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

Slogging and Stumbling Toward Social Justice in a Private Elementary School: The Complicated Case of St. Malachy

This case study examines St. Malachy, an urban Catholic elementary school primarily serving children traditionally marginalized by race, class, linguistic heritage, and disability. As a private school, St. Malachy serves the public good by recruiting and retaining such traditionally marginalized students. As empirical studies involving Catholic schools frequently juxtapose them with public schools, the author presents this examination from a different tack. Neither vilifying nor glorifying Catholic schooling, this study critically examines the pursuit of social justice in this school context. Data gathered through a 1-year study show that formal and informal leaders in St. Malachy adapted their governance, aggressively sought community resources, and focused their professional development to build the capacity to serve their increasingly pluralistic student population. The analysis confirms the deepening realization that striving toward social justice is a messy, contradictory, and complicated pursuit, and that schools in both public and private sectors are allies in this pursuit

Toward ending segregation in the 1980s

The conflict concerning desegregation in the 1970s has roots and implications that extend beyond schooling to all aspects of life in metropolitan America. The issue is whether the ghettoization of blacks in areas distinct and separate from protected white enclaves will continue as the vehicle for imposing caste inequality. The challenge for the 1980s is to develop constructive policies and practices in education and training, jobs and housing, and urban development and taxation that will work to end the mutually destructive process of racial segregation across the national landscape. This article explores a number of control, incentive, market, and cooperative approaches to breaching the color line of racial ghettoization.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43868/1/11256_2005_Article_BF01956009.pd

Raising standards in American schools: the case of No Child Left Behind

In January 2002, President George W Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107-110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America’s public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind

Diversification of U.S. medical schools via affirmative action implementation

BACKGROUND: The diversification of medical school student and faculty bodies via race-conscious affirmative action policy is a societal and legal option for the U.S. Supreme Court has recently ruled its use constitutional. This paper investigates the implications of affirmative action, particularly race-conscious compared to race-blind admissions policy; explains how alternative programs are generally impractical; and provides a brief review of the history and legality of affirmative action in the United States. DISCUSSION: Selection based solely on academic qualifications such as GPA and MCAT scores does not achieve racial and ethnic diversity in medical school, nor does it adequately predict success as practicing physicians. However, race-conscious preference yields greater practice in underserved and often minority populations, furthers our biomedical research progression, augments health care for minority patients, and fosters an exceptional medical school environment where students are better able to serve an increasingly multicultural society. SUMMARY: The implementation of race-conscious affirmative action results in diversity in medicine. Such diversity has shown increased medical practice in underserved areas, thereby providing better health care for the American people

The Privatization of Metropolitan Jakarta's (Jabodetabek) Urban Fringes:The Early Stages of "Post-Suburbanization" in Indonesia

Problem, research strategy, and findings: Recent metropolitan development in developed countries is associated with post-suburbia, or a decline in population in the former central city and the growth of polycentric structures outside the traditional core. Current urban development in Asian cities, particularly in the Jakarta metropolitan region (Jabodetabek), also reflects an early stage of post-suburbia. We examine physical development patterns and the changing role of public and private sectors, although our approach is descriptive in nature. The rapid growth in fringe areas that have developed from dormitory communities into independent towns, triggered by privatization of industrial estates and multifunction new towns, shows typical post-suburban patterns. The national government's pro-growth economic policies and the local autonomy granted to local governments have given the private sector the power to largely control the acquisition, development, and management of land in fringe areas, accelerating post-suburban development patterns.Takeaway for practice: Planners in developing nations must be alert to the rapidly increasing role of the private sector, recognizing how the private sector can help the government to respond to regional needs for housing, jobs, shopping and educational opportunities, and infrastructure while understanding the key role that planning can and should play in ensuring private sector actions do not exacerbate regional problems and lead to uncoordinated public responses

Latino Communities in the United States: Place-Making in the Pre-World War II, Postwar, and Contemporary City

Scholarship on Latino communities in the United States has yet to catch up with the rapid growth of this ethnic population in the country. Understanding the Latino urban experience and developing plans to better respond to both the needs of Latino communities and their integration within society is not only relevant, but also urgently necessary. Using the city of Los Angeles as a main lens, in addition to a general look at the urban Southwest, we contribute to the scholarship on the subject with a review of literature on Latino communities. We structure the review as an assessment of the various challenges and opportunities for urban Latinos in the pre-war, postwar, and contemporary city. Focusing on space, culture, economy, and governance, we chart the various roles both the private and public sectors play in meeting these challenges. Our reading of the literature shows that particular government actions in the economic and governance domains in the past had positive impacts on Latino integration, and we call for a similar effort today in addressing contemporary challenges. We conclude by suggesting that future planning scholarship on Latino communities engage the wider urban studies literature, focus on emerging forms of urbanization, and call on planners to sustain increased academic and practical interest in the topic