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Product details
File Size: 3453 KB
Print Length: 370 pages
Page Numbers Source ISBN: 0465029965
Publisher: Basic Books; 1 edition (October 9, 2012)
Publication Date: October 9, 2012
Sold by: Hachette Book Group
Language: English
ASIN: B008RZRLHA
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First: the subtitle is misleading. `Affirmative Action' is a complex, much-debated term. Sander and Taylor are favorably disposed toward it, `affirmative action' being those actions independent of special preferences designed to enhance minority representation. Such actions would include the development of deeper applicant pools, the creation of pre-matriculation programs to help foster later success, the structuring of relationships with potential feeder schools, and so on. Special preferences, on the other hand, represent the overt conferring of advantages, e.g., admitting minorities through separate committees using different standards, such that, e.g., minorities might be admitted--as a matter of policy--whose SAT scores are 250-300 points lower than those of regular admittees.The general public supports affirmative action but, in general, does not support special preferences. Hence, the subtext of the book's subtitle: `affirmative action' is used as an expression that masks behaviors of which the general public disapproves. In Sander and Taylor's view, affirmative action is good, special preferences deleterious, though the former term sometimes includes the latter practices.Why are special preferences deleterious? Because they create mismatches between student skills/achievement levels and the level of institution to which they are being admitted. If a student is surrounded by students who are more skilled than him/her and if teachers routinely teach to the class average, the student who is statistically below that average is likely to feel lost, confused, alienated and frustrated and, as a result, perform poorly.Given the fact that all schools seek additional minority students and offer them preferences of various kinds, the result is a succession of mismatches with a resulting cascading effect. The student whose skills and achievement levels would lead to admission to a flagship public institution matriculates, instead, at an elite private institution. The admissions officials at the flagship public then find that the students they would `normally' admit are now at Princeton and Dartmouth, so the flagship public admits students who would normally be admitted by a regional public or a second or third-tier private, and so on down the academic foodchain.Sander raised this issue initially in a famous article published in the Stanford Law Review. (The mismatch issue was raised decades ago by, among others, Thomas Sowell.) His focus was elite American law schools and he argued that the mismatches between minority law students' skills/achievement levels and the schools in which they had matriculated brought negative results: poor grades, high dropout rates, failures on the bar exam. The attempt to bring more minority students into elite law schools actually resulted in fewer minority lawyers.To accept Sander's argument you must accept two notions: first, that teachers always and everywhere teach to the class average; second, that finding yourself within a peer group whose skills and achievement levels approximate your own will lead to your doing your best work.This can be questioned, I think, though the point is one of degree. It could be argued, e.g., that all students would benefit from being stretched. On the other hand, I take Sander's point. As another commentator has put it, many of us who were not trained in physics (but who suddenly needed physics for our job) could learn rudimentary physics. What we would not do, however, is take that entry-level physics course at Caltech.The results to which Sander and Taylor point (disparities in grades, graduation rates, jobs obtained, etc.) are undeniable. They are at pains, however, to demonstrate that those deleterious effects are the results of mismatches.I believe that they argue their case convincingly. They also do it courageously, since their adduced evidence leads them to a host of other unsavory conclusions: the fact that some institutions are consciously skirting or explicitly violating the law or the fact that institutions, foundations, et al. have reduced or forbidden access to their databases when they fear that the resulting research might run counter to their political ideology. In the case of the ABA's bludgeoning of George Mason's law school for not reviving policies which George Mason had found to be deleterious, we get a case study with the tension, drama and injustice of a crime thriller.The evidence which the authors utilize is historical, empirical, theoretical and, in part, autobiographical. There are several case studies that prove to be very useful and informative, including the extended discussion of California's prop. 209, its causes, effects and evasions. The fact that the academy continues to support policies which are demonstrably deleterious is one of the major subtexts of the book.This is a very important book and a number of its conclusions are of deep importance. To mention just one: students in the lowest socio-economic ranges (with GPA's and SAT's that would engender success at elite institutions) are being systematically overlooked by our current system. This includes minority students, for the minority students now receiving the preponderance of special preferences are upper middle class or explicitly wealthy. Many are immigrants, many of mixed-race backgrounds. The notion that affirmative action would result in social mobility for the poor has been effectively forgotten for decades. In addition to harming individuals through mismatches, our current system helps to widen the economic inequalities that now characterize our society. In short, we have a major problem.The authors offer a number of solutions to this problem, many of which are very persuasive. They are far less optimistic with regard to familial and behavioral issues which exacerbate the condition.Sander is a legal scholar/social scientist; Taylor is an accomplished journalist. The collaboration works well. The book is accessible to all general readers and offers a number of charts/graphs which complement the argument. The book offers Sander the opportunity to answer the criticisms lodged against his law review article as well as an opportunity to challenge the evidence and conclusions of the principal defense of affirmative action--Bowen and Bok's The Shape of the River.Highly compelling and highly recommended.
This book resonated so much with my own college experience. I am a white female, but had similar issues as I was originally majoring in a STEM field at an extremely selective (but not Ivy League) university. I was an above average but not outstanding student in high school (mostly A's but only took math up through precalc), and I was admitted to several extremely selective (though not Ivy League) schools. I was overconfident and everyone was telling me I would do fine anywhere since I did well in high school. Long story short, freshman year went badly. I worked as hard as I possibly could but still wound up on academic probation in my first semester. Seeing others drink and party (and keep me up at 4am) but still pass while I was struggling so much made me feel like a complete idiot. Additionally, I wasn't even learning much in the classes I was eeking C's in (and even less in what I was failing) as I didn't really understand the material and was only passing at all thanks to the curve. During my second semester, I took the easiest possible classes just to raise my gpa, regain good standing, and avoid academic dismissal (which worked). I couldn't visualize myself playing this game for the next several years though, as it doesn't exactly promote learning or timely graduation.I considered changing majors and staying at that school, but I was generally miserable anyway. I also hung out with other students, mostly female, who were struggling, flunking classes, and switching to other majors and wondered whether girls were just stupid at math and science. I did some salary research and learned that college major matters more than alma mater in seeking employment. At the same time, I wasn't sure what I wanted and I wanted to explore some. I transferred to community college after the end of my freshman year(while I was technically in good standing, not a lot of colleges are interested in freshman transfer applicants with low gpas) and started from scratch. I was lucky enough to have a supportive family and parents who had graduated from college (though not in math heavy fields).I got A's and B's there, but more importantly I was able to ask questions easily (unlike in university classes, cc class sizes were capped at 40 students). The intro calculus classes were taught to those who had not taken calculus before rather than those who had earned 5's on the AP calculus exams, and I learned far more as a result. I transferred to another (much less selective than the first) university after a year of cc and did well there too. I took courses that were challenging but doable. I ended up majoring in economics, minoring in math, and doing far better career wise than I would have had I simply majored in something that I didn't like and that wasn't marketable at my first university simply because it was easier. I went from a severe overmatch to a mild undermatch (I was among the top students but was still challenged by the classes).While (after a bunch of pain, some anger from my family, having people assume I was slacking off, even having one person ask me if I had drug problems, judging me as stupid or lazy, etc.) I found a path that worked for me, I can't begin to imagine how much harder it would have been if I had been a first generation college student or didn't have a supportive family. I seriously considered dropping out of college as it was; any additional barriers would have made it that much more appealing. I also can't help but wonder how many more underrepresented groups could achieve their goals if they were placed in appropriate courses for their level of preparation.
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March 19, 2016
