The U.S. Supreme Court's decision to ban the use of race as a criterion to ensure diversity in the student body will result in selective universities focusing even more on criteria that are a consequence of a student has had the economic resources and social connections to develop a competitive resume, writes José A. Cruz Torres.
It was my second semester of senior year in high school when we celebrated what would be our next chapter in life after graduation. My friends were celebrating entering the workforce in a few months, while I was excited about starting college.
Unfortunately, I couldn't share my feelings of excitement with my friends from the neighborhood. I was the only one among them who took the step toward higher education and continued my studies at a selective university at the postgraduate level, which shaped me as a professional and allowed me to understand and address complex social issues affecting students from backgrounds like mine.
Although selective universities do not disclose their admission formulas, it's possible that affirmative action (considering my race to ensure student diversity) had something to do with granting me access to such a transformative opportunity.
Compared to Anglo or Asian students in the United States, the admission rate to selective universities for other minority groups (e.g., Latinos, African Americans, Native American descendants, etc.) does not reflect the representation of these groups in the general population. Puerto Ricans, for example, are underrepresented in these selective universities.
The U.S. Supreme Court's decision to prohibit using race as a criterion to ensure diversity in the student body will result in selective universities focusing even more on criteria arising from a student having had the economic resources and social connections to develop a competitive resume. A student from a family that could not afford a private counselor or tutor, music lessons, expensive sports, or prestigious summer academic camps will not be able to compete with those who have such opportunities.
Unfortunately, where Latinos are overrepresented in low-income communities with schools that lack the necessary services to prepare students for these universities. Ironically, those who most need access to this type of selective education are those who come from groups that have historically not been able to acquire positions of influence to address the needs of their communities.
It is possible to achieve an excellent university education at a conventional institution. However, selective universities can offer certain experiences, resources, social circles, and special opportunities, so that disadvantaged students can rise to positions of social influence to address the challenges of their communities and, consequently, the country.
All types of students need to have access to the best education possible, regardless of their socioeconomic background. But it is even more crucial that those from historically excluded groups have the option to prepare at institutions that produce leaders in industry, public service, and the third sector, to ensure a diversity of ideas that add creativity to the search for solutions to our most complex and urgent social problems.
