Admission Preferences for Minority Students,Athletes, and Legacies at Elite Universities*

Objective. This study examines how preferences for different types of applicants exercised by admission offices at elite universities influence the number and composition of admitted students. Methods. Logistic regression analysis is used to link information on the admission decision for 124,374 applications to applicants' SAT scores, race, athletic ability, and legacy status, among other variables. Results. Elite universities give added weight in admission decisions to applicants who have SAT scores above 1500, are African American, or are recruited athletes. A smaller, but still important, preference is shown to Hispanic students and to children of alumni. The athlete admission “advantage” has been growing, while the underrepresented minority advantage has declined. Conclusions. Elite colleges and universities extend preferences to many types of students, yet affirmative action—the only preference given to underrepresented minority applicants—is the one surrounded by the most controversy.     

Where College‐Bound Students Send Their SAT Scores: Does Race Matter?*

Objective. I examine where Texas students send their SAT scores in 1998 to identify their revealed preferences for higher education and determine if race/ethnicity influences their decision. Methods. Using data from the Texas Schools Microdata Panel, I estimate the influence of race/ethnicity on various college choice sets using a multinomial logit model. Results. The empirical estimation indicates that minorities perceive their opportunities at Texas public institutions to be different from whites. Furthermore, although blacks and Hispanics are less likely than whites to send their SAT scores to selective Texas institutions, they are more likely to send their scores to selective institutions out of state. Conclusion. Although the reasons for this are currently unclear, a possible suspect is the Hopwood v. Texas decision, a court ruling ending affirmative action initiatives in the admissions decisions of all Texas public colleges and universities.     

Where Does it Begin? A Comparative Perspective on the Professional Preferences of First-year Social Work Students

Correspondence to Dr John Gal, Paul Baerwald School of Social Work, The Hebrew University, Mt Scopus, Jerusalem 91905, Israel. Summary The goal of this paper is to contribute to a better understandingof international social work by examining the professional preferencesof students at the beginning of the social work training processin the United States, Great Britain and Israel. The study, uponwhich the paper is based, examined the preferences of the studentswith regard client groups, social services, types of sectorsand of practices, and sought to identify the similarities andthe differences between these preferences in different countries.The findings indicate that the students from the United Statesand Israeli universities prefer to work with social groups andto be employed in services, that can be defined as "less stigmatic",while these trends were not identifiable in the case of theBritish students. They expressed a greater readiness to workwith more needy social groups and to find employment in thestate sector. By contrast, the students in all the universitiesstudied expressed a similar unwillingness to work the unemployed,the chronically ill and to find employment in old-aged homes.In addition, casework with individuals was the most preferredtype of social work practice. Clearly, the findings indicatethat the preferences of students in different countries reflectvariations in the nature of social work in each of the specificnational settings.     

Social energy and racial segregation in the university context

Objectives: Universities often promote their diversity as a selling point, but are students of different races at these universities integrated socially? Using theories on social energy, I examine racial segregation among university students. Methods: Quantitative data were collected on student residence patterns and social groupings formed at lunch tables at a case study university. In addition, interviews were conducted with 25 students. Results: Students are substantially more segregated than chance predicts. Blacks and Hispanics are particularly segregated. Interviews reveal that these students spend large amounts of social energy coping with prejudice and discrimination as well as functioning in a student culture they find unwelcoming and foreign. Conclusions: Social energy drains on minority students from discrimination and an unwelcoming campus culture reduce energy left for interracial interaction, making these racial groups more segregated. The study highlights the need for understanding segregation as a function of the interaction of out-group preferences, in-group preferences, and the larger social context.     

Ethnic Differences in Predictors of Support for Municipal Affirmative Action Contracting*

Objective. This study explores attitudes toward municipal affirmative action contracting among Anglos, African Americans, and Hispanics, testing predictors of support separately for each group and measuring changes over time. Methods. In five successive annual Houston‐area surveys, U.S.‐born Anglos, African Americans, Hispanics, and Hispanic immigrants evaluated a strong version of the city's affirmative action contracting program. Results. Ethnic contrasts in support were partly mediated by differences on the predictors. The predictors of affirmative action attitudes varied greatly by ethnic group. Changes in support across the five years appeared to be associated with the 1997 campaign surrounding the effort to end the city's affirmative action program, and with subsequent policy modifications. Conclusions. The ethnic divisions and the recent increases among all groups in support for the city's program underscore the value of crafting carefully targeted and flexible policies that are perceived to be responding only to documented disadvantage.     

The Impact of Affirmative Action: Black Employment in Six Southern Cities

Objectives. There have been numerous claims about the current role and impact of affirmative action, one of the most controversial public policies. The purpose of this research is to examine data on affirmative action and black employment in six representative Florida cities. Methods. Data were gathered on 167 randomly selected businesses through personal interviews with employers. OLS regression analysis was performed to explore the independent effects of affirmative action in a multivariate path model of employment–related predictors. Results. Employer support for affirmative action has a significant and positive influence on black employment, particularly at higher job levels. Conclusions. Affirmative action has developed a constituency among employers who value diversity in employment due to demographic changes that have altered labor and consumer markets.     

Preferences for Work Locations Among Social Workers

This is a report of a survey conducted in 1975 of students following social work courses in nineteen universities in England and Wales. The respondents were asked to state their preferences for future employment amongst different areas in England and Wales. The results show clear preferences with Devon at the top closely followed by Somerset and North Yorkshire. Most areas with positive scores were counties with substantial rural components but two urban areas were also high in the choice list. The least popular were two densely populated urban areas in the West Midlands and the London boroughs. There are interesting variations amongst these two low scoring groups. Whilst locational preference is only one of the factors determining mobility it is, nevertheless, of some importance.     

Inequities in Higher Education: Issues and Promising Practices in a World Ambivalent about Affirmative Action

The U.S. Supreme Court ruled on the legality of race-based affirmative action at universities in 2003. Although the decisions affirmed the legality of considering race in college admissions decisions, their long-term effects are not entirely clear. They neither resolved conflicts nor solved problems affirmative action was intended to address, namely, disparities in educational outcomes between Whites and ethnic/racial minorities. Although disparities have diminished since 1965, policies and practices to sustain and further increase diversity in higher education without affirmative action are needed. This article provides historical and conceptual grounding for this JSI issue, which examines approaches for attaining campus diversity. Collectively, the issue provides approaches for increasing diversity as well as strategies for managing and benefiting from diversity in postsecondary environments.     

Understanding the Relationship Between Egalitarianism and Affective Bias: Avenues to Reducing Prejudice Among Adolescents

In an era during which affirmative action in education is in jeopardy, it is important to understand how the ideologies of high-status ethnic group members maintain (or reduce) social inequality. We examine the extent to which the relationship between egalitarianism and prejudice among European American and Asian American adolescents can be explained by outgroup orientation (i.e., how much one values interacting with members of other ethnic groups) and strength of identification with one's ethnic group. Using structural equation modeling, we tested whether these two variables mediate the relationship between egalitarianism and intergroup prejudice. Results revealed that outgroup orientation was a mediator, but ethnic identity was not. Implications for mutual acculturation theory, prejudice-reduction programs, and affirmative action in education are discussed.     

The Role of Pre-collegiate Partnership Programs in Environments Ambivalent about Affirmative Action: Reflections and Outcomes from an Early Implementation

Preparing underrepresented students for college success though pre-collegiate partnership programs is one alternative to affirmative action programs. This article describes the Multicultural Excellence Program (MEP), a partnership program between an urban school district and 22 four-year higher education institutions. MEP, begun in 1987, targets 7th–12th-grade students from groups historically underrepresented in higher education. It helps them plan how to prepare themselves for continuing on to a four-year college. Analyses evaluating program effectiveness examined outcomes of over 4,000 secondary students and 243 college students. Despite substantial turnover, particularly at transition points, MEP has been very successful in enrolling its high school graduates immediately in four-year colleges. Although many MEP students have thrived in college, a smaller proportion has struggled.     

Affirmative Action and the Search for Educational Equity

We discuss the ideas presented by Renner and Moore. We agree that it is a mistake to justify affirmative action solely in terms of diversity, and we think it is vital to note the continuing disparities in the educational opportunities afforded to White students and to other students. We believe that the views expressed by Renner and Moore present an opportunity to think critically about a number of issues related to affirmative action.     

White women and affirmative action in employment in six southern cities

The purpose of this research is to examine data from 167 randomly selected businesses on the impact of affirmative action and white female employment in six representative Florida cities. OLS regression analysis was used to explore the independent effects of affirmative action among other employment-related predictors. While white women are doing relatively well in the job market, employer support for affirmative action has no significant influence on their employment, even at higher job levels.     

过程多维性与出路阶层化:中国大学教育过程的公平性研究

本文利用“首都大学生成长追踪调查”（BCSPS）数据,分析了城乡户籍、家庭背景因素对大学生学校过程及毕业出路的影响。结果表明,在学校过程方面,城乡大学生在学业成绩、校园表现、心理素质上差异不大,但在文化资本、毕业预期上差异明显,这种差异受家庭文化资本等背景因素影响;家庭背景在不同层次高校的影响存在异质性,家庭经济资本有利于非“211”高校学生争取更好的校园表现,而文化资本对“211”高校大学生心理状况影响更大。在毕业出路方面,国内研究生教育机会的分配相对公平,主要受学习成绩和综合表现影响。不过,海外留学机会获得受家庭文化资本和家庭收入影响明显,优势阶层的子女毕业深造选择空间更大。海外留学和留学归国人员规模快速增长对高等教育的主观公平性与民众阶层固化感的影响值得关注。     

中国高等教育中的自主招生与人才选拔：来自北大、清华和人大的发现

本文通过对“首都大学生成长追踪调查”中三所精英大学（北京大学、清华大学和中国人民大学）具有代表性样本的数据分析，从教育公平和人才选拔效率两个角度检验了自主招生政策实施的效果。研究结果表明，从教育公平的方面来讲，获得自主招生破格录取的学生更有可能来自父母受过高等教育的家庭、城市家庭和好的重点高中。从人才选拔效率的角度来讲，获得自主招生破格录取学生的学业表现、社会活动能力、非认知能力、毕业后的计划和实际去向与统招学生却并无显著差别。本文的发现对于如何完善自主招生政策、促进教育公平、科学选拔和培养优秀人才等议题具有重要的政策启示意义。     

The Influence of Classroom Ethnic Composition on Same- and Other-ethnicity Peer Nominations in Middle School

The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing. Latina/o, Asian, and White students demonstrated a positive same‐ethnicity bias (i.e., greater acceptance and less rejection of same‐ethnicity peers) whereas African‐American students demonstrated a global same‐ethnicity bias (i.e., they were more likely to nominate African‐American students in general). All students made more nominations to same‐ethnicity peers when there were larger numbers of same‐ethnicity peers in the classroom. Students who made more acceptance nominations to same‐ethnicity peers were more accepted among same‐ethnicity peers and less accepted among other‐ethnicity peers. The significance of the ethnic context to understanding students' peer status and the benefits and costs of same‐ethnicity biases are discussed.     

Does Campus Diversity Promote Friendship Diversity? A Look at Interracial Friendships in College*

Objectives. One of the hopes of having diverse campus environments is that the daily interaction with students from different backgrounds will promote interracial understanding and friendship. However, it is not clear to what extent interactions and friendships are multiracial. This article examines the impact of college characteristics, social distance felt toward other groups, and precollege friendship diversity on the formation of interracial friendships in the first year of college. Methods. Using data from the National Longitudinal Survey of Freshmen, I examine how college characteristics, social distance felt toward other groups, and precollege friendship diversity affects the formation of interracial friendships in the first year of college. Results. The results show that while precollege experiences and initial attitudes do have an impact on the formation of interracial friendship in college, campus racial/ethnic diversity is also important in predicting friendship heterogeneity. Minorities have higher predicted friendship diversity than whites, but this difference nearly disappears in the most diverse schools due to the interactive effects of school diversity on friendship diversity for white students. Conclusions. This research provides evidence of the social benefits of assembling a diverse student body, particularly for white students, and can add to the debate over the continuation of affirmative action policies.     

Affirmative Action: Psychological Contributions to Policy

Affirmative action is a controversial policy. Lauded by many, the attempt at social engineering has also been condemned by some as unnecessary and by others as counterproductive to the goal of social equality. As such, affirmative action is ideally situated to benefit from psychological research pertaining to the need for and the effectiveness of the policy. This article discusses both the potential benefits to American society of affirmative action and the potential costs of such a policy. Concluding that affirmative action is useful, we end with a look at ways to make affirmative action programs as effective as possible.     

Affirmative action in municipal government: Political, structural and demographic determinants of alternative strategies

The 167 members of the California City Managers Association were surveyed regarding the affirmative action policies of their cities. The research sought to determine factors that influence affirmative action efforts. Affirmative action outcomes and policies were measured against the following: minority political power as reflected in the diversity of the city council, frequency of interaction regarding affirmative action between council members and administrators, the ethnic composition of the city, level of advocacy regarding affirmative action in the city and the personal values of the city manager. The finding support the thesis that affirmative action success in government varies directly with the diversity of the population served and the political representation of minorities. Also important was the relationship between managerial values and affirmative efforts. Council manager interaction was directly related to the percentage of minority supervisors and managers.     

The More Things Change, the More They Stay the Same: The Elusive Search for Racial Equity in Higher Education

In 1965, when affirmative action officially became part of the national consensus to achieve racial social justice, it was based on the compelling justification of establishing equality and remedying the effects of past discrimination. Since then, there has been a slow but steady shift from "equity" to "diversity" as its rationale. The shift has had a negative effect on achieving the original goal of racial equality. The diversity rationale has permitted parallel procedures to evolve that provided majority students with an even larger differential advantage than that conferred on minority students by affirmative action. In addition, we continue to have massive segregation. Minorities are concentrated in second level schools in urban areas, while whites are concentrated in higher quality institutions in the educational suburbs. It is without factual or legal foundation that whites can argue that they (relative to minorities) are the victims of discrimination through unfair and unequal educational policies and practices that determine access to higher education.     

Informing Theory from Practice and Applied Research

Editors' introduction: Patricia Gurin grew up in southern Indiana where citizens split in support of the South and the North during the Civil War, and where the Ku Klux Klan was founded. After graduating from Northwestern University, she worked with the American Friends Service Committee (the social action voice of the Quakers). Later, after earning her PhD in social psychology at the University of Michigan, she (with Edgar Epps) conducted a study of students attending historically Black colleges, focusing on how the vast majority integrated collective and individual achievements, worked with the Student Nonviolent Coordinating Committee (SNCC), and stayed in college at the same time. That work initiated her life-long interest in personal and group identity. Most recently, Gurin presented expert testimony in the 2003 Supreme Court cases on affirmative action and the use of race in college admissions decisions. This social science evidence, providing strong support for the compelling interest for diversity in higher education, was widely cited in the majority opinion favoring race-conscious admission policies. Gurin brings this rich activist scholarship to her commentary and discusses the promise of practice and applied research for informing theory. She traces her own professional biography, one that evolved from being a researcher (using primarily national surveys) and teacher (primarily large lecture courses) to becoming intimately involved in teaching through interactive, small group learning communities. Gurin brings to light contributions from the articles that converge on theorizing about the social context such that the theorizing can take into account differences rather than be applied universally.