Ethnic Diversity

This essay has a total of 1325 words and 6 pages.

ethnic diversity

Affirmative action can be defined as action taken to compensate for past unfairness in the education of minorities. The current system of affirmative action allows universities to admit applicants from certain ethnic and minority groups with lower credentials. The main purpose of affirmative action is to produce a diverse campus population that is comparable to today's society. The use of race as a facto by which someone is admitted to college in the long run will compromise the quality of the university. Implicating affirmative action to solve the problem of diversity on today's campuses has lead to the creation of problems. The discrimination against Caucasian and Asian American students a long with the toleration of lower quality work produced by African American students and other minority students is an example of the problems caused by Affirmative Action. Although affirmative action intends to do good, lowering the standards by which certain racial groups are admitted to college is not the way to solve the problem of diversity in America's universities. The condition of America's public schools is directly responsible for the poor academic achievement of minority children. "Instead of addressing educational discrepancies caused by poverty and discrimination, we are merely covering them up and pretending they do not exist, and allowing ourselves to avoid what it takes to make a dent in them--augmenting Head Start, improving high schools and spending more equally among schools" (Jacoby 36). The implication of racial preference has given high schools permission to replace the tradition of achievement with a culture of entitlement. The feeling of the absence of enthusiasm for achievement is illustrated by John O'Sulllivan editor of the National Review hen he said, "Restoring high standards in high school will take time; but it will not even begin until the corrupting influence of racial preference is removed". By not admitting under qualified minority students to America's premier universities, for example Stanford, hey have not been sent to exile. There are an enormous amount of top quality schools which they can attend and still achieve their dreams. Students admitted under the affirmative action plan are accepted with SAT scores 200 to 300 points lower than that of their Asian American and Caucasian competitors. The undergraduate admission process at the university of California at Los Angles is based on two standards. These standards are academic rating which are test scores and grades second are the supplemental ratings. These sees the students socioeconomic or educational disadvantages. UCLA then ranked each perspective student from 1, the highest, to 6, the lowest. UCLA accepts 40 to 60 percent of their students strictly on academic premise, but they do not achieve desirable diversity with theses students. The second group of students accepted contains those whose combine academic and supplemental rating give them an overall high score. In this group students with a low academic and high supplemental rating could till be acceptor. Of the 6,801 students accepted on their academic criteria lone, only 77 or about 1 percent were African American. Of Asian American and Caucasian students 81 percent had an academic rankings of one or two. For the African American and Mexican applicants less than 13 percent of those admitted had an academic rankings of 1 or 2. UCLA is significantly lowering the standards by which they are accepting minorities in order to achieve diversity. It is ludicrous to try to establish racial report nationalism in university entrance as a test of a system's excellence. The most important thing is the number of students who graduate with good marks. Once admitted, the performance among affirmative action students and other students differs. Among white and Asian American students, at lest 80 percent of them graduate within 5 years. Less than half of the enrolled African American students graduate in that amount of time. In the class of 1990 admitted at UCLA, the average Caucasian grade was just above a B while the African American aver

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