Sadly, that has not been my experience—not within specific technical departments nor in wider tech-related events, and certainly not in the broader workplace context. While this may a reasonable assertion on the coasts of the USA, it has not been my own in the spaces between them nor in my interactions with various people from outside the US. No question that these are my own limited anecdotes, but I like to believe I am reasonably well-read and aware of global mindsets and I would hesitate to make that statement so flatly.
> "Trust me, my four-year-old daughter Lily wishes I didn’t believe so fervently in working with her every day on her math skills"
And there you go. Even by a seemingly forgettable tongue-in-cheek quip, the author reveals a fundamental misjudgement repeated countless times around the world for centuries that speaks to the very heart of the issue: correcting something may require enacting an alternative that has other inherent negatives that don't have an immediately apparent benefit to the end goal and might even seem contrary in the short term. In other words, addressing historical inequalities may necessitate solutions that them self enact brand new inequalities. It's an unavoidable likelihood in course correction: going off-course to get back on-course. And teaching math to four-year-old Lily may require changing the approach to learning it entirely to something unconventional, or even uncomfortable: the author may be terrible at teaching math for her.
Maybe the best person for a responsibility is technically less proficient but ultimately more effective.