How Do Affirmative Action Bans Affect the Racial Composition of Postsecondary Students in Public Institutions?

Liu, Huacong

doi:10.1177/0895904820961007

Cited by 15 publications

(4 citation statements)

References 38 publications

(47 reference statements)

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“…The results obtained by Ding et al (2017) were subsequently supported by Liu (2020), where the abolition of China's raceconscious admissions policy directly affected the chances of admitting minority students. In the United States, Bleemer (2021) also showed that affirmative action promoted socio-economic mobility among minority youth, leading to an increase in education allocation efficiency.…”

Section: A Introductionmentioning

confidence: 86%

“…Racial/ethnic awareness policies also affected quality diversity, leading to the development of a mutually supportive composition. Furthermore, the removal of affirmative action reduced the number of trained racial-ethnic minority professionals, which then provided a serious impact on the inequalities in various sectors (Liu, 2020). In this condition, the future of the nation was observed as a shared responsibility, indicating that the continuity of affirmative action was the right choice.…”

Section: B Literature Reviewmentioning

confidence: 99%

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Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Rochadi,

Nursatyo,

Rohmah

et al. 2024

IJSSHR

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This research evaluates the Indonesian government's affirmative secondary education (ADEM) policy towards Papuan ethnic minorities. The aim is to demonstrate the achievement of policy targets, namely increasing achievement motivation, building ethnic solidarity, building nationalism, and preparing students to compete in the national and international job market. The research was conducted using quantitative methods, totaling 289 respondents who were determined purposively. Data was collected using closed questionnaires and analyzed using descriptive statistics. From the 4 variables, it was concluded that students' achievement motivation was high (54.5%), moderate inter-ethnic solidarity (46%), and high nationalism (82%). While students' readiness to enter the national and international job market is low due to the policy of protecting ethnic Papuans from getting formal sector jobs in Papua, their attachment to the land and past experiences has not completely disappeared. Judging from the father's main job, students from entrepreneurial families stand out the most, they have high achievement motivation, ethnic solidarity, nationalism, and competitive readiness. Meanwhile, students from families whose parents do not work or are looking for work have the lowest achievement. Judging from the average father's income, there is a trend that the higher the parent's income, the higher the achievement in terms of achievement motivation, ethnic solidarity, nationalism, and competitive readiness. This research shows that affirmative secondary education policies are useful in reducing ethnic disparities. Therefore, this policy needs to be continued and expanded to other ethnic groups who are included in the critical mass.

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Section: A Introductionmentioning

confidence: 86%

Section: B Literature Reviewmentioning

confidence: 99%

Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Rochadi,

Nursatyo,

Rohmah

et al. 2024

IJSSHR

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“…Students for Fair Admissions (Howe, 2022). If the end of race-based affirmative action is forthcoming, an alternative like place-based alternative action may be crucial to address racial inequality in collegiate admissions because when states banned affirmative action college diversity decreased (Garces, 2012;Hinrichs, 2012;Liu, 2022;Long & Bateman, 2020). However, alternative policies, like Texas' Top 10% Plan, in states that have affirmative action bans put in place by administrators have not addressed racial inequality in student enrollment (Cortes, 2010;Long & Bateman, 2020) so alternative proposals like a place-based schema need careful evaluation before widespread adoption to examine potential racialized impacts.…”

Section: Geography and Educationmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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“…Within education, scholars have considered the impact of AA bans on UR student applications, admissions, yield rates [15], enrollment [16], [17], attendance [2], persistence, and degree attainment across post-secondary fields of study, with some attention to STEM in particular [18], [19]. Findings show a decrease in UR student STEM undergraduate degree attainment in states with AA bans [14], [20], with UR student degree completions at highly selective colleges the most impacted [21].…”

Section: Introductionmentioning

confidence: 99%

Examining the Impact of State-Level Affirmative Action Bans on the Enrollment of Historically Excluded Students in Engineering Schools

Banka,

d'Entremont,,

Lyon

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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How Do Affirmative Action Bans Affect the Racial Composition of Postsecondary Students in Public Institutions?

Cited by 15 publications

References 38 publications

Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Examining the Impact of State-Level Affirmative Action Bans on the Enrollment of Historically Excluded Students in Engineering Schools

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