“Diversity Merit, and Higher Education: Implications for Comprehensive Admission, Pipeline and Retention Strategies”

john a. powellDirector, Kirwan Institute for the Study of Race and Ethnicity &Williams Chair in Civil Rights & Civil Liberties, Moritz College of Law

Presentation at the National Center for Institutional DiversityMarch 10, 2008

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Presentation Overview

Individualistic merit Democratic merit

Non-traditional measures of merit

Existing plans and programs of interest

Aligning missions and admissions

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Transitioning from Individualistic Merit

The way merit is currently used is individualistic.

This is problematic because cumulative disadvantage is based upon group identity - race.

Limitations of individualistic merit: Reinforces myth of the ‘American dream’ (hard work

success); stigmatizes those who do not succeed Marginalized groups do not benefit from a few members

being given preference - need interventions that lift up group collectively

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Individualistic merit v. Democratic merit

Focuses on past achievements

Relies on “objective” measures (GPA, ACT/SAT scores, etc.)

Fails to account for external constraints, such as structural racism

Invests in democratic potential

Considers how students may contribute to society

Group-level focus

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Democratic Merit Aligns with the Goals of Education

The U.S. Supreme Court has identified the objectives of public education as “the inculcation of fundamental values necessary for the maintenance of a democratic political system”.

Preparing students for citizenship has been a stated goal of American education throughout history. Instill fundamental values and transmit knowledge

necessary to partake in our democracy In 2002, the Supreme Court in Grutter acknowledged the

importance of preparing students for citizenship

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Non-traditional Measures of Merit

Identify “strivers” These students exceed expectations given

the quality of their high school and their socioeconomic status.

Strivers should be considered in light of their peers at the same or similar schools.

They may perform better in college than their academic record indicates.

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Non-traditional Measures of Merit

Diversity capital This refers to the unique interests, life

experiences, and/or family backgrounds that students possess that enrich the academic atmosphere.

Students who possess diversity capital create the opportunity to engage a variety of perspectives, thus creating a dynamic learning atmosphere.

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Non-traditional Measures of Merit

Create an assessment tool that measures: Academic preparation and potential Cultural competence Other competencies related to success in

college and democratic participation

The assessment tool should be institution-specific, non-standardized, and free of bias.

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Democratic Merit in Action

While these three specific non-traditional measures of merit are still being developed, some current plans and programs highlight the concept of democratic merit more generally.

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Current Programs

Indiana’s 21st Century Scholars Program Low and moderate income students who

take and successfully fulfill a good citizenship pledge are guaranteed the cost of 4 years of undergraduate education at a public university (or the equivalent amount for a private university) in Indiana.

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Current Programs

Texas Ten Percent Plan Admits the top 10% of students from every

graduating high school class in the state to a public college or university in Texas

Introduces diversity of race, class, and geography

Prevents certain schools (typically in white, suburban districts) from monopolizing the admissions

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Current Programs

Clark University (Worcester, MA) Worked to revitalize and uplift the local

community rather than relocate the university Opened its own high school; admitted

students by a lottery Students, many of whom were not meeting

grade-level standards prior to entering Clark’s high school, flourished with the support of the university behind them

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Current Programs

University of Texas-Austin: President’s Achievement Scholarship Embraces “strivers” by offering scholarships to

students who have overcome significant adversity while maintaining a strong academic record (compared to their peers)

Utilizes an Adversity Index that includes various indicators for family socioeconomic status, school quality, peer performance, and academic merit

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Current Programs

The Posse Foundation Gathers students from public high schools to form

multicultural “posses” and attend top-level colleges and universities nationwide

Uses a Dynamic Assessment Model for recruitment “An innovative approach to identifying exceptional

students who might be missed by traditional college admissions processes”

Leadership talent, ability to work in teams with students from different backgrounds, desire for success, etc.

www.possefoundation.org

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Current Programs

The Posse Foundation “The concept of a Posse works for both students and

college campuses, and is rooted in the belief that a small, diverse group of talented students—a Posse—carefully selected and trained, can serve as a catalyst for increased individual and community development.”

“…the key to a promising future for our nation rests on the ability of strong leaders from diverse backgrounds to develop consensus solutions to complex social problems.”

www.possefoundation.org

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Aligning Missions and Admissions

Institutions should consider what they hope to accomplish in society and admit students who will help make those goals a reality.

Institutions need to discern what they truly value: Strong test scores, or a strong democracy? Extensive extracurricular activities, or

investments in the wellbeing of a community?

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Alluding to Democratic Merit

The “core purpose” of the University of University of Texas –AustinTexas –Austin is “to transform lives for the benefit of society.”

UC-BerkeleyUC-Berkeley: Among the admissions criteria, evaluators look for students who will “make a special contribution to our society and culture.”

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Summary

We need to transition from individual merit and consider democratic merit.

Admissions policies should reward students who are likely to create a more just and democratic society.

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Questions or Comments? For More Information, Visit Us On-Line:

www.KirwanInstitute.org

Appendix

Clarifying Our Educational Goals: K-12

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Clarifying Our Educational Goals

Which of the following headlines appeared in a daily newspaper?

1) Capital City Students Show No Gain in Reading, Math — Governor Threatens Takeover

2) Middletown Schools to Be Taken Over by State for Failure to Develop Good Citizens

Kahne, Joseph and Joel Westheimer. “Teaching Democracy: What Schools Need to Do.” Phi Delta Kappan 85.1 (2003): 34-66.

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Clarifying Our Educational Goals

What do we prioritize? A 1987 survey found that only 38% of

respondents could name all three branches of government.

BUT A separate 1985 poll found that 59% of

Americans could name the Three Stooges.

Dudley, Robert L. and Alan R. Gitelson. “Political Literacy, Civic Education, and Civic Engagement: A Return to Political Socialization.” Applied Developmental Science 6.4 (2002): 175-182.

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Clarifying Our Educational Goals

What do we prioritize? 25% fewer citizens voted in 2003

compared to 1960.

BUT It is not unusual for “American Idol” voting

to garner more than 20 million votes, many from young adults.

Kahne, Joseph and Joel Westheimer. “Teaching Democracy: What Schools Need to Do.” Phi Delta Kappan 85.1 (2003): 34-66.

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Clarifying Our Educational Goals

No Child Left Behind – Yearly testing in math, science, and reading, but not social studies or civic education.

Insufficient civic education leads to a lack of understanding of what may be achieved through political participation.

Schools instill values in students. Without an emphasis on civic education, it may be implied that democratic participation is unimportant.