Chen Furthers Diversity Debate

Author: Yvonne Chen

After reading last week's column Conservative Voice, I was both upset and offended by Amber Hillman's comments on affirmative action ("Conservative Voice," The Middlebury Campus, Feb. 26. 2003). However, I commend her for bravery for expressing her view on a controversial, yet important topic.
Since some critics tend to target students of color over any other beneficiary group (women, legacies, athletes, etc.), this article will offer historical and current commentary on the significance of race throughout history and today, and its role in institutions of higher education.
While for almost 40 years women and historically marginalized people of color have benefited from these polices which were meant to expand their opportunities, many of us are quick to forget that affirmative action has actually had a much longer history. Affirmative action for most whites first started with the abolition of European servitude as black slaves were left to be the only source of free labor in the colonies. Later, it took the shape of the 1790 Naturalization Act, which granted almost every European immigrant full citizenship and excluded indigenous blacks, Asians and Native Americans. It was found in the racially restrictive FHA housing loans of the 1930s to the '60s, which helped over 15 million white families. More generally, it existed for over 100 years as official racial segregation, depriving marginalized status groups of human decency, as well as access to opportunities in employment, higher education, and social networks such as the "old boys clubs."
Thankfully, we no longer live in that time of outright racial discrimination -- at least, I hope not. We do, however, live with its effects. For example, white families have an average net worth that is 11 times the net worth of black families even when only comparing families of like size, composition, education and income status according to a recent study. A full-time black male worker in 2003 makes less in real dollar terms than similar white men were earning in 1967. Moreover, the current baby-boomer generation of whites is currently in the process of inheriting between $7-10 trillion in assets from their parents and grandparents. This is property handed down by individuals who were given the opportunity to accumulate assets during a time when people of color largely could not. Since higher-income individuals are able to afford to invest in their children's educations and have disproportionate access to powerful social networks, it seems that this little fact goes a long way. In higher education, children of alumni gain an edge on admittance. Who you know also applies to the work world as social connections, not merit, account for about 60% of all jobs in America. While it is easy to ignore the privileges that history has afforded or denied any one of us -- they are not lessons to ignore. These facts are important to assess before we start to talk about meanings of fairness.
It comes to no surprise that universities and colleges, which consider individuals both collectively and individually, value those individuals who will take the fullest advantage of what they have to offer. At Middlebury, as at all colleges adhering to the laws of this country, race is one factor which helps determine the composition of the student body. It is one of many factors used to determine whether an applicant ought to be admitted. Quotas are illegal. Moreover -- while diversity serves to narrow the gaps of inequality in this country -- it also offers the unique life experiences and perspectives of an otherwise under-represented group, and increases the potential for racial understanding beyond those impersonal stereotypes out there today. However, after hearing Hillman's argument that students of color "compromise" her education it upsets me that one college student would have to share these reasons to another. In closing, I ask, what is it about race that makes it worthy of controversy?

Yvonne Chen is a political science major from Queens, New York.