Can Race-Blind Policies Produce a Diverse Student Body? AIR 1998 Annual Forum Paper.

Autor/inn/en	Chatman, Steven P.; Smith, Kandis
Titel	Can Race-Blind Policies Produce a Diverse Student Body? AIR 1998 Annual Forum Paper.
Quelle	(1998), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Admission Criteria; Affirmative Action; Civil Rights Legislation; College Admission; College Freshmen; Compliance (Legal); Diversity (Student); Educational Finance; Higher Education; Need Analysis (Student Financial Aid); Paying for College; Policy Formation; Racial Balance; Racial Bias; Racially Balanced Schools; Social Discrimination; Missouri + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Private law; Bürgerliches Recht; Hochschulzugang; Hochschulzulassung; Studienanfänger; Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Demand analysis; Bedarfsanalyse; Studienfinanzierung; Politische Betätigung; Racial discrimination; Rassismus; Soziale Benachteiligung; Soziale Schließung
Abstract	This paper argues that there is reason to reconsider college admissions policies on three levels because: (1) some admissions measures exhibit racial or economic/social status bias, (2) there is evidence that financial barriers exist, and (3) a belief exists that race-blind admissions policies which include adjustments that offset students' social and economic circumstances can yield a more racially diverse student body than those mandated by legislation or judicial action. The first section of the paper examines key judicial and legislative actions to illustrate the evolution of racial preferences in the admissions process. In the next section, the paper reviews the results of research using criterion-related or predictive measures of validity and also looks at selection-bias research. In the next section, characteristics of students in public higher education in Missouri are examined for evidence of economic barriers to access. Finally, a series of race-blind admissions models designed to offset social and economic barriers were applied to Missouri's student population in an attempt to produce a diverse student body at colleges within the state. Sixteen data tables and three figures are appended. (Contains 24 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC