Would we like to create an affirmative action policy for Iowa State University?
— How and why WILL practice
— How and why ISU will not practice
- to create an equally conducive environment for all shareholders on campus
- provides a way to enrich the collegiate experience for shareholders by providing access to all via employment or education
- help to continue the desegregation of all peoples
- increase the employment and education opportunities for people of under-represented races and women, which in turns increases the human capital for the United States
- continue to communicate and practice the importance of equality to all people within the academic environment both in employment and education via the affirmative action policy
- show the benefits of affirmative actions to the campus community
- inhibit the rights of the majority allowing the stigma of special privileges
- give access to people who have not gained the respective merit necessary to be a part of the community
- allow homogeneous view to drive the collegiate practices to be comprimised
Brown, S. K. & Hirschman, C. (2006). The end of affirmative action in Washington State and its impact on the transition from high school to college. Sociology of education, 79(April): 106-130.
Contreras, F. E. (2005). The reconstruction of merit post-proposition 209. Educational policy, 19(2): 371-395.
Elliott, E. W. & Ewoh, A. I. E. (2005). Beyond Gratz and Grutier: Prospects for affirmative action in the aftermath of the Supreme Court’s Michigan decisions. Review of policy research, 22(24): 5410553.
Hurtado, A. (2004). Toward a more equitable society: moving forward in the struggle for affirmative action. The review of higher education, 28(2): 273-284.
Knight, J. L. & Hebl, M. R. (2005). Affirmative reaction: The influence of type of justification on nonbeneficiary attitudes toward affirmative action plans in higher education. Journal of social issues, 61(3): 547-568.
Moses, M. S. & Chang, M. J. (2006). Toward a deeper understanding of the diversity rationale. Educational researcher, 35(1): 6-11.