Talking about Diversity

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Talking about DiversityTalking about Diversity john a. powelljohn a. powell

Williams Chair in Civil Rights & Civil Liberties, Moritz College Williams Chair in Civil Rights & Civil Liberties, Moritz College of Lawof Law

Director, Kirwan Institute for the Study of Race and EthnicityDirector, Kirwan Institute for the Study of Race and Ethnicity

Moritz College of Law Orientation

August 13, 2009

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Presentation OverviewPresentation Overview

What Is Diversity Important? What Is Diversity Important? Colorblindness Versus Color-ConsciousnessColorblindness Versus Color-Consciousness Implicit BiasImplicit Bias

Logic and Benefits of DiversityLogic and Benefits of Diversity

Challenges to DiversityChallenges to Diversity Individual Versus Democratic MeritIndividual Versus Democratic Merit

Moving ForwardMoving Forward

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Why Is Diversity Important?Why Is Diversity Important?

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What Is Diversity?What Is Diversity?

Diversity Diversity versusversus

MulticulturalismMulticulturalismversusversus

Racial JusticeRacial Justiceversusversus

Post RacialismPost Racialismversusversus

Colorblind RacializationColorblind Racialization

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ColorblindnessColorblindness

Regents of the University of California Regents of the University of California v. Bakke (1978)v. Bakke (1978) The Court ruled 5-4 that race could be one of The Court ruled 5-4 that race could be one of

numerous factors used by admissions boards in order numerous factors used by admissions boards in order to have a holistic review of the applicantsto have a holistic review of the applicants

Justice Powell believed quotas were an unfair Justice Powell believed quotas were an unfair advantage for minority applicants and found it advantage for minority applicants and found it unconstitutional because they discriminated against unconstitutional because they discriminated against non-minority applicantsnon-minority applicants

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ColorblindnessColorblindness

In In BakkeBakke, the Court debated whether the , the Court debated whether the Fourteenth Amendment was a colorblind Fourteenth Amendment was a colorblind principle. principle.

The Court has struggled with this question The Court has struggled with this question ever since. ever since.

Is the Fourteenth Amendment an Is the Fourteenth Amendment an substantive equality principle or merely an substantive equality principle or merely an anti-discrimination principle? anti-discrimination principle?

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Regents Regents v. Bakkev. Bakke

JUSTICE POWELL

-Race-conscious measures must be “precisely tailored to serve a compelling governmental interest”

-Rejects societal discrimination as a rationale because it’s too amorphous

- Diversity can be a compelling interest

- Using race as a plus-factor is okay, but quotas and set-asides aren’t

Source: Dan Tokaji

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Justice Marshall’s Justice Marshall’s Bakke Bakke DissentDissent““Had the Court been willing in 1896, in Had the Court been willing in 1896, in Plessy v. Plessy v.

Ferguson,Ferguson, to hold that the Equal Protection to hold that the Equal Protection Clause forbids differences in treatment based Clause forbids differences in treatment based on race, we would not be faced with this on race, we would not be faced with this dilemma in 1978. “dilemma in 1978. “

““We must remember, however, that the principle We must remember, however, that the principle that the "Constitution is colorblind" appeared that the "Constitution is colorblind" appeared only in the opinion of the lone dissenter. 163 only in the opinion of the lone dissenter. 163 U.S. at 559. The majority of the Court rejected U.S. at 559. The majority of the Court rejected the principle of color blindness, and for the next the principle of color blindness, and for the next 60 years, from 60 years, from PlessyPlessy to to Brown v. Board of Brown v. Board of Education,Education, ours was a Nation where, by law, an ours was a Nation where, by law, an individual could be given "special" treatment individual could be given "special" treatment based on the color of his skin.”based on the color of his skin.”

““It is because of a legacy of unequal treatment that It is because of a legacy of unequal treatment that we now must permit the institutions of this we now must permit the institutions of this society to give consideration to race in making society to give consideration to race in making decisions about who will hold the positions of decisions about who will hold the positions of influence, affluence, and prestige in America. “influence, affluence, and prestige in America. “

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Analyzing How We Talk About RaceAnalyzing How We Talk About Race

False dichotomies as frames:False dichotomies as frames:

1) Black / White1) Black / WhiteA racial continuum has yet to be accepted by most A racial continuum has yet to be accepted by most peoplepeople

2) Civil Rights / Post-Racialism2) Civil Rights / Post-RacialismOlder Americans: Civil Rights angleOlder Americans: Civil Rights angleYounger Americans: a post-racial perspectiveYounger Americans: a post-racial perspectiveWhites tend to be absent from this discussionWhites tend to be absent from this discussion

3) Race is 3) Race is notnot important / Race is important important / Race is important Not Not important = colorblindimportant = colorblindIs important = color-consciousIs important = color-conscious

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Colorblindness v. Color-ConsciousnessColorblindness v. Color-Consciousness

ColorColorblindnessblindness The logic: Since we know race is socially constructed (not The logic: Since we know race is socially constructed (not

scientific), we should eliminate racial categoriesscientific), we should eliminate racial categories

This perspective assumes “that the major race problem in our This perspective assumes “that the major race problem in our society is race itself, rather than racism.”society is race itself, rather than racism.”

Attempting to ignore race is not the same as creating equalityAttempting to ignore race is not the same as creating equality

john a. powell. “The Colorblind Multiracial Dilemma: Racial Categories Reconsidered.” (1997)

Is colorblindness an appropriate shift in how we perceive race?

NO. Colorblindness will not end racism.

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Colorblindness v. Color-ConsciousnessColorblindness v. Color-Consciousness

Color-Color-ConsciousnessConsciousness This perspective acknowledges that race can be a divisive This perspective acknowledges that race can be a divisive

issue in our societyissue in our society

Policies and interventions need to address race; otherwise Policies and interventions need to address race; otherwise they will only provide partial solutions to problems that are they will only provide partial solutions to problems that are grounded in racegrounded in race

Acknowledging race through a multicultural frame can reduce Acknowledging race through a multicultural frame can reduce prejudiceprejudice

Color-consciousness fosters an appreciation of each group’s Color-consciousness fosters an appreciation of each group’s contributions to societycontributions to society

Philip Mazzocco. “The Dangers of Not Speaking About Race.” 2006

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Implicit BiasImplicit Bias

People have multiple networks that may be People have multiple networks that may be activated without our awarenessactivated without our awareness Depending on the situation, one network becomes Depending on the situation, one network becomes

dominant over the othersdominant over the others

Even though we may fight them, implicit Even though we may fight them, implicit biases reside within us…biases reside within us…

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Our Unconscious NetworksOur Unconscious Networks

What colors are the following lines of What colors are the following lines of text?text?

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Implicit Bias – The Shooter GameImplicit Bias – The Shooter GameIn a video-game experiment, images of suspects - both In a video-game experiment, images of suspects - both armed and unarmed, black and white – flash rapidly on a armed and unarmed, black and white – flash rapidly on a monitor. Within a split-second, subjects must decide monitor. Within a split-second, subjects must decide whether to shoot. whether to shoot.

Participants must assess whether the man in each Participants must assess whether the man in each picture is carrying a gun. Within 850 milliseconds they picture is carrying a gun. Within 850 milliseconds they must press one key to shoot or another to leave the must press one key to shoot or another to leave the figure unharmed. figure unharmed.

After repeated experimentation, people’s mistakes, After repeated experimentation, people’s mistakes,

although rare, follow a pattern:although rare, follow a pattern: They shoot more unarmed blacks than unarmed whites;They shoot more unarmed blacks than unarmed whites; They They failfail to shoot more whites than blacks are holding weapons. to shoot more whites than blacks are holding weapons.

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What Would You Do?What Would You Do?

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Implicit Association TestImplicit Association Test

http://thesituationist.wordpress.com/2007/08/19/ https://implicit.harvard.edu/implicit/

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Implicit Bias – Unconscious ModelingImplicit Bias – Unconscious Modeling

The Kanizsa Triangle

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PrimingPrimingOur environment affects our unconscious networksOur environment affects our unconscious networks

Priming activates mental associationsPriming activates mental associations Telling someone a scary story activates a frame of fearTelling someone a scary story activates a frame of fear

Claude Steele’s “stereotype threat”:Claude Steele’s “stereotype threat”: For example, tell students about to take a test that Asian For example, tell students about to take a test that Asian

students tend to do better than whites, and the whites students tend to do better than whites, and the whites will perform significantly worse than if they had not been will perform significantly worse than if they had not been primed to think of themselves as less capable than primed to think of themselves as less capable than Asians.Asians.

http://www.eaop.ucla.edu/0405/Ed185%20-Spring05/Week_6_May9_2005.pdf

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Race-Neutrality?Race-Neutrality?Given the forces of implicit bias, framing, and priming, race Given the forces of implicit bias, framing, and priming, race neutrality is not a reasonable or effective goalneutrality is not a reasonable or effective goal

We need a new paradigm:We need a new paradigm:

Targeted policies alone are not desirable because they appear to Targeted policies alone are not desirable because they appear to show favoritism toward a certain group, thus stigmatizing themshow favoritism toward a certain group, thus stigmatizing them

Universal policies alone are not useful; they fail to account for Universal policies alone are not useful; they fail to account for the fact that people are situated differently in the economic and the fact that people are situated differently in the economic and social landscape of societysocial landscape of society

So… So… Targeted UniversalismTargeted Universalism

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Targeted UniversalismTargeted UniversalismTargeted universalism is an approach that supports the Targeted universalism is an approach that supports the needs of the particular while reminding us that we are all needs of the particular while reminding us that we are all part of the same social fabricpart of the same social fabric Universal, yet captures how people are differently situated Universal, yet captures how people are differently situated Targets those who are most marginalizedTargets those who are most marginalized

Targeted universalism is a common framework through Targeted universalism is a common framework through which to pursue justicewhich to pursue justice A model which recognizes our linked fateA model which recognizes our linked fate A model where we all grow togetherA model where we all grow together A model where we embrace collective solutionsA model where we embrace collective solutions

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Targeted UniversalismTargeted Universalism

Targeted Universalism recognizes racial disparities and Targeted Universalism recognizes racial disparities and the importance of eradicating them, while acknowledging the importance of eradicating them, while acknowledging their presence within a larger inequitable, institutional their presence within a larger inequitable, institutional frameworkframework

Targeted interventions must recognize the Targeted interventions must recognize the interconnected nature of our structuresinterconnected nature of our structures Attempts to address singular issues in isolated ways Attempts to address singular issues in isolated ways

will ultimately failwill ultimately fail

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The Logic and Benefits of DiversityThe Logic and Benefits of Diversity

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The Logic of DiversityThe Logic of Diversity

Diversity of

Identity,

Beliefs,

Experiences

Diverse

Perspectives

Better

Outcomes

Source: Scott Page, “A Logic of Diversity II” (available online)Source: Scott Page, “A Logic of Diversity II” (available online)

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The Logic of DiversityThe Logic of Diversity

According to Page, problem solving and According to Page, problem solving and prediction relies on two explanatory prediction relies on two explanatory concepts—perspectives and heuristicsconcepts—perspectives and heuristics The more diverse the causal perspectives, the The more diverse the causal perspectives, the

wider the range of potentially viable solutions wider the range of potentially viable solutions Heuristics are problem-solving tactics that tell Heuristics are problem-solving tactics that tell

problem-solvers working within a perspective problem-solvers working within a perspective how to search for potential improvements on how to search for potential improvements on solutionssolutions

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Diversity or Ability: A TestDiversity or Ability: A Test

Group 1: Best 20 individual problem-solversGroup 1: Best 20 individual problem-solversGroup 2: Random 20 problem-solversGroup 2: Random 20 problem-solvers

Have each group work collectivelyHave each group work collectively; ; when one when one person gets stuck, another group member person gets stuck, another group member tries to find a further improvementtries to find a further improvement

Group stops when no one can find a better Group stops when no one can find a better solutionsolution

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Toolbox ViewToolbox View

ABD

EZ

AHK FD

Alpha Group Diverse Group

ADE BCD

ABC

BCD

ACD

BCD

AEG

IL

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Multidisciplinary ViewMultidisciplinary View

Econ

Soc

Math Hist

Alpha Group Diverse Group

Econ Econ

Econ

Econ

Econ

Econ

Polisci

Bio

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Logic of DiversityLogic of Diversity

““Most of the time Most of the time the diverse group the diverse group outperforms the group of the “most outperforms the group of the “most talented” individuals by a substantial talented” individuals by a substantial marginmargin

Whether in a laboratory or a democracy, Whether in a laboratory or a democracy, diversity benefits everyonediversity benefits everyone

Source: Lu Hong and Scott Page, Source: Lu Hong and Scott Page, Proceedings of the National Academy of Sciences Proceedings of the National Academy of Sciences (2002)(2002)

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Benefits of DiversityBenefits of Diversity

Education for all studentsEducation for all students More tolerant and inclusive viewpointsMore tolerant and inclusive viewpoints Reduced intergroup prejudiceReduced intergroup prejudice Improved intercultural competenceImproved intercultural competence Enhanced critical thinking and integrative complexityEnhanced critical thinking and integrative complexity More creativity and intellectual confidenceMore creativity and intellectual confidence Higher levels of parental involvementHigher levels of parental involvement More productive workplace relationships with other-More productive workplace relationships with other-

race peoplerace people Less residential segregationLess residential segregation

Source: Brief of 553 Social Scientists, Parents Involved

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Benefits of DiversityBenefits of Diversity

Education for non-White studentsEducation for non-White students Modest positive achievement gains for Black and Modest positive achievement gains for Black and

Latino students (no negative impact on test scores of Latino students (no negative impact on test scores of White students)White students)

Higher-quality resources (funding, class size, rigorous Higher-quality resources (funding, class size, rigorous coursework, teachers)coursework, teachers)

More qualified teachers and less teacher turnoverMore qualified teachers and less teacher turnover Higher HS graduation rates Higher HS graduation rates Richer social and professional networksRicher social and professional networks Higher income for African AmericansHigher income for African Americans

Source: Brief of 553 Social Scientists, Parents Involved

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Benefits of DiversityBenefits of DiversityDaryl Smith et al. also found that institutional and Daryl Smith et al. also found that institutional and structural diversity initiatives have numerous structural diversity initiatives have numerous education and social benefits for all studentseducation and social benefits for all students Access and successAccess and success

Larger numbers of diverse people lend to fewer stereotypes; Larger numbers of diverse people lend to fewer stereotypes; perceived intuitional commitment to diversityperceived intuitional commitment to diversity

Campus climate and intergroup relationsCampus climate and intergroup relationsOpportunities for interaction; perceived institutional commitment Opportunities for interaction; perceived institutional commitment to diversity equals more positive student climate viewsto diversity equals more positive student climate views

Education and scholarshipEducation and scholarshipEnhanced cognitive development; more positive effect on Enhanced cognitive development; more positive effect on attitudes toward racial issuesattitudes toward racial issues

Institutional viabilityInstitutional viabilitySource: Smith, Daryl and Natalie B. Schonfeld. 2000. “The Benefits of Diversity: What the Research Tells Us.” About Campus.

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Challenges to DiversityChallenges to DiversityIndividual Versus Democratic Merit

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Challenges to DiversityChallenges to Diversity

Diversity often comes under attack as an Diversity often comes under attack as an assault on merit assault on merit Merit is usually thought of in individualistic Merit is usually thought of in individualistic terms, meaning that achievements and terms, meaning that achievements and accolades are considered the product of accolades are considered the product of individual effortindividual effortIndividual merit focuses on using these Individual merit focuses on using these past achievements as predictors of future past achievements as predictors of future successsuccess

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MeritMerit

Limitations of individualistic merit:Limitations of individualistic merit: Reinforces myth of the ‘American dream’ Reinforces myth of the ‘American dream’

(hard work (hard work success); stigmatizes those success); stigmatizes those who do not succeedwho do not succeed

Marginalized groups do not benefit from a few Marginalized groups do not benefit from a few members being given preference—need members being given preference—need interventions that lift up group collectivelyinterventions that lift up group collectively

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MeritMeritAs Malcolm Gladwell in his book As Malcolm Gladwell in his book OutliersOutliers points points

out:out:““People don’t rise from nothing. We do owe People don’t rise from nothing. We do owe something to parentage and patronage. The something to parentage and patronage. The people who stand before kings may look like people who stand before kings may look like they did it all by themselves. But in fact they are they did it all by themselves. But in fact they are invariably the beneficiaries of hidden invariably the beneficiaries of hidden advantages and extraordinary opportunities and advantages and extraordinary opportunities and cultural legacies that allow them to learn and cultural legacies that allow them to learn and work hard and make sense of the world in ways work hard and make sense of the world in ways others cannot.”others cannot.”

Source: Gladwell, Malcolm. 2008. Outliers: The Story of Success

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MeritMerit

Knowing what successful individuals are Knowing what successful individuals are like tells us nothing about their successlike tells us nothing about their successWhen and where we came from makes a When and where we came from makes a difference difference The cultures we belong to and legacies that The cultures we belong to and legacies that

were passed down to us shape our patterns were passed down to us shape our patterns of achievementof achievement

““Extraordinary achievement is less about Extraordinary achievement is less about talent than it is about opportunity”talent than it is about opportunity”

Source: Gladwell, Malcolm. 2008. Outliers: The Story of Success

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Individual Versus Democratic MeritIndividual Versus Democratic Merit

Individual MeritIndividual Merit

Focuses on past Focuses on past achievementachievement

Relies on “objective” Relies on “objective” measures (GPA, measures (GPA, ACT/SAT scores, etc.)ACT/SAT scores, etc.)

Fails to account for Fails to account for external constraints, external constraints, such as structural such as structural racializationracialization

Democratic MeritDemocratic Merit Invests in democratic Invests in democratic

potential potential Considers how Considers how

students may students may contribute to societycontribute to society

Group-level focusGroup-level focus

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Individual Versus Democratic MeritIndividual Versus Democratic Merit

Merit, however, is often poorly conceived of and Merit, however, is often poorly conceived of and fails to “allocate scarce educational opportunities fails to “allocate scarce educational opportunities in a manner that is consistent with democratic in a manner that is consistent with democratic values” values”

Our assumptions about merit hinge on decisions Our assumptions about merit hinge on decisions we have made about what the measuring stick we have made about what the measuring stick should beshould be

As Amartya Sen points out, merit is an incentive As Amartya Sen points out, merit is an incentive system used to reward those actions that society system used to reward those actions that society has reason to valuehas reason to value

Source: Guinier, Lani. 2003. “Admissions Rituals as Political Acts: Guardians at the Gate of our Democratic Ideals.” Harvard Law Review. 113.

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Democratic MeritDemocratic Merit

The U.S. Supreme Court has identified the objectives of The U.S. Supreme Court has identified the objectives of public education as “the inculcation of fundamental public education as “the inculcation of fundamental values necessary for the maintenance of a democratic values necessary for the maintenance of a democratic political system”political system”

Preparing students for citizenship has been a stated goal Preparing students for citizenship has been a stated goal of American education throughout historyof American education throughout history Instill fundamental values and transmit knowledge Instill fundamental values and transmit knowledge

necessary to partake in our democracynecessary to partake in our democracy In 2002, the Supreme Court in In 2002, the Supreme Court in GrutterGrutter acknowledged acknowledged

the importance of preparing students for citizenshipthe importance of preparing students for citizenship

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Non-traditional measures of meritNon-traditional measures of merit Identify “strivers”Identify “strivers”

These students exceed expectations given the These students exceed expectations given the quality of their high school and their socioeconomic quality of their high school and their socioeconomic statusstatus

Strivers should be considered in light of their peers Strivers should be considered in light of their peers at the same or similar schoolsat the same or similar schools

They may perform better in college than their They may perform better in college than their academic record indicatesacademic record indicates

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Non-traditional measures of meritNon-traditional measures of merit Diversity capitalDiversity capital

This refers to the unique interests, life experiences, This refers to the unique interests, life experiences, and/or family backgrounds that students possess and/or family backgrounds that students possess that enrich the academic atmospherethat enrich the academic atmosphere

Students who possess diversity capital create the Students who possess diversity capital create the opportunity to engage a variety of perspectives, opportunity to engage a variety of perspectives, thus creating a dynamic learning atmospherethus creating a dynamic learning atmosphere

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Non-traditional measures of meritNon-traditional measures of merit Create an assessment tool that measures:Create an assessment tool that measures:

Academic preparation and potentialAcademic preparation and potential

Cultural competenceCultural competence

Other competencies related to success in college Other competencies related to success in college and democratic participationand democratic participation

The assessment tool should be institution-The assessment tool should be institution-specific, non-standardized, and free of biasspecific, non-standardized, and free of bias

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Aligning Missions and AdmissionsAligning Missions and Admissions Institutions should consider what they hope to Institutions should consider what they hope to

accomplish in society and admit students who accomplish in society and admit students who will help make those goals a realitywill help make those goals a reality

Institutions need to discern what they truly Institutions need to discern what they truly value:value:

Strong test scores, or a strong democracy?Strong test scores, or a strong democracy?

Extensive extracurricular activities, or investments in Extensive extracurricular activities, or investments in the wellbeing of a community?the wellbeing of a community?

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““At selective institutions of higher education, At selective institutions of higher education, admissions decisions have a special political admissions decisions have a special political impact: rationing access to societal influence impact: rationing access to societal influence and power, and training leaders for public office and power, and training leaders for public office and public life. Those admitted as students then and public life. Those admitted as students then graduate to become citizens who shape graduate to become citizens who shape business, education, the arts, and the law for the business, education, the arts, and the law for the next generation. Admissions decisions affect the next generation. Admissions decisions affect the individuals who apply, the institutional individuals who apply, the institutional environments that greet those who enroll, and environments that greet those who enroll, and the stability and legitimacy of our democracy.”the stability and legitimacy of our democracy.”


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A new conception of race needs to emerge A new conception of race needs to emerge

The conversation about race needs to move The conversation about race needs to move forward in different directionforward in different direction There is a need for a “racially literate conversation There is a need for a “racially literate conversation

about the social purposes that universities fulfill.”about the social purposes that universities fulfill.” Democratic merit Democratic merit

It invests in democratic potential It invests in democratic potential

It shifts the focus away from a standardized test-based view It shifts the focus away from a standardized test-based view of higher education admissionsof higher education admissions

It aligns well with the broader goals of educationIt aligns well with the broader goals of education


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Universities need to do more about the achievement Universities need to do more about the achievement gap, the environmental gap that isolates Whites from gap, the environmental gap that isolates Whites from students of color, and the teaching and learning gaps of students of color, and the teaching and learning gaps of professorsprofessors

Coalitions need to be built between working-class and Coalitions need to be built between working-class and poor Whites who would benefit from acknowledging that poor Whites who would benefit from acknowledging that they too are underrepresented on college campusesthey too are underrepresented on college campuses

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Achieving Transformative ChangeAchieving Transformative Change

Transformative change in the racial paradigm in Transformative change in the racial paradigm in the U.S. requires substantive efforts in three the U.S. requires substantive efforts in three areas:areas: ActingActing: Linking these understandings to the way that : Linking these understandings to the way that

we act on race and how we arrange our institutions we act on race and how we arrange our institutions and policiesand policies

TalkingTalking: Understanding how language and : Understanding how language and messages shape reality and the perception of realitymessages shape reality and the perception of reality

ThinkingThinking: Understanding how framing and priming : Understanding how framing and priming impact information processing in both the explicit and impact information processing in both the explicit and the implicit mindthe implicit mind

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Whether in a laboratory or a democracy, Whether in a laboratory or a democracy, diversity benefits everyone diversity benefits everyone

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www.KirwanInstitute.orgwww.KirwanInstitute.org

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LinksLinks

http://americansforamericanvalues.org/http://americansforamericanvalues.org/

https://implicit.harvard.edu/implicit/https://implicit.harvard.edu/implicit/

Talking about Diversity

Spiritual

Transcript of Talking about Diversity