The shape of the river : long-term consequences of considering race in college and university admissions
著者
書誌事項
The shape of the river : long-term consequences of considering race in college and university admissions
Princeton University Press, c1998
大学図書館所蔵 全21件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. [451]-459) and index
内容説明・目次
内容説明
Across the United States, in courts, classrooms and the media, Americans are divided over the use of race in admitting students to universities. This book is intended to change that. It brings a wealth of empirical evidence to bear on how race-sensitive admissions policies actually work and what effects they have had on students of different races. The heart of the book is an analysis of the academic, employment and personal histories of more than 60,000 white and African-American students who attended academically selective universities between the 1970s and the early 1990s. The authors argue that only by examining the college careers and the subsequent lives of these students - or, to use a metaphor they take from Mark Twain, by learning the shape of the entire river - can we pass an informed judgement on the wisdom of university admissions policies. They begin by examining the historical context for race-sensitive admissions and how race affects the chances of being admitted to selective colleges. They analyze students' academic records and whether black students overachieved or underachieved in relation to their precollegiate records.
The authors follow students to graduate and professional schools and into the marketplace. They explore students' community and family lives after university and the students' reflections on their university experience. In the final chapters, they show how their findings affect the arguments commonly used to attack or defend the use of race in admitting students to the most competitive colleges and universities.
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