Across
the country, racial minority groups continue to attend college in
disproportionate numbers compared to whites (Solórzano & Ornelas, 2004). According to the California Department of
Education, minority students comprised 68% of the K-12 public population in
2006-2007 (Kimura-Walsh, Yakamura, Griffin, & Allen, 2009). However, 65% of
white students enroll in college compared to only 53% of African-Americans, and
49% of Latinos (Carnevale & Strohl, 2010).
Several scholars believe that the
underrepresentation of racial minorities in higher education is due to issues
of access and inequality in education that begin before the admissions process (Solórzano
& Ornelas, 2004). For example, low-income students of color—mostly concentrated at
urban schools—are less likely to receive adequate information about college
preparation than their affluent peers (Kimura-Walsh et al., 2009). Admission to
a selective four-year college or institution heavily relies on test scores and
coursework. A popular criticism of standardized testing as a predictor of
success in college is that its cultural bias adversely affects students of
color (Contreras, 2005). Latino students continue to perform worse on the
Scholastic Aptitude Test (SAT) than their white and Asian counterparts
(Contreras, 2005). Performance on the SAT depends on the quality of instruction
in high school, as access to academically rigorous courses prepares students
for the exam (Yosso et al., 2004). With all of this overwhelming evidence that
the educational playing field is not level, affirmative action should be an
obvious solution, right?
As with any issue related to race,
affirmative action continues to be a contentious issue. In less than two weeks,
the Supreme Court will decide on the Fisher v. University of Texas case, which could change the landscape of admissions
dramatically. Abigail Fisher, a white woman, was denied admission to the
University of Texas at Austin. She is currently suing the institution because
she argues that the use of race in its admissions decisions is
unconstitutional. The American Educational Research Association (AREA) uses scientific research in its amicus brief, which urges the Supreme Court to
uphold affirmative action in college admissions. The brief is co-signed by the
American Association for the Advancement of Science, the American Sociological
Association, the American Statistical Association, the Association for the
Study of Higher Education, the Law and Society Association, the Linguistic
Society of America, and the National Academy of Engineering.
Although it does not fix the
educational “pipeline”, affirmative action in college admissions increases compositional
diversity. AREA proposes that promoting
diversity on campus is a “compelling government issue” (Tisley, 2012).
Proponents of affirmative action hope that the Supreme Court will agree, as it
did in the University of Michigan case where diversity on campus was ruled of
critical importance.
Critics of affirmative action
believe that we live in a post-racial society, and that using race as a factor
in college admissions is unconstitutional. Some people argue that it unfairly
favors students that are not academically prepared. Affirmative action even “victimizes” them. Unfortunately,
we do not live in a post-racial society. Racism still exists. As long as racial
inequality persists in wealth and educational attainment, changes in admissions
procedures must be made to achieve educational, social, and economic equality.
Carnevale, A., & Strohl, J. (2010). How
increasing college access is increasing inequality, and what to do about it. In Kahlenberg, R. (Ed.). Rewarding strivers: Helping low-income students succeed in college. New
York: The Century Foundation Press.
Contreras, F. (2005). Access, achievement, and social capital: Standardized exams and the Latino college-bound population. Journal of Hispanic Higher Education, (4) 3, 197-214
Kimura-Walsh,
E., Yakamura, E., Griffin, K., & Allen, W. (2009). Acheiving the college
dream? Examining disparities in access
to college information among high achieving and non- high achieving Latina students. Journal of Hispanic Higher Education, (8)3, 298-215.
Solórzano, D., & Ornelas, A. (2004). A critical race analysis of Latina/o placement and African American advanced placement enrollment in public high schools. The High School Journal, (87) 3, 15-26.
Tisley, A. (2012). Affirmative on affirmative action. Inside HigherEd. Retrieved from: http://www.insidehighered.com/news/2012/09/28/social-scientists-defend-affirmative-action-fisher-v-university-texas
Yosso, T., Parker, L., Solórzano, D., & Lynn, M. (2004). From Jim Crow to affirmative action and back again: A critical race discussion of racialized rationales and access to higher education. Review of research in education, (28) 2, 1-25
While certainly a timely examination of affirmative action in the face of the upcoming Fisher case, what do we do if the Supreme Court decides to end affirmative action entirely? That's a fate that seems not unlikely, given the makeup of the court. How will college and university admission offices continue to build a racially and ethnically diverse first-year class if we can't rely on affirmative action?
ReplyDelete- Joel H.
I can't imagine what will happen if affirmative action is entirely ended. Diversity in college is under-appreciated by many. I can recall an undergraduate Legal Writing class I was in at USC and we discussed diversity as a compelling state interest. Almost 90% of the class agreed that diversity was unnecessary and irrelevant in a classroom, then I realized that everyone agreeing was mostly white males. My difference of opinion expresses how diversity is important and not just with race. When affirmative issues arise I always think back to that day in class and how that class would look if diversity wasn't valued or if I wasn't there to argue the contrary. I agree that admissions procedures should be made to attain educational equality and not only when it comes to race but also socioeconomic backgrounds, unfortunately they sometimes come together.
ReplyDelete-Rosalynn A.
In my experience working with students athletes through the admission process, It is evident that there are still wide academic disparities between racial minorities and their white counterparts, particularly in their test scores. The NCAA recently implemented new academic reform that would raise the minimum test score requirement for incoming freshman. In lieu of this, we analyzed data of past student athletes and found that a majority that would be affected by this increase were racial minorities. Affirmative action is still very relevant in today's higher education milieuand it would be unfortunate if it was ended.
ReplyDeleteAlex G.
This comment has been removed by the author.
ReplyDeleteAffirmative action brings two things to mind; one, before students get to college, the inequalities that low-income students in urban schools face when it comes to the quality of education they are receiving and the resources available to them, and two, when students make it to college, what universities are really doing to take advantage of diversity. It is not enough to simply offer acceptance letters to a higher number of minority students than before and say that we have accomplished diversity. What are universities doing to help these often first-generation students be successful on a college campus? We can't simply talk about having diversity, universities need to truly work for diversity and take advantage of the wonderful environment, synergies and collaborations it can create. -Gerry
ReplyDeleteAffirmative action is always an interesting topic to talk about.. there are definitely pros and cons to this controversial policy. However, I believe that most in higher education would say that racially diverse campuses or having a diverse student population is beneficial to the contribution of "whole" student. In agreeing with NASPA's commitment to diversity, diversifying campuses allows for
ReplyDelete"different viewpoints and perspectives to enrich learning and increase cognitive complexity". Diversity allows for students to learn and communicate with people form different backgrounds. As Rosalynn mentioned her experience in class, exposure to other students who come from diverse backgrounds and experiences would've probably resulted in different response. I think diversity on campus is critical and important for students. And the noninclusion of or consideration of diversity on campuses can do more harm than good for students.
The Century Foundation just released an report that suggests a class/income based criteria could replace affirmative action (and has in the 8 states that already ban race consideration). I think a combination of class-based admissions and need-based aide could really improve college access and diversity. In addition, this would be a timeless policy that could continue after we enter a "post-racial" society, which we have yet to experience.
ReplyDeleteSource:
http://www.insidehighered.com/news/2012/10/03/century-foundation-report-advocates-class-based-affirmative-action
Affirmative Action initially was a response to the inequities created by slavery. The premise to bring economic balance and independence for a blacks who were economically robbed during the founding of this country. Socioeconomic status has in recent years replaced "race" as one of the factors when identifying traditionally undeserved students. The issue as I see it is the widening income GAP between the primary,secondary, and tertiary income brackets. Programs and processes that bring levity to the admission process is still needed.
ReplyDeleteSarah,
ReplyDeleteAn interesting issue you touch upon is the idea that minorites are victimized through affirmitive action. I can undserstand that if a student is not academically prepared for a college/university, then they could be disadvantaged by being accepted into the university. I would want to see more data on this issue, to see if in fact it is true.
I sometimes wonder how the individuals who claim that affirmative action is reverse discrimination against them would feel if the US moved to a system similar to China or Korea. The argument from these individuals frequently features arguments about less qualified individuals being admitted over them. Moving to an objective test that would determine a) whether a student would go to college and b) what college they would attend if they passed the test would be fair and equitable, right? You take the test and a few weeks later know if and where you are going to college. What could be better? Somehow, I don't think these individuals would accept such a proposition, because it removes the diversity of their experience from the process. This is why we use the process we do in college admissions, which allows us to take into consideration all aspects of the individual. Race and ethnicity can help us to understand a part of the individual not visible in a standardized test. I hope the SCOTUS takes this into account in rendering their decision.
ReplyDeleteAffirmative action provided access to many student populations that otherwise would have not enjoyed the privilege of attending post secondary institutions. We are not living in a post-racial society but sometimes, as a minority student engaging in conversations with other minority students, feel that those injuries of inequality are so vivid and fresh that many of us are behaving much like what we are condemning. I believe it is time to revise affirmative action for the benefit of all not just to meet a quota on any one racial group. Meritocracy is also a difficult component in the equation of who gets into any one institution because of the inequality in resources some groups experience. How can you reach the highest levels of competency and readiness at low performing schools which do not provide AP courses and were most of the staff is not permanent by substitute teachers. For many these school choices were dictated by where they were born and were they live. If these students happen to make it as far as to apply to college some consideration should be given to their struggles and accomplishments not just on meeting racial quotas.
ReplyDelete