A “cultural competency workshop” at the taxpayer-funded University of North Carolina at Chapel Hill is assigning scores to students based on how much “white privilege” they allegedly have. The “cultural competency” workshop, which appears to be mandatory for certain students, requires participants to “examine white privilege and how it is more powerful than other types of benefits afforded by society” by completing surveys, reports Campus Reform. (Presumably, “white privilege” survey makers at UNC-Chapel Hill are blissfully unaware of Ebon-Aide first aid bandage strips.) “I can turn on the television or open to the front page of the newspaper and see people of my race widely and positively represented,” reads another question on the University of North Carolina “white privilege” survey. “I can swear, dress in secondhand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my races,” reads a third statement. The workshop, which could last many long hours, students are warned, also includes a separate “cultural competency” survey designed to determine how rich or poor students are. A handbook for workshop proctors reveals that some students are “mandated to attend” the “cultural competency” workshop, notes Campus Reform. “Be aware that some members of the audience may not want to be there (e.g., they were mandated to attend),” the handbook for proctors indicates. “Try to encourage them to participate and change their feelings about the workshop.” It’s not clear which students must attend the workshop or how those students are chosen. The concept of white privilege was popularized in academic circles by a 1987 essay entitled “White Privilege: Unpacking the Invisible Knapsack.” The author was Peggy McIntosh, an inconsequential white feminist. The University of North Carolina at Chapel Hill is famous, of course, for a sickening athletic scam involving 18 years of rampant academic fraud. The shocking con involved dozens of athletes who for years were deliberately enrolled in fake classes and awarded passing grades to keep them eligible for sports. Deans, coaches and professors within certain sham academic departments of the prestigious, public school were complicit in placing basketball and football players with underdeveloped learning skills in classes that didn’t exist and never actually met. The only requirements were that the students write final papers consisting of a few sentences — a task too difficult for some, who could only read and write at an elementary school level. Still, the players all received grades of either A or B.