Bold takeaway: a new generation of college students is rejecting performative woke culture and pushing for real, thoughtful debate in the classroom.
A Tufts University professor argues that the era of peak campus “wokeness” may be fading as a younger cohort of students shuns performative politics and demands serious discussion in class. In a Boston Globe op-ed, Eitan Hersh describes a growing “microgeneration” of undergraduates who resist language policing and ideological showmanship, presenting a fresh chance to restore free speech and viewpoint diversity on campuses across the United States.
Hersh asserts that this emerging group does not want to be seen as illiberal or merely performative; they find the prevailing culture cringeworthy and embarrassing, and they want to prove they can engage thoughtfully in challenging conversations.
The broader context remains that public confidence in higher education has dipped. A Gallup poll from September 2023 showed only 35 percent of Americans consider a college education to be very important, a decline from 2019. Hersh suggests campus culture shifts as each new four-year class arrives, noting that involvement in recent protests—such as the 2023-2024 Israel-Hamas demonstrations—was shaped by students who were not yet on campus during earlier conflicts.
He argues that universities are responding to these concerns about viewpoint diversity by bringing in new faculty and revising policies, while urging today’s students to help steer campus culture toward truth-seeking and decorum. He also mentions his role in leading initiatives through the Center for Expanding Viewpoints in Higher Education and calls on students to actively contribute to guiding their institutions in the right direction, emphasizing the considerable influence they hold.
Additional context from the era includes accounts of campus activism that drew widespread attention, including student encampments advocating divestment and related arrests across multiple campuses, such as Columbia University and UCLA. Hersh recalls a past classroom moment where a student criticized his use of the term “Latino” instead of “Latinx,” illustrating how discussions can quickly devolve into political speechifying when language is contested.
Ultimately, Hersh’s message centers on restoring a culture of open discourse and civility in higher education—one that welcomes diverse viewpoints while upholding rigorous standards of evidence and respectful debate. He suggests that the new generation’s willingness to engage constructively could help reestablish a healthier academic environment and invites students to participate in shaping that future.
What do you think: should campuses prioritize blunt candor and debate, or language inclusivity and safety, and where do you draw the line between advocacy and disruption in the classroom?
