Davidson’s Ukraine Flag and The Question of Responsible College Reactions To Politics

By Stephen Walker '26

February 9, 2024


         The war in Ukraine had become a permanent story by the time I arrived at Davidson. Everyone knew about it and saw the same viral stories from time to time. There was an expert on the situation who came to campus to speak last semester, but that was an academic event and the issue as a whole has largely failed to deeply penetrate campus culture these last two years. Over this period, right beneath the American flag on Davidson’s flag pole flew the yellow and blue Ukrainian flag, an unwavering symbol of support for the far-away country. As I returned this semester I found the flag had vanished. No statement had been put out. No reason for the disappearance was made apparent to anybody. The stars and stripes fly alone again.


          The problem I see with an institution like Davidson making statements as clear as flying another country's flag with our own is twofold. Davidson is a place dedicated to courageous intellectual inquiry meant to prepare students for lives of substance. But when the school leaves this symbol of clear support for a faraway war waged in an environment much different from our homeland, it sends a message to students about what types of opinions are acceptable and what types are not. Rather than allowing students to engage in research and dialogue with one another to uncover the truth about the matter, they are told by this symbolic gesture to conform to the whims of those favoring war. Whims that many believe don’t seem to benefit either us or this faraway nation at all and which don’t reflect the conflicted public opinion of the voters who grant our leaders their power. There is also the question of respect. It is standard for flags of different nations to be flown on different poles. Clumping these nations together demonstrates a blatant disregard for the tradition of respecting the sanctity of our flag and the sovereignty of the flag of another nation whose flag flies below ours. This message of disrespect for our own traditions and disregard for the complexity of international conflict is not one which allows students to better prepare for lives of “leadership and service.” This stunt set the tone for blind acceptance of authority and an embodiment of the values of the hive mind rather than encouragement for students to form unique, nuanced opinions.


 Could this flag have come down sooner should students have questioned the motives of the institution? Should they defy a clear symbol of authority in their lives? No one wanted to find out what that would lead to and all resorted to the silence which has become a standard response in times of political uncertainty. When Davidson takes clear political stances it makes students uncomfortable with asking tough questions and having uncomfortable but important conversations. No one knows why the flag came down, and the problem the stunt posed will likely never be addressed and the message it implanted in the minds of those it affected will never be undone.


 Going forward, will other flags be put up? Last semester, students raised flags and other symbols of support for Palestine. They were all taken down almost immediately. What about a Trump, Biden, or Kennedy flag? I doubt any of those would make it that long. When the college makes political statements with its flagpole it's acceptable. When students make political statements meant to stimulate conversation it’s not. In the future instances of students following the school’s example, will Davidson invoke its vague exceptions clause to allowed speech and expression which outlaws all things deemed to be “otherwise directly incompatible with the functioning of the College ''? It would be a clear double standard should the college be allowed to make and retract extremely public and symbolically significant political statements while students get silenced for following its lead. I was disappointed they put the flag up in the first place, but even more so when it went down in the quiet of December break without a hint of acknowledgement from anybody. 



Stephen Walker is a class of 2026 Political Science and English Double Major at Davidson College.

City Journal College Ranking -Davidson Results

December 10, 2025
Written by John Craig December 10, 2025 On October 27, the Manhattan Institution’s City Journal published a major, breakthrough analysis of the performance of 100 prominent US (and one Canadian) universities and colleges, “Introducing the City Journal College Rankings,” For the first time, this new performance system includes data on measures (68 in all) like freedom of expression, viewpoint diversity tolerance, quality of instruction, investment payoff, and campus politicization that are not considered in the other major higher ed ranking systems. How did Davidson measure up in City Journal’s performance assessment? On a scale of one (bottom) to five (top) stars , Davidson is among the 63 schools that received 2 stars. Schools that, according to City Journal, have “Mostly average to below-average scores in all categories with no particularly noteworthy strengths. Significant, focused policy changes are needed at these schools.” (Full rankings available here College Rankings | Rankings ) To summarize the methodology, the City Journal team selected 100 schools that are highly touted by other ranking systems, widely known to the American public, and/or of high regional importance. The researchers gathered data on 68 variables across 21 categories covering four major aspects of on- and off-campus life. The Educational Experience categories were Faculty Ideological Pluralism, Faculty Teaching Quality, Faculty Research Quality, Faculty Speech Climate, Curricular Rigor, and Heterodox Infrastructure; the Leadership Quality categories were Commitment to Meritocracy, Support for Free Speech, and Resistance to Politicization; the Outcomes categories were Quality of Alumni Network, Value Added to Career, and Value Added to Education; and the Student Experience categories were Student Ideological Pluralism, Student Free Speech, Student Political Tolerance, Student Social Life, Student Classroom Experience, Campus ROTC, Student Community Life, and Jewish Campus Climate. No other higher ed ranking system includes as many variables. (Read more about methodology at College Rankings | Methods ) The data included publicly available information from sources such as the Integrated Postsecondary Education Data System (IPEDS), the Department of Education’s College Scorecard, and the Foundation for Individual Rights and Expression’s College Free Speech Rankings. The researchers also developed original measures for the project, such as the ideological balance of student political organizations and the partisan makeup of faculty campaign contributions. Each variable was coded so that higher values mean better performance and was weighted to reflect relative importance. For example, student ideological pluralism (as measured by self-reported student ideology and the left-right balance of student organizations) accounts for 5 percent of a school’s score while City Journal’s estimate of how many years it will take the typical student to recoup their educational investment to attend a given college accounts for 12.5 percent. A school’s overall score is the sum of points across the 21 categories, with the top possible score being 100. While the assessment system is for the most part hard-data-based, it has, like other ranking systems, subjective elements—like the weighing system. So methodological challenges will come and will doubtlessly lead to improvements the next time around. That said, the methodology strikes me as defensible and a marked improvement over that of other popular rating systems. I will conclude with some comments on the findings. Note that the Average score (out of 100) for the 100 institutions is 46 and the median score is 45.73—so overall, this is not a “high performance” group of institutions. No institution receives a 5-Star rating, and only two receive a 4-Star rating (University of Florida and University of Texas at Austin). Only 11 schools receive a 3-Star rating—Having “Mixed results across the four categories, showing strengths in some and weakness in others. These schools typically have several clear paths to improvement.” Because assessment scores are generally low and tightly clustered in the middle, the rankings by score are misleading: Davidson, at 51.16 with a rank of 25, looks to be in the top quartile (between Princeton and Georgetown), but in fact gets just a 2-Star assessment

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