Cultural Diversity, Breaking Barriers, & Racist Micro Aggressions

In recent years, the use of race in college admissions has been vigorously contested in several states and in the courts. In 1996, a federal appeals court in New Orleans, deciding the Hopwood vs. Texas case, declared such a race-sensitive policy unconstitutional when its primary aim is not to remedy some specific wrong from the past. Californians have voted to ban all consideration of race in admitting students to public universities. Surprisingly, however, amid much passionate debate, there has been little hard evidence of how these policies work and what their consequences have been.

To remedy this deficiency, we examined the college and later-life experiences of more than 35,000 students—almost 3,000 of whom were black—who had entered 28 selective colleges and universities in the fall of 1976 and the fall of 1989. This massive database, built jointly by the schools and the Andrew W. Mellon Foundation, for the first time links information such as SAT scores and college majors to experiences after college, including graduate and professional degrees, earnings and civic involvement. Most of our study focused on African Americans and whites, because the Latino population at these schools was too small to permit the same sort of analysis. What did we discover?

Compared with their extremely high-achieving white classmates, black students in general received somewhat lower college grades and graduated at moderately lower rates. The reasons for these disparities are not fully understood, and selective institutions need to be more creative in helping improve black performance, as a few universities already have succeeded in doing. Still, 75 percent graduated within six years, a figure well above the 40 percent of blacks and 59 percent of whites who graduated nationwide from the 305 universities tracked by the National Collegiate Athletic Association. Moreover, blacks did not earn degrees from these selective schools by majoring in easy subjects. They chose substantially the same concentrations as whites and were just as likely to have difficult majors, such as those in the sciences.
- Williams, M. E. (2001). How Should Policymakers Respond to Minorities' Concerns? In Race relations: Opposing viewpoints (pp. 125-126). San Diego, CA: Greenhaven Press.

Race, Race-Based Discrimination, and Mental Health Outcomes Among African Americans

- Mays, V. M., Cochran, S. D., & Barnes, N. W. (2007). Race, Race-Based Discrimination, and Health Outcomes Among African Americans. Annual Review of Psychology, 58(1), 201-225. doi:10.1146/annurev.psych.57.102904.190212

Personal Reflection Exercise #4
The preceding section contained information about the results of race-based policies. Write three case study examples regarding how you might use the content of this section in your practice.

Peer-Reviewed Journal Article References:
Hutchins, D., & Goldstein Hode, M. (2019). Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course. Journal of Diversity in Higher Education. Advance online publication.

Schwarzenthal, M., Schachner, M. K., van de Vijver, F. J. R., & Juang, L. P. (2018). Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms. Cultural Diversity and Ethnic Minority Psychology, 24(2), 260–271.

Smith, J. L., McPartlan, P., Poe, J., & Thoman, D. B. (2021). Diversity fatigue: A survey for measuring attitudes towards diversity enhancing efforts in academia. Cultural Diversity and Ethnic Minority Psychology, 27(4), 659–674.

Online Continuing Education QUESTION 18
What did their study discover about the performances of African-American college students as compared to their white classmates? Record the letter of the correct answer the CE Test.