The Effects of America's Three Affirmative Action Programs on Academic Performance

Abstract

Although affirmative action programs for minority students form just one of several criteria for preferential admissions to American colleges and universities, little research has compared the impact of other large "affirmative actions" programs such as those for athletes and legacies. Using data from the National Longitudinal Survey of Freshmen (NLSF), a sample of nearly 4,000 students in 28 elite American colleges and universities, we develop models that test claims about the effects of affirmative action-namely mismatch hypothesis and stereotype threat-on college performance in three groups: minorities, athletes, and legacies. First, we estimate models predicting two direct and indirect effects suggested by stereotype threat: hours studied per week and the degree of psychological performance burden reported by students. Next we include these direct and indirect measures of stereotype threat and the mismatch hypothesis on grades earned through the end of sophomore year and the likelihood of leaving school by spring of junior year. We do not find strong evidence for the mismatch hypothesis as applied to minorities and athletes, although legacies who enjoyed a greater admissions bonus earned lower grades. Minorities attending institutions that practice greater affirmative action were less likely to drop out but did report lower grades. We also find that legacies and athletes who attend a school that practices institutional affirmative action are indeed more likely to drop out of school.

Mediators of stereotype threat among black college students

“…We also consider the effect of institutional selectivity, arguing that more selective colleges and universities are more likely to highlight indicators of academic achievement such as course grades, exam outcomes, honors, and awards, thus focusing attention on scholarly performance to heighten the potential for stereotype threat. With respect to affirmative action, we hypothesize that institutions emphasizing minority inclusion may inadvertently stigmatize them as being less qualified than other students, especially if they are slotted into “special” or “remedial” programs on the basis of race, thus exacerbating stereotype threat (see Fischer and Massey 2007; Massey and Mooney 2007). Finally we consider group size, arguing that other things equal, a relatively large number of minority students on campus will reduce the visibility of any individual minority student, thus mitigating the potential for stereotype threat.…”

Capital Conversion and Accumulation: A Social Portrait of Legacies at an Elite University

“…The few studies that have examined legacies' academic achievement suggest a degree of underperformance early in college (Massey and Mooney 2007;Spenner et al 2005) but little underperformance by the end of college (Bowen et al 2005, p. 171). In explaining this early underperformance, we explore the forms of capital with which students enter college.…”

Athlete Graduation Rate Gaps at Division-I State Flagship Universities: An Exploratory Analysis Emphasizing Black Males

“…Although athletes may be admitted with lower academic credentials (Hood et al, 1992;Shulman & Bowen, 2001;Bowen & Levin, 2003), Massey and Mooney's (2007) model remains one of the few studies to test the explanatory powers of mismatch theory for college athletes at competitive universities. Constructed from a sample of nearly 4,000 students, including 294 first-year varsity or junior varsity athletes at 28 elite American colleges and universities, Massey and Mooney found minorities and athletes who received an SAT admissions bonus did not earn significantly lower grades through the end of their sophomore year.…”