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International Perspectives on Higher Education Admission Policy

A Reader

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Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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33 Diversifying the American Legal Profession: Racial/Ethnic Minority Law Student Admissions Experiences

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CHAPTER 33

Diversifying the American Legal Profession

Racial/Ethnic Minority Law Student Admissions Experiences

Terrell L. Strayhorn and Michael Steven Williams

Introduction

Increasing diversity in higher education, particularly in terms of racial/ethnic minorities (REM), is a major objective or recent admissions policies and court decisions. For instance, the Institute for Effective Governance, headquartered in Washington, D.C., released a policy brief titled, “Diversity in College Admissions: Issues for Trustees,” acknowledging that efforts to achieve racial and ethnic diversity are quite popular, and much needed, at American colleges and universities. As another example, in 2003, the U.S. Supreme Court ruled in favor of “narrowly tailored” considerations of race as one among many factors in college admissions; the high court also upheld the previous court’s opinion in Bakke that diversity is a compelling state interest.

Recent court decisions, like Gratz (2003) and Grutter (2003), are informed by a long line of inquiry that has established the educational benefits of diversity in collegiate settings at the undergraduate-degree level. Previous researchers have demonstrated that greater diversity positively affects students’ involvement, perceptions of others, participation in democracy, and aspirations for advanced education. For instance, Gurin (1999) examined the influence of a diverse student body on collegiate learning environments. She found that increased structural diversity leads to a higher probability for students to engage peers whose backgrounds differ from their own.

There are other major conclusions that emanate from previous research...

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