[Lillie_Steins]

Is there evidence that such biases operate at this level? Unsurprisingly, the answer to this question is �yes.� Take for instance a 2004 promotional supplement in the country�s main newspaper used to recruit applicants for scholarships. The advertorial articles accompanying the paid advertisements featured only one non-Chinese scholar (a Malay on a lowly �local� scholarship) amongst 28 Chinese on prestigious overseas scholarships. Even more disturbing for what they reveal about the prejudices of those offering the scholarships were the paid advertisements placed by government ministries, statutory boards and GLCs. Of the 30 scholars who were both prominent and can be racially identified by their photographs or their names without any doubt as to accuracy, every one of them was Chinese. This leaves not a shadow of a doubt that those people granting government and government-linked scholarships presume that the vast majority of high-level winners will be Chinese.

The absence of Malays from the SAFOS scholarships and their near-absence from the SAF Merit Scholarships deserves special mention because this is an extension of discrimination against the admission of Malays into senior and sensitive positions in the SAF that is officially sanctioned. The discrimination against Malays has been discussed in parliament and the media, and is justified by the assertion that the loyalty of Malays cannot be assumed, both because they are Muslim and because they have a racial and ethnic affinity with the Malays in Malaysia and Indonesia. Current Prime Minister Lee Hsien Loong has historically been a vocal defender of this policy.

This discrimination hits Malay men hard, first because it deprives many of promising careers in the army, and second�and more pertinent for our study of the elite�it all but completely excludes potentially high-flying Malays of a chance of entering the scholar class through the SAF. A Chinese woman has a much better chance of winning an SAF scholarship than a Malay man.

Yet even before the scholarship stage, the education system has stacked the deck in favor of Chinese, starting in preschool. Here is the heart of Singapore�s systemic discrimination against non-Chinese. Since the end of the 1970s, the principles of �meritocracy� and �multiracialism� have been subverted by a form of government-driven Chinese chauvinism that has marginalized the minorities. It was not known to the public at the time, but as early as 1978, then Prime Minister Lee Kuan Yew had begun referring to Singapore as a �Confucian society� in his dealings with foreign dignitaries. This proved to be the beginning of a shift from his record as a defender of a communally neutral form of multiracialism toward a policy of actively promoting a Chinese-dominated Singapore.

The early outward signs of the Sinicization program were the privileging of Chinese education, Chinese language and selectively chosen �Chinese values� in an overt and successful effort to create a Mandarin- and English-speaking elite who would dominate public life. Two of the most important planks of this campaign were decided in 1979: the annual �Speak Mandarin Campaign� and the decision to preserve and foster a collection of elite Chinese-medium schools, known as Special Assistance Plan (SAP) schools.

The SAP schools are explicitly designed to have a Chinese ambience, right down to Chinese gardens, windows shaped like plum blossoms, Chinese orchestra and drama, and exchange programs with mainland China and Taiwan. Over the years the children in SAP schools have been given multiple advantages over those in ordinary schools, including exclusive preschool programs and special consideration for preuniversity scholarships.

For instance, in the early 1980s, when there was a serious shortage of graduate English teachers in schools, the Ministry of Education ensured there were enough allocated to SAP schools �to help improve standards of English among the Chinese-medium students, in the hope that they will be able to make it to university��a target brought closer by the granting of two O-level bonus points exclusively to SAP school students when they applied to enter junior college. By contrast, neither Indians nor Malays received any special help, let alone schools of their own to address their special needs. They were not only left to fend for themselves, but were sometimes subjected to wanton neglect: inadequately trained teachers, substandard facilities and resources and the �knowledge� that they are not as good as the Chinese.