You say you want diversity? Opinions
Posted on Mon, Apr. 07, 2003
You say you want diversity?
By Allan Saxe Special to the Star-Telegram
The U.S. Supreme Court recently heard oral arguments on a very important case with significant social and educational implications. The case pivots on the University of Michigan's affirmative action policy: whether admissions can be judged at least in part by using race and ethnicity. The case probably will be decided before the end of this year. It will be a very close decision and probably will uphold the university's policy.
The Supreme Court is first and foremost a legal institution. It is commanded to look at the law, legal precedents and tenets of the U.S. Constitution in its decisions -- a requirement that may not reflect public mood and its wishes. The court has often gone against the public mood and wishes in determining what is constitutional. This occasionally has created vocal public displeasure, at least from some groups. Among the best-known such episodes has been that of abortion (the case of Roe vs. Wade).
The primary constitutional issue at play in the Michigan case is the 14th Amendment's equal protection clause. The most important question: whether this clause has been violated by the use of race in university admissions policy. The university has argued that it wishes to strive for diversity. Diversity, it asserts, is an important part of a university education, while not diminishing high academic standards. Diversity is indeed a significant part of education.
Many universities now take numerous factors into account to ensure diversity. These factors often include economic background, geographic origin, hardships overcome, athletic abilities, test scores, academic grade points and references, in addition to race, gender and ethnicity. But if universities are so motivated toward diversity as a goal, why not consider other issues as well? The age of students is also important to a diverse student body. Most universities, especially in undergraduate levels, are inhabited by young men and women, often just out of high school.
Why not give extra admission points to aspiring students over the age of 50? The wisdom, experience and diligence of older people would be a very valuable addition to the diversity goal. Often it is the one or two older students in introductory courses who lead discussions, respond to lectures and add a measure of maturity to the atmosphere. Colleges and universities ought to seek out older students who do not have degrees and bring them into the academic environment. The courage and tenacity of many disabled students can add much to a student body's learning experience.
I often have been dazzled by students who are confined by their bodies but not by their minds. If universities really wish for diversity, why not award extra points to those with a variety of political and social attitudes? Why not have admission policies awarding points to those who exhibit conservative political postures?
Or to those with liberal leanings, or libertarian leanings? This would help dispel the notion that universities are hotbeds of the liberal persuasion. If a university actually used political leanings as one part of the admission procedure, it probably would lead to a federal court case. But are politics any less useful for diversity than race, ethnicity and gender?
A great diversity in political and social views would add much to university campuses. (And for every demonstration against President Bush and his Iraqi policy, there would be similar size demonstrations in favor.) Race and ethnicity are important considerations in moving toward and establishing diversity. However, our most prestigious campuses could employ many other factors more rigorously toward that end.
Allan Saxe is a UT-Arlington associate professor. (817) 548-5558
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