How Diversity Punishes Asians, Poor Whites and Lots of Others

Russell K. Nieli, Minding the Campus, July 12, 2010

When college presidents and academic administrators pay their usual obeisance to “diversity” you know they are talking first and foremost about race. More specifically, they are talking about blacks. {snip}

As a secondary meaning “diversity” can also encompass Hispanics, who together with blacks are often subsumed by college administrators and admissions officers under the single race category “underrepresented minorities.” {snip}

Asians, unlike blacks and Hispanics, receive no boost in admissions. Indeed, the opposite is often the case, as the quota-like mentality that leads college administrators to conclude they may have “too many” Asians. {snip}


While almost all college administrators and college admissions officers at the most elite institutions think in racial balancing and racial quota-like terms when they assemble their student body, they almost always deny this publically in a blizzard of rhetoric about a more far-flung “diversity.” Indeed, there is probably no other area where college administrators are more likely to lie or conceal the truth of what they are doing than in the area of admissions and race.


The Diversity Colleges Want

A new study by Princeton sociologist Thomas Espenshade and his colleague Alexandria Radford is a real eye-opener in revealing just what sorts of students highly competitive colleges want–or don’t want–on their campuses and how they structure their admissions policies to get the kind of “diversity” they seek. The Espenshade/Radford study draws from a new data set, the National Study of College Experience (NSCE), which was gathered from eight highly competitive public and private colleges and universities (entering freshmen SAT scores: 1360). {snip}

Consistent with other studies, though in much greater detail, Espenshade and Radford show the substantial admissions boost, particularly at the private colleges in their study, which Hispanic students get over whites, and the enormous advantage over whites given to blacks. They also show how Asians must do substantially better than whites in order to reap the same probabilities of acceptance to these same highly competitive private colleges. On an “other things equal basis,” where adjustments are made for a variety of background factors, being Hispanic conferred an admissions boost over being white (for those who applied in 1997) equivalent to 130 SAT points (out of 1600), while being black rather than white conferred a 310 SAT point advantage. Asians, however, suffered an admissions penalty compared to whites equivalent to 140 SAT points.

The box students checked off on the racial question on their application was thus shown to have an extraordinary effect on a student’s chances of gaining admission to the highly competitive private schools in the NSCE database. To have the same chances of gaining admission as a black student with an SAT score of 1100, an Hispanic student otherwise equally matched in background characteristics would have to have a 1230, a white student a 1410, and an Asian student a 1550. Here the Espenshade/Radford results are consistent with other studies, including those of William Bowen and Derek Bok in their book The Shape of the River, though they go beyond this influential study in showing both the substantial Hispanic admissions advantage and the huge admissions penalty suffered by Asian applicants. Although all highly competitive colleges and universities will deny that they have racial quotas–either minimum quotas or ceiling quotas–the huge boosts they give to the lower-achieving black and Hispanic applicants, and the admissions penalties they extract from their higher-achieving Asian applicants, clearly suggest otherwise.

Espenshade and Radford also take up very thoroughly the question of “class based preferences” and what they find clearly shows a general disregard for improving the admission chances of poor and otherwise disadvantaged whites. Other studies, including a 2005 analysis of nineteen highly selective public and private universities by William Bowen, Martin Kurzweil, and Eugene Tobin, in their 2003 book, Equity and Excellence in American Higher Education, found very little if any advantage in the admissions process accorded to whites from economically or educationally disadvantaged families compared to whites from wealthier or better educated homes. {snip}


When lower-class whites are matched with lower-class blacks and other non-whites the degree of the non-white advantage becomes astronomical: lower-class Asian applicants are seven times as likely to be accepted to the competitive private institutions as similarly qualified whites, lower-class Hispanic applicants eight times as likely, and lower-class blacks ten times as likely. These are enormous differences and reflect the fact that lower-class whites were rarely accepted to the private institutions Espenshade and Radford surveyed. Their diversity-enhancement value was obviously rated very low.

Poor Non-White Students: “Counting Twice”

{snip} Private institutions, Espenshade and Radford suggest, “intentionally save their scarce financial aid dollars for students who will help them look good on their numbers of minority students.” Quoting a study by NYU researcher Mitchell Stevens, they write: “ultimate evaluative preference for members of disadvantaged groups was reserved for applicants who could be counted in the college’s multicultural statistics. This caused some admissions officers no small amount of ethical dismay.”

{snip} The ugly truth is that most colleges, especially the more competitive private ones, are fiercely concerned with their ratings by rating organizations like U.S. News & World Report. And an important part of those ratings consist of a numerical acceptance rate (the ratio of applicants received to those accepted) and a yield score (the ratio of those accepted to those who enroll). The lower the acceptance rate and the higher the yield score the more favorably colleges are looked upon. In extending admissions to well-qualified but financially strapped whites who are unlikely to enroll, a college would be driving both its acceptance rate and its yield score in the wrong direction. Academic bureaucrats rarely act against either their own or their organization’s best interests (as they perceive them), and while their treatment of lower-class whites may for some be a source of “no small amount of ethical dismay,” that’s just how it goes. Some of the private colleges Espenshade and Radford describe would do well to come clean with their act and admit the truth: “Poor Whites Need Not Apply!”

Besides the bias against lower-class whites, the private colleges in the Espenshade/Radford study seem to display what might be called an urban/Blue State bias against rural and Red State occupations and values. This is most clearly shown in a little remarked statistic in the study’s treatment of the admissions advantage of participation in various high school extra-curricular activities. In the competitive private schools surveyed participation in many types of extra-curricular activities–including community service activities, performing arts activities, and “cultural diversity” activities–conferred a substantial improvement in an applicant’s chances of admission. {snip}

But what Espenshade and Radford found in regard to what they call “career-oriented activities” was truly shocking even to this hardened veteran of the campus ideological and cultural wars. Participation in such Red State activities as high school ROTC, 4-H clubs, or the Future Farmers of America was found to reduce very substantially a student’s chances of gaining admission to the competitive private colleges in the NSCE database on an all-other-things-considered basis. The admissions disadvantage was greatest for those in leadership positions in these activities or those winning honors and awards. {snip} Excelling in these activities “is associated with 60 or 65 percent lower odds of admission.”

{snip} In his Bakke ruling Lewis Powell was impressed by the argument Harvard College offered defending the educational value of a demographically diverse student body: “A farm boy from Idaho can bring something to Harvard College that a Bostonian cannot offer. Similarly, a black student can usually bring something that a white person cannot offer.” The Espenshade/Radford study suggests that those farm boys from Idaho would do well to stay out of their local 4-H clubs or FFA organizations–or if they do join, they had better not list their membership on their college application forms. This is especially true if they were officers in any of these organizations. Future farmers of America don’t seem to count in the diversity-enhancement game played out at some of our more competitive private colleges, and are not only not recruited, but seem to be actually shunned. It is hard to explain this development other than as a case of ideological and cultural bias.


Many universities, including Princeton, are interested in enrolling foreign students, along with students from disparate regions of the U.S. But the more competitive private universities seem to have little interest in diversifying their student bodies when it comes to people who have served in the American military or people who intend to make a career out of military service. Even if they don’t shun such people, or hold their military service or aspirations against them, they clearly don’t seek them out or court them the way they do “underrepresented” racial minorities. And while many universities host college-level ROTC programs (often for financial reasons), the military/civilian relationship on campus is usually far from amicable.

{snip} If nothing else the new Espenshade/Radford study helps to document what knowledgeable observers have long known: “diversity” at competitive colleges today involves a politically engineered stew of different groups. drawn from the ingredients selected by reigning campus ideology. Since that ideology is mainly dictated by the Left, it is no surprise that the diversity achieved is what the larger American landscape looks like when it is viewed through a leftist lens. {snip}

[The Espenshade/Radford study is presented and analyzed in their book No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life here.]


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