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The Persistent Myths of “Acting White” and Race Neutral Alternatives to Affirmative Action in Admissions

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  • Rodney Andrews
  • Omari Swinton

Abstract

This paper discusses the persistent myths that cloud our understanding of two politically charged themes that have been featured in discussions of the educational outcomes of Blacks: "Acting White" and Race Neutral Alternatives to Affirmative Action in postsecondary admissions. We discuss research that shows that the "Acting White" hypothesis fails both theoretically and empirically to explain differences in educational outcomes between blacks and whites. We provide evidence that race neutral alternatives to admissions in higher education are both less effective and less efficient in producing racially diverse cohorts. Policy recommendations that heed the myths that rather than follow the facts are likely to be injurious to those that they seek to aid. Copyright Springer Science+Business Media New York 2014

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  • Rodney Andrews & Omari Swinton, 2014. "The Persistent Myths of “Acting White” and Race Neutral Alternatives to Affirmative Action in Admissions," The Review of Black Political Economy, Springer;National Economic Association, vol. 41(3), pages 357-371, September.
    • Handle: RePEc:spr:blkpoe:v:41:y:2014:i:3:p:357-371
    DOI: 10.1007/s12114-014-9188-8
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    References listed on IDEAS

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    5. Jimmy Chan & Erik Eyster, 2003. "Does Banning Affirmative Action Lower College Student Quality?," American Economic Review, American Economic Association, vol. 93(3), pages 858-872, June.
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    7. Roland Fryer & Glenn C. Loury & Tolga Yuret, 2003. "Color-Blind Affirmative Action," NBER Working Papers 10103, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Mitra Akhtari & Natalie Bau & Jean-William Laliberté, 2024. "Affirmative Action and Precollege Human Capital," American Economic Journal: Applied Economics, American Economic Association, vol. 16(1), pages 1-32, January.
    2. Thomas S. Dee & Emily K. Penner, 2021. "My Brother's Keeper? The Impact of Targeted Educational Supports," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 40(4), pages 1171-1196, September.

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