allowed that behavior to run wild,
(26:10):
zero consequences, whereas in a red well, yeah, a red state.
I was in a blue city and a red state
at the University of Florida, but my school upheld law
and order. We saw consequences take place. And guess what,
we only had protests for just a few days. It
was cleaned up, it was done. Students didn't feel emboldened
to go out there and show that violent behavior because
(26:33):
they knew there were consequences. So that was just a
few days in Florida versus places like Columbia, those protests,
those riots went on for years.
Speaker 2 (26:42):
Well, we're learning some very good points from you.
Speaker 1 (26:45):
I think as we go through all of these things,
and I know a lot of the people that are
listening are my generation. So for all of us, we
need whatever we're doing with our kids, we need to
really focus on personal responsibility. But I think also it's
important for us to talk to universities. I mean, as
we go and we search for universities for our children,
(27:06):
it's important to me that I know that they are
going to have an openness of discussion to make sure
that there is critical thinking people of both sides get
an opinion, because that's how you realize, Okay, well maybe
they're not a horrible person, because we've created the society
where if you don't agree with me, I cannot be
around you. You are absolutely horrible. But it's just not
(27:29):
the fact. That is just not how we really are
as human beings. And if you go to church every Sunday,
you have a lot of good lessons about how to
hold your kids accountable and what the Bible says about
holding your children accountable.
Speaker 2 (27:41):
And it's important as parents that we remember that.
Speaker 1 (27:44):
But I think also university professors, if they had some
of that in their lives, they would be able to
understand that there is a value in seeing both sides.
Speaker 2 (27:54):
Of an argument.
Speaker 1 (27:54):
And that's shocking to me that we would even have
to say that about university professors. It's almost every course
outside of what math that you would say there are
two sides of this argument. How could you not be
willing to engage in that way.
Speaker 3 (28:12):
Well, that's exactly why Charlie Kirk resonated with so many
young peoples. It's because free speech was dead in our
university classrooms. Any discussion or debate is labeled politically incorrect
or offensive by our university professors. Students who talk about
their religious or their political views, many of them are
(28:34):
harassed or intimidated by their peers, whether it's verbal abuse
in the classroom, receiving failing grades from professors, So students
aren't encouraged to discuss and debate ideas in the classroom.
And when students naturally have a lot of questions, we
couldn't ask our university professors. So students would go stand
in the line when Charlie Kirk came to their campus
(28:57):
just to get to ask him a fifteen second question.
Everas speech was dead in our classrooms, Charlie Kirk brought
it right to the middle of campus, brought it to
the campus quad. And I like to say that many
young people, though, especially those who had interactions with Charlie
Kirk on their campus, they probably learned more from a
thirty second interaction with him than they ever did from
their university professors, because our classrooms lack that discussion and debate.
Speaker 1 (29:23):
Going to a university campus this weekend to talk to
kids and you've given me so much good information, and really,
I'm so thrilled that you were on today because you
are a great example of gen Z that is coming
back and saying, hey, these things are affecting us, and
somebody has to say that because we need to hear it.
I want you to know that I'm listening to what
(29:43):
you're saying, and I feel more guilty than I do
angry about the situation because I'm going through my head saying, Okay,
what am I doing with my kids? When am I
letting them get off the hook? When am I I
telling them you know, people are being unfair to you.
It's not about what you did, It's about people being
unfair to you. Because I think we have to consciously
step back as parents and say when are we too
(30:06):
emotionally connected to our kid to be able to step
back and say no, you're in the wrong.
Speaker 2 (30:10):
You own it. You have to go back and apologize.
You have to fix this.
Speaker 1 (30:14):
But also, how do I get engaged with universities and
make sure they are feeling that same way, because ultimately
they get our universities get a lot of federal funding,
but we as parents are the ones paying, or the
student is paying, but Ultimately, that money is coming from
our family and therefore we should have input into what
the university universities are doing, and without talking to you,
(30:36):
we wouldn't have known that. So Emily Sturge, thank you
for what you do at Campus Reform and thank you
for coming on the podcast today.
Speaker 3 (30:43):
Thank you so much for having.
Speaker 1 (30:44):
Me absolutely, and thank you all for joining us on
the Tutor Dixon Podcast. For this episode and others, go
to tutordisonpodcast dot com, the iHeartRadio app, Apple Podcasts, or
wherever you get your podcasts, and you can always watch
us on YouTube or rumble at Tutor Dixon and make
sure you join us next time.
Speaker 2 (31:02):
Have a blessed day.
Welcome to the Tutor Dixon Podcast. We're excited today because
we have a reporter from Campus Reform. Her name is
Emily Sturge, and she has been reporting on everything that's
going on in campuses. Obviously, we know that there's a lot,
We've seen a lot of indoctrination on our college campuses,
but I think in the wake of what we saw
in Utah and what happened with Charlie Kirk, we're keeping
(00:23):
a closer eye on this.
Speaker 2 (00:24):
So Emily, thank you so much for joining me today.
Speaker 3 (00:27):
It's great to be with you. We have a lot
to get into.
Speaker 1 (00:29):
We do, absolutely and first I want to talk about
this group that had the NERF guns on college campuses
and the plan for that.
Speaker 2 (00:38):
Can you explain a little bit about that.
Speaker 3 (00:41):
Absolutely, So, in the wake of Charlie Kirk's assassination, I
think everybody in this country can agree that there is
a political violence problem, particularly among Generation Z, and it
goes right back to our college campuses, it goes right
back to social media. But really our higher education system
has normal this idea of political violence. And I've been
(01:02):
reporting on professors celebrating Charlie Kirk's death, and then also
this instance, at the University of Washington, a leftist student
group there planned and advertised an event where it was
set up like a carnival game and they wanted to
have dartboards of political figures and then practice shooting them
with nerve guns. This is just a couple weeks after
(01:26):
Charlie Kirk's assassination. I have no words. It's completely toned off,
out of touch, violent, divisive, all of the above. The
university advertised this event on their website, and then.
Speaker 2 (01:39):
The university actually advertised this event.
Speaker 3 (01:41):
It was on their event's web page on their website.
We found it, we took screenshots. The university did take
it down, and then I've been trying to get in
contact with members of the university faculty there, and the
ultimate response that I've gotten is they say that it
doesn't align with their values, but they did allow it
to be published on their web site. Now I don't
(02:02):
believe that the event took place. I think the students
realized that they were really setting themselves up for disaster
by holding an event like this. So the university says
that no nerve guns were brought to campus, but it's
the fact that somebody approved this event it made its
way to the university website, and students are comfortable promoting
(02:22):
events like this on campus because their professors have emboldened them.
With such violent and devisive rhetoric taking place in the classroom,
students are okay with bringing that violence and divisiveness to
the campus quad too.
Speaker 1 (02:35):
I've heard so many stories from people since we experienced
this assassination, which is shocking to me because our kids
have never seen this. We've never seen this in our lifetime.
We have students on a university campus who witnessed the
assassination of a political figure, and you have professors who
are cheering it on. And to think that that would
(02:57):
have happened two weeks after Charlie's death, that they would
a university would actually promote the act of shooting a
political figure in the face.
Speaker 3 (03:08):
It's unbelievable, but it doesn't shock me at all. I've
also reported multiple professors who've made comments in the classroom
celebrating Charlie Kirk's death. A UPenn professor celebrated his death
called him the head of Trump's Hitler youth. At Ohio
State University, they have a medical center there and a
respiratory therapist there called Charlie Kirk a waste of oxygen,
(03:31):
how ironic, and then said that Charlie Kirk might be
worth something to the vultures. That's the rhetoric coming from
university professors. They are spreading that in their classrooms, They're
spreading that on social media. They're emboldening students to carry
on that similar rhetoric with carnival games like at the
University of Washington, where students plan to shoot political figures
(03:55):
with nerve guns. So it's not shocking. And then I
think back to when we saw the attempt at assassination
of the president. I also reported some of the devisive
rhetoric from professors on that too, professors that were actually
upset that the attempt at assassin Thomas Matthew Kirks was
not successful.
Speaker 1 (04:13):
You know, I think as I listened to this and
I see these words that you talked about the University
of Pennsylvania saying that he was the head of Trump's
hitler youth, the University of South Dakota saying he was
a hate spreading Nazi Ohio state, as you said, calling
him a waste of oxygen. As I read all of
(04:35):
these and I see what they're saying out there. I
also think about how the left has indoctrinated students into
thinking if you say something, then you are dangerous, if
you speak in a certain way, then you are violent,
and that has created this narrative of if speech is violence,
then you can go after those people with violence the
(04:56):
same We've talked about this on the podcast, but here
it is a totally different thing. When you hear about
professors in the classroom saying things like the head of
Trump's Hitler youth, I mean, that was a genocide and
they're calling him that in the classroom. That allows students
(05:17):
to have a totally different view of how they deal
with things like this.
Speaker 3 (05:21):
So professors in the classroom are using this word constantly fascism,
Students feel emboldened to promote violence on their campuses because
they're hearing that from their professors. I think back to
we reported a story at Campus Reform a while ago,
and we're ras and dorms were actually they were remarking
Trump supporters as dangerous, and they were providing directives to
(05:42):
students saying that, you know, having Trump supporters and dorms
having Trump flags is something that's dangerous, something that we
need to watch out for. That's how our higher education
system has treated conservatives for so many years. So it's
not surprising that now we're seeing professors that are promoting
such violent rhetoric in the way of such a violent
assassination that's really really impacting young people. Young people are
(06:05):
mourning Charlie Kirk's assassination, and professors are just toned up
to it and actually promoting violence.
Speaker 2 (06:11):
Yeah.
Speaker 1 (06:12):
I want to actually share a clip that Charlie shared
just weeks before his death. I mean, I think it
was the middle of July when he shared this. It's
from Belmont University, and the reason I want to share
it is that they recently fired a professor for calling
Charlie Kirk and amplifier of fascism. And I just wonder
if there's a little bit after Charlie shared this about
(06:33):
the university. I just wonder if there's a little bit
more scrutiny there, which I appreciate. I have to say
that the universities that saw this and they said, we've
got to get rid of this. We've got to make
sure these people are no longer employed on our campus.
That's important because you have people who are teaching our youth,
and you have too many universities today that look the
other way or they're actually promoting this. I think Belmont's
(06:55):
one of them who has been under the microscope ever
since Charlie posted this. It's a little bit long, but
I want people to be able to hear what's happening
behind the scenes at the university. And just to set
this up, this was a group in the university that
was promoting DEI and also gets into some depth about
(07:15):
what that means for illegal aliens at the university.
Speaker 2 (07:18):
So here we'll play it for you.
Speaker 3 (07:21):
Well, I always going to keep doing what we're doing.
The work never stops.
Speaker 4 (07:24):
We just changed on how we talk about it.
Speaker 3 (07:26):
Obviously, you get down.
Speaker 4 (07:27):
I'm very passionate about stuff like that. We always try
to just adapt to what's happening around us. But that
doesn't mean like what.
Speaker 3 (07:34):
We're focusing on completely stop.
Speaker 4 (07:36):
So we definitely have to navigate very carefully and just constiously,
just because we just don't ever know, especially with like
the ice rays that are happening in the city that
impacts our campus. We do have undocuments, yeah, oh yeah.
Speaker 5 (07:49):
We don't communicate to anybody externally who's undocumented who is
and so like, guess we know who it is scause
we don't really know how could they unless it's dedicated
in the system somewhere. We have an office just dedicated
for like student international students.
Speaker 4 (08:08):
We try to create an inclusive space as possible here
at Belmont. No, we're not going to be out in
the news of doing all these things. This is how
we stand and this is what we stand by.
Speaker 3 (08:20):
And no, we're not going to.
Speaker 4 (08:22):
Make any outward statements.
Speaker 5 (08:24):
However, the work, the initiatives, things that are happening on campus,
that's how we show how inclusive are being, even with
us being a private school, like we do, get them
to get some heat on it.
Speaker 4 (08:35):
The hub will be here pint in contact to really
just understand how the landscape.
Speaker 3 (08:40):
Looks at Belmont.
Speaker 4 (08:41):
But also how can you be involved in those things.
Speaker 5 (08:44):
Without like the facts reading in here.
Speaker 3 (08:47):
We're doing the work.
Speaker 4 (08:48):
We just may not be as loud as.
Speaker 3 (08:50):
Other people are about it.
Speaker 5 (08:51):
It is the way because.
Speaker 4 (08:53):
If we're navigating in the shadow, it's like nobody will
nobody's paying attention.
Speaker 1 (08:57):
To Belmont well after Charlie shared that a lot of
people were paying attention to Belmont. How common is this
story that universities are. I mean, he literally says, we
don't want the Feds running in here. They know they're
doing something that is illegal, and they're hiding people on
the campus.
Speaker 2 (09:16):
To me, it's shocking, it's stunning.
Speaker 3 (09:17):
Well, first off, we've seen dozens of these videos. We've
been reporting our campus reform, these undercover videos where faculty
members are completely exposing themselves and they're completely exposing the universities.
As we've seen state and federal laws try to remove
DEI from our classrooms, remove DEI programming, remove taxpayer funded
DEI on our campuses. Now we're seeing faculty members like
(09:40):
the one in that video instead choose to say that
they're still promoting it. But everything's sort of under the table,
and I've been reporting what I like to call the
great DEI rebrand, where DEI is still very much pervasive
in our courses, throughout lectures, in the university classroom, throughout
even admission, and universities are just finding a way to
(10:03):
cover it up because of course they want to protect
their state and federal funding. We've seen really positive changes
from the Trump administration now saying that universities need to
report admissions data. Hopefully that will remove some of the
under the table diversity equity and inclusion within college admissions,
but we still see applications for college admissions where they're
(10:26):
asking students questions and they're posed in a way where
they want students to commit an allegiance to leftism, to diversity,
equity and inclusion. So the more we see of these
videos exposing what's going on behind the scenes, the more
we report on it bring attention to it. I think
we're headed in the right direction, and I give props
people like Charlie Kirk sharing these videos on social media.
(10:48):
Of course, Charlie Kirk had a great following. He had
young conservatives rallying behind him, so he brought attention to
things like this happening on university campuses, brought them to light.
Speaker 1 (10:59):
And it was so important that people were actually hearing
what was truly happening on college campuses. And as you
pointed out, he did have a huge platform to be
able to share that. And that's why I think it's
important for us to continue to talk about these things,
and what campus reform is doing is so important because
as we hear that these universities that are funded with
our taxpayer dollars, are going against federal law, are creating
(11:22):
what they're seeing are safe spaces for illegal aliens. That's
shocking to me. We see Chicago universities as you see
the Trumpet administration saying we're thinking of moving into Chicago
and trying to keep people safe. They're saying, well, we're
not going to allow anybody on our university campuses. We're
going to protect the illegal aliens on our university campuses
(11:43):
from federal enforcement. They're also saying that they're going to
have safe spaces and prioritize illegals over students. That over students'
safety over American students. I mean, this is shocking stuff
when I look back and think about those comments from
the faculty that are saying these things about Charlie Kirk.
Speaker 2 (12:03):
Here is an institution that we know.
Speaker 1 (12:06):
Universities historically have said there are two sides to every story.
Speaker 2 (12:10):
We want you to think critically. Critical thinking is gone
right now. This is in doctrination. This has follow us
at all costs, even over your own safety. We will
prioritize people who are not Americans. And don't you dare
think about what that means.
Speaker 3 (12:26):
Absolutely and let's go back to all of these resources
for illegal immigrants students on university campuses, everything that you
can think of, free legal services, deportation, defense, scholarships, career services,
things like that. I've been reporting on universities across the
country and we've actually exposed a campus reform over forty
(12:47):
universities that have what they call sanctuary campus policies, where
they refuse to protect students, but they vow to protect
lawbreakers and they won't allow federal authorities to set foot
on their camp they won't allow immigration agents onto campus,
they won't allow them into campus buildings. They're also vowing
to protect the student personal information, they won't hand that
(13:11):
over to authorities. So universities are so set in their ways.
They want to protect these lawbreakers. They want to make
universities safe spaces for criminals. But you know what, there
are so many young women on these campuses. There are
so many students that are vulnerable. They don't need to
be in a place surrounded by criminals. I think back
to Lake and Riley, and I certainly don't think that
her parents would think that it would be a great
(13:32):
idea of these campus sanctuary policies. Campuses need to protect students,
they also need to protect conservative speakers. We just saw
the assassination of Charlie Kirk. That opens up a whole
bigger conversation about campus safety policies. And I've been reporting
how campuses have been, like I said, prioritizing the safety
of criminals instead of students. I also, i'm here in Washington, DC.
(13:55):
I also see the campuses here like American University, George,
Washington University Georgetown. Those cops not all of them have guns,
they're not armed to handle criminals on campus, but they're
trained in diversity, equity and inclusion. We know that DEI
is not going to stop a criminal. When a criminal
sets foot on campus, students need to be protected. We
(14:18):
need to see across this nation, in red states and
blue states. We need to see campus safety policies that
actually prioritize safety so that we can prevent future tragedies
like Lincoln Riley's event or Charlie Kirk's assassination.
Speaker 1 (14:33):
Let's take a quick commercial break. We'll continue next on
a Tutor Dixon podcast. Campuses are protecting the message now,
they're protecting the liberal, far left progressive message rather than
protecting the students, and they're actually not setting students up
for success. That's the thing that is so shocking to
(14:53):
me as I hear the amount of effort that goes
into protecting the message again teaching kids to think critically
on either side of a message, but by not teaching
students that there are two sides of an argument, that
you may have things in your life that are wrong,
that you may have to make corrections in your thought process,
(15:14):
it hasn't set gen Z up to be.
Speaker 2 (15:16):
Good workers either.
Speaker 1 (15:17):
That's something that we're finding out, which I find very
interesting because I've experienced this myself with my own gen
Z workers. Gen Z is now we're finding in studies
that they need seventy one percent of managers are saying
they need praise just to meet basic expectations at work.
(15:38):
It goes to me, it goes all back to this
situation where you don't have critical thinking, you don't have
to think about whether or not you've done something well.
You have to constantly be told you're on board with us,
and we're so thrilled with anything you do.
Speaker 3 (15:52):
The gen Z workplace trends that we're seeing are directly
being taken from university campuses into corporate America, and we've
reported seventy seven percent of gen Z workers say that
they've brought a parent to a job interview.
Speaker 2 (16:06):
Yes, that's crazy to me.
Speaker 3 (16:08):
It's crazy, but students feel emboldened to show this behavior
once they become adults in the workforce because they've been
infantilized on their college campuses. And we've also reported.
Speaker 1 (16:18):
No one should get hired if they bring their parent.
I mean, this has to end. That should be the
kick in the butt these kids need. You bring your parents,
You're done, You're never getting a job. Who would bring
their parents to a job interview. I'm just stunned right
now because I think I would be so humiliated to
have my mom or dad go with me to a job.
Speaker 2 (16:37):
What happened?
Speaker 3 (16:38):
There is a silver lining. It's not all of us.
Many of us are trying to defy those stereosites. It's
very concerning. I'm not sure if those students are actually
getting hired if they bring a parent to a job
in what.
Speaker 1 (16:50):
Are these parents? I'm sorry, I cannot get past this.
Like if my kids said come with me to my
job interview, I would look at them and go, are
you out of your mind. I would never hire you
if I came with you where why would the parents go?
Speaker 3 (17:04):
It's a great point. I'm not a parent, so I
can't speak on that, but yes, this is a parenting problem.
This is a gen Z problem. It also is an
education problem. When gen Z is on their college campuses,
they're faced with these self care activities that infantilize them.
I reported that when Kamala Harris lost the election in November,
Georgetown University gave students milk and cookies and legos crayons
(17:30):
during exam week. In the spring, Indiana University gave students
care bears to cope with exam season.
Speaker 2 (17:36):
And so when.
Speaker 3 (17:37):
Students are faced with hard things on university campuses, they
get milk and cookies and legos and care bears. And
so when they graduate into the workforce, it's not shocking
to see that they're showing behaviors like bringing a parent
to a job interview. But I think it's time for
a wake up. Paul gen Z needs to realize that
we have a legitimate problem amongst our generation. I think
(17:58):
that this is a per time to course correct, to
make this a turning point and see that Look, there's
also a massive hiring crisis happening among my generation. Just
twelve percent of gen z ors graduate college with a
job secured. That's a very small percentage of my generation,
and so gen Z can't get jobs. They're blaming it
(18:20):
on the workforce, but really, I think it might go
back to a behavioral problem and a lack of professionalism,
a lack of preparedness and job in your interviews, and
maybe bringing a parent is the best idea.
Speaker 1 (18:33):
I mean, are they bringing a blanket and a bottle
to the job interview too?
Speaker 2 (18:36):
This is I mean a care bear. You've got to
have milk and cookies.
Speaker 1 (18:39):
I am totally stunned because it's just stunnying to me
the difference. I feel like I didn't go to school
that long ago, but I guess I did that that
would never have happened. It makes me question how much
credit card debt do these kids have? And I say
that because if you think you are entitled to everything,
and you come out of school and you don't have money,
how do you These kids are getting Starbucks every day.
(19:02):
Everybody I know that is from the millennial and the
gen Z generation. They're all going on these phenomenal vacations.
How are they affording these vacations.
Speaker 5 (19:11):
I didn't.
Speaker 1 (19:12):
I couldn't do this when I was young and I
had a pretty good job, but we couldn't go on
vacation constantly.
Speaker 2 (19:17):
Is the credit card debt just through the roof?
Speaker 3 (19:20):
Yes, And it's because of social media. Many gen zers
are trying to promote this idea on social media that
they have the perfect life, that the perfect lifestyle, vacation, relationship,
perfect car, everything. But we know social media is not reality.
Speaker 2 (19:35):
And we know, but I don't know if they know.
I really don't.
Speaker 3 (19:38):
And I'll tell you once again, there's a silver lining
to this. There always is. Not all of us, not
all of us gen zers are like this. I'm here
in Washington, d C. I am surrounded by young people
that picked up their lives and moved to Washington, d C.
Because they were so fired up to serve and this administration.
This city is filled with young people right now, young
(19:59):
people everywhere you look, because they're so energized to serve
the government in any capacity, whether it's on the hill,
in the White House, or even just reporting on what's
going on, working with a media organization, working at a
think tank. There are so many young inspired gen Zers
who are truly going to be the future leaders in
this country. So I'm an optimist. I have a lot
(20:20):
of hope for high generation too.
Speaker 1 (20:22):
This is why Charlie's message was not just one of politics,
but it was also one of Christianity. And for all
of those who criticized him for his faith, they have
to understand that with Christianity comes a lot of personal responsibility.
I mean, the Bible is not a passive item. Following
God is not passive. Following God is an active You
(20:43):
have to be actively involved in your faith, and that
also means that you take responsibility for things in your life,
which then leads you to actually be a good citizen
and be an involved citizen and a good employee. I mean,
I see that you're reporting the thirty eight percent of
gen Z employees that received constructive criticism called out sick
(21:03):
the next day. But the more shocking thing is twenty
seven percent quit their jobs.
Speaker 2 (21:08):
I mean, more than a quarter of gen Z.
Speaker 1 (21:11):
If you give them any type of criticism, they just
leave all together. What is that like for employers to say, Man,
if I go out and say anything, a quarter of
these kids are just going to quit that's not okay.
Speaker 3 (21:23):
No, it's a lot of pressure on employers and it's
not much incentive to actually hire young people. So it's
not helping my generation as a whole. But these statistics
are a result of the lowered standards within the higher
education system. We are seeing what we call grade inflation,
where universities are handing out a's like candy. For example,
at Yale, over eighty percent of the grades at Yale
(21:46):
are a's, and so as standards have been lowered, professors
are just giving students higher grades even though they're not
putting in the work. They go to the workplace and
they expect the same behavior. We've also seen the SA
the ACT actually shorten their tests, lower the standards on
those tests, and so students get a pretty high score.
(22:09):
And you know, it's because of those lowered standards, that's
why so many gen zers get to the workplace and
they expect phrase well, they're used to getting a's and
they're used to getting high scores even when they maybe
don't deserve that high of a grade. We've also seen
other universities completely eliminate failing grads altogether. An example is
Western Oregon University. You can't make anything below a set there,
(22:33):
so you can just not even show.
Speaker 2 (22:35):
Weall you can't make anything. What does that mean?
Speaker 3 (22:38):
There's no DS and there's no F. Students aren't allowed
to fail at that university, so students can.
Speaker 2 (22:43):
Put in don't hire kids from that university.
Speaker 3 (22:46):
You're a work they don't have to do anything and
they can still pass with the C. It's completely unfair.
I would say, it completely goes against meritocracy. This is
what creates weak societies is teaching students at the this
is okay in the classroom, and then once again they're
taking that mentality of mediocrity. Students are taking that to
(23:06):
the workplace upon graduation.
Speaker 1 (23:09):
The best innovations in this country have come from failures.
Speaker 3 (23:13):
Well, it's such a great point. But when when you
can't make anything below a C, students aren't inspired to
put in any work whatsoever. Students aren't motivated to go
to classes. They don't have to do anything and they
can still pass. Students are just things are not going
right at schools like that. But once again, I'm an optimist.
(23:34):
I have a lot of hope. There are a lot
of hard working gen zers. Maybe not on that campus,
because if you're a student on that campus. The difference
between an A and a C could be a ton
of work versus never showing up. There's not much motivation
there for students to actually put maximum effort. But there
are many wonderful schools still throughout this country where students
(23:57):
are training, they're preparing to become the leader.
Speaker 2 (24:00):
So tomorrow, let's take a quick commercial break. We'll continue
next on a Tutor Dixon podcast.
Speaker 1 (24:08):
And I'm not blaming your generation because I've seen my
generation as parents and gosh, I'm trying to remember this.
Speaker 5 (24:15):
Oh.
Speaker 1 (24:15):
I so a few years ago, my girls were in
first grade and the no, this was second grade, and
the second grade teacher said that there was a kid
that came that she had to take out of the
classroom because he shoved a pencil in another kid's eye.
It didn't go all the way in, but his goal
was to poke the kid's eye out. Pretty aggressive, right,
So she took the kid out of class, and the
(24:37):
mom came in the next day and.
Speaker 2 (24:38):
Said, but did the kid lose his eye? Oh my gosh, okay, Bill,
that's but what is happening to parents? No, that is
not the answer. You do not say. He didn't lose
his eyes. So should we really be mad that?
Speaker 3 (24:50):
Yes?
Speaker 2 (24:51):
What where are the consequences.
Speaker 1 (24:53):
It's like my generation has refused to give your generation
any concept instans whatsoever.
Speaker 2 (25:01):
What were we thinking?
Speaker 3 (25:03):
I think back to the violence on our university campuses
when we saw the anti Semitic protests completely take over
our university campuses for pretty much over a year. And
the reason why all of that violence was allowed to
fester on college campuses was because there was no accountability.
There was no consequences. University administrations like at Columbia, Harvard,
(25:23):
the Ivy Schools, allowed this violence to just take over
campus to the point where students had to go and
have their classes online. They couldn't even go on campus
because of the encampments that were taking place. I was
very lucky. I was a student at the University of
Florida during that time, and I saw when pro Palestinian
Prohama students attempted to set up an encampment on campus
(25:46):
and harass those around them. My university shut that down
very quickly. Law and order was carried out. These students
were held accountable. Those who were violent and were assaulting
those around them. They were arrested. There's such a difference
between the way some university campuses handled it. Some campuses,
like the Ivy Leagues, allowed that behavior to run wild,
(26:10):
zero consequences, whereas in a red well, yeah, a red state.
I was in a blue city and a red state
at the University of Florida, but my school upheld law
and order. We saw consequences take place. And guess what,
we only had protests for just a few days. It
was cleaned up, it was done. Students didn't feel emboldened
to go out there and show that violent behavior because
(26:33):
they knew there were consequences. So that was just a
few days in Florida versus places like Columbia, those protests,
those riots went on for years.
Speaker 2 (26:42):
Well, we're learning some very good points from you.
Speaker 1 (26:45):
I think as we go through all of these things,
and I know a lot of the people that are
listening are my generation. So for all of us, we
need whatever we're doing with our kids, we need to
really focus on personal responsibility. But I think also it's
important for us to talk to universities. I mean, as
we go and we search for universities for our children,
(27:06):
it's important to me that I know that they are
going to have an openness of discussion to make sure
that there is critical thinking people of both sides get
an opinion, because that's how you realize, Okay, well maybe
they're not a horrible person, because we've created the society
where if you don't agree with me, I cannot be
around you. You are absolutely horrible. But it's just not
(27:29):
the fact. That is just not how we really are
as human beings. And if you go to church every Sunday,
you have a lot of good lessons about how to
hold your kids accountable and what the Bible says about
holding your children accountable.
Speaker 2 (27:41):
And it's important as parents that we remember that.
Speaker 1 (27:44):
But I think also university professors, if they had some
of that in their lives, they would be able to
understand that there is a value in seeing both sides.
Speaker 2 (27:54):
Of an argument.
Speaker 1 (27:54):
And that's shocking to me that we would even have
to say that about university professors. It's almost every course
outside of what math that you would say there are
two sides of this argument. How could you not be
willing to engage in that way.
Speaker 3 (28:12):
Well, that's exactly why Charlie Kirk resonated with so many
young peoples. It's because free speech was dead in our
university classrooms. Any discussion or debate is labeled politically incorrect
or offensive by our university professors. Students who talk about
their religious or their political views, many of them are
(28:34):
harassed or intimidated by their peers, whether it's verbal abuse
in the classroom, receiving failing grades from professors, So students
aren't encouraged to discuss and debate ideas in the classroom.
And when students naturally have a lot of questions, we
couldn't ask our university professors. So students would go stand
in the line when Charlie Kirk came to their campus
(28:57):
just to get to ask him a fifteen second question.
Everas speech was dead in our classrooms, Charlie Kirk brought
it right to the middle of campus, brought it to
the campus quad. And I like to say that many
young people, though, especially those who had interactions with Charlie
Kirk on their campus, they probably learned more from a
thirty second interaction with him than they ever did from
their university professors, because our classrooms lack that discussion and debate.
Speaker 1 (29:23):
Going to a university campus this weekend to talk to
kids and you've given me so much good information, and really,
I'm so thrilled that you were on today because you
are a great example of gen Z that is coming
back and saying, hey, these things are affecting us, and
somebody has to say that because we need to hear it.
I want you to know that I'm listening to what
(29:43):
you're saying, and I feel more guilty than I do
angry about the situation because I'm going through my head saying, Okay,
what am I doing with my kids? When am I
letting them get off the hook? When am I I
telling them you know, people are being unfair to you.
It's not about what you did, It's about people being
unfair to you. Because I think we have to consciously
step back as parents and say when are we too
(30:06):
emotionally connected to our kid to be able to step
back and say no, you're in the wrong.
Speaker 2 (30:10):
You own it. You have to go back and apologize.
You have to fix this.
Speaker 1 (30:14):
But also, how do I get engaged with universities and
make sure they are feeling that same way, because ultimately
they get our universities get a lot of federal funding,
but we as parents are the ones paying, or the
student is paying, but Ultimately, that money is coming from
our family and therefore we should have input into what
the university universities are doing, and without talking to you,
(30:36):
we wouldn't have known that. So Emily Sturge, thank you
for what you do at Campus Reform and thank you
for coming on the podcast today.
Speaker 3 (30:43):
Thank you so much for having.
Speaker 1 (30:44):
Me absolutely, and thank you all for joining us on
the Tutor Dixon Podcast. For this episode and others, go
to tutordisonpodcast dot com, the iHeartRadio app, Apple Podcasts, or
wherever you get your podcasts, and you can always watch
us on YouTube or rumble at Tutor Dixon and make
sure you join us next time.
Speaker 2 (31:02):
Have a blessed day.
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