No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life
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Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences.
The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and "selective admission enhancement strategies"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
No Longer Separate, Not Yet Equal offers valuable insights into the intricate workings of America's elite higher education system.
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No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life Review
In 1954 the Supreme Court unanimously agreed to eliminate the "separate but equal" doctrine in force for nearly 60 years. It took some time to implement but the die was cast. But neither immediate nor complete equality materialized. Instead delay and subterfuge seeped into many arenas. As Douglass S. Massey noted we entered a period of "discrimination with a smile."
The authors of this carefully researched book explore race and class at our elite colleges. This fact-filled book is elegantly written and very thought-provoking. Ten long chapters, 547 pages, over 200 tables, 3 appendixes and 39 pages of references provide readers a lucid picture and resources for further study.
Accepting America's ever increasing status as a multi-cultural society, the authors pose a key question. "Are America's elite colleges admitting and successfully educating a diverse student body?" To find the answer, they explored and studied "how race and social class impact each stage from application and admission, to enrollment and student life on campus."
No Longer Separate, Not Yet Equal offers valuable insights into the intricate workings and nuances of America's elite higher education conglomerate. A world onto itself, it has held the key to success for America's privileged select few for over two hundred years. Have the walls of access begun to crack? Have students unimaginable a mere generation ago been accepted? Have they succeeded?
Clearly the answer is yes. But the game has been spotty and it is neither over nor hardly won. The rich experiences of the recent past chronicled in this book can provide insights into the reality we face and ideas that could blossom into productive change.
Although about the Ivy League and other elite schools, many a reader will recognize familiar similarities at their colleges. There is much to learn and much change to be implemented.
Being accepted to an elite college can be a joyous experience. Many apply but few, very few are admitted. Some examples: Princeton University received a record 18,942 applications for the Class of 2011 but only 1,838 students, a mere 9.7 percent, were admitted. Harvard's acceptance rate was similar, 9.0 percent were accepted down from 9.3 percent the previous year.
The authors highlighted examples "of inequality and how they manifest themselves by race and social class." Alumni children, White males and children of large donors have long had the inside track. Clearly the admittance of minorities via affirmative action frustrated some. Lawsuits ensued. In 2003 the Supreme Court decreed that race could be considered in acceptances because of the "educational benefits that can flow from a racially diverse student body."
Three issues linger in one's mind after reading this book. First, we are reminded of the "unique role that elite higher education plays in perpetuating intergenerational inequality in America." But in societies the world over, the children of socioeconomic privileged parents tend to be advantaged as well. Children who go to elite colleges have a better opportunity of succeeding. Thus, the desire of students from all backgrounds to enter them is manifest. If only the wealthy, the well-connected can attend many qualified students will be excluded and it perpetuates an inherited class structure in the country. Not a good outcome for a country struggling to be more democratic.
Secondly, and this is certainly not limited to elite schools, there is a marked tendency among minorities to separate themselves from the majority population. Instead of seeking ways of intermingling, they socialize and study with their own ethnic group. It is understandable. They feel more comfortable, but it undercuts the advantages of a diverse student population. Of course, elite Whites tend to cluster among themselves as well. Cross racial-social interactions should be a goal for all students and institutions.
Those two issues can be addressed by the colleges themselves. Policies and procedures can lead to desired goals if the will exists. But the third issue begins long before students arrive on campus and thus is more difficult to address, to correct. It is the enduring "racial gap in academic achievement."
It is enshrined in the pre-college years. Schooling, environment and societal realities produce different results. White and Asians usually have the highest test scores and the best high school grades; blacks and Hispanics lag.
"The racial gap in academic performance plays a much more central role in problems that loom large today than almost anyone realizes. It contributes significantly to most adult forms of social and economic inequality..."
Races may no longer be separate, but in society as a whole and on our campuses all are not yet equal. The authors, while acknowledging great progress, recommend "a declaration of war on the root causes".
This book is to be read but more importantly - studied.
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Dr. Mellander, a college president for 20 years, was most recently a graduate school dean at George Mason University.
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