Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies

Garces, Liliana M.

doi:10.1086/676909

Cited by 40 publications

(33 citation statements)

References 27 publications

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“…Race-based affirmative action arose from the civil rights movement and a long history of racial discrimination (Katznelson, 2005). Originally used to correct historical discrimination and to increase minority representation in business, government, and politics (Bowen & Bok, 1998), race-based affirmative action has evolved to focus on the promotion of diversity due to the Supreme Court decision in the Regents of the University of California v. Bakke (1978; Garces, 2014). Higher education institutions that use race-based affirmative action can consider race as one factor among many in the admissions process ( Grutter v. Bollinger , 2003).…”

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confidence: 99%

Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans

Baker

2019

American Educational Research Journal

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Eight states currently have bans on affirmative action, yet little research has focused on the characteristics of states that predict ban adoption. To begin filling this gap in the literature, I conduct discrete-time survival analysis on an aggregated data set of 47 states from 1995 to 2012 to investigate the extent to which various characteristics of a state predict its likelihood of adopting a statewide affirmative action ban. Results show that scarcity of access to state public flagship institutions and policy diffusion are associated with ban adoption. Aligning with the racial threat literature, the findings suggest that these bans are associated with concerns about the scarcity of access to selective higher education institutions (operationalized as state public flagships) for White students.

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confidence: 99%

Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans

Baker

2019

American Educational Research Journal

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“…Practitioners and institutions may be hesitant to be race-conscious during their equity planning and funding allocation processes given the "antiaffirmative action" legal and public discourse, especially in post-Prop 209 California (Gandara, 2012;Garces, 2014). Although affirmative action in education mainly applies to admissions and not to services for enrolled students, public discourse tends to frame race-conscious decisions as reverse discrimination and counter to ideals of meritocracy (Garces, 2014;Tatum, 2010). However, colorblind policies and practices tend to negatively affect students of color and thus hinder efforts to mitigate equity gaps (Bonilla-Silva, 2009;Bensimon, 2007).…”

Section: Expanding Practitioner Capacity For Race-conscious Planningmentioning

confidence: 99%

Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

Felix

Castro

2018

EPAA

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In 2014, California policymakers passed the Student Equity Plans (SEP) policy to address disparities in the community college system. The reform effort formalized a campus-wide planning effort that required institutions to examine their data for disparities, develop goals and strategies to mitigate identified inequities, and use new fiscal resources to realize their plans. In recent years, there has been an increase in the enactment of state-level higher education policies, but few, if any, have focused on the notion of equity or explicitly named racial and ethnic groups as policy beneficiaries. This study examines nine student equity plans in the state’s largest community college district. Drawing upon critical policy analysis, we place a focus on understanding if, and how, the planning process was used to address inequities facing Black and Latinx students. Based on our analysis we found several themes on how plans identified and address barriers facing Black and Latinx students. After examining 178 equity activities, we found only 28 promising activities that explicitly targeted Black and Latinx students with culturally relevant, data-driven, evidence-based strategies. These findings have compelling implications for policymakers seeking to develop reform efforts and institutions using policy to address current and historic inequities faced by Black and Latinx students. The use of planning for improvement is commonplace in educational policy, but we find that more training and capacity-building efforts are necessary to use planning as an opportunity to address racial inequity in community college.

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“…Bell argued that by focusing on diversity, the courts were able to ignore a broader set of opportunity-limiting barriers due to race and class and give “undeserved legitimacy to the heavy reliance on grades and test scores” (p. 1622). In this way, the politics of distraction “dictate, with little accountability, how crucial social problems and issues are named, discussed, and acted upon” (Giroux, 2017, p. 46) and ignore the dynamics of power and privilege, which can, in turn, reify and perpetuate unequal structures (Bell, 1992; Garces, 2014; Giroux, 2013, 2017; Moses & Chang, 2006).…”

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confidence: 99%

Perpetuating Inequalities: The Role of Political Distraction in Education Policy

2021

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The 2021 Politics of Education Yearbook brings together scholars from diverse theoretical orientations—including policy studies, critical trans politics, and Critical Race Theory—to explore the politics of distraction within education policymaking. This introductory article previews the work included in the Yearbook and presents a grounding framework for policy distraction, which we define as a persistent focus on a narrowly defined set of policy solutions that diverts attention from root causes, structural forces, and historical/contextual circumstances (Bell, 2003; Giroux, 2013, 2017; Spade, 2011, 2013, 2015). We articulate five elements of policy distraction. They (a) rely on narrow policy frames to address educational problems of practice; (b) name phenomena in ways that affect our understanding; and (c) largely ignore inequalities and structural conditions. In doing so, they may (d) reinforce the status quo; and (e) reify ideas of what counts as normal or, alternatively, as deviant (Spade, 2011).

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Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies

Cited by 40 publications

References 27 publications

Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans

Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans

Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

Perpetuating Inequalities: The Role of Political Distraction in Education Policy

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