The University of Wisconsin–Madison has been rocked by controversy following statements from Associate Dean Percival Matthews. He reportedly described former President Donald Trump as a racist and co-authored a scholarly paper that characterized America’s education system, including mathematics, as ‘inherently violent’ towards Black students. This narrative comes from a Fox News report. This incident highlights a long-standing conflict within higher education: balancing the principle of academic freedom with the need for institutional neutrality, especially when senior faculty members’ public comments touch on contentious national cultural and political issues.
A Facebook Post Ignites Controversy
Matthews, who holds positions as associate dean for the Office of the Dean and professor in the Human Development Area at UW–Madison, became the center of public scrutiny after Fox News Digital brought several of his previous social media posts and academic works to light. In a January 2018 Facebook post, Matthews seemingly labeled Donald Trump a racist, stating: ‘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.’ He then referenced civil rights icon Malcolm X, observing: ‘For many, the name Malcolm X evokes the image of an unnecessarily violent man who hated America. But if you actually read the text of his best speeches (I recommend The Ballot or the Bullet as a starter), it’s clear that the frustration was fueled by a bald-faced denial of an undeniable and obvious truth.’ These particular comments by Matthews predated his April appointment as ‘special advisor for access and community,’ a new role designed to recognize his contributions to ‘advancing UW–Madison’s institutional efforts to create a welcoming and inclusive community for students and employees from every background.’
Academic Paper Alleges “Violence” in Mathematics Education
Beyond his social media activity, Matthews’ scholarly publications have also attracted considerable attention. In a research paper co-authored with Pooja Sidney, an associate professor at the University of Kentucky, Matthews contended that America’s educational system systematically disadvantages Black students, especially in mathematics. The paper asserted: ‘This exclusionary narrative continues into the higher grades, with Black children routinely being shut out of advanced mathematics courses despite meeting achievement standards. In stark contrast, more privileged White children are sometimes tracked into advanced courses despite failing to meet those standards.’ A particularly contentious passage in the paper posed the question: ‘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 the ones who excel at all the tests?’ These statements, drawing from critical race scholarship, have intensified discussions about whether such framing suggests an antagonism towards established educational benchmarks or simply aims to underscore embedded structural inequalities.
Reflections in the Wake of George Floyd’s Murder
Matthews’ writings in 2020 also contributed to renewed public debate. After the murder of George Floyd, he posted on Facebook: ‘A legitimate (adv) use of violence can legitimate (vb) use of violence. There are a number of ways to read that sentence.’ In another post from the same year, he queried: ‘And people are surprised that Minneapolis is burning?’ These remarks were perceived by some as condoning public unrest, while others viewed them as a sociological commentary on widespread anger and racial injustice.
University Responses to the Controversy
When contacted by Fox News Digital, the University of Wisconsin–Madison issued a statement that distanced itself from Matthews’ personal posts but stopped short of reprimanding him. John Lucas, assistant vice chancellor for public affairs and institutional communications, stated: ‘UW–Madison supports free expression and doesn’t comment on the personal social media accounts of its students, faculty or staff.’ The University of Kentucky’s office of public relations and strategic communications echoed this sentiment, emphasizing faculty independence: ‘The university wouldn’t have any comment on a faculty member’s scholarly work, which is protected by academic freedom and does not represent any university stance.’
Academic Freedom, Responsibility, and Public Trust: A Broader Debate
Matthews’ statements have reignited a persistent debate within academia regarding whether educators, particularly those in leadership roles, should be more circumspect when their personal expressions might be perceived as reflecting institutional values. Critics contend that such remarks risk exacerbating ideological divisions and eroding public trust in higher education’s impartiality. Conversely, proponents argue that addressing systemic racism, even within fields like mathematics, is a valid academic endeavor supported by research and lived experiences. As American universities navigate the complex interplay of politics, race, and public accountability, the Matthews controversy epitomizes a broader national challenge: reconciling the fundamental principle of academic freedom with the expectation of impartiality from public institutions. Ultimately, the discussion surrounding Percival Matthews extends beyond his individual statements, delving into the critical question of how far universities can extend the bounds of free inquiry before potentially jeopardizing public confidence.