Admission Impossible? Self Interest and Affirmative Action
This paper explains people’s preferences for ethnic and racial diversity in higher education through a model based on self interest Although all citizens from the majority group value diversity and their own education in the same way their preferences for the level of diversity as well as the means of achieving it depend on their competitive positions in university admissions High-income majority citizens who tend to have better academic qualifications than lower-income majority candidates prefer more diversity which they want to achieve through affirmative action by displacing marginal majority candidates for marginal minority candidates Lower-income majority candidates prefer less diversity which they want to achieve through admissions rules that partially ignore academic qualifications Data from a CBS/NYT opinion poll confirm these predictions Our model suggests why recently several American universities have replaced race-conscious admissions policies with race-blind policies that de-emphasize standardized tests with little to no effect on diversity Income inequality and competitive admissions both make banning affrmative action more likely
|Date of creation:||Jul 2002|
|Contact details of provider:|| Postal: 3400 North Charles Street Baltimore, MD 21218|
Web page: http://www.econ.jhu.edu
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Raquel Fernandez, 1998.
"Education and Borrowing Constraints: Tests vs. Prices,"
NBER Working Papers
6588, National Bureau of Economic Research, Inc.
- Fernandez, R., 1998. "Education and Borrowing Constraints: Tests vs Prices," Working Papers 98-17, C.V. Starr Center for Applied Economics, New York University.
- Fernández, Raquel, 1998. "Education and Borrowing Constraints: Tests Vs. Prices," CEPR Discussion Papers 1913, C.E.P.R. Discussion Papers.
- Roberts, Kevin W. S., 1977. "Voting over income tax schedules," Journal of Public Economics, Elsevier, vol. 8(3), pages 329-340, December.
- Mark Bagnoli & Ted Bergstrom, 2005. "Log-concave probability and its applications," Economic Theory, Springer;Society for the Advancement of Economic Theory (SAET), vol. 26(2), pages 445-469, 08.
- Bagnoli, M. & Bergstrom, T., 1989. "Log-Concave Probability And Its Applications," Papers 89-23, Michigan - Center for Research on Economic & Social Theory.
- Gans, Joshua S. & Smart, Michael, 1996. "Majority voting with single-crossing preferences," Journal of Public Economics, Elsevier, vol. 59(2), pages 219-237, February.
- Shelly J. Lundberg, 1991. "The Enforcement of Equal Opportunity Laws Under Imperfect Information: Affirmative Action and Alternatives," The Quarterly Journal of Economics, Oxford University Press, vol. 106(1), pages 309-326.
- Coate, Stephen & Loury, Glenn C, 1993. "Will Affirmative-Action Policies Eliminate Negative Stereotypes?," American Economic Review, American Economic Association, vol. 83(5), pages 1220-1240, December.
- Coate, S. & Loury, G.C., 1992. "Will Affirmative Action Policies Eliminate Negative Stereotypes?," Papers 3, Boston University - Department of Economics.
- Fang,H. & Norman,P., 2001. "Government-mandated discriminatory policies," Working papers 12, Wisconsin Madison - Social Systems.
- Fang, Hanming & Norman, Peter, 2001. "Government-Mandated Discriminatory Policies," Working Paper Series 562, Research Institute of Industrial Economics.
- repec:hhs:iuiwop:562 is not listed on IDEAS
- De Fraja, Gianni, 2001. "Education Policies: Equity, Efficiency and Voting Equilibrium," Economic Journal, Royal Economic Society, vol. 111(471), pages 104-119, May. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:jhu:papers:479. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (None)
If references are entirely missing, you can add them using this form.