Among today’s news stories was a report that the Trump
administration, not surprisingly, will oppose considerations of race in college
admissions. As I walked this morning, I
carried out an argument in my head, as I so often do, this time against a
defender of the administration position arguing in typical self-righteous
fashion for college admissions based solely on merit, on demonstrated academic
accomplishment or promise. Rather than
key my discussion today to the fact that it is the Fourth of July [we
anarchists are not big on national holidays], I thought I would put in some
coherent form the substance of my imagined argument. As always, I find it useful to begin with
some statistics and some history [save when talking about Kant, but that is
another matter entirely.]
Higher education on the North American continent is 382
years old, if we take the 1636 founding of Harvard College as our terminus a quo. Over that time, there have been four
significant changes in the undergraduate portion of American higher education,
all of them taking place in the fifteen years or so after World War II.
The first change was the explosion of public higher
educational institutions, dramatically and permanently changing the balance of private
and public institutions. Until the end
of WW II, the private sector dominated, even though, as a consequence of the
Land Grant Act of 1862, a sector of state universities came into existence. Although private colleges are created only
rarely, so many state university campuses and state college systems have come
into existence in the past sixty or seventy years that there are now more than
2,600 college and university campuses in the United States offering four year
degrees.
The second change was the transformation of regional
colleges and universities into national [and even international]
institutions. Before the war, schools
like Harvard, Princeton, Yale, Princeton, Chicago, Michigan, et al. served mostly local
clientele. It was unusual, for example, for
someone from the Midwest or far west or deep south to go to college in New
England. Starting after the war, schools
actively sought nationally representative student bodies.
The third change was the dramatic rise in the number of
applicants to the most highly sought after colleges, a change in part resulting
from the sharp increase in the number of young people seeking higher
educational degrees [I leave to one side the deeper question whether they were
seeking higher education.] A few
anecdotal statistics will illustrate this change. In 1950, when I started my undergraduate
education at Harvard, only 5% of adult Americans had college degrees. Ninety-five
percent did not. Sixty eight years
later, 35% of adult Americans have college degrees, still a small minority, but
seven times as many proportionately. When
I applied 1949 for admission to Harvard, 2200 young men applied, 1650 were
admitted, and 1250 of us showed up to form the class of ’54. It was much easier to get into Harvard when I
applied than it is today to get into the University of Massachusetts.
There was a fourth change, the change that has given rise to
the debate about so-called Affirmative Action.
It was a response both to the dramatic rise in the number of high school
graduates seeking college degrees and to the transformation of colleges and universities
from regional to national aspirations. Let
me explain, again by the use of an anecdote.
By 1960, I had my doctorate, had done a stint in the army, and was an
Instructor at Harvard, living in Winthrop House as a Resident Tutor [free room
and board in return for talking to undergraduates.] One day McGeorge Bundy stopped by to visit
the Senior Common Room. He was then Dean
of the Faculty of Arts and Sciences, before he went off to Washington to be
Jack Kennedy’s National Security Advisor and oversee the Bay of Pigs and
America’s entry into Viet Name. He
remarked that Harvard now was getting 5000 applicants a year [two and a half
times as many as a decade earlier, but of course nothing like the 42,742 who
applied this past year.] Bundy said, “One
thousand are clear admits, one thousand are clear rejects, and the real problem
is making decisions about the remaining three thousand, every one of whom has
something to be said for him.”
In short, elite colleges went from having admissions requirements to designing and
implementing admissions policies. Until that period, colleges had simply
specified the preparation required for admissions – so much Latin, so much
mathematics, and so forth. But the flood
of applicants at the elite schools presented a problem. Many more young people were applying for
admission than there was room for, so some deliberate choices had to be made
about what one wanted the entering class to look like. This was not a problem at the majority of
colleges and universities, be it noted.
They were fighting to fill their classrooms. But with the competition for good jobs in the
economy and the rising educational credentials for those jobs, made possible by
the increase in the number of college graduates, the value of a degree from an
elite college soared, and so did the pool of applicants.
The first result was an expansion of the college
bureaucracies. Entire Admissions
Departments, headed up by Deans of Admissions, came into existence. Little by little, decisions were made at the administrative
level that translated in to admissions policies. A number of admissions criteria were put in
place around the country, not only in the private higher educational sector, but
in the elite public sector as well. Everyone
these days is aware of at least some of these criteria, but it is worth
enumerating them to focus our attention on just how much of a change in
admissions practices they involved. Here
are just a few:
1: Private
colleges adopted the policy of giving preference to applicants one of whose
parents had attended the college – so-called “legacies.”
2: Co-educational
colleges sought to establish and maintain a rough gender balance.
3: Colleges
actively sought to achieve geographical distribution, sending admissions
personnel on recruiting missions to secondary schools in underrepresented
regions of the country.
4: Colleges
sought to achieve and maintain a balance of undergraduates pursuing degrees in
the Arts and Humanities, in the Social Sciences, and in Natural Science and
Mathematics.
5: Colleges sought
to restrict the number of Jewish undergraduates [now a somewhat less popular
criterion of admissions or rejection.]
6: Colleges
sought to recruit young men with special gifts or potential in intercollegiate
sports. Later, this policy was extended
to young women as well.
7: Colleges
sought to maximize their impact on the larger society by recruiting students
who gave evidence of a desire to go into public service of some sort.
NOT A SINGLE ONE OF
THESE POLICIES HAS ANYTHING AT ALL TO DO WITH ACADEMIC ABILITY OR
ACCOMPLISHMENT.
In the aftermath of the Civil Rights Movement, northern
elite colleges began admitting, and then even recruiting, students of color. And all hell broke loose. People of the highest and most unimpeachable
principle, who had caviled not at all at admission preferences based on
legacies, on gender balance, on regional distribution, on fields of
concentration, on religion, on sports ability, or on ambitions for public
service, suddenly discovered that they were academic purists, concerned that
admission be based on academic accomplishment or ability alone.
It would be otiose to observe that these objections are
transparently racist.
What in earth would an undergraduate body be like that was
recruited solely on the basis of academic considerations? My personal example, which may of course be
dated now, is the contrast I observed between the students walking the halls of
Harvard and of MIT. The Harvard students
looked as though they had responded to a call from central casting for a TV
advertising gig: handsome, pulled
together, neatly dressed, pleasingly varied in their racial and cultural
diversity. The MIT students were utterly
different: tall, short, fat, thin, geeky, black, white, red, brown, yellow,
weird. Pretty obviously one could see
that all they had in common was smarts.
The case giving rise to the dispute about affirmative action
is the manifest effort of Harvard to hold down the proportion of Asian students,
who are the new Jews. I have no doubt
the new assault on affirmative action will succeed, but I do not think I can
bear the smug assertions by the supporters of this assault that all they care
about is academic ability. Puleeese.