Testing Race-Neutral Admissions Models: Lessons from California State University-Long Beach

Abstract

This policy analysis article examines how California State University-Long Beach, an institution where upward of 22,000 student applied for roughly 3,400 freshman slots and where the transfer class had to be reduced because of mandatory enrollment reductions, tested race-neutral admissions models in accordance with Proposition 209, which prohibits race/gender preferences. Testing occurred in the fall of 2002 and 2003 within a complex context where escalating demand for access came at a time of budget reductions and enrollment downsizing.

Undergraduate Latina/o Students

“…Castillo et al (2006) note that when applied to Latina/o students, person-centered approaches such as Tinto's (1993) model may be problematic, as these models do not account for contextual factors influencing student success. Moreover, Rendón, Novack, and Dowell (2005), Tierney (1993), and others have criticized the use of Tinto's (1993) model to study the experiences of diverse student groups. Despite these critiques however, the lack of more relevant and developed theories specific to Latina/os continues to hamper scholars' ability to move away from using student integration theory to predict academic outcomes (e.g., Baker, 2008, Fisher, 2007, Museus et al, 2008.…”

A Critical Agency Network Model for Building an Integrated Outreach Program

“…Strong central leadership has been cited as a key factor in initiatives that run the gamut from collaboration, learning, and community engagement to social justice (Kezar, 2006;Mohrman, Cohen, & Mohrman, 1995;Rendón, Novack, & Dowell, 2005;Weerts & Sandmann, 2008). Keller's (1983) classic study first presented the now almost universally accepted premise that substantive shift in a university's direction depends on top academic managers taking the initiative and providing the vision for change (Leslie & Fretwell, 1996).…”

Resisting and Responding to Racism Through Fraternity and Sorority Involvement

“…The logic is if one cannot see color then there is no racism (Bonilla‐Silva, ). The emergence of race‐neutral policies and practices has affected several components of higher education including: admissions and recruitment practices, scholarships, and financial aid opportunities (See Chapter 3) (Lopez, ; Morfin, Perez, Parker, Lynn, & Arrona, ; Rendón, Novack, & Dowell, ). Williams and Land () argued that, “non‐recognition of race reinforces and reproduces the flawed structure of society because it does not allow for the analysis of social inequality at the core of the problem” (p. 580).…”