Race, Class, and College Access: Achieving Diversity in a Shifting Legal Landscape

This is a groundbreaking report examining how legal challenges to race-conscious admissions are influencing contemporary admissions practices at selective colleges and universities around the country. The report is especially timely in light of the U.S. Supreme Court decision to take a second look at the constitutionality of the University of Texas' admissions policy by granting review in Fisher v. University of Texas at Austin.Study findings are based on responses to a first-of-its-kind national survey of undergraduate admissions and enrollment management leaders administered in 2014 -- 15. Data reflect responses from 338 nonprofit four-year institutions that collectively enrolled 2.7 million students and fielded over 3 million applications for admission in 2013 -- 14. Among other findings, the authors examine the most widely used and effective diversity strategies; changes in admissions factors after the 2013 Fisher ruling and statewide bans on race-conscious admissions; and the most sought after research and guidance given the current legal and policy landscap

Is diversity good?

Prominent ethical and policy issues such as affirmative action and female enrollment in science and engineering revolve around the idea that diversity is good. However, even though diversity is an ambiguous concept, a precise definition is seldom provided. We show that diversity may be construed as a factual description, a craving for symmetry, an intrinsic good, an instrumental good, a symptom, or a side effect. These acceptions differ vastly in their nature and properties. The first one cannot lead to any action and the second one is mistaken. Diversity as intrinsic good is a mere opinion, which cannot be concretely applied; moreover, the most commonly invoked forms of diversity (sexual and racial) are not intrinsically good. On the other hand, diversity as instrumental good can be evaluated empirically and can give rise to policies, but these may be very weak. Finally, symptoms and side effects are not actually about diversity. We consider the example of female enrollment in science and engineering, interpreting the various arguments found in the literature in light of this polysemy. Keywords: ethics, policy, higher education, female students, minority students, affirmative actionComment: 7 page

The Social Studies Curriculum in Atlanta Public Schools During the Desegregation Era

This historical investigation explores how teachers, students, and education officials viewed the social studies curriculum in the local context of Atlanta, and the broader state of Georgia, during the post-Civil Rights era, when integration was a court-ordered reality in the public schools. During the desegregation era, Atlanta schools were led by Atlanta Public Schools (APS) Superintendent, Dr. Alonzo Crim. Brought to Atlanta as part of a desegregation compromise, Dr. Crim became APS\u27s first African American superintendent. In particular, the authors investigate how national social studies movements, such as Man: A Course of Study (MACOS), inquiry-based learning, co-curriculum activities, and standards movements, adapted to fit this Southeastern locale, at a time when schools were struggling to desegregate. Local curriculum documents written in the 1970s reveal a traditional social studies curriculum. By the 1980s, APS\u27s social studies curriculum guides broadened to include a stronger focus on an enacted community—inside the classroom and around the world. In oral history interviews, however, former teachers, students, and school officials presented contrasting perspectives of how the social studies curriculum played out in the reality of Atlanta\u27s public schools during the desegregation era

Is America coming apart? Socioeconomic segregation in neighborhoods, schools, workplaces, and social networks, 1970–2020

As income inequality in the United States has reached an all-time high, commentators from across the political spectrum warn about the social implications of these economic changes. America, they fear, is “coming apart” as the gap between the rich and poor grows into a fault line. This paper provides a comprehensive review of empirical scholarship in sociology, education, demography, and economics in order to address the question: How have five decades of growing economic inequality shaped America's social landscape? We find that growing levels of income inequality have been accompanied by increasing socioeconomic segregation across (1) friendship networks and romantic partners, (2) residential neighborhoods, (3) K-12 and university education, and (4) workplaces and the labor market. The trends documented in this review give substance to commentators' concerns: compared to the 1970s, rich and poor Americans today are less likely to know one another and to share the same social spaces. The United States is a nation divided.Published versio

Effective Cost-Sharing Models in Higher Education: Insights from Low-Income Students in Australian Universities

This study examines the global trend in shifting university costs from national governments to individual students and families, with a specific focus on the existing cost-sharing model in Australian higher education. The research examines the manner in which the availability of income-contingent loans (through the Higher Education Contribution Scheme, or HECS) enters into individual cost assessments and evaluative frameworks during the university exploration and search process of low-income Australian youth, and the resulting lessons that might be applied to other national contexts. Semi-structured interviews with 16 participants addressed a broad range of issues related to the development of educational aspirations, and how beliefs and attitudes about cost influenced participants’ understanding and decision-making regarding tertiary enrollment and post-graduate plans. A number of discreet and related themes emerged from analysis of the interviews, including motivations for attending university; pre-university cost considerations; self-assessments of skills, abilities, and personal traits and characteristics; general financial orientation; pre-university experiences and influences; and the role of others including family, peers, teachers and other school staff. The author concludes that the Australian system is worthy of consideration by other nations as a possible mechanism for enhancing access to higher education for individuals who might otherwise not possess the opportunity to participate.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42840/1/10734_2004_Article_6373.pd