LEADER 03713nam 22005654a 450 001 9910154733603321 005 20230617030214.0 010 $a0-8047-6453-0 024 7 $a10.1515/9780804764537 035 $a(CKB)1000000000001604 035 $a(EBL)3037452 035 $a(SSID)ssj0000278087 035 $a(PQKBManifestationID)12082748 035 $a(PQKBTitleCode)TC0000278087 035 $a(PQKBWorkID)10241023 035 $a(PQKB)11507905 035 $a(MiAaPQ)EBC3037452 035 $a(DE-B1597)581379 035 $a(DE-B1597)9780804764537 035 $a(EXLCZ)991000000000001604 100 $a20021008d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCompelling interest $eexamining the evidence on racial dynamics in colleges and universities /$fedited by Mitchell J. Chang ... [et al.] 210 $aStanford, Calif. $cStanford Education$dc2003 215 $a1 online resource (264 p.) 300 $aDescription based upon print version of record. 311 $a0-8047-4035-6 311 $a0-8047-4034-8 320 $aIncludes bibliographical references (p. 213-234) and index. 327 $tFrontmatter -- $tContributors -- $tList of Tables -- $tList of Figures -- $tContributors -- $tPriface -- $tONE IINTRODUCTION CONTENTS Daria Witt, Mitchell]. Chang, and Kenji Hakuta -- $tChapter Two JUSTICE, EQUALITY OF EDUCATIONAL OPPORTUNITY, AND AFFIRMATIVE ACTION IN HIGHER EDUCATION -- $tChapter Three STANDARDIZED TESTING AND EQUAL ACCESS: A TUTORIAL -- $tChapter Five THE EDUCATIONAL BENEFITS OF DIVERSITY: EVIDENCE FROM MULTIPLE SECTORS -- $tChapter Six AFFIRMATIVE ACTION PRACTICES IN A BROADER CONTEXT -- $tAppendix A HISTORICAL SUMMARY OF AFFIRMATIVE ACTION -- $tAppendix B DEFINITIONS -- $tNOTES -- $tREFERENCES -- $tINDEX 330 $aIn recent years American colleges and universities have become the locus of impassioned debates about race-conscious social policies, as conflicting theories clash over the ways to distribute the advantages of higher education in a fair and just manner. Just below the surface of these policy debates lies a complex tangle of ideologies, histories, grievances, and emotions that interfere with a rational analysis of the issues involved. As never before, the need for empirical research on the significance of race in American society seems essential to solving the manifest problems of this highly politicized and emotionally charged aspect of American higher education. The research evidence presented in this book has a direct relevance to those court cases that challenge race-conscious admission policies of colleges and universities. Though many questions still need to be addressed by future research, the empirical data collected to date makes it clear that affirmative action policies do work and are still very much needed in American higher education. This book also provides a framework for examining the evidence pertaining to issues of fairness, merit, and the benefits of diversity in an effort to assist courts and the public in organizing beliefs about race and opportunity. 606 $aDiscrimination in higher education$zUnited States 606 $aEducational equalization$zUnited States 606 $aAffirmative action programs$zUnited States 615 0$aDiscrimination in higher education 615 0$aEducational equalization 615 0$aAffirmative action programs 676 $a378.1/9829 701 $aChang$b Mitchell J$01074818 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910154733603321 996 $aCompelling interest$92582116 997 $aUNINA