Racial Diversity in the Medical Profession: The Impact of Affirmative Action Bans on Underrepresented Student of Color Matriculation in Medical Schools

Garces, Liliana M.; Mickey-Pabello, David

doi:10.1080/00221546.2015.11777364

Cited by 54 publications

(54 citation statements)

References 24 publications

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“…The descriptive statistics we review above, documenting the long‐term impact at highly selective UC law and medical schools, are consistent with the social science research using more refined difference‐in‐difference comparisons that support the inference of a causal relationship between affirmative action bans in several states and URM enrollment declines in medical schools (Garces & Mickey‐Pabello, ) and in graduate fields of study (Garces, , ).…”

Section: The Negative Impact At University Of California Professionalsupporting

confidence: 72%

“…In terms of health policy and UC's mission to produce long‐term benefits to society, these statistics signal a major concern because African American and Latino physicians in California are more likely (net of other characteristics) to practice in medically underserved areas and in areas with shortages of primary care physicians (Walker, Moreno, & Grumbach, ). In short, affirmative action bans like Prop 209 worsen an already very difficult physician supply policy challenge that disproportionately threatens the long‐term medical care of communities of color in the United States (Garces & Mickey‐Pabello, ; Saha & Shipman, )…”

Section: The Negative Impact At University Of California Professionalmentioning

confidence: 99%

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Alternative Paths to Diversity: Exploring and Implementing Effective College Admissions Policies

Orfield

2017

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually-including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments-in more than 180 countries, at over 9,000 locations worldwide. R E S E A R C H R E P O R T Alternative Paths to Diversity: Exploring and Implementing Effective College Admissions PoliciesGary Orfield, Editor The Supreme Court has established the parameters within which universities can practice race-conscious affirmative action for college admissions in a series of decisions beginning in l978. The key issues concern the educational impact of campus diversity and whether or not it is necessary to give some consideration to students' race into order to produce a diverse student body in highly selective colleges. The most recent decision, Fisher v. University of Texas II, taken in June 2016, raised the question of whether there was a viable nonracial alternative policy that would produce the level of diversity for universities to realize the benefits of diverse learning experiences that are a central goal of the great majority of selective colleges and universities. This report explores the issues before the court and the continuing responsibilities of universities under the decision and introduces a series of new studies, most commissioned by a collaboration between the Civil Rights Project and ETS-three of which are included in this volume. The study concludes that the best evidence from the most recent social science studies and research syntheses show that the major proposed alternative policies are far less successful than affirmative action and thus do not meet the Court's definition of feasible alternatives. This conclusion led the Court to approve affirmative action.Keywords Affirmative action; college admissions; college diversity; civil rights; percent plans; SES diversityCorresponding author: Gary Orfield, E-mail: orfield@law.ucla.eduThe future of affirmative action and diversity in American colleges now hinges on the question of whether there is a practical college admissions process with no consideration of a student's race that would produce racially diverse colleges. The basic premise of colleges choosing affirmative action is that it is essential to produce diversity for highly selective colleges. Whether it can continue, however, depends on the U.S. Supreme Court. Since 196...

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Section: The Negative Impact At University Of California Professionalsupporting

confidence: 72%

Section: The Negative Impact At University Of California Professionalmentioning

confidence: 99%

Alternative Paths to Diversity: Exploring and Implementing Effective College Admissions Policies

Orfield

2017

ETS Research Report Series

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“…Beyond leading to declines in the racial/ethnic diversity of the student body (e.g., Garces, 2013b;Garces & Mickey-Pabello, 2015;Hinrichs, 2012), which negatively influence the educational experiences of students of color on campus by placing them at greater risk of experiencing tokenism, these policies have effectively silenced administrator and faculty conversations around race and racism. Beyond leading to declines in the racial/ethnic diversity of the student body (e.g., Garces, 2013b;Garces & Mickey-Pabello, 2015;Hinrichs, 2012), which negatively influence the educational experiences of students of color on campus by placing them at greater risk of experiencing tokenism, these policies have effectively silenced administrator and faculty conversations around race and racism.…”

Section: Applying Lessons Of Social Science Researchmentioning

confidence: 99%

Balancing Liberty and Equality

Garces

2015

Educational Researcher

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For the second time in three years, the Supreme Court is reviewing the constitutionality of a race-conscious admissions policy at the University of Texas, Austin. While the case, Fisher v. University of Texas, raises questions specific to UT Austin, the Court’s second review could change the ways higher education institutions across the nation can legally consider race in their admissions policies. This essay considers the potential ramifications of the Court’s second review. While one cannot predict what the Court will decide, the voting patterns in the first opinion, which sent the case back to the lower court and left prior decisions upholding the constitutionality of race-conscious policies in place, may not hold. Assuming that the justices’ votes are consistent with their previous interpretations of the constitutionality of race-conscious admissions, the decision likely will depend on Justice Kennedy. This essay therefore focuses on Kennedy’s positions in previous cases addressing the use of race in education policies in which he has cast the decisive vote. The Court’s forthcoming decision will not provide easy answers to longstanding questions about how we as a society can account for race in a way that renders it less powerful in shaping life chances. However, unless informed by social science, the way Kennedy resolves the tension he perceives between the constitutional principles of liberty and equity when racial classifications are involved may introduce legal reasoning disconnected from social realities and unnecessary complications for postsecondary institutions that want to provide the educational benefits of a diverse student body.

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“…The question arises, however, as to what extent they support society's mandates? One of these mandates include improving access to healthcare professions education for students from groups who have traditionally been underrepresented in medical schools to improve the diversity of the healthcare workforce (Larkins et al 2015;Garces and Mickey-Pabello 2015;Tiffin et al 2012). Recent data indicates a persistent lack of accessibility (Young et al 2012;Mathers et al 2016).…”

mentioning

confidence: 96%