September 9, 1998
Excerpts From Study on Academic Affirmative Action
ollowing are excerpts from the study "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions," written by William Bowen and Derek Bok, which is to be released Wednesday by Princeton University Press:
One reason why we care so much about who gets admitted "on the merits" is because, as this study confirms, admission to the kinds of selective schools included in the College and Beyond universe pays off handsomely for individuals of all races, from all backgrounds. But it is not individuals alone who gain. Substantial additional benefits accrue to society at large through the leadership and civic participation of the graduates and through the broad contributions that the schools themselves make to the goals of a democratic society. These societal benefits are a major justification for the favored tax treatment that colleges and universities enjoy and for the subsidies provided by public and private donors. ...
Unfortunately, however, to say that considerations of merit should drive the admissions process is to pose questions, not answer them. There are no magical ways of automatically identifying those who merit admission on the basis of intrinsic qualities that distinguish them from all others. Test scores and grades are useful measures of the ability to do good work, but they are no more than that. They are far from infallible indicators of other qualities some might regard as intrinsic, such as a deep love of learning or a capacity for high academic achievement. ...
electing a class has much broader purposes than simply rewarding students who are thought to have worked especially hard. The job of the admissions staff is not, in any case, to decide who has earned a "right" to a place in the class, since we do not think that admission to a selective university is a right possessed by anyone. ...
Race almost always affects an individual's life experiences and perspectives, and thus the person's capacity to contribute to the kinds of learning through diversity that occurs on campuses. This form of learning will be even more important going forward than it has been in the past. ...
Until now, there has been little hard evidence to confirm the belief of educators in the value of diversity. Our survey data throw new light on the extent of interaction occurring on campuses today and of how positively the great majority of students regard opportunities to learn from those with different points of view, backgrounds and experiences. Admissions "on the merits" would be short-sighted if admissions officers were precluded from crediting this potential contribution to the education of all students.
Imposition of a race-neutral standard would produce very troubling results from this perspective: such a policy would reduce dramatically the proportion of black students on campus -- probably shrinking their numbers to less than 2 percent of all matriculants at the most selective colleges and professional schools.
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