Who Deserves a Seat?: Colorblind Public Opinion of College Admissions Policy

Autor/inn/en	Sulé, V. Thandi; Winkle-Wagner, Rachelle; Maramba, Dina C.
Titel	Who Deserves a Seat?: Colorblind Public Opinion of College Admissions Policy
Quelle	In: Equity & Excellence in Education, 50 (2017) 2, S.196-208 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2017.1301836
Schlagwörter	Public Opinion; College Admission; Admission Criteria; School Policy; Critical Theory; Discourse Analysis; Court Litigation; News Reporting; Newspapers; Critical Literacy; Race; Affirmative Action; Whites; Advantaged; Academic Achievement; Civil Rights; Constitutional Law; Asian Americans; Minority Groups; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Öffentliche Meinung; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Schulpolitik; Kritische Theorie; Diskursanalyse; Rechtsstreit; News report; Reportage; Newspaper; Zeitung; Kritisches Lesen; Rasse; Abstammung; White; Weißer; Schulleistung; Bürgerrechte; Grundrechte; Zivilrecht; Staatsrecht; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnische Minderheit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Using critical discourse analysis, this study assesses reader comments to newspaper articles on the "Fisher v. University of Texas at Austin" Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01