Fisher v. Texas “Universities all over the country are breathing a sigh of relief,” Sherrilyn Ifill ("Fisher v. University of Texas”). The final decision of the court case Fisher v. Texas, ruled against student Abigail Fisher; rejecting her opinion that colleges taking in consideration of race as a factor of acceptances is a violation of the Equal Protection Clause in the 14th Amendment ("Fisher v University of Texas Syllabus”). This means that, when deciding among a pool of qualified applicants, a university can consider an applicant’s race, along with his or her test scores, grades, such things as extracurricular activities, athletic or musical ability, and special achievements outside school. Miss Fisher filed a suit after being outraged that she was declined by the color of her skin ("Fisher v. University of Texas”).
Historically Black colleges and universities (HBCUs) are institutions of higher education in the United States founded primarily for the education of African Americans. Prior to the mid-1960s, HBCUs were virtually the only institutions open to African Americans due to the vast majority of predominantly white institutions prohibiting qualified African Americans from acceptance during the time of segregation. As such, they are institutional products of an era of discrimination and socially constructed racism against African Americans (Joseph, 2013). Successfully, millions of students have been educated in spite of limited resources, public contempt, accreditation violations, and legislative issues. The purpose of this research paper is to discuss
Mount Holyoke college says, “we continue to embolden women to break boundaries, shake off limits, and take lead.” implying that women’s attendance at Mount Holyoke College will gain them better opportunities that will help women grow mentally and financially. Mount Holyoke decided to be a women’s university “by choice” Mount Holyoke says, “[w]e attract world-class faculty and students because we are different” (1). In this type of environment women tend to “challenge themselves academically, Immerse themselves in campus life, and seek out leadership roles” (2), In the future these three key points pay off. According to Mount Holyoke, women who attend their college “stand up, stand out, and stand together” (2).
We have seen in the past four decades race-based affirmative action programs that have arisen and fitfully developed through judicial challenges. As in most case, the best of intentions do not always lead to positive outcomes. Nothing could be more apt in describing the perilous position we have bestowed upon millions of minority students who have been admitted to higher learning institutions under the auspices of diversity. As illustrated by the standardized test and GPA numbers in Regents of the University of California v. Bakke, the students admitted to the medical school of UC-Davis under their affirmative action policy were extraordinarily less qualified when compared to the student body as a whole. This not only unfairly displaced white and Asian students who would have otherwise been admitted to those spot on merit but also places those underperforming students in an environment in which they are destined to fail.
The universities must be filled with talented and well-educated people in the United States. In order to achieve a more diverse environment, Bloomberg’s foundation, the American Talent Initiative, instills a goal: to increase the number of Pell Grant recipients attending college within ten years. Michael Bloomberg creates a coalition of colleges including private and public colleges to commit to being more diverse. Moreover, Jeffrey Valdespino Leal, a Stanford freshman, is an exemplar of a low-income student intermixing with the elite university students. Jeffrey Valdespino’s experience shows people that the middle class can achieve success at an Ivy League school.
It is believed that attending a PWI institution presents those students with better chances to obtain a career than the neighbors at HBCUs. Granted HBCUs make up a smaller percentage of American colleges;, these schools provided the nation with an abundant amount of “black doctors, lawyers, dentists, teachers, and other professionals.” AlsoIn addition, students from HBCUs of today “produce 24 percent of black STEM grads and make up almost 35 percent of all bachelor’s degrees earned by black grads in astronomy, biology, chemistry, math, and physics” (Samara Freemark).” This goes to portray that HBCUs rightfully prepare students for careers with the same or even greater potential of those students that attend PWIs. HBCUs paved the way for African Americans in the different fields of science, and without its contribution, very little to none blacks would have gained experience in the different careers that shape American society.
Throughout my four years of high school, I have kept myself occupied by participating in three student organizations that has developed me into a helpful and prestigious individual. My participation in the Alexander High School UIL Academic team taught me the lesson of hard work pays off. I took the opportunity to join my high school's UIL current events and social studies team which allowed me to compete against others based on my knowledge of the topic. By competing, UIL has educated me that in order to succeed, you must be willing to make sacrifices and dedicate your time towards studying in order to earn a medal or a ribbon. Thankfully, I got to place in many invitational events.
Having the unique perspective of an immigrant, who has had to overcome numerous obstacles to become integrated into American society while maintaining my roots, has motivated me to make the most of my education. Thus, being surrounded by and working alongside like-minded, driven individuals with differing, yet relatable backgrounds excites me, and I know that I will have this opportunity as a member of the Lookout Scholars Program. To be in an environment with other first-generation college students who understand the significance of their education and truly appreciate the opportunities allowed to them will be motivational and inspiring. I believe engaging in a stimulating and encouraging cohort with students who desire to be challenged in
One of the main reasons I decided to attend Delaware State University, a public HBCU filled with minority students and minority faculty. Here, professors hold me to the same expectations as those of my peers, not based solely on the color of my skin or my socioeconomic background. Opportunities are offered to every student, as long as they are willing to work for it. Delaware State University, my college, a place where we have equal opportunities to fight — not equal opportunities to
I’ve noticed that being an African American woman places me below the totem pole automatically, placing two strikes again me. However, as a black woman attending a Historically Black College/University, in my heart, I strive to seek academic excellence and create a lasting impression on the world…starting with the community around me. My traditional values are deeply rooted in love, honesty, integrity and the desire to serve. I strongly believe in “Love Your Neighbor as Yourself”. I believe I have great qualities to offer such an organization
In the study written by, Amanda Shropshire titled “Being Black & Bleeding Blue: A Quantitative look at the Experience of African American Alumni at a Predominantly White Institution.” In the research that was conducted it was understood that there has been an observed link between the racial climate and student’s academic achievement. The research was conducted at Saint Mary’s College, which is a predominantly White institution lacking racial, ethnic and religious diversity. The research showed that due to the similarity of the student body, African American alumnae of the college endured a variety of negative experiences such as discrimination, stereotypes, and feelings of social alienation and attitudes of dissatisfaction toward the college’s diversity efforts. Not to mention, at Syracuse University minority students represent 25.4 percent of the total student population of 21,789.
This final project calumniates what I have learned of the storied history and presence of Blacks at the university of Pennsylvania but while exploring Blacks and their very important role in Penn’s history, It was very clear to me that an important part of Penn’s Black history was missing. Throughout history Black have suffered from a lack of equity and access. While Penn as always promoted inclusion in their recent history, as Black male at Penn with learning disabilities, I was confronted with and comforted by the obstacles that gave me a unique perspective of campus life at Penn, this perspective contributed to my personal history of black culture as Penn as seen through the eyes of a Black learning differently abled student. Disabilities in minority education. Shaun Harper, an educator from the University of Pennsylvania once pointed out “higher
Since my childhood, I have been disturbed by inequality and injustice in the world. I felt like a solitary beacon of humanitarianism upon a coast of apathy and egoism. The idea of college life, then, was unnerving to me; I imagined attending a school full of ruthlessly competitive students of my own caliber or higher, indifferent to the plights of others. Finding Brandeis was a profound relief for my stressed self. The prospect of attending a school founded on a desire for equality, where students interact amiably and noncompetitively, seemed a dream come true.
Introduction Rice University is a private, research university in central Houston, TX. It is a small yet prestigious higher education institution. Rice’s commitment to academic excellence is exceptional and with small class sizes, faculty are readily available. In fact, faculty can be considered the beating heart that keep all parts of the institution flowing properly. Behind great faculty at Rice University is a growing faculty development program.
This scholarship is a wonderful opportunity for students of GVSU, and I am honored to be considered for this scholarship. I believe that I am a great applicant for this scholarship, and that I deserve this scholarship. One reason I deserve this scholarship is because of my strong academic courses. Throughout my high school career, I pushed myself academically by taking a total of 10 AP classes and 7 honors classes. These classes were all challenging, yet I pushed through with determination to complete the classes to the best of my ability.
