A Product of Prestige?: "Race Unknown" and Competitive Admissions in the United States

Autor/inn/en	Ford, Karly S.; Rosinger, Kelly; Choi, Junghee
Titel	A Product of Prestige?: "Race Unknown" and Competitive Admissions in the United States
Quelle	In: Policy Futures in Education, 20 (2022) 5, S.640-645 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ford, Karly S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103211043555
Schlagwörter	Admission (School); Competitive Selection; Race; Ethnicity; Enrollment; Student Characteristics; Data Collection; Law Schools; Higher Education; Diversity; Racial Identification + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Einschulung; Data capture; Datensammlung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Policy researchers have difficulty understanding stratification in enrollment in US higher education when race and ethnicity data are plagued by missing values. Students who decline to ethnoracially self-identify become part of a "race unknown" reporting category. In undergraduate enrollment, "race unknown" students are not randomly distributed and are highest among the most selective universities. In this "Policy Research Note," we investigate these patterns at US law schools to understand if they are driven by selectivity. We find that the most competitive law schools, on average, report 8% of their students are race unknown, double the rate of other law schools. We argue that race unknown enrollment cannot be ignored when studying ethnoracial enrollments in higher education because it varies systematically by institutional type and may mask actual rates of ethnoracial diversity. We posit that the race unknown category is likely produced by a combination of individual and institutional processes. Individual applicants may resist disclosing their ethnoracial identities, perhaps because of a perceived threat to their chances of admission. Additionally, institutional actors may willfully ignore race unknown students (not following up upon enrollment) because this category may enhance the appearance of campus diversity by diminishing the percentages of students in over-represented ethnoracial groups. In this way, high rates of race unknown students may be a product of prestigious and highly competitive educational processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01