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In light of the recent social injustices occurring, it is important that as a higher education professional I be knowledgeable in the area of race in admissions. Race in college admissions has been a large issue sparking conversations and movements alike therefore, my target audience with be admissions counselors. While progress has been made towards providing equal educational opportunities for all, much work is still to be done. Moving forward I want to continue the work that has already been done to ensure students are provided with the educational experience they deserve.

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Race in college admissions is an important topic for higher education professionals to understand. For much of American history, higher education was reserved for the white and wealthy. As institutions began to prioritize diversity, they adopted tools such as affirmative actions, which allowed for the consideration of race and ethnicity as a part of the college admissions process. Affirmative action is now viewed as one of the best tools colleges and universities can use to promote diversity and ensure that the less privileged have the opportunity to a quality degree.

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National Association for College Admissions Counseling hosts professional development seminars that help implement appropriate practices and strategies within offices and while working with students to eliminate bias when advising or considering students for college admission. This seminar discusses

Preparing high school seniors for the cultural and community challenges of college life.

Helping admission and financial aid professionals appreciate the hidden costs of attendance for first-year students from historically underrepresented backgrounds.

Brings professionals together to create equitable and sustainable solutions that address and interrupt environmental harm for historically underrepresented students.

Antiracist Education Institute. National Association for College Admission Counseling. (n.d.).
https://www.nacacnet.org/professional-development/antiracist-education-institute/.

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This article explains the long standing inequalities students of color are still currently experiencing as a result of the pandemic. The most concerning issue is that since colleges are under financial pressure to recover lost revenue from the pandemic, their quick solution is to target students who can afford to pay tuition (upper-middle class/predominantly white students), leaving students of color out of the conversation.

Redden, E. (2020). Inside Higher Ed. Will conversation turn to action when it comes to issues of racial equity in college admission? https://www.insidehighered.com/admissions/article/2020/10/26/will-conversation-turn-action-when-it-comes-issues-racial-equity.

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Students for fair admissions (SFFA) is suing Harvard due to evidence proving they are admitting an abnormally low percentage of Asian Americans. The case has now arrived for the Supreme Court to provide their opinion.
SFFA wants the court to overrule Grutter v. Bollinger, which allows to take race into account in the interests of achieving “diversity.” When deciding to admit a student to college it isn’t necessary to focus obsessively on applicants’ race to achieve meaningful diversity.

Jacoby, J. (2021, March 7). Race-based admissions are wrong, and it's time the Supreme Court said so - The Boston Globe. BostonGlobe.com. https://www.bostonglobe.com/2021/03/07/opinion/race-based-admissions-are-wrong-its-time-

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Statutory Law - Title VI of the Civil Rights Act of 1964
The Title VI Civil Rights Act of 1966, which amended the Secondary and Elementary Education Act of 1965, states that "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance" (Title VI, 42 U.S.C. § 2000d et seq).

(Civil Rights Act of 1964, 42 U.S.C. § 2000d et seq)
https://www.justice.gov/crt/types-educational-opportunities-discrimination

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Judicial law - Brown v. Board of Education
Brown v. Board of Education was a court case that claimed that African-American children in public schools were being denied there equal protection under the fourteenth amendment. This case was brought to trial twice because the first time "separate but equal" was declared unconstitutional in public schools. It was then taken back to court for further argument. Which was then ruled responsibility of the school to desegregate and fast. “all deliberate speed ”(Brown v. Board of Educ., 1954).

Brown v. Board of Education, 347 U.S. 483 (1954)

https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment

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Statutory Law - Automatic College Admissions Recognizing that high schools across Texas have historically been divided both racially and economically, politicians passed this 1997 law to increase diversity among college classes. The Top 10% Rule requires public universities in Texas to admit students who graduate in the top 10% of their high school classes. (Texas. Educ. code §51.803)

Texas Education Agency,  Tex. Educ. Code §51.803 (1997) https://statutes.capitol.texas.gov/Docs/ED/htm/ED.51.htm#51.803

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Judicial Law - Bakke v. University of California
The supreme court rules that while race can be a factor in higher education admissions, racial quotas are unconstitutional but allowed the use of affirmative action to accept more minority applicants. (Bakke v. University of California, 1978).

Regents of Univ. of California v. Bakke, 438 U.S. 265 (1978)

ttps://www.law.cornell.edu/supremecourt/text/438/265

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Race on Campus : Debunking Myths with Data is a book written by Julie J. Park. In this book the author argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. In the course of responding to these myths, Park presents a positive portrait of diversity and its place on American college campuses. At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today's college campuses.

http://eds.a.ebscohost.com.easydb.angelo.edu/eds/ebookviewer/ebook/bmxlYmtfXzI2Mjk5MjJfX0FO0?sid=036f1e0d-f24c-486f-93b9-157d5e8c95c6@sdc-v-sessmgr02&vid=8&format=EK&rid=1

Julie J. Park. (2018). Race on Campus : Debunking Myths with Data. Harvard Education Press.

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Local Law - University of Texas at Austin Student Handbook
The Anti-Discrimination policy of The University of Texas at Austin states that it ensures an educational and working environment that provides equal opportunity to all members of the University community. In accordance with federal and state law, the University prohibits unlawful discrimination, including harassment, on the basis of race, color, religion, national origin, sex, pregnancy, age, disability, citizenship, veteran status and genetic information (University of Texas at Austin Student Handbook, 2021).

University of Texas at Austin. (2021, August 22). Student Handbook, Anti-Discrimination Policy.
https://policies.utexas.edu/policies/nondiscrimination-policy

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Within the American College Personnel Association (ACPA) statements of Ethical Principles and Standards (1985) , Statement IV - Responsibility to Society outlines that student affairs professionals "have a responsibility to contribute to the improvement of the communities in which they live and work and to act as advocates for social justice for members of those communities". Student affairs professionals work to protect human
rights and promote respect for human diversity in higher education.  Student affairs professionals will:

Assist students in becoming productive, ethical, and responsible citizens.

Demonstrate concern for the welfare of all students
and work for constructive change on behalf of students.

Not discriminate on the basis of age, culture, ethnicity, gender, ability, gender identity, race, class,
religion, or sexual orientation. They will actively work
to change discriminatory practices.

Demonstrate regard for social codes and moral
expectations of the communities in which they live and
work.

Report to the appropriate authority any condition
that is likely to harm their clients and/or others.

Kitchener, K. (1985). Ethical principles and ethical decisions in student
affairs. In H. Canon & R. Brown (Eds.), Applied ethics in student services
(New Directions in Student Services, No. 30, pp.17-30). San Francisco:
Jossey-Bass
https://www.myacpa.org/sites/default/files/Ethical_Principles_Standards.pdf

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Slide 13 Recommendations/Best Practices for Compliance 

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Slide 13 Recommendations/Best Practices for Compliance 

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It is vital that institutions and higher education professionals comply with the legal ethical guidance provided. Below are my recommendations on how schools can ensure compliance:

Write a diversity action plan and commit to evaluating results and making changes each year.

Deliver diversity and inclusion training to all staff, faculty and student employees that teaches them how to engage with others in a way that promotes respect and opportunity.

Conduct focus groups with minority populations to identify opportunities to improve diversity on campus.

Sponsor socials and holiday events that promote diversity among students, faculty, and staff.