The More Things Change, the More They Stay the Same: The Elusive Search for Racial Equity in Higher Education

In 1965, when affirmative action officially became part of the national consensus to achieve racial social justice, it was based on the compelling justification of establishing equality and remedying the effects of past discrimination. Since then, there has been a slow but steady shift from “equity ” to “diversity ” as its rationale. The shift has had a negative effect on achieving the original goal of racial equality. The diversity rationale has permitted parallel procedures to evolve that provided majority students with an even larger differential advantage than that conferred on minority students by affirmative action. In addition, we continue to have massive segregation. Minorities are concentrated in second level schools in urban areas, while whites are concentrated in higher quality institutions in the educational suburbs. It is without factual or legal foundation that whites can argue that they (relative to minorities) are the victims of discrimination through unfair and unequal educational policies and practices that determine access to higher education. Under President Johnson (1965a) affirmative action officially became part of the national consensus to achieve racial social justice. Executive Order 11246 was based on the compelling justification of establishing equality and remedy-ing the effects of past discrimination (Allen, Teranishi, Dinwiddie & Gonzales, 2000; Johnson, 1965b). However, since 1978 when the Supreme Court acknowl-edged the educational value of a racially diverse campus (Regents of the University of California v. Bakke) there has been a slow but steady shift from “equity ” to ∗Correspondence concerning this article should be addressed to Edward Renner, Evaluation Re