The article explores one prominent account of what makes discrimination morally bad (when it is) – the disrespect-based account. The article first reviews and clarifies the account, arguing that it is most charitably understood as the claim that discrimination is morally bad when the discriminator gives lower weight to reasons grounded in the moral status of the discriminatee(s) in her decision-making. It then presents three challenges to the account, and reviews a recent argument in defense of it. The first challenge (...) is the fact that intuitions that might support the disrespect-based account can also be explained by reference to the fact that disrespect reflects poorly on the moral character of the discriminator. The second challenge is that there are cases where disrespectful discrimination is not intuitively worse than non-disrespectful discrimination. The third challenge is that the disrespect-based account has difficulties explaining our intuitions about cases of “doing right for the wrong reasons”. Finally, pace a recent argument in its defense, cases of harmless and apparently morally bad discrimination are plausibly best explained by other factors than disrespect. In the light of this analysis, the article concludes that the disrespect-based account should be abandoned. (shrink)

I argue that university supervisors should not use student evaluations of teachers (SETs) as a measure of teaching effectiveness in personnel assessments because the evidence suggests SETs likely violate several duties university supervisors have toward their instructional employees. I focus on the duty to not knowingly impose a wrongful risk of harm on nonconsenting and innocent others. Many university employers impose a wrongful risk of harm on instructors by not using relevant, merit-based performance indicators that have adequate construct validity, by (...) using uncorrected indicators that likely perpetuate discrimination, and by incentivizing instructors to do wrong. The use of SETs imposes unjust risk of harm on all instructors, but the risk is higher for women, minorities, and those in precarious, teaching-focused roles. In conclusion, I tentatively suggest some other means of evaluating student learning and assessing instructors. (shrink)

While standard forms of discrimination are widely considered morally wrong, philosophers disagree about what makes them so. Two accounts have risen to prominence in this debate: One stressing how wrongful discrimination disrespects the discriminatee, the other how the harms involved make discrimination wrong. While these accounts are based on carefully constructed thought experiments, proponents of both sides see their positions as in line with and, in part, supported by the folk theory of the moral wrongness of discrimination. This article presents (...) a vignette-based experiment to test empirically what, in the eyes of “folks”, makes discrimination wrong. Interestingly, we find that, according to folks, both disrespect and harm make discrimination wrong. Our findings offer some support for a pluralistic account of the wrongness of discrimination over both monist respect-based and monist harm-based accounts. (shrink)