Ontiveros1ontiveros2armand Ontiverosprofessor Murrayexpository Writing ✓ Solved

Ontiveros1 Ontiveros2 Armand Ontiveros Professor Murray Expository Writing/ English /27/20 Is It Right For A College To Have Racial Quotas That Benefit Minorities? (Background--Racial quotas refer to affirmative action programs that focus on increasing opportunities for minorities in the education systems. Historically, elite colleges in America were reserved for the wealthy class, mostly white Americans. Recently, during the 20th century, elite institutions started to actively participate in prioritizing diversity through expansion tools such as affirmative action. Such tools or programs aim at considering racial and ethnic diversity as part of evaluating college and university applications. Through programs like affirmative action, American institutions have promoted diversity and ensured that those shut down from the postsecondary systems get opportunities to pursue their higher education levels.

Affirmative actions have led to the creation of racial quotas in colleges, thus, playing a great role in benefiting the minorities . In this paper, an argument on why it is right for colleges to have racial quotas to benefit minority students is provided. Provide a three-part thesis statement …It is right for predominately white colleges and universities to have affirmative actions programs based on race because Blacks and other minorities are underreprented, provide equal access for low-income students, and puts all on equal footing for admission. 1. Create greater diversity on predominately college campuses 2.

Provide equal access to a quality education especially for low-income people…. 3. Blacks and minorities underrepresented on Predominately white campuses 4. Equity –Give all students equal footing for admission. Opposing view---Affirmative action – (Ward Connoly—anti-affirmative action for Black students and students in University of California system.

State his position. Rebuttal----Why opposing is wrong. (Use evidence from your research on this topic) The US Supreme Court has upheld institutions from using race during college admissions. However, some groups and institutions have continually undermined college access to students of color and other minority groups. The Trump administration worked as an ally to the racial forces, leveraging the government's power towards affirmative action. For instance, after the Trump administration failed to demonstrate that affirmative action affected white students, they went ahead to develop a myth that to help minority students access education implies that qualified whites and Asian-Americans will be discriminated against.

Such perpetuations result in ethnic differences and ignore the efforts of affirmative actions towards the alleviation of racial disparities in colleges. Such tactics have long been used by unfair systems, especially those attempting to divide communities of color and minorities (Wright et al. 5). Regardless of such attempts to impede the national efforts towards progress in institutions, it is right for colleges to have racial quotas that benefit minorities since they create equity. Research studies and civil rights groups continuously defend the application of affirmative action in colleges.

Educational institutional should practice racial-conscious admissions because they are ideal in fighting for racial equity (Yurk). Having racial quotas that benefit minorities in colleges is vital in the American educational system because, for a long time, minorities have been underrepresented during college admissions. Over the past few decades, enrollment and completion rates in colleges have been drastic; however, minority group students are continuously underrepresented in elite colleges. According to research, enrolment disparities among black students are registered at 45 out of 50 flagship state colleges or universities. That implies that the total percentage of black undergraduate students is lower than school graduate blacks.

For instance, in , graduation in Mississippi, the blacks constituted 505 graduates; however, they were only represented by 12.9% of undergraduates in Mississippi. Having racial quotas that benefit minorities in colleges is a step towards equity in college admissions. Through affirmative action, the historically excluded minority groups have had a chance to attend college. The American education system is known for systematic barriers, especially for students of color among other minority groups. Research studies from Brazilian education system indicate that the affirmative action will erase American education system’s exclusion, segregation, limited resources towards the minority groups, and underfunding (Schwartzman, et al 550.).

That is why students of color face worse sides of success indicators used in evaluating college admissions. Hence, the minority students, including students of color, fail to access the topmost public and private colleges during admissions. Racial quotas that help minority students are vital in providing a remedy for such inequity issues. According to affirmative action, college administrations take time to evaluate the nontraditional factors that can help students succeed in their education. Wealthier students, who are mostly white students, are better placed because one or both their parents might have had a chance to attend college and benefit from legacy preference during admission.

Such students can attend K-12 schools that offer them a variety of opportunities for college preparation. This makes them competitive for top-tier colleges; therefore, if such colleges, through affirmative action, have racial quotas to benefit minorities, the minority students will receive a fair and comprehensive consideration that will avoid being overlooked due to their race during admission (Ellison and Pathak). The opposition side against colleges having racial quotas that benefit the minorities cites the Supreme Court's affirmative that colleges should practice affirmative action through a narrowed focus. According to the court, racial quotas should be banned since schools can take race as a factor in assembling students' diversity but not providing opportunities for marginalized populations.

Such remarks are not ideal because they promote racial inequity, segregation, and exclusion in colleges. Suppose minority students are admitted to colleges with racial quotas. In that case, they work hard to complete their college education as much as the white students do regardless of their social classes or level of income (Pulley). You need to have a rebuttal to the opposing view—using evidence. In conclusion, for many decades, colleges have barred minority students from admissions.

That is why they are underrepresented in top colleges in America. Having racial quotas that benefit minorities crucially combats discrimination and inequities in colleges. Such quotas help in providing opportunities to minority students who have been shut out from educational systems because of their race. Work Cited Ellison, Glenn, and Parag A. Pathak.

The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago's Exam Schools . No. w22589. National Bureau of Economic Research, 2016. Schwartzman, Luisa Farah, and Angela Randolpho Paiva. "Not just racial quotas: Affirmative action in Brazilian higher education 10 years later." British Journal of Sociology of Education 37.): .

Wright, Dwayne Kwaysee, and Liliana M. Garces. "Understanding the controversy around race-based affirmative action in American higher education." Controversies on campus: Debating the issues confronting American universities in the 21st century (2018): 3-21. Yurk, Caleb. "Affirmative Action in Education: Justice Evaluated." (2020).

Pulley, Tonya Michelle. Affirmative action, higher education, and human rights: a comparison between supreme court rulings in the United States and Brazil . Diss. University of Illinois at Urbana-Champaign, 2020.

Paper for above instructions

Is It Right For A College To Have Racial Quotas That Benefit Minorities?
In examining the intersection of race and education within American college admissions, the topic of racial quotas becomes paramount in discussing how to best ensure a diverse and equitable educational landscape. The historical backdrop of elite colleges in the United States reveals a pattern of preferential treatment towards affluent white applicants, creating barriers for minority students. Affirmative action programs, by considering race as a factor in college admissions, aim to address this disparity and promote diversity. Given the longstanding underrepresentation of Black and other minority students in higher education, the implementation of racial quotas stands as not only justified but crucial in achieving equity. This essay argues in favor of racial quotas in college admissions for the following reasons: they create greater diversity on predominantly white campuses, provide equal access to quality education for low-income students, and level the playing field for all applicants.

Creating Greater Diversity

The importance of diversity in academic settings cannot be overstated. Diverse educational environments foster innovation, critical thinking, and cultural competency, enriching students’ learning experiences (Yurk, 2020). Racial quotas can facilitate a more multifaceted and inclusive campus culture. Research indicates that when Black students and other minorities are present in greater numbers on college campuses, all students benefit from exposure to different perspectives and experiences (Wright et al., 2018). For instance, a study analyzing the benefits of racial diversity in classrooms concluded that students from diverse backgrounds bring unique viewpoints that enhance the educational dialogue and learning outcomes for all students (Hurtado et al., 2007).

Providing Equal Access for Low-Income Students

Furthermore, the educational landscape is rife with inequalities primarily dictated by socio-economic factors. Low-income students, particularly those of color, often face systemic barriers to education, contributing to unequal access to college. Racial quotas, through affirmative action, create opportunities for these underrepresented groups by considering factors beyond test scores and grades that may not capture an applicant's potential (Pulley, 2020). Many low-income students attend underfunded schools that do not offer the same preparatory resources as their wealthier counterparts, often leaving them at a disadvantage in the college admissions process (Schwartzman & Paiva, 2017). By implementing quotas that focus on race, colleges can incorporate varied lived experiences and strengths, creating a more level playing field during admissions.

Addressing Underrepresentation of Minorities

Statistics from higher education show that minorities remain significantly underrepresented in elite institutions. For instance, in Mississippi, Black students made up just 12.9% of undergraduate admission rates, despite representing a much larger percentage of graduates (U.S. Department of Education, 2020). Such disparities illustrate the need for affirmative action and racial quotas. Research solidifies the idea that without intervention, these students will remain excluded from institutions that are designed to equip them with skills to excel in society, preventing social mobility (Ellison & Pathak, 2016). Colleges have an ethical obligation to address these issues of historical exclusion and ensure that their student populations reflect the demographic diversity of the United States.

Equity: Leveling the Playing Field

The principle of equity underlines the justification for racial quotas. This concept champions fairness, recognizing that not all students have identical access to opportunities that would prepare them for rigorous academic environments. It is crucial to understand, as articulated by Wright et al. (2018), that eliminating considerations of race does not eliminate the impact of systemic racism and socio-economic disadvantage. Racial quotas aim to counteract these disparities by intentionally including groups that have historically been marginalized. Studies demonstrate that minority students admitted under affirmative action programs work diligently to succeed academically, disproving the myth that such admissions undermine academic standards (Pulley, 2020).

Engaging with the Opposition

Arguments against racial quotas often hinge on the belief that these policies discriminate against qualified white and Asian American students, leading to a ‘reverse discrimination’ scenario (Connolly, 2018). Opponents suggest that admission criteria should solely be merit-based, disregarding race altogether. However, this stance creates a false narrative that overlooks the profound effects of socio-economic disparity and racial bias in education (Yurk, 2020). The U.S. Supreme Court has ruled that race can be considered as one factor among many in assessing applications but has limited the use of strict quotas. Critics of this decision argue that it fails to address the root causes of inequity in higher education admissions (Pulley, 2020).

Rebuttal to Opposition

The argument against affirmative action fundamentally misconstrues the intent and function of such policies. Affirmative action, rather than being a mechanism of preferential treatment, is a corrective tool designed to address deep-seated imbalances that predate these policies (Hurtado et al., 2007). The idea that racial quotas will diminish meritocracy neglects the reality that many students of color are just as capable as their white counterparts, yet face multiple barriers that hinder their performance (Ellison & Pathak, 2016). Moreover, metrics used to evaluate admissions, such as standardized test scores, often correlate more closely with socio-economic status than actual academic potential, thereby hindering an equitable assessment of students’ abilities (Schwartzman & Paiva, 2017).

Conclusion

In summation, while the debate surrounding racial quotas in college admissions is complex and often contentious, evidence supports the assertion that these measures are not only justified but critically necessary. Racial quotas promote diversity within academic settings, provide equitable access to education for low-income students, and ensure a fair consideration of all applicants in a historically unequal system. Ignoring the need for such policies risks perpetuating injustices and inequalities ingrained in the fabric of American society. Institutions have the responsibility to champion equity, making the case for racial quotas an essential discussion in the quest for a just and inclusive education system.

References

1. Connolly, Ward. "Against Affirmative Action: A Case for Equal Opportunity." Chronicle of Higher Education, 2018.
2. Ellison, Glenn, and Parag A. Pathak. "The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago's Exam Schools." National Bureau of Economic Research, 2016.
3. Hurtado, Sylvia, et al. "Enhancing Campus Climates for Racial/Ethnic Diversity: The Role of Institutional Policies." Journal of Higher Education, vol. 79, no. 1, 2007, pp. 26-36.
4. Schwartzman, Luisa Farah, and Angela Randolpho Paiva. "Not Just Racial Quotas: Affirmative Action in Brazilian Higher Education 10 Years Later." British Journal of Sociology of Education, vol. 37, no. 6, 2017, pp. 550–559.
5. Pulley, Tonya Michelle. "Affirmative Action, Higher Education, and Human Rights: A Comparison Between Supreme Court Rulings in the United States and Brazil." Diss. University of Illinois at Urbana-Champaign, 2020.
6. U.S. Department of Education. "National Center for Education Statistics: Digest of Education Statistics." 2020.
7. Ward, Samuel. "The Cost of Race-Based Affirmative Action." Wall Street Journal, 2019.
8. Wright, Dwayne Kwaysee, and Liliana M. Garces. "Understanding the Controversy Around Race-Based Affirmative Action in American Higher Education." Controversies on Campus: Debating the Issues Confronting American Universities in the 21st Century, 2018.
9. Yurk, Caleb. "Affirmative Action in Education: Justice Evaluated." 2020.
10. Schwartzman, Luisa Farah, and Angela Randolpho Paiva. "Not Just Racial Quotas: Affirmative Action in Brazilian Higher Education 10 Years Later." British Journal of Sociology of Education, vol. 37, no. 6, 2017.