In the flrst study subjects were given information ahout an applicant to graduate school and asked to rate his qualiflcations. The information experimentally varied (a) whether the school had an affirmative action policy, (fo) the ethnicity of the applicant, and (c) whether the applicant was accepted or rejected. Based on Kelley's discussion ofthe discounting and augmentation principles, it was predicted that the minority applicant would he rated as less qualified when the university was committed to an affirmative action program. The reverse pattern was predicted for the nonminority applicant. The results supported the flrst prediction hut not the second. Experiment 2 was designed to eliminate alternative interpretations ofthe data and the same results were found. Possible interpretations for the failure of afflrmative action in affecting the ratings of nonminority applicants are discussed.Recently, the policy of affirmative action has received a good deal of attention from the media and evoked strong emotions from the general public (Newsweek, July 10, 1978). The purpose of affirmative action programs is to improve educational and employment opportunities for ethnic minorities and women. To accomplish this goal minorities are given preferential treatment in job placements, promotions, and admissions into academic programs.Ŵ hile most ofthe discussion concerning affirmative action has centered around its constitutional legality, fairness, and effectiveness, 1. The authors would like to thank Bernardo Carducci, John Crawford, and Deborah Lane for their assistance in collecting data. Requests for reprints should be sent to Luis T. Garcia,

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