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Race-based Affirmative Action in college admissions strips educational opportunity from qualified white applicants and grants that to equally qualified black applicants. This inequity allows whites and blacks to broaden their perspectives, diminishing economic disparities between blacks and whites. Although critiqued based upon constitutional law, social psychology, and expertise, Affirmative Action must be considered against American history.
Race-based Affirmative Action in college admissions strips educational opportunity from qualified white applicants and grants that to equally qualified black applicants. This inequity allows whites and blacks to broaden their perspectives, diminishing economic disparities between blacks and whites. Although critiqued based upon constitutional law, social psychology, and expertise, Affirmative Action must be considered against American history.
Race-based Affirmative Action in college admissions strips educational opportunity from qualified white applicants and grants that to equally qualified black applicants. This inequity allows whites and blacks to broaden their perspectives, diminishing economic disparities between blacks and whites. Although critiqued based upon constitutional law, social psychology, and expertise, Affirmative Action must be considered against American history.
An Inequitable Process to Produce An Equitable Society
As a result of years of segregation, discrimination, and injustice, America
has forever been plagued with unequal economic opportunity. Yet, Affirmative Action, passed by Executive Order 10925 by President John F. Kennedy in 1961, would soon become a catalyst for the degradation of this inequity. Race-based Affirmative Action in college admissions strips educational opportunity from qualified white applicants and grants that to equally qualified black applicants. This inequity, however, allows whites and blacks to broaden their perspectives and produces an equitable society, diminishing economic disparities between blacks and whites. Race-based Affirmative Action grants black applicants an added advantage-taking away opportunity from equally qualified white applicants--by considering not only applicants individual accolades but also the color of their skin. Although critiqued based upon constitutional law, social psychology, and expertise, Affirmative Action must be considered against American history (Bollinger). Affirmative Action serves as a means to grant those blacks with historical disadvantages a leg up in the college admissions process (Levine). In fact, Supreme Court Justices agree that when highly individualized with race considerations, Affirmative Action is a compelling interest of the United States, as it is necessary that the path to leadership be visibly open to talented and qualified individuals of every race and ethnicity (Supreme Court Rulings on Michigan Action Cases). Hence, the consideration of race along with other merits serves as the true testament to ensure that qualified blacks retain the ability to ascertain a higher education and therefore assume leadership positions in this world. Yet, it is important to realize that the capacity of an individual is not holistically demonstrated by his merits, for merits simply demonstrate how well one has played the hand life has dealt him (Michaelson). Because [minorities] have lost opportunities as a result of past prejudice and racism, many black students do not have substantial resources, so they often produce unimpressive resumes (Affirmative Action). This reveals that the idea of qualification is, in fact, not necessarily a tangible calculation of merits. It is, however, dictated by a black applicants intangible commitment to education. Hence, Affirmative Action serves as the means to grant black students--with the capacity to succeed as demonstrated through their individual attributes, not their resume virtues--the opportunity--often awarded to privileged white students who have demonstrated their qualification with extensive resumes--to control their lives and manifest their maximum potential by means of a higher education. This policy in collegiate institutions engenders diversity and thereby grants renewed educational opportunity to not only black students but also to white students. Some opponents to race-based Affirmative Action argue that diversity in classrooms truly has no impact: What unique perspective does
a black student bring to a physics class? (Affirmative Action). These critics
fail to realize however that a given black student--from an educational background contrary to that of many privileged whites--can bring a different type of comprehension--a different style of learning; this in turn can aid the academic development of fellow white students in a classroom, allowing them to understand a physics problem in a nuanced way (Sax). In a study to test the effectiveness of diverse classrooms, results show that students were 50% more accurate when in diverse company (Levine). This reveals that diverse academic environment allows students of different races to learn from each other, acquiring new ways to critically think and problem solve (Steinberg). Still, critics highlight that heterogeneous campuses can lend themselves to homogenous islands, becoming segregated based on race and failing to achieve the goal of diversity (Bruni). However, classrooms rich with racial diversity are like a breath of fresh air, as they benefit all who experience them (Levine). These classrooms force black and white students to engage in cognitive friction: defending their perspectives while listening to and learning from that of others (Levine). Hence, diverse classrooms force students to recognize the possible validity of a perspective they may not have deemed as such before. In turn, students rid of their ingrained assumptions about certain races and broaden their frame of reference, producing insightful citizens rather than insolent bigots. Initially, in a heterogeneous environment, people will naturally flock to those similar to themselves; yet diverse classrooms grant black and white students the opportunity to build consensus with individuals from different backgrounds, translating the forced heterogeneity in the classroom to natural heterogeneity beyond the classroom. Thus, race-based Affirmative Action is necessary to engender raw diversity in higher education, granting whites and blacks the equal opportunity to veer from groupthink and racial prejudgments by learning nuanced perspectives different from their own (Business, Lawmakers Show Support for Affirmative Action in College Admissions). Finally, Even though race-based Affirmative Action puts qualified white applicants at a disadvantage and grants privilege to equally qualified black applicants, this inequity is necessary to produce an economically equitable society. Affirmative Action seeks to rectify past discrimination, yet the way to stop discrimination on the basis of race is to stop discriminating on the basis of race (Affirmative Action). Hence, if this policy discriminates based upon race, opponents argue, it solely perpetuates the discrimination and racism it tries to amend. Yet it is important to realize that from 1960 through the 1990s, over 30% of the black demographic was impoverished, as a result of a limited economic opportunities (Who Is Poor?). Yet in 1995, Supreme Court Justices contended that Affirmative Action was a temporary solution, and that it would be perish in 20-25 years, for Affirmative Action, which considers an entire race, becomes increasingly unjust as individual African Americans regain their economic footing (Supreme Court Rulings on
Michigan Action Cases). Still in 2011--21 years later--the average income of
black households stands at 32,000 while the average for white households stands at 55,000 (Distribution of Household Income by Race); black unemployment runs at 13.6% while white unemployment is 6.4% (Desilver); finally, 41.2% of people in black families still remain impoverished (Poverty). Hence, granting blacks, who show an earnest for learning, an added advantage over other white applicants is not an injustice at all, for black america is still far behind white america. In a nation that promises equal opportunity for all, Affirmative Action is necessary to provide qualified blacks with the opportunity to achieve success for their race as a whole. Statistics show that Affirmative Action has actually yielded a significant increase in Bachelors Degrees earned by black people (Affirmative Action). Thus, this policy is proponent for an equitable society, as Bachelor Degrees enable one to obtain $14,000 more annually than someone who only has a high school diploma (Gulbrandsen). In fact, since race-based Affirmative Action was implemented in college admissions, the difference in poverty between white and blacks has decreased by 20% (Who Is Poor?). Hence, black applicants, who may not have extensive resumes but do have an earnest commitment to education, must benefit from this policy to produce a society where white and blacks retain a similar economic footing. Affirmative Action at elite institutions is the opportunity that grants black applicants--no matter their privilege--the opportunity to equal the economic playing field by attaining individual success that reflects the success of greater black community. Race-based Affirmative Action defines an individual versus community ethical tension in which the community must trump the individual. As of 2015, 27% of blacks in America were impoverished while 10% of whites in America were impoverished (Community Needs and Readmissions). Admitting an equally qualified black over a white person was and still is not an injustice, as it helps broaden students perspectives and level an economic playing field that has yet to be leveled; the admittance of one black applicant--no matter how privilegedreflects a step towards an insightful and equitable society.