Achieving diversity through racial preference in acceptance has a price, but what are the benefits? In recent Affirmative Action arguments before the Supreme Court, Judge Clarence Thomas has repeatedly asked for clarification on the value of education for diversity. But research into whether ethnic diversity makes a difference in the quality of education is weak or methodologically flawed. The current focus on diversity appears to be nothing more than evading previous Supreme Court rulings on the use of race in admissions by combining two distinct concepts: the demographic proportion of the student body and the educational benefits of diversity.
It is important to consider the meaning of the word "diversity" when applying for university admission. My Manhattan Institute colleague, Renu Mukherjee, points out that there is little diversity of perspectives at Harvard, the kind of diversity that has been shown to facilitate creative problem solving, among other benefits. Indeed, as Mukherjee points out, fewer than half of Harvard students feel comfortable expressing their disagreements in class.
In highly selective colleges, achieving diversity in practice often means imposing artificial limits on enrollment in Asia to support the admission of underqualified "imperfect" candidates. Admissions officers do this by giving candidates blind spots, only to be born as a favorite breed in an increasingly unpopular and legally controversial policy known as Affirmative Action. Economist Peter Arcideacon, in his article against Harvard, estimated that if an Asian man had a 25% chance of being accepted, he would have a 95% chance if he could tick the "African American" box. There was nothing else that had to be changed in him to achieve this greatly increased rank. Such racial discrimination in admission to elite colleges is rampant.
There is little evidence of the educational benefits of diversity that is not based on self-declared attitudes. Survey responses indicate that students believe that diversity increases cultural awareness and increases their satisfaction with their university experience. However, a study linking students 'and teachers' perceptions of school quality with levels of diversity (rather than asking directly what respondents think of diversity) found that school diversity and quality were inversely correlated: "The percentage of black students enrolled in institutions has increased, as she teaches her lectures, with reduced student satisfaction, such as B. Assessments of the quality of their learning and the workload of their peers, measured by tasks such as memorizing words or solving problems However, interracial couples did far worse than interracial couples. One study found that white roommates benefited from a black student's GPA, but found no equal benefit for white students over black roommates. Another study found that critical thinking about diversity has a measurable positive impact le about people, but Tum researchers. defining "diversity" as different political, religious or national backgrounds, not different skin colors. Unfortunately, elite institutions seem less interested in promoting political diversity.
In particular, there is no evidence that maintaining accurate breed details is beneficial to students. Despite changes in college-age student demographics, the racial mix among Harvard students has remained constant within a few percentage points over the past 30 years. If the Harvard student body dropped from 14% black to 10% black (the result of a possible simulation of race-neutral admissions), how would academic standards be affected? Is avoiding this relapse at Harvard in the interest of the state to appeal to justify racial discrimination? At Caltech University, which does not administer scholarships, 6% of current graduates are black and 22% Hispanic, but each student has proven that they have the academic skills to succeed there. Some may argue that CalTech lacks diversity, but they cannot provide solid evidence that this negatively affects the quality of CalTech education.
A more accurate term for what Harvard and UNC use is "racial balance". Don't be tempted to dance with empty terms like "evaluating diversity". In the interest of a society in which all members are treated equally before the law, attorneys at Harvard and UNC cannot identify a particular standard or circumstance that makes racial preference in admissions unnecessary. The goal of admissions officers in these schools appears to be to achieve a certain racial mix, despite the lack of evidence that certain racial relationships provide educational benefits. Judge Thomas rightly questioned the advisability of letting discriminators decide whether racial discrimination was necessary.
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