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The Pros And Cons Of Race Conscious Admissions

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Imagine getting accepted into your dream college, because of your race, now imagine getting denied for the same reason. Although it may seem unlikely, Race conscious admissions is a recurring problem across America. In early years, the African-American community wasn’t represented in educational facilities, (John H. Bunzel 49) but after some peaceful protests, things started to change. In today’s world, racial equality has been the topic of discussion, due to many incidents. Although times have changed, some might say, there are still some minor issues. Many people debate that we are currently living in a “post-racial” society and we no longer need “race-conscious” admissions (David H. K. Nguyen* & LaWanda Ward, Abstract). However, Some universities …show more content…

Low rates specifically in graduation may affect each individual minority group negatively causing doubt in the benefits they offer to an institution.When reviewing a student’s applications based on their academic performance, financial situations, or their backgrounds and how it corresponds to statistics could determine whether the student would be a decent candidate or not. Crazy right? Admissions officers recruit when exercising their discretionary authority (Bunzel 51 ). The undisputed truth is people can’t help their bias and when it comes down to it, it helps them make tough decisions. Statistics show that “students of color are more than likely to attend schools that are resource poor, and don't offer higher level academic programs that prepare students for college, and instead they are placed in vocational programs to learn about working” ( Nguyen & Ward 556). To increase graduation rates and decrease dropout rates they may take those specific statistics in mind for the sake of the reputation of their facility. University graduation rates of minorities continuously lag behind those of Caucasian students, “The completion rates of African American and Hispanic students were 47% and 46%, respectively, compared with about 67% for Whites (Tatiana Melguizo 215).”With statistics like these, if they are known by …show more content…

Stage 6). Its where students of color turn to, especially “undecided” ones. Minority specific institutions may live up to past intentions of founders. Schools such as these may feel the obligation to acquire more students of color than white students that apply because it’s a historically black college. On the other hand, predominately white institutions may feel it is necessary to admit more minority students rather than white students because their institution is labeled a PWI, and they would like to add more diversity to their demographics. Oppositely, depending on they’re location, PWIs may look to maintain their high percentage of whites because of the surrounding population, vise versa for HBCUs in predominantly black areas. “Minority Serving Institutions, Hispanic Serving Institutions and Historically Black Institutions in this analysis serve to distinct demographics, which is often defined by the racial centralization of a particular minority group through the historical preeminence

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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

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The article is accessible to anyone and is intended to inform the United States citizens who wish to learn more about court cases regarding education. There is no bias present in the article, but it creates a controversial argument to whether or not this is the correct way to determine a student’s college qualification. For example, Justice Alito argued that “the use of racial preferences is unnecessary to achieve the goal of diversity because the admissions process could use a race-neutral holistic review based on life experiences that would achieve the same effect” (“Fisher v. University of Texas”), meaning there are more ways to promote a diverse educational environment without including race as a deciding factor for each

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Yet, it could be argued that the college no longer needs to highlight these issues, because racism is no longer a problem in modern American society, and educational opportunities are equally available to any individual who works hard enough for them. However, it can be proven that these arguments are not valid simply by utilizing current scientific data. By analyzing this concrete evidence, one can conclude that systemic racism still directly impacts minorities, and that quality education is often not available to marginalized

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The effects of these programs have backfired in many communities. “the effects of the programs create higher standards and greater obstacles for minority students, and consequently add to the racial discrimination problem.”

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Same System Different Lifestyle The new generation of upcoming college scholars have been appearing to have a lot of debate over the criteria of an HBCU not being corresponding to a PWI. It is time take a stab at the good 'ole Historically Black College/University (HBCU) versus Predominantly White Institution (PWI) debate. To proceed it is best to go ahead and break down the terms because every race needs to be enlightened on this topic and the topic needs to be more than just an argument between people at HBCUs and African Americans at PWIs.

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In Gonzalez v. Southern Methodist University (1976) it did not directly attribute her denial to admissions testing, but briefly discussed the process SMU takes when minority students are not automatically admitted based on undergraduate scores and LSAT scores. This process took into account the “cultural bias” the LSAT may have on admissions (Gonzalez

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Racial minorities and immigrants are not reaching the same outcomes of their White and non-recent immigrant counterparts. The dropout rates of visible-minority students still exceeds those of students belonging to the majority (Kirova, 2008, 103). For examples, Hispanic and Latino students have a dropout rate two times that of their White peers, and Black students have a dropout rate almost four times that of their White peers (Kahn, 2008, 527). School performance of African American and Hispanic students tends to be lower than the level achieved by their white peers (The Equity and Excellence Commission, 2013, 13). Groups that belong to races other than White are still represented proportionately higher than their White counterparts in the legal system (Kirova, 2008, 103).

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Between the years 2004–2005, African-Americans received over 136,122 bachelors degrees compared to The year of 2019, 192,717 black students received bachelor degrees. With this being said 30% consider themselves being minority and African-Americans compromise 14% of college enrollment in the year 2015. Statistical backings indicate that undergraduate enrollment for black students increased by 57% between the year 2000 and 2014, but experienced the lowest six you graduate Rate among their peers. Studies show that discrimination, Micro aggression, and isolation may play factors in drop outs. It is important to know that African-Americans present an exceptional amount of creativity, research ability and perseverance that is needed for every institution.

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The main precedent that has stuck with the court from Bakke to now Fisher is that a diverse student body is a compelling enough interest for a university to pursue. This goal is to be carried out in a narrowly tailored manner which the court has accepted as a race-conscious admissions program. The program is deemed constitutional on the basis that it only uses race as a plus factor in the admissions process. These programs, however, run in stark contrast to the provisions set forth in the Equal Protection Clause; in which the state is not allowed to treat individuals differently based on the category of race. The race-conscious admissions program albeit better than a pure quota system still uses race as a crucial factor.

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Another thing that places students of color at a disadvantage in college admissions is the persisting cultural bias in high-stakes testing. “High-stakes” tests are those that are tied to major consequences, such as admission to college, or even high school graduation. Fair education reform advocates have long been citing an extensive record of standardized testing concerns, many of which relate to racial bias and discrimination. As researcher and author Harold Berlak explains in the journal Rethinking Education: Standardized testing perpetuates institutionalized racism and contributes to the achievement gap between whites and minorities. For instance, the deeply embedded stereotype that African Americans perform poorly on standardized tests

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Although colleges attempt to justify how they segregate and treat applicants differently due to their race, they cannot deny that this ultimately creates an environment in which certain students are held to unfair standards on account of factors that they cannot control. Despite this,

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A research directed by Professor Douglas S. Massey, Margarita Mooney and Kimberly C. Torres from Princeton University, stated that “41 percent of the "blacks" at the Ivy League colleges were not "American blacks"( Driscoll and Newton 2). Although these “blacks” help increase diversity at the Ivy League colleges, the problems here is that Affirmative Action was designed to end segregation in the United States so that the offspring of minority groups who struggled in US history can also get the chance to go to school, but the reality is a huge percent of black people in elite higher education institution are actually socioeconomically advantaged immigrants. Therefore, Affirmative Action does not reach its essential

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E. O. C.) quotas. How do you expect these American companies, shackled by the Affirmative Action rules and regulations, to compete in the global market places with companies in China where Affirmative Action does not exist? When look back at college admissions, many critics argue that racial preferences in college admissions hurt minority students more than they help them. Schools relax their academic standards to admit more minority students and under-represented students who enter with lower academic credentials and lower test scores end up concentrated at the bottom of the schools. Students of any race, who fall to the bottom of their class rank are unlikely to persevere and succeed in life.

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Proponents for race identification would argue that, ending race identification on college applications would cause “profound implications for the higher education leaving universities and graduate schools with a mass number of Caucasian students”(Cite). Removing affirmative action will only decrease diversity in the work force and universities leaving the majority of college campuses with the upper echelon. Proponents strongly believe in diversity and enhancing student’s exposer. That’s is why some university’s especially the University of California at Berkeley school of law are big supporters for affirmative action. When this university noticed a decrease in African Americans and Latinos admitted they thought affirmative action was the

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1392 Words | 6 Pages

College admissions ignite deep anxieties particularly for Asian families, who spend more than any other demographic on education. Asian Americans, by percentage, “make up more of the student body at elite universities than they do of the population as a whole” (Shyong). Thus, many have criticized affirmative action policies for discriminating against Asian American applicants to alter these ratios in favor of underrepresented minorities. Many college experts have tried to quantify this “reverse discrimination” that supposedly takes place against Asians. In a presentation to rising high school seniors, admissions counselor Ann Lee, shows three columns of numbers that “try to measure how race and ethnicity affect acceptances by using the term ‘bonus’ to describe how many extra SAT points an applicant 's race is worth.”

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