On discarding affirmative action: An address to the regents of the University of California

1995 ◽  
Vol 8 (4) ◽  
pp. 68-69
Author(s):  
John M. Ellis
Keyword(s):  
Affirmative Action ◽  
University Of California ◽  
The University

scholarly journals Advice Not Taken

2021 ◽  
pp. 219-233
Author(s):  
Linda F. Bisson ◽  
Mary Lou de Leon Siantz ◽  
Laura Grindstaff
Keyword(s):  
Organizational Culture ◽  
Affirmative Action ◽  
Organizational Factors ◽  
Social Practices ◽  
Cultural Transformation ◽  
Academic Community ◽  
External Factors ◽  
University Of California ◽  
Local Culture ◽  
The University

AbstractAdvice on how to build a more-inclusive academic community is emerging; however, this chapter suggests that such advice warrants “a grain of salt” depending on two circumstances: (1) the organizational culture needing to be “fixed,” and (2) the existence of extra-organizational factors that may shape how transformation can proceed. First, the existing organizational culture affects the processes needed to achieve a more-inclusive community, and defines what “more inclusive” will look like. Programs shown to be effective at one institution might not be effective at another. External factors may also affect local culture. For example, a long-standing ban on affirmative action programs and quota systems at the University of California meant that, even though other institutions found them to be effective, replicating those programs was not an option. The second concern derives from the nature of change needed. Barriers to inclusion are deeply rooted in historical traditions, ideologies, and social practices outside of any single organization, and often these barriers are applied unconsciously. This means genuine cultural transformation will occur only if the organizational community as a whole is committed to that change.

Affirmative Action for the Future

2017 ◽  
Author(s):  
James P. Sterba
Keyword(s):  
United States ◽  
Affirmative Action ◽  
The United States ◽  
University Of California ◽  
Affirmative Action Program ◽  
Educational Context ◽  
Action Program ◽  
University Of Texas ◽  
The Future ◽  
The University

Diversity instead of race-based affirmative action developed in the United States from the Regents of the University of California v. Bakke decision in 1978 to the present. There have been both objections to this form of affirmative action and defenses of it. Fisher v. University of Texas could decide the future of all race-based affirmative action in the United States. Yet however the Fisher case is decided, there is a form of non-race-based affirmative action that all could find to be morally preferable for the future. A diversity affirmative action program could be designed to look for students who either have experienced racial discrimination themselves or who understand well, in some other way, how racism harms people in the United States, and thus are able to authoritatively and effectively speak about it in an educational context.

The Effects of Affirmative Action Programs: Evidence From the University of California at San Diego

2005 ◽  
Vol 27 (3) ◽  
pp. 263-289 ◽  
Author(s):  
Heather Rose
Keyword(s):  
Affirmative Action ◽  
Graduation Rates ◽  
San Diego ◽  
Academic Preparation ◽  
Grade Point Averages ◽  
University Of California ◽  
Grade Point ◽  
Percentage Points ◽  
The Difference ◽  
The University

Using administrative data from the University of California at San Diego, the author explicitly identifies and studies students admitted under affirmative action programs. On average, these students earned grade point averages (GPAs) 0.30 points lower than those of nonaffirmative students. The difference in graduation rates is larger, with 57% of affirmative action students graduating compared to 73% of their nonaffirmative action peers. When compared to students just above the regular admissions cutoff, the differences are smaller—the difference in graduation rates is only 8 percentage points, and the difference in GPAs is only 0.20 points. A student’s family, school, and neighborhood characteristics can explain a small part of these differences, but academic preparation explains most of the difference.

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