klg
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response 213 of 217:
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Apr 1 01:42 UTC 2003 |
Is Diversity Overrated?
By STANLEY ROTHMAN
March 29, 2003
NORTHAMPTON, Mass.
The Supreme Court hears arguments next week in the cases that may
determine whether racial and ethnic preferences in higher education
admissions and hiring are preserved or discarded. Whatever it decides,
the court should be skeptical of one of the most popular justifications
for preferential treatment of minority applicants: that a diverse
student body necessarily improves the quality of education for everyone.
One of the most comprehensive studies ever undertaken of diversity in
higher education indicates that this contention is at least
questionable. The study's findings show that college diversity programs
fail to raise standards, and that a majority of faculty members and
administrators recognize this when speaking anonymously. . .
(I)n 1999 we surveyed a random sample of more than 1,600 students and
2,400 faculty members and administrators at 140 American colleges and
universities, asking them to evaluate the quality of education at their
institution, the academic preparation and work habits of the student
body, the state of race relations on campus and their own experiences of
discrimination. . .
If diversity works as advertised, we surmised, then those at
institutions with higher proportions of black enrollment should rate
their educational and racial milieus more favorably than their peers at
institutions with lower proportions.
The results contradict almost every benefit claimed for campus
diversity. Students, faculty members and administrators all responded
to increasing racial diversity by registering increased dissatisfaction
with the quality of education and the work ethic of their peers.
Students also increasingly complained about discrimination.
Moreover, diversity fails to deliver even when all else is equal. . . .
A higher level of diversity is associated with somewhat less educational
satisfaction and worse race relations among students. . .
We also asked students about policies used to increase diversity. Three
out of four oppose "relaxing academic standards" to increase minority
representation, as do a majority of faculty members. And an
overwhelming 85 percent of students specifically reject the use of
racial or ethnic "preferences" along with a majority of faculty members.
More telling, 62 percent of minority students oppose relaxing
standards, and 71 percent oppose preferences.
Among the most striking findings is the silent opposition of so many who
administer these programs yet must publicly support them. Although a
small majority of administrators support admissions preferences, 47.7
percent oppose them. In addition, when asked to estimate the impact of
preferential admissions on university academic standards, about
two-thirds say there is none. Most dismaying, of those who think that
preferences have some impact on academic standards, those believing it
negative exceed those believing it positive by 15 to 1. . . .
Stanley Rothman, professor emeritus of government at Smith College, is
director of the Center for the Study of Social and Political Change.
Copyright 2003 The New York Times Company
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jmsaul
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response 216 of 217:
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May 16 15:07 UTC 2003 |
Yes, I am. Since you didn't actually go there, and I did, I don't value your
opinions on whether diversity in the law school student body provides a better
experience for the white students.
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