When it comes to college admissions requirements, the number one question that confronts the United States now is whether or not to consider race as factor when accepting a student applicant for higher education purposes. The nation is divided on its stand considering that on one end of the debate are supporters who say college admission requirements should be based solely on merit and not merely on racial qualifications. It coincides with the belief that everybody must be given equal and fair chances at higher education, instead of making it available to only a select few in the social spectrum. Therefore, colleges and universities should not look at race, gender, ethnicity, or economic status when accepting student applicants. However, at the other end of the debate are those who support the move to include racial considerations when deciding acceptance into a college program. This is because supporters believe that a racially diverse student body can better prepare the students to handle situations where people come from various culture and ethnicities, especially in the workplace. In addition, a racially diverse population also provides for avenues for students to be exposed to different ways of thinking, different experiences, and use of critical thinking, among others, when dealing with school life and in the future, their work life. Despite the clamor to abolish racial discrimination especially in college admissions, it does not appear to end soon as there are still colleges that practice it, although carefully, and there are clashing opinions as to which side better prepares the students for the future.
A big number of Americans believe that race should not be a big issue when it comes to college admissions. As evidenced in a Gallup Poll conducted June 13-July 15, 2013, two-thirds of Americans believe that merit should have more weight over issues such as race and gender. This means a college or university accepts students according to their scholastic standing, even if it means only a few minority applicants are admitted into the college programs. On the other hand, the remaining percentage of people included in the survey believed that racial and ethnic background are important and should be considered in the decision whether to accept a student or not in the campus. The reasoning behind this is to “promote diversity on college campuses” (Jones), considering that there is a possibility of low admission rate to none for some racial groups. While more than 50% of whites and Hispanics favor that applicants are evaluated based only on merit, the blacks are divided in their beliefs as some think that college acceptance into programs should be based on merits alone, while some think that colleges must ensure to include a certain percentage of application slots are allotted to various racial groups. Those who believe there is some semblance of fairness to this set up want to ensure that the educational system also benefits from a racially diverse student population.
Those who push for acceptance to college programs based on academic achievements say everyone who intends to apply to a college must be upheld to the same standards when choosing their colleges. If the university’s thrust is on quality education, then all applicants must be subjected to the same rigorous manner of selection instead of accepting or rejecting an applicant on the basis of his or her racial identity. Humans cannot choose their racial makeup and consequently, students have no control on their race. However, they have a hand on their performance and achievements in school, thus, accepting or rejecting them based on their academic merits is a fair way of determining whether they meet the standards of their chosen college.
On the other hand, including race, gender, and social class as a determinant of acceptance in colleges has its own merits as well, according to supporters of this idea. Using race as factor for college acceptance prepares students and the college as well, to appreciate diversity in order to succeed in the 21st century economy. In essence, this is covered in a policy called affirmative action, which was “developed by some higher education institutions in an attempt to diversify their student bodies racially, ethnically, and socio-economically” (Novoa). Supporters of this policy are one in saying that the main purpose of affirmative action is to provide equal opportunities to individuals belonging to various backgrounds “to learn at an institution that has historically accepted individuals of a certain background or income bracket” (Novoa). Ivy League schools, for instance, accepts students whose parents or relatives also attended the same school and those who belong to families from the higher socio-economic classes. However, those poor, but deserving students do not stand a chance against the wealthier group considering the huge disparity in income, including the high amount of money needed to finance the education. In this sense, they are more at a disadvantage.
With globalization becoming the norm for economies and countries to thrive, collaboration becomes the key to flourishing in a diverse environment (Costello). To do this, it must start in schools and colleges where minority students get the opportunity to interact and learn from fellow students coming from a different background. However, these days, the issue on racial discrimination persists because instead of providing opportunities for interaction, schools segregate students according to racial groups.
While some sectors point out that focus should be placed on elevating student achievement instead of focusing on diversity as a benefit of this educational set up, studies reveal that schools that promote diversity by “[increasing] racial integration and mix low-income and middle-class students” (Costello) become training grounds for “African-American and Latino children to close the achievement gap in math and reading, according to data from the National Coalition for School Diversity” (Costello). This provides opportunities for high school students from various races to gain acceptance into colleges of their choice. As well, in studies conducted in the 1970s, there was an observable steady increase in the number of black women enrolling in colleges, gaining acceptance to colleges (Karen, 1991, p. 221), and performing better than male students.
Karen (1991) also points out that the socioeconomic status between black males and white males account for a small discrepancy between the two sexes, and because of classification struggles, blacks were more likely to have attended college back in the late 1970s (p.227). This resulted to increases on the top level of higher education in terms of admissions and enrollments from blacks and women, in general. But the observable changes were apparent at the bottom level of the system whereby the blacks had more access to higher education and had higher potentials of becoming accepted in elite educational institutions (p. 228).
Therefore, if allowing race to become a factor when considering acceptance into college programs can bring positive results to the educational institution, the student applicant, and fellow students, why then are sectors of society against it? Case in point is Abigail Fisher who filed a law suit against the University of Texas – Austin in 2008 on the manner of selecting students into the programs. In her civil rights lawsuit, she claims she was rejected on the basis of the university’s racial preference and thrust, that is, affirmative action, despite the fact that the university already had a race-neutral plan based on high school class ranking. Fisher claims that “the individualized, discretionary admissions policies violate her rights, and favor African-American and Hispanic applicants over whites and Asian-Americans” (Mears). On the other hand, the University of Texas – Austin argues that their admission policy ensures a “measure of non-subjective diversity” (Mears) considering that it guarantees automatic acceptance into the university’s main campus in Austin students who graduate among the top 10% of the graduating class. As evidence, about three-fourths of the university’s students were accepted in this manner. Because Fisher did not belong to the top 10% of the class, she had to compete with all other applicants vying for a spot in the university (Mears). The university further asserts that apart from the academic achievement, they also assess “test scores, community service, leadership and work experience [including] unique experiences and background [to be able to] provide the best environment in which to educate and train the students who will be [the] nation’s future leaders” (Mears).
Political and educational leaders are pushing the issue in the forefront, and their reactions on the role race plays in college admissions require the full attention and support of all concerned. For now, there is nothing left to do but wait for the verdict; and for colleges that use those factors as basis for acceptance to traverse the narrow line of decision-making with care.
References
Costello, M. (2012). Diverse schools are essential for the nation’s success. Southern Poverty Law Center (SPLC). Retrieved from http://www.splcenter.org/get-informed/news/diverse-schools-are-essential-for-the-nation-s-success
Jones, J. M. (2013). In U.S., most reject considering race in college admissions. Gallup Politics. Retrieved from http://www.gallup.com/poll/163655/reject-considering-race-college-admissions.aspx
Karen, D. (1991). The politics of class, race, and gender: Access to higher education in the United States, 1960-1986. American Journal of Education, 99(2), 208-237. Retrieved from http://www.jstor.org/stable/1085525
Mears, B. (2012). Justices to re-examine use of race in college admissions. CNN. Retrieved from http://edition.cnn.com/2012/10/08/us/scotus-college-admissions-race/
Novoa, K. (2007). The pros and cons of affirmative action in the college admissions process. Education Space 360. Retrieved from http://www.educationspace360.com/index.php/the-pros-and-cons-of-affirmative-action-in-the-college-admissions-process-27403/
Thomas, G. E., Alexander, K. L., & Eckland, B. K. (1979). Access to higher education: The importance of race, sex, social class, and academic credentials. The School Review, 87(2), 133-156. Retrieved from http://www.jstor.org/stable/1084799
