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I am currently serving my nineth year in higher education. My experience consists of working for student services, primary assisting first-time in college students. I've worked for several public intuitions who place a high emphasis on students from low-social economic status and students of Hispanic heritage.

My city demographics state that "there is a 13.47% Hispanic poverty rate in the community", and that the poverty rate increases as the level of education decreases.
Currently, only "12% of the population over the age of 25 hold either an associate or bachelor's degree, and 29% of the population only attained a high school degree (or its equivalent)"

Odessa, Texas population 2022. (Demographics, Maps, Graphs). (n.d.).

This marginalized population faces many obstacles that prevent them from entering and completing college. This legal guide will cover racial diversity as it pertains to college admissions and why minority students struggle to receive an equitable college education. This legal guide is aimed for high school and higher education administrators, whose goal is to assist students transition to a post-secondary education.

The website linked on this slide breaks down my city's demographics as it pertains to higher education. We place an emphasis on our local community college, because this is where I currently serve as Lead Academic Advisor for the school of Health Sciences. Prior to this role, I also assisted with recruitment and outreach efforts, and worked to increase the number of dual credit students who enrolled and completed an associate degree. Our service area outlines more than twenty-five high schools in the region, and more than ten counties throughout West Texas. We also have three extensions areas throughout our service area and our two main campuses in Odessa, where traditional and nontraditional classes take place.

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Mental Health

2-1-1: Dial 211 to be connected to Mental Health & Substance Abuse services in your area.

Suicide Crisis Line: 1-800-273-8255 (for TTY: 1-800-799-4889)

Veterans Crisis Line (Suicide Prevention): call 1-800-273-8255 and press 1

Isolation during Covid-19 has sparked feelings of depression and anxiety among many college students. According to a study conducted by Mayo Health System (2021)., "some signs students experience are: lack of energy, difficulty handling schoolwork, loss of interest, emotional outbursts, mood swings, and changes in eating or sleeping patterns". An increase in mental and health resources has required Odessa College to implement free counseling services to students on a weekly basis. Last year, "OC saw a twelve percent increase in mental health services and visits."

Odessa College Evidence of Excellence (2021).

Language Barriers

Language barriers prevent people from fully emerging and adopting our community culture. By building more inclusive and culture driven events, we assure that ALL community members feel incorporated and welcome.

Click Below for More Resources

Odessa Poverty Rate by Education

Odessa Poverty Rate by Employment Status and Sex

Odessa College Faculty & Staff

Community Needs Assessment

By conducting a community survey, the assessment team is able to collect information about people's opinions and current knowledge. For this specific survey, the assessment team would like to target community members living in the county areas.

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Mental Health 2-1-1: Dial 211 to be connected to Mental Health & Substance Abuse services in your area. Suicide Crisis Line: 1-800-273-8255 (for TTY: 1-800-799-4889) Veterans Crisis Line (Suicide Prevention): call 1-800-273-8255 and press 1 Isolation during Covid-19 has sparked feelings of depression and anxiety among many college students.

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Sheehan, S. (n.d.).  The Future of Race-conscious admissions. Retrieved September 1, 2022, from https://www.naspa.org/blog/the-future-of-race-conscious-admissions

This article focuses on race-conscious admissions and on how colleges and universities cannot consider race as a factor in admissions without entering into bias. Marginalized populations have different points of view as this issue affects different minorities in very unique ways. (This is because universities have focuses on African Americans and Hispanics only, neglecting all other ethnicities.)

This topic is so controversial because college diversity and inequity come into play. Higher Education institutions have yet to find a system for college admissions that is just in reflecting diversity and academia.

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Higher education's ability to ensure a diverse student population on campus is at risk. On January 24, 2022, the Supreme Court decided to hear the case Students for Fair Admissions, Inc. v. President & Fellows of Harvard College , which has been consolidated for consideration of the Court with he case of Students for Fair Admissions, Inc. v. University of North Carolina . One of the questions presented in the case against Harvard is, should the Court overrule , 539 U.S. 306 (2003), and stop colleges and universities from using race as a factor in admissions? The other question is, is Harvard violating by penalizing Asian American applicants, overemphasizing race, and rejecting workable race-neutral alternatives? The decision made by the Supreme Court could have wide-ranging impacts on institutions across the country regarding race-conscious admissions practices. Race-conscious admissions practices consist of admissions offices at universities taking race into consideration when admitting students into their colleges. Admitting students using race as a factor in admissions helps to create more diverse campuses and helps to ensure that people from racially minoritized backgrounds are admitted at rates to help provide equity. As noted in the article linked above from Bloomberg Law , author Deborah Archer does a wonderful job explaining the issues with "race-neutral" admissions practices and the problems associated with legacy and donor admissions.

In , the Court determined that the Equal Protection Clause under the Fourteenth Amendment of the United States Constitutio n did not prohibit schools from using race in admissions decisions in the interest of creating a diverse student body and the benefits that come from such. Having students from diverse backgrounds has been proven time and again to challenge student worldviews and to create a more vibrant campus community. In my experience as a student, and now as a student affairs professional I have experienced so many benefits of having peers from diverse backgrounds. I have grown so much as a person from being exposed to ideas and traditions that I would have never experienced in my rural, white, hometown. The Petitioner, in Grutter v. Bollinger , sued the law school at the University of Michigan based on racial discrimination, alleging that race is used as a "predominant" factor in admissions. The Petitioner further asserted that certain racial groups were disfavored in the admissions process. The Court determined that due to the holistic review of each applicant and how their identities contributed to the diversity of the student body, the admissions process ensured all factors that could contribute to diversity were taken into account including race. Therefore race-conscious admissions practices could continue to persist at the University of Michigan and other colleges across the country.

During the recent for the Honorable Ketanji Brown Jackson, she said that she would recuse herself from the case involving Students for Fair Admissions if appointed to the Supreme Court. Judge Jackson is a graduate of Harvard and her serving on the University's Board of Overseers is seen by many as a conflict of interest. During the confirmation hearing, this question about whether or not she would recuse herself or not was posed by Senator Ted Cruz of Texas. I can only assume that if Judge Jackson could preside over this case that she would promote the continuation of race-conscious admissions and that not being able to do so is painful for her. This potential recusal by Judge Jackson will set the stage for the already conservative majority Supreme Court to likely end r ace-conscious admissions practices in higher education. If this does occur, I believe this is not, and should not, be looked at as a shortcoming of Judge Jackson. Judge Jackson is highly credentialed and morally steadfast. This is apparent in the fact that she would recuse herself from such a monumental case. With the retirement of Justice Stephen Breyer, whom Judge Jackson apprenticed under, and Judge Jackson's recusal, the Court would have just two Justices who tend to hold on the bench. In Grutter v. Bollinger, Judge Thomas was the only current member of the Supreme Court to preside over the case. He held a dissenting opinion on the matter in accordance with the other conservative Justices on the Court at that time.

If in the case Students for Fair Admissions, Inc. v. President & Fellows of Harvard College the Court determines that colleges and universities cannot consider race as a factor in admissions this would effectively end race-conscious admissions in the college admission process in the United States. The state of California has had a state ban on the consideration of race, ethnicity, and gender in public higher education for decades now since the passage of proposition 209 in 1996. This, some argue, has created an " " for Black, Latinx, and Native American students. In 2020 the state of California voted down Proposition 16 which would have enabled universities to use race and gender in determining college admissions. This lack of consideration of race in admissions has been met with criticism over the decades, notably by Black male students at UCLA with the release of the video " ". The video has over 2.4 million views on YouTube. The statistics shared in the video and the artful production of the video sparked my interest in race-conscious admissions and affirmative action during college.

of affirmative action in California argue that it should not be up to decision-makers and politicians in the state to make these decisions on college admissions or jobs. A popular narrative surrounding the opposition is that government and college officials cannot be trusted to factor race into decisions without their own biases and stereotypes clouding their judgment. There are other arguments that race-conscious admissions negatively impact the ability of other systematically marginalized groups to gain acceptance into college when having the same credentials as other applicants. In Students for Fair Admissions, Inc. v. President & Fellows of Harvard College those with Asian American identities are specifically mentioned.

In my opinion, it would be a travesty to note have race considered as a factor in the college admissions process. in America and the academy has led to a variety of inequities in our society. Although it is not in the purview of college administrators or student affairs professionals to be able to enact policies that will fix all the issues in this country related to race, the least we can do is continue to advocate for the ability to create diverse and equitable campuses. The links between colleges and racism can be found throughout the existence of higher education in America from the founding of Harvard in 1636 to the present day. Several publications, The State Must Provide: Why America's Colleges Have Always Been Unequal - And How to Set Them Right , Blackballed The Black + White Politics of Race on America's Campuses , and Ebony & Ivy: Race, Slavery, and the Troubled History of America's Universities just to name a few, highlight the undeniable link between our systems of higher education and systemic/overt racism. If it is found that there are faults within Harvard or UNC's admissions process that continue to perpetuate the oppression of BIPOC (Black, Indigenous, people of color) students, faculty, and staff, then those systems should be changed. To get rid of race entirely from the admissions process though would likely lead to continued underrepresentation of BIPOC students, faculty, and staff at our colleges and universities. The benefits of having diverse student bodies are evident and not allowing for race-conscious admissions in my opinion would lead to a drastic change in the landscape of higher education in America for the worse. In light of the scandal of that showed the corruption of some college admissions processes, higher education critics are on the rise; however, to get rid of race-conscious admissions entirely would be, in my opinion, like throwing the baby out with the bathwater.

It is impossible to tell what exactly will happen in the either in the Fall of this year or early next year when it comes to the fate of race-conscious admissions, but there is still time to better inform yourself on this issue. Please engage in discourse with others inside and outside of the field on this topic and others that impact the lives of our students and loved ones. To follow more on this topic The Chronicle of Higher Education has been following the development of this case for years and those articles can be found .

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Higher education's ability to ensure a diverse student population on campus is at risk. On January 24, 2022, the Supreme Court decided to hear the case Students for Fair Admissions, Inc. v. President & Fellows of Harvard College , which has been consolidated for consideration of the Court with he case of Students for Fair Admissions, Inc.

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#4 Current News Article: Derailed by Diversity

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#4 Current News Article: Derailed by Diversity

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Thompson Ford, R. (2022, September 2). Opinion: How affirmative action was derailed by diversity. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/derailed-by-diversity

This article focuses on how diversity is substituting justice in the classroom and in the college admissions process.

This article focuses on the concept of "diversity" as it is used in today's world and how it connects to affirmative action. "Affirmative action was designed to achieve the benefits that come with a diverse student body.'' Thompson Ford, R. (2022). However, unspoken quotas in the admissions process continue to affect racial minorities today.

As a tool to increase diversity, affirmative action has been successful, but it also acts as racial manipulation to increase a mixed culture on campus.

The solution to this is still pending as Asian-Americans fight to end affirmative action in higher education and aim for equal educational opportunities.

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Most observers of the Supreme Court expect that it will declare affirmative action unconstitutional next year in Students for Fair Admissions v. Harvard College and Students for Fair Admissions v. University of North Carolina. The plaintiff's case isn't strong. Asian American students are admitted in lower numbers than their grades and standardized-test scores alone would predict, but most of the statistical disparity is attributable not to affirmative action but to admissions considerations such as regional diversity, athletic talent, alumni and donor preferences, and subjective evaluation - all of which favor white applicants at the expense of Asian Americans. None of that is likely to change the outcome: It's enough to count the justices nominated by Republican presidents to predict the court's decision. Legal analysis is beside the point.

Still, legal analysis matters, even when it's a fig leaf for politics. Americans look to the courts not only to resolve specific disputes, but also for more broadly applicable ideas about justice. The rationales offered by the courts can shape, expand, or limit our ideals. Indeed, as the apparently imminent demise of affirmative action nears, the legal basis for the policy, diversity, has come to define the national - and even the global - discussion of racial justice. And while the ideal of diversity has encouraged modest efforts to promote racial integration, the term "diversity" has also become a lazy stand-in for any discussion of the generations of race-based exclusion and exploitation that make race-conscious hiring and college admissions necessary. In this way, "diversity" has encouraged us to ignore and minimize past injustices and distorted our understanding of what justice requires today.

In the early 1970s, when an American talked about racial justice, she would use terms like "civil rights," "integration," or maybe even "Black Power." Today she will speak of diversity. Everyone to the left of Marjorie Taylor Greene claims to value diversity: diverse neighborhoods, diverse workplaces, diverse police forces, diverse political parties, and, of course, diverse classrooms and campuses. Fortune 500 corporations, the Chamber of Commerce, and exclusive private social clubs all pledge to promote diversity.

That represents a certain type of progress. But diversity is not the same as justice. It is a substitute for justice. Like saccharine instead of sugar in diet soda, diversity serves some of the functions of justice, and also takes its place. Diversity has made justice seem redundant. Because it has become a regular part of our diet, it's easy to forget what the real thing tastes like.

As we anticipate the end of the affirmative-action era, it might help to look back at how we arrived at our tense consensus about diversity, and why.

In the 1970s an aspiring medical student named Allan Bakke was denied admission to the University of California at Davis medical school. Black applicants with lower grades and test scores than his were admitted under an affirmative-action program. Bakke sued the university and took his case to the Supreme Court, which issued a split opinion.

Justice Lewis F. Powell Jr., the author of what is, by jurisprudential convention, considered to be the controlling opinion (the court splintered 4-1-4, and Powell's opinion provided the narrowest basis for the holding), opined that to be legally permissible, an affirmative-action plan would have to serve a compelling governmental interest and be narrowly tailored to further that interest. Crucially, he stipulated that an interest in remedying what he called the "amorphous" harm of "societal discrimination" was insufficient to justify race-based affirmative action. In other words, affirmative action would be unlawful if the reason a university adopted it was to correct the racial injustices of society. But, he added, affirmative action could be permissible if it was designed to achieve the pedagogical benefits that come with a diverse student body. That was the birth of the modern idea of diversity.

Although most progressives today avidly defend his logic in Bakke, Powell was not an advocate of racial equality. To the contrary, he was an unapologetic reactionary. Before his ascent to the bench, Powell wrote a memo to the U.S. Chamber of Commerce calling on big business to use its money and political influence to reverse what he saw as a rising tide of political activism coming not only from "extremists of the far left" but also from "the college campus" and "intellectual and literary journals." Indeed, higher education was a major focus of Powell's call to arms: He complained that "leftists," such as the consumer advocate Ralph Nader and the criminal-defense lawyer William Kunstler, were "warmly welcomed" on college campuses and had indoctrinated students to criticize the free-enterprise system. He approvingly cited a commentator who bemoaned that colleges such as Yale were "graduating scores of bright young men who are practitioners of the politics of despair" and "despise the American political and economic system." Powell - in a barely veiled attack on the value of academic freedom - also noted that colleges benefited from tax exemptions and from the largess of successful business people, and suggested that those ties could and should be exploited to shift the conversation on America's campuses in a more conservative, business-friendly direction.

Given the tone and focus of the "Powell Memo," it's not surprising that Powell seized the controversy over affirmative action as an opportunity to influence the ideological tenor of higher education. His 1978 opinion in Bakke effectively requires that affirmative action be justified not only by a compelling interest but also in a manner that defers to the political and economic status quo and is unlikely to feed the "politics of despair." The vague idea of diversity fits the bill, whereas a more specific rationale focused on the need to account and correct for generations of racial exploitation and hierarchy does not. For Powell (and, alas, for us all) any justification of affirmative action that cites the long, ugly history of American racism is likely to be legally unacceptable - despite being both a more compelling and more specific reason than diversity.

In effect, Bakke functioned as a gag order on college administrators when it came to discussing race in higher education. Before Bakke, affirmative action was widely understood to be a response to the legacy of Jim Crow segregation and, by extension, slavery. It was an outgrowth of the civil-rights initiatives of the 1960s that were designed to complete the long-thwarted project of Reconstruction. Affirmative action was a small part of a much larger reckoning with America's racial history. Diversity was part of the conversation, but it was only one of many reasons selective colleges employed affirmative action.

For instance, a 1969 publication of the Stanford Medical School cited the need to remedy societal discrimination: "The Medical College Admission Test ... may be inaccurate in indicating the basic ability and motivation of a minority student who has been subjected to social ... barriers." The chairman of the medical school's minority-search committee reported that the school sought to increase minority enrollment in order to better support underserved minority communities (also an unacceptable reason for affirmative action under Bakke): "The health problems of the ghetto have become serious. We know from past experience that the [typical white] medical student has failed to meet the challenge .... [We need minority enrollment] to increase the number of black and brown physicians, not [just] to integrate Stanford with the most qualified minority students in the country."

Bakke repudiated those sensible reasons for considering the race of applicants. Instead, the diversity rationale of the Bakke opinion treated race and ethnicity synonymously. Both the amici curiae brief submitted by Columbia, Harvard, Stanford, and the University of Pennsylvania (the "Harvard brief") on which Powell relied and the Powell opinion itself use the term "racial" and "ethnic" almost interchangeably. But racial minorities - particularly African Americans - had very different histories in the United States than did white ethnic groups. The collapse of racial and ethnic difference meant that "diversity" would tend to focus only on cultural difference and would ignore or play down the history of racism and the relevance of status hierarchy.

Consistent with Powell's longstanding project of reshaping intellectual life on campus, deterring an honest discussion of racism seems to be much of the point of diversity talk. Diversity has required colleges to finesse, if not obscure, the salience of racial injustice. It encourages us to focus on something pleasant - multicultural enrichment - rather than on racism; it is a topic fit for corporate retreats and alumni cocktail parties, where etiquette demands one avoid controversial topics. Diversity transforms what should be an indictment of social practices of exclusion into a plea for "tolerance," as if the issue were how to manage uncouth upstarts rather than how to correct centuries of deliberate subordination and violent exploitation. This mangles the historical record and softens the diagnosis of social injustice.

Affirmative action is hard to understand and harder to defend without reference to racism. The mandate that diversity and only diversity can justify affirmative action has given us some stilted and unconvincing arguments for why it's needed. Consider, for example, this sentence from the Supreme Court's opinion in the 2003 case Grutter v. Bollinger, in which Sandra Day O'Connor reaffirmed the diversity rationale for affirmative action and also reinforced Bakke' s repudiation of the use of affirmative action to remedy "amorphous" societal discrimination:

By virtue of our Nation's struggle with racial inequality, [minority] students are both likely to have experiences of particular importance to the Law School's mission, and less likely to be admitted in meaningful numbers on criteria that ignore those experiences."

Note how even as skilled a wordsmith as O'Connor, aided by a team of the most ambitious recent law-school graduates in the nation, could not avoid indirectly referring to racial injustice. So we are told that some students are likely to have unspecified "experiences" relevant to the law school's mission and that they are less likely to be admitted if those "experiences" are ignored. Couldn't we name those experiences? If we can't, it will be very hard to explain why they are important enough to justify what the court has insisted would otherwise be a violation of equal protection of the law. And so it is that affirmative action - so modest an antiracist effort that it was pioneered by the Nixon administration - has remained embattled. Diversity has kept affirmative action on life support but deprived it of the opportunity to thrive.

The Bakke decision was hardly celebrated as an unequivocal victory for civil rights. But it didn't take long for the civil-rights community to embrace the diversity rationale like a life preserver. Ever since, race-conscious progressive thought has been increasingly committed to the idea that members of racial-minority groups have distinctive norms, perspectives, voices, and cultural practices that contribute to a pedagogically or epistemologically grounded "diversity."

Of course, the idea that race entails a distinctive worldview or outlook has a long history. W.E.B. Du Bois advanced it most convincingly in his masterpiece, The Souls of Black Folk (1903), and it became a staple of a certain type of Black nationalism that focused on Afrocentric aesthetics, fashions, and norms. But before Bakke, this somewhat peculiar idea of racial difference as a kind of cultural difference was one of many theories about the salience of race; one could accept it or not with little practical consequence for law, policy, or one's commitment to racial justice. After Bakke, it became a mandatory point of reference for anyone interested in racial equity, acquiring a centrality that it had never had before and does not merit.

Diversity is only one of many reasons a selective college might care about the racial composition of its student body. But, for all practical purposes, Bakke enshrined diversity as the only reason a college could consider race. As a consequence, colleges had to highlight differences in racial perspectives, norms, and experiences to justify affirmative action. The diversity rationale effectively required them to incorporate a substantive theory of racial difference into their admission processes. Colleges needed not only to assert that minority students would bring distinctive ideas and perspectives to the seminar table; practically speaking, they also needed some account of the distinctive perspectives that such students would bring (but one that did not emphasize racism!). And so a subtle and pernicious implication hovered over post- Bakke college life: Minority students needed to justify their presence on campus by highlighting their own cultural distinctiveness.

Quickly enough, the diversity message filtered down from the lofty chambers of the Supreme Court to more quotidian domains. For instance, in the early 2000s, Kaplan's Graduate School Admission Advisor nudged the applicant who may not have thought of it herself: "Does your ethnic or cultural perspective give you a different take on the world?" Kaplan's guide Get Into Law School: A Strategic Approach promised on its cover "insider advice from top admissions officers" and included a chapter directed at "Minority Students" that instructed:

the U.S. Supreme Court ruled in Bakke that race can be a factor in striving for a diverse student body. Therefore ... If you participated in a minority students organization, list it in your application ... if there is something unique or of special interest as regards your race or ethnicity, whether it relates to your personal or professional development or illustrates how you would add a unique or different perspective to the student body, include it in your personal statement.

The message got through. Consider the number of references to cultural difference in a small sample of personal statements written by successful applicants to Harvard Law School in the 1990s and early 2000s: "My primary motivation for receiving a law degree surfaces from my personal experiences with the struggles of the Latin American immigrant." "My experience with other cultures give me sensitivity to the voices of today's international America." "As the child of Paraguayan immigrants, I too occupy a borderland." "By the time I entered college, I had mastered the language of three communities: the ... Spanish spoken by my mother at home; the profanity-laden slang of our poor, all-Black Washington D.C. neighborhood; and the textbook English enforced in the private schools I attended." "As an expatriate I developed a keen awareness of cultural diversity by actually being a part of different cultures." "If accepted, I will bring to Harvard Law School a very rich and diverse background."

No doubt some of those narratives are sincere, though surely some are designed to improve the applicant's chance of admission. Many are probably an inextricable combination of the two: the work of ambitious students who have internalized the now-expected equation of racial difference with inherited cultural difference and incorporated it into their self-conceptions.

Bakke and its progeny shaped how selective colleges discussed and treated race generally, and this in turn affected the narratives available to think about race and altered the incentives surrounding the expression of racial identity. Because those affected were disproportionately wealthy, socially elite, and culturally influential (the applicants, students, and faculty of selective colleges), they in turn profoundly influenced the understanding of racial identity in American society as whole.

Not only did Bakke play down or exclude a host of ideas about the salience of race; the idea of diversity itself had troubling implications that were magnified as it gained prominence. At best, diversity involves the laudable cosmopolitan quest for multiple perspectives in scholarship and the expansion of limited college curricula. Bakke's emphasis on "diversity" reinforced an idea of cultural difference developed in ethnic studies and the arts and humanities faculties - an idea that had cultural and symbolic concerns at its core. They included the emergence of multiculturalism in the academy in the 1980s and later in popular conversation, particularly the "canon debates" in the humanities. Those debates emphasized cultural difference and the existence of autonomous cultural practices as a challenge to the dominance of the culture, ideas, and values of the United States and Western Europe. They foregrounded the recognition demands of distinct groups, insisting that liberal societies accommodate cultural difference and acknowledge non-Western peoples. The debates naturally began to focus on the aesthetic and social merit of various distinctive cultural groups.

Multiculturalism provided invaluable insights into American race relations. But it has also contributed to an obsession with insular identity categories. As Todd Gitlin noted in the 1990s:

The newcomer [to the university] ... finds exclusive identity groups for partying, dancing, listening to music in a familiar style. She finds the Black Sociology Association and the Asian Business Association .... [P]repackaged identities multiply ... [and] when everyone else seems to have found a group to eat with, party with, hang out with, and date, the newcomer feels the pressure to find one as well ... Even students who feel uneasy about the prefabricated categories feel peer pressure to identify with one ... The group allays what is already an adolescent anxiety about finding a place. But the spread of identity-group culture heightens that anxiety in the first place.

This emphasis on identity could lead to an exaggeration of racial difference, a denial of transracial commonality, and a subsequent inattention to the kinds of economic inequality and political marginalization that don't track racial divisions. The predominance of diversity rhetoric has elevated the idea of racial difference as a type of cultural difference - once the fringe position of an Afrocentric counterculture - to the default understanding of race in America. At its worst, this tendency denies the cosmopolitan character of American society to an almost pathological extent. Consider these two examples, divided by decades but united in spirit and substance. In the 1970s, Janice E. Hale-Benson, then a professor of education at Wayne State University, wrote a book called Black Children: Their Roots, Culture, and Learning Styles. In it she posits principles such as that Black children "tend to prefer inferential reasoning to deductive or inductive reasoning." More:

Afro-American people tend to approximate space, numbers, and time rather than stick to accuracy.

Afro-American people in general tend not to be "word" dependent. They tend to be very proficient in nonverbal communications.

Black people think in terms of approximation of time, rather than punctuality. An "in house" expression is "C.P.T." - meaning "Colored People's Time"! ... Meetings that begin on C.P. Time usually begin about 20 minutes after the appointed time.

Were this not the work of an African American scholar, one might consider it that of a white supremacist, full of the most demeaning and hurtful stereotypes. Would anyone who accepted those ideas bother to train Black people to be scientists, accountants, or lawyers? How does a theory that asserts that Black people are not "word dependent" explain the great Black writers of the Harlem Renaissance or the eloquence of Black political activists, poets, and novelists? And what employer would want to hire someone alleged to be culturally incapable of punctuality?

Such ideas should have died a well-deserved death long ago. Indeed, the insights of ethnic studies and multiculturalism at their best, which brought the profound intellectual and professional achievements of African Americans into the center of liberal education, should have nailed the coffin closed. But in 2020 the National Museum of African American History and Culture published a document, entitled "Aspects and Assumptions of White Culture," that was the photo-negative image of Hale-Benson's account of Black culture. The document claims that "individualism," "the scientific method," "rationalism," the work ethic, and the "written tradition" are all elements of "white culture" that have been imposed on (or "internalized" by) people of color. Thankfully, the museum acknowledged its mistake and removed the document from its website. But its presence, even for a short time, in a museum dedicated to African American history speaks to the ascendancy of the idea that racial identity is primarily a type of cultural difference. Bakke and the diversity rationale helped to promote this idea to its central place in the popular understanding of race.

Ironically, Powell's effort to undermine the "politics of despair" that so troubled conservatives in the 1960s and 1970s may have fueled the politics of identity that enrages conservatives today. Bakke didn't eliminate the politics of despair but only gave it a new focus. The difference is that the despair Powell attacked arose from a critique of social and political institutions and practices - institutions and practices that can be changed through collective political activism - whereas the despair generated by identity politics is more personal and more fatalistic.

None of this had anything to do with fairness to white or Asian American applicants to selective colleges. The Supreme Court could have tempered the cruder forms of affirmative action - invalidating racial quotas, for example - without limiting higher ed to the diversity rationale. We can't know what the racial landscape at America's selective colleges, to say nothing of the nation as a whole, would look like had Powell not imposed diversity on our conversations about race. But without Bakke' s requirement that affirmative action be justified in terms of diversity, other ideas about the value of racial inclusion would have been available. It's a good bet that the moral imperative to correct societal discrimination, for example, would have proved at least as compelling as diversity. For the past 40 years we might have had as much attention devoted to identifying and correcting institutionalized bias as we have had to promoting diversity. Perhaps, in a nation where racial inclusion was not justified exclusively in terms of diversity, it would not have taken until 2020 for a significant number of Americans of all races to embrace the simple conviction that Black Lives Matter - and to be horrified that this needs to be insisted upon.

With affirmative action once again before the Supreme Court, it's understandable that many are nostalgic for the jurisprudence of Lewis Powell. The best one can hope for from the current court, and it's a slender hope, is that the justices leave well enough alone.

But the Supreme Court isn't in charge of our sense of justice, whatever some of its members pretend. It long ago squandered the moral authority it acquired during its proudest moments, in the 1950s and 1960s, when it taught much of the nation something about justice. We will all have to obey the letter of whatever law the five or six members of this court decide to concoct. But we can and should refuse the casual dishonesty and moral cowardice that will certainly accompany it.

No doubt, the court's "originalists" will say that the logic of the equal-protection clause of the 14th Amendment demands the end of affirmative action, ignoring the origins of that amendment as part of the project of post-Civil War Reconstruction. Perhaps they will again distort to the point of parody the convictions of civil-rights advocates to support their diktat, as Chief Justice John G. Roberts Jr. did in 2007's Parents Involved in Community Schools v. Seattle School District, when he cited the arguments advanced against state-sponsored racial segregation in Brown v. Board of Education to support the proposition that a public school could not consider race to integrate its student body. Hiding behind those rationalizations, they will claim that a law written to secure equal treatment for former slaves compels them to forbid a modest gesture in the direction of racial justice. The transparent dishonesty of such contentions won't stop them from imposing their will on the rest of us. But the reactionary faction currently in control of the Supreme Court does not have the power to control the meaning of our constitutional traditions - unless we cede it to them.

We cannot look to the justices of the Supreme Court for justice. For that, we need to look to the judgment of history and to the court of popular opinion, where there is at least a chance of a fair hearing and an honest discussion. The recent outpouring of support for demonstrations against racially targeted police violence suggests that many - perhaps even most - Americans have begun to acknowledge the depth and breadth of racial injustice in our society and the moral imperative of resolving it. Those of us who want a more durable approach to racial inclusiveness - both at selective colleges and elsewhere - must refuse another gag order passing for constitutional jurisprudence and take the discussion of racial justice away from the courts. In higher education this would require an unflinching acknowledgment of the nation's long history of white supremacy and how its colleges and universities perpetuated and benefited from it. And it would suggest a broad rethinking of the admissions criteria that disfavor people of color and make race-based affirmative action necessary in the first place. Let old men and women in black robes peddle in substitute justice. We must demand the real thing.

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university of north carolina at chapel hill

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Opinion | How Affirmative Action Was Derailed by Diversity

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Most observers of the Supreme Court expect that it will declare affirmative action unconstitutional next year in Students for Fair Admissions v. Harvard College and Students for Fair Admissions v. University of North Carolina. The plaintiff's case isn't strong.

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#5 Current News Article: Race-Conscious Admissions

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#5 Current News Article: Race-Conscious Admissions

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Mangan, K. (2022, September 2). Enrolling diverse students when race is off the table. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/after-affirmative-action

This article focuses on the future of university recruitment efforts if affirmative action is banned.

It discusses the tactics that different higher education institutions will have to adopt if they wish to offer a diversified post-secondary education.

Affirmative action is already prohibited in some states, and this article focuses on creative recruitment tactics that higher education institutions have adopted to keep a diversified college culture.

This article focuses on the consequences of banning affirmative action, if two court cases demonstrate that racial discrimination is a factor in college admissions.

By finding creative recruitment alternatives, universities spend a lot of money. Therefore, many are not willing to invest in lucrative programs aimed to recruit marginalized populations.

In conclusion, higher education institutions where affirmative action is banned have not been successful at recruiting diverse student populations.

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14th Amendment of the
Constitution (U.S. Const. amend. XIV) provides equal protection and due process of law.

"Due process in education means that fairness should be rendered in all areas." Lynch. M. (2016).

Based on principles of “fundamental fairness"

Title IX’s non-discrimination and compliance requirements apply to any educational institution that receives federal financial assistance

The Equal Protection Clause of the 14th Amendment provides that a state may not deny equal protection of the laws

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Fisher v. University of Texas, 579 U.S. 365 (2016)
- Concerning UT's use of diversity in its admissions process.
-It has come to the U.S. Supreme Court on appeal for the second time. In its second ruling, upholding the university's admissions policy.

Related affirmative action laws:

Grutter v. Bollinger, 539 U.S. 306 (2003)
affirmative action admissions policy

Gratz v. Bollinger, 539 U.S. 244 (2003)
affirmative action admissions policy

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42 U.S. Code § 2000d - Prohibition against exclusion from participation in, denial of benefits of, and discrimination under federally assisted programs on ground of race, color, or national origin

(Tex. Educ. Code § 1.002.) regarding Equal Educational Services or Opportunities

Title VI of the Civil Rights Act of 1964. The United States Department of Justice. (2022, April 25). Retrieved from https://www.justice.gov/crt/fcs/TitleVI-Overview

Education Code. Chapter 1. general provisions. (2022). Retrieved from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.1.htm

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Title VI, 42 U.S.C. § 2000d et seq., was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance. As President John F. Kennedy said in 1963:

Simple justice requires that public funds, to which all taxpayers of all races [colors, and national origins] contribute, not be spent in any fashion which encourages, entrenches, subsidizes or results in racial [color or national origin] discrimination.

If a recipient of federal assistance is found to have discriminated and voluntary compliance cannot be achieved, the federal agency providing the assistance should either initiate fund termination proceedings or refer the matter to the Department of Justice for appropriate legal action. Aggrieved individuals may file administrative complaints with the federal agency that provides funds to a recipient, or the individuals may file suit for appropriate relief in federal court. Title VI itself prohibits intentional discrimination. However, most funding agencies have regulations implementing Title VI that prohibit recipient practices that have the effect of discrimination on the basis of race, color, or national origin.

Statutes and Regulations

Title VI Statute, 42 U.S.C §§ 2000d - 2000d-7 (HTML or PDF)

Department of Justice's Title VI Regulations (28 C.F.R. § 42.101 et seq.) (HTML or PDF)

Department of Justice's Title VI Coordination Regulations (28 C.F.R. § 42.401 et seq.) (HTML or PDF)

Department of Justice's Guidelines for the Enforcement of Title VI (28 C.F.R. § 50.3) (HTML or PDF)

Rulemaking actions to incorporate the Civil Rights Restoration Act's definitions of "program or activity" and "program" into regulations implementing Title VI, Section 504, and the Age Discrimination Act:

Twenty-two agencies' Notice of Proposed Rulemaking, published December 6, 2000 (65 FR 76460) (HTML or PDF)

Twenty-two agencies' Final Rule, published August 26, 2003 (68 FR 51332) (HTML or PDF)

Department of Education's Notice of Proposed Rulemaking (also includes amendments to Title IX regulations), published May 5, 2000 (65 FR 26464) (HTML or PDF)

Department of Education's Final Rule (also includes amendments to Title IX regulations), published November 13, 2000 (65 FR 68049) (HTML orPDF)

Department of Health and Human Services' Notice of Proposed Rulemaking (also includes amendments to Title IX regulations), published October 26, 2000 (65 FR 64194) (HTML or PDF)

Title VI Materials

LEP Materials

Environmental Justice Materials

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Title VI Of The Civil Rights Act Of 1964 42 U.S.C. § 2000d Et Seq.

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Title VI, 42 U.S.C. § 2000d et seq., was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance. As President John F.

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(34 C.F.R. § 100.3) Discrimination prohibited

Automatic Admission Requirements (19 Tex. Admin. Code §61.1201)

The Federal Register. Code of Federal Regulations. (2022, September 2). Retrieved from https://www.ecfr.gov/current/title-34/subtitle-B/chapter-I/part-100

Explanation of Automatic College Admission. Texas Education Agency. (2022). Retrieved from https://tea.texas.gov/sites/default/files/19_0061_1201-1.pdf

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Our local four-year institution is currently holding a test optional policy which aims to increase higher education enrollment. Optional SAT/ACT exams encourage an increased number of applicants. By de-emphasizing standardized tests, higher education institutions become accessible to all and therefore increase a diversified student body.

Test Optional Policy (2022-2023)

The SAT and ACT Exams are optional for the 2022-2023 school year.  Test scores will be used as supporting documents to determine admission and scholarship opportunities.  Students will be reviewed on a holistic basis focusing on the strength of the high school record, overall grade point average, grades within the course subjects, dual credit work, and additional information (resume and/or extracurricular activities, leadership opportunities, and work experience provided with the ApplyTexas application).  The value of standardized tests is valued as a piece of the review process and will be considered alongside the other required application credentials.

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Office of Admissions
UT Permian Basin
4901 E. University
Room # MB 1221
Odessa, TX 79762-0001
(432) 552-2605

Application Procedures

Persons seeking admission should apply online using the ApplyTexas Application found at http://www.goapplytexas.org or at the UT Permian Basin web site at www.utpb.edu.

To provide better assistance, it is helpful to know if the person is a new or former student, a transfer student, a graduate or undergraduate, an international student and what specific semester they plan to enroll. Potential students should plan to complete all admission requirements two months in advance of their enrollment.

Freshmen Applicants

For application purposes, a freshman student is defined as "a student enrolling at a college or university for the first time and/or a transfer student who has successfully completed 1-23 semester hours of academic credit at a regionally accredited institution."

In addition to completing the ApplyTexas Application found at http://www.goapplytexas.org, the student must submit an official high school and transcript from an accredited school, and transcripts of all college courses attempted (if any). Although the final transcripts showing date of graduation cannot be sent until after high school graduation, a tentative admissions decision, as well as scholarship consideration, can be made on the basis of an official high school transcript listing the courses taken up to the time of application, the grades and the approximate class rank.

Applicants are considered freshmen if they have accumulated fewer than 24 semester credit hours (sch) of college credit following graduation from high school. The Office of Admissions recommends that potential freshmen complete the application process in the spring of their senior year in high school or by the following recommended dates:

High School Curriculum Requirements

Applicants must have one of the following:

1. Successfully completed the curriculum requirements for the Distinguished Endorsement High School Program, the Foundation Diploma, or Foundation Diploma with an endorsement.

2. Satisfied the ACT's College Readiness Benchmarks (English -18, Math 22, Reading 22 and Science 23) on the ACT assessment or earned on the SAT assessment a score of at least 480 on the Evidence Based Reading and 530 in Mathematics, in one sitting.

The following courses are recommended to be considered for admission::

English, Language Arts (Not including Journalism) and Reading - 4 credits
Mathematics - 4 credits (Algebra 1, Geometry, and Algebra II are recommended)
Science - 4 credits (Biology I, Chemistry I or Physics I are the courses recommend)
Languages other than English - 2 credits (If two years of a single language are not completed in high school, at least two semesters of a single language may be required at the college level)

The above curriculum requirement may be satisfied if the applicant's official high school transcript or diploma states that the applicant completed the portion of the recommended or advanced curriculum or its equivalent that was available to the applicant, but was unable to complete the remainder of the curriculum solely because courses necessary to complete the remainder were unavailable to the applicant at the appropriate times in the applicant's high school career as a result of course scheduling, lack of enrollment capacity, or another cause not within the applicant's control. Applicants included within this category are those who have a GED, are out-of-state residents, attend private schools, or home schooled. Students graduating from other high school programs should complete a similar college preparatory course of high school study.

Freshmen Admission Requirements

Top 25% of the High School Class

All students graduating from an accredited Texas high school who are ranked in the top 25% of their high school graduation class will be admitted unconditionally to UT Permian Basin. Students applying to UT Permian Basin from an accredited high school outside of Texas or who graduated from an accredited Texas school with class rank not in the top 25% must meet the high school unit requirements. Students admitted on this basis must complete the requirements of the Texas Success Initiative (TSI).

Test Optional Policy (2022-2023)

The SAT and ACT Exams are optional for the 2022-2023 school year. Test scores will be used as supporting documents to determine admission and scholarship opportunities. Students will be reviewed on a holistic basis focusing on the strength of the high school record, overall grade point average, grades within the course subjects, dual credit work, and additional information (resume and/or extracurricular activities, leadership opportunities, and work experience provided with the ApplyTexas application). The value of standardized tests is valued as a piece of the review process and will be considered alongside the other required application credentials.

Home Schooled Applicants

The admission requirements for students who have been home schooled are the same as for students who have attended traditional public or private schools. A transcript with all coursework, completed and in progress, is required with the application, test scores, and application fee. Home school transcripts must have a notarized signature of the school official attesting tot he authenticity of the record.

GED Recipients

Freshman applicants with GED certificates must show evidence of meeting the state-mandated curriculum requirements by attaining a score in the 50th percentile or better on each individual GED score. .

Other Admissions Criteria

Applicants who do not meet the state-mandated admission criteria may also be admitted to UT Permian Basin based on a number of criteria or indicators of readiness for college success.

Applicants who have evidence of high school graduation or its equivalent may be admitted by the director based on high school rank, ACT or SAT scores, and other evidence of college readiness, including the following criteria:

Student's rank in high school class

Letters of recommendation from educators or professionals who can comment on the applicant's potential for success in college

Scores on the CLEP, AP, International Baccalaureate, or other nationally recognized standardize examination for college placement

The SAT Writing exam

Essays submitted as part of the ApplyTexas application

Concurrent or dual enrollment college course credit

Documentation of a rigorous high school curriculum completed

SAT, ACT, or other standardized test results

Evidence of leadership in community service or school activities

Work experience or military service since leaving high school

Complete an interview with a representative of the Admissions Office prior to consideration for admission; in this interview, the applicant will be asked to present evidence of academic ability

Performance ranking of the high school

In reviewing a student for admission the Admissions Director will consider: the applicant's evidence of academic ability; whether the applicant is the first generation in his or her family to attend or graduate from college; whether the applicant is bilingual; the applicant's responsibilities while attending school; the applicant's involvement in community activities; the applicant's extracurricular activities; and the socioeconomic background of this family. An applicant may be admitted unconditionally, provisionally or conditionally.

Conditional Admission

All admitted students must satisfy the TSI requirements and placement testing of the University. Students who do not successfully meet these requirements or who enter with academic deficiencies may be admitted conditionally. Conditionally admitted students will complete a student success plan as one of the conditions for their admissions. To be removed from conditional status, a student must:

Complete twelve or more general education credit requirements from UT Permian Basin with grades of "C" or better in each course; and

Complete other enrollment requirements consistent with his or her deficiencies at the time of application.

Failure to meet these requirements may result in an academic probation or dismissal.

Provisional Admissions Program

Under the UT Permian Basin Provisional Enrollment Program for freshmen, any student graduating from high school may enter UT Permian Basin in the summer or spring semester following her or his high school graduation regardless of his or her high school record or score on the Scholastic Aptitude Test (SAT) or American College Test (ACT) provided that they have graduated from a high school with the required units and subjects as prescribed by the Institution. Students who successfully meet the following standards will be admitted for subsequent semesters or unconditional admissions status. The student must complete in a single semester, or the combined summer terms a total of twelve semester credit hours of general education courses selected from English, mathematics, natural sciences, social sciences, fine arts, and humanities with a semester grade point average in those courses of 2.0 or above.

Early Admissions Program (EAP)

Students seeking admission to The University Early Admissions Program (EAP) of Texas of the Permian Basin prior to high school graduation must:

have completed their sophomore year of high school;

be ranked in the top 25% of their class;

have a "B" average;

present a minimum score of 900 on the SAT (CR+M) or 19 on the ACT;

have the recommendation of their high school principal or counselor; and

have the approval of their parent or guardian acknowledging an understanding of the program and granting approval for participation

In addition to the requirements that must be met to be eligible to participate in the EAP, the students:

must submit the ApplyTexas Application form in addition to an EAP application

must meet TSI requirements

will pay the regular tuition rates and will be permitted to enroll in college courses

will be allowed to enroll in up to six credit hours per semester of any freshman/sophomore level courses that are being offered, provided they have the prerequisites

International Students

For purposes of admission, an international student is defined as "a student who is, or will be, in the United States on a non immigrant student visa." This specifically refers to the Student (F) and Exchange Visitor (J) Visas. International student admission requirements apply but are not limited to international students on F or J visas. To comply with federal laws and immigration requirements international students must be degree-seeking students in order to enroll at UT Permian Basin.

Foreign-born students who are naturalized U.S. citizens or who have immigrant status (permanent resident status) in the United States should note the following:

1. Please allow ample time for receipt, verification and evaluation of any foreign credentials. Regulations for foreign credentials are the same as listed under international student requirements.

2. TOEFL, IELTS, or Duolingo scores or other evidence of communication skills sufficient for classroom work may be requested if the student's first language is not English or if academic preparation was not in English.

3. Financial arrangements required of international students do not apply to resident or naturalized U.S. citizens.

In addition to the general admission requirements for Freshman and Transfer Applicants, the following regulations apply to all international students:

International Applicants should apply for admission using the ApplyTexas Application (electronic) at http://www.goapplytexas.org at least 120 days before the anticipated enrollment date and should arrange to have test scores and academic records in the Office of Admission no later than 60 days before the enrollment date. Verification of credentials may also be required. UT Permian Basin will issue immigration papers (I-20 or DS2019) for student visas after all admission credentials have been received and approved. For more information contact the International Student Adviser at (432) 552-2605. There is no application fee (subject to change). All international students are considered nonresident students for tuition and other purposes.

1. High School or Secondary School Transcripts - Submit an official record (transcript) of all secondary school work attempted, including subjects taken and grades earned. In addition, an official copy of final examinations taken at the end of the secondary school program, such as school leaving certificates and matriculation exam results should be submitted. If documents are written in a language other than English, complete and official English translations must be provided. Each transcript (mark sheet) should contain a complete record of studies at the institution from which it is issued (i.e. the subjects taken and grades (marks) earned in each subject.) Send these to UT Permian Basin Admissions, 4901 E. University, Odessa, TX 79762-0001.

2. College/University Transcripts - Official, certified transcripts of student's academic record (mark sheets) from universities previously attended must be submitted. Both a copy of the official foreign academic record and an official English translation must be included. Moreover, where university-level studies are to be considered for possible undergraduate transfer credit, a syllabus, catalog, or similar bulletin must be submitted which describes the courses in sufficient detail for proper evaluation.

3. Certification of Financial Support - Students must submit a completed and signed Certification of Finances form that provides evidence guaranteeing the student's ability to pay expenses while enrolled at UT Permian Basin. This form must be accompanied by documentation supporting the statement in the form of a current letter from a bank or other reliable institution or from the sponsor's employer. (Photo static copies of support statements furnished to meet another university's requirements are not acceptable.) The University has no financial aid available for international students. Additional support can be from family members, a sponsor, or government with supporting documentation and signatures attached to the Certification of Finances Form (available online at www.utpb.edu).

4. English Proficiency - All applicants whose native language is not English, must submit proof of English proficiency by one of the following:

1. TOEFL scores or other evidence of communication skills sufficient for classroom work may be requested if the student's first language is not English or if academic preparation was not in English. Test of English as a Foreign Language (TOEFL) scores must be submitted before admission will be granted. Minimum score for admission consideration is 550 (paper-based), 213 (computer-based), or 79 (internet-based). Information concerning the TOEFL may be obtained by writing to: TOEFL, Box 899, Princeton, NJ 08540 (The University of Texas Permian Basin institution number: 6914) or

2. The Academic Examination of International English Language Testing System (IELTS) with a minimum score of 6.5 or better. There is no institutional code for UT Permian Basin and so send your scores to UT Permian Basin Admission, 4901 E. University, Odessa, TX 79762-0001 OR

3. Duolingo English Test (DET) Scores: A minimum DET score of 100 sent directly to UTPB Admissions Office from the testing center or use institutional number 276692 OR

4. 24 sch of transferable college course work from a regionally accredited U.S. institution to include English 1301 & 1302 (Freshman Composition I & II) with grades of "C" or higher.

5. Medical Insurance Requirement - International students on F-1 visas must have medical hospitalization and repatriation insurance for themselves. Insurance for dependents is optional. Students on J-1 visas are required to carry medical, hospitalization and repatriation insurance for themselves and their dependents.

6. Vaccination Requirement - All new students and those who are returning after a one semester absence and under the age of 22 will be required to show evidence that they have received the bacterial meningitis vaccination or eligible for an exemption prior to enrolling. The vaccination dose or booster must be during the five-year period preceding and at least 10 days prior to the first day of class or prior to moving into on-campus housing (whichever is applicable). Students taking online courses only (no on-campus based courses) are not required to have the vaccination. Send evidence of the vaccination or qualified exemption to UTPB Admissions, 4901 E University Blvd, Odessa, TX 79762. For more information about the immunization requirements and exclusions, please refer to the Texas Department of Health Services, Immunization Branch (MC 1946), PO Box 149347, Austin, TX 78714-9347.

7. Employment Restrictions - Students on F-1 visas do not normally have employment privileges. Government regulations require international students to certify that they have finances deemed sufficient by the University while pursuing their degree without employment. Thus, international students should not expect to support themselves through employment while attending the University. International students may request permission to seek employment while attending the University after they have completed one academic year of study. See the International Student Advisor.

8. Holders of F-1 student visas and J-1 sponsored Student Visas must enroll for a full load of study.

1. Undergraduate students - Twelve (12) semester hours is the minimum load. If the student does not plan to enroll during the summer sessions, full-time enrollment should be 15 semester hours.

2. Graduate students - Nine (9) semester hours is the minimum load.

9. Graduate Studies - Students requesting admission to graduate programs must comply with all of the above requirements in addition to the graduate studies requirements listed in the Graduate Catalog.

10. International Transfers from U.S. Institutions - Transfer admissions from universities within the United States will be processed only for those students who have completed one full year (24 semester hours) or more of studies. If currently "in-status" under an F or J Visa, the United States Citizenship and Immigration Services (USCIS) must be notified when an international student transfers from one U. S. institution to another. Once a student is admitted, UT Permian Basin will provide a Transfer-In Form that will need to be completed by the previous U.S. institution and submitted to UT Permian Basin to release the active Visa information for update. However, if a student is "out of status" with USCIS, that student should reinstate him/herself with USCIS prior to enrolling at UT Permian Basin. Questions regarding a student's immediate immigration status must be directed to the international student adviser. It is the student's responsibility to obtain the correct visa and to maintain the appropriate immigration status while in the United States. International students should refer to, carefully read, and make sure the conditions of the visa, noted on the back of Form I-20 or DS2019, are understood before signing the form.

Transfer Applicants

For application purposes, a transfer student is defined as "a student who has successfully completed 24 or more semester hours of credit (post-secondary school completion) at a regionally accredited institution prior to transferring to U. T. Permian Basin."

The University is committed to the recruitment and retention of transfer students. Direct Connect and other articulation agreements with community colleges across the state and participation in the Texas Common Course Numbering System simplify the transfer of credit to UT Permian Basin. The University provides a Transfer Admission Counselor who assists with prospective transfer applicants and an Academic Advisor for Transfer Students who assists students with degree plans prior to and after enrollment. The University provides transfer merit scholarships to assist academically qualified transfer students in making UTPB a more affordable choice. This next section outlines the admission requirements and transfer procedures. If any questions arise regarding the transferability of courses, please contact the Admission Office at 432-552-2605 or admissions@utpb.edu for further assistance.

Transfer Admissions Requirements

Transfer students seeking admission, who have accumulated fewer than 24 schs, will be considered for admission under the criteria established for freshman admission (See Freshmen Admission Requirements) and must have a cumulative grade point average of 2.0 or higher in the college-level courses.

Transfer students seeking admission, who have accumulated 24 schs or more from regionally accredited colleges or universities (post-secondary school), must meet the following entrance requirements:

Submit to the Office of Admissions, official transcripts from all colleges and universities previously attended. All documents submitted become the property of UT Permian Basin and will not be returned to the student.

Must have a 2.0 grade point average or better on a 4.0 grading system in previous college work.

Must not be on academic or disciplinary suspension from any previously attended college or university (be eligible to re-enroll in the colleges or universities previously attended).

A transfer applicant from a non-accredited institution may be considered for conditional admission by the Admissions Review Committee. A transfer student admitted conditionally must achieve a grade point average of 2.0 or above for the first 30 hours of course work undertaken at UT Permian Basin and is subject to academic dismissal at any time the grade point average falls below 2.0.

Former Students

Students who have previously attended UT Permian Basin but have not been enrolled in the immediate past two semesters, must reapply. Those students who have enrolled in another college or university since attending U. T. Permian Basin must submit official transcripts of all work completed.

Change of Educational Objective

Students who have graduated or are scheduled to graduate from UT Permian Basin and wish to continue enrollment to pursue another educational objective must reapply indicating their new intention. (Example: second bachelor's degree, a master's degree, teacher certification)

Transient Students

Transient students seeking admission for one semester or summer session provided they are in good standing at the colleges or universities previously attended are welcome at UT Permian Basin. Only a current transcript from the last institution will be required prior to enrolling at UT Permian Basin. A student will not be admissible if they are ineligible to return immediately to their former institution. A student granted admission as a transient or as a non-degree student and who decides to pursue a degree at UT Permian Basin is welcome. The applicant must update his/her application and provide official transcripts from all colleges and universities previously attended.

Academic Fresh Start

Texas residents may apply for admission to UT Permian Basin under the Academic Fresh Start statute ( Texas Education Code, Sec.51.931). Applicants seeking admission under the Academic Fresh Start statute must, at the time of application, inform the Office of Admissions in writing of their intent and confer with an admission representative about the impact on the overall credits and grades being considered. Under this program, residents are permitted to apply for admission and enroll as undergraduate students and academic course credits or grades earned 10 or more years prior to the semester for which the student seeks enrollment are not considered for admission purposes. In addition, an applicant who makes the election to apply under this statute will not receive any course credit for courses taken 10 or more years prior to enrollment under Academic Fresh Start. Other standard admissions criteria generally applied to persons seeking admission to the University is not affected by this plan.

If a student who enrolls under this program completes a prescribed course of study, earns a baccalaureate degree, and applies for admission to a postgraduate or professional program offered by a public institution of higher education, the admitting institution will consider only the grade-point average of the applicant established by the course work completed after the student enrolled under this plan (along with other criteria the institution normally uses to evaluate applicants for admission).

Academic/Disciplinary Suspension

A student who is not eligible to return immediately to his/her former institution is not eligible to enroll at UT Permian Basin. Normally a student who is dismissed for disciplinary or academic reasons from UT Permian Basin or from another institution will not be admitted.

Transfer of Credit

Undergraduate Transfer of Credit

There is no limit to the number of credit hours that may be transferred provided they meet the rules governing transfer of credit listed below. However, students must complete a total of 48 hours of upper level credit and at least 30 of those credit hours must be taken at UT Permian Basin, with the last 24 schs taken in residence, in order to be eligible to receive a degree. In addition, at least 25% of the credits used to meet a degree requirement must be from UT Permian Basin. Course work shown on transcripts from other academic institutions is subject to two separate evaluations:

1. Admission. Course work is evaluated to determine the transferable credit for admission. This evaluation is performed by an admissions officer during the admission process.

2. Applicability toward degree requirements. Course work is evaluated to determine whether the student's freshman/sophomore courses provide the necessary preparation for upper level courses at UT Permian Basin and to determine the applicability of previous upper level course work toward degree requirements at UT Permian Basin. This evaluation is performed by an academic advisor in the student's chosen field of study.

Rules Governing Transfer of Credit

1. The college or university from which the credit is to be transferred must be accredited by a regional accrediting agency.

2. Courses transfer to UT Permian Basin on the same level and with the corresponding number of credit hours earned at another institution. D grades may be included in the total number of credit hours to be accepted for transfer to UT Permian Basin; however, D grades will not be accepted to fulfill the requirements of a major, minor or any General Education requirement.

3. When a course has been repeated for credit, the most recent grade and credit hours will be used to determine the acceptance of the course and also to determine if the student meets the minimum grade point average entrance requirement.

4. The following are not accepted by the University toward admission or degree requirements:

1. Orientation, remedial English, remedial reading courses, remedial mathematics courses, remedial writing (composition).

2. General Education Development tests on high school or college level.

5. Sectarian courses in religion are counted for admission purposes but do not apply toward degree requirements. However, courses in the philosophy of religion, the Bible as a literary work or surveys of the Old and New Testament may be applicable as free electives.

6. Vocational and technology courses are not accepted as transfer credit by the Admissions Officer. Under special circumstances some of these courses may be accepted on an individual course basis by the faculty advisor with the approval of the Dean of the School or College.

7. Except for Kinesiology majors, up to 4 credit hours will be accepted in physical activity courses toward admission requirements and total credits toward a degree. Up to 4 upper level credits in ROTC can be accepted in lieu of physical education.

8. Credit for Military Service - course credit for all physical education credit required (4 credits) and for additional schs, not to exceed 12, may be applied to satisfy elective course requirements for the student's degree program for courses outside the student's major or minor if the student

1. Graduated from a public or private high school accredited by a generally recognized accrediting organization or from a high school operated by the United States Department of Defense; and

2. Is an honorably discharged former member of the armed forces of the United States who has completed at least two years of service in the armed forces or was discharged because of a disability.

3. Student must provide proof of eligibility (i.e. DD Form 214 or disability discharge documentation)

9. If UT Permian Basin does not accept lower division course credit earned by a student at another institution of higher education, UT Permian Basin shall give written notice to the student and the other institution that the transfer of the course credit is denied. The two institutions and the student shall attempt to resolve the transfer of the course credit in accordance with Texas Higher Education Coordinating Board (THECB) rules and/or guidelines. If the transfer dispute is not resolved to the satisfaction of the student or the institution at which the credit was earned within 45 days after the date the student received written notice of the denial, UT Permian Basin shall notify the Commissioner of THECB of its denial and the reason for the denial. The Commissioner of Higher Education or the Commissioner's designee shall make the final determination about a dispute concerning the transfer of course credit and give written notice of the determination to the involved student and institutions.

10. Correspondence or extension credit if appropriate to the curriculum and entered onto a transcript of a regionally and state accredited college or university, subject to the following limitations:

1. The maximum transferable credit is 15 semester hours of correspondence credit, 30 semester hours of extension credit, or 30 semester hours of correspondence and extension credit combined.

2. A maximum of six semester hours in the major may be correspondence credit.

3. The College of Business does not accept transfer of any upper-level business courses taken by correspondence.

4. Transfer credit is presented to the Office of Admissions at the time the student is applying to the University.

5. Appropriateness to the degree is evaluated by the faculty advisor for degree purposes when the degree plan is developed.

Prospective students often have questions about transfer of courses. Students are invited and encouraged to seek advice about courses and degree programs from the admissions advisors and, if necessary, the student will be referred for consultation with faculty members in the student's prospective discipline.

Undergraduate Admission Appeals Process

If an undergraduate student is not admitted through the Admissions Review Process, the student may file a formal admissions appeal through the Admission Committee. The Admission Committee, composed of faculty and staff, reviews undergraduate admissions appeals.

To appeal the admission decision a formal Letter of Appeal should be addressed to the Admission Committee. The letter should cite any compelling circumstances that may have adversely impacted prior academic performance and should detail how the student's current situation will incline the student for future academic success.

The appeal should be submitted within 30 days of the initial denial decision but no later than 30 days prior to the intended semester/term to enroll. The Letter of Appeal may be submitted by e-mail to admissions@utpb.edu or sent by mail to: Admission Committee, University of Texas Permian Basin, 4901 E University Blvd., Odessa, TX 79762.

The student will be notified approximately 14-21 days following the receipt of the Letter of Appeal. The decision of the Committee is final and shall be mailed to the address indicated on the original admission application. Application fees are non-refundable regardless of the result of an appeal.

Credit by Examination

The University recognizes academic achievement of students gained by means other than through performance in organized classes. Students will be given the opportunity to receive credit by special examination in certain courses where proficiency may be practicably determined by examination.

Course credit earned by examination is recorded by the Registrar on the student's transcript, but no grade or grade points are awarded. The student is responsible for having test scores sent to the Admissions Office. The College of Business offers credit by examination in specific business courses. Refer to the College of Business section of this catalog for more information.

There are three separate programs by which a student may earn course credit by examination. These are:

1) CEEB Advanced Placement (AP) Examinations which are a part of the Advanced Placement Programs available in a limited number of secondary schools; and,

2) specified subject examinations of the CEEB College Level Examination Program (CLEP); and

3) the International Baccalaureate (IB) Diploma Program. The student is responsible for taking the tests early enough to allow sufficient time for scores to be reported to the University and processed by the Admissions Office. The deadline for registering to take CLEP examinations at a national testing center is four to six weeks before the scheduled test. Information concerning each of the testing programs follows.

Credit for CEEB Advanced Placement (AP) Program Examinations. The Advanced Placement Examination is the final examination for a nationally standardized course offered in a limited number of secondary schools under the auspices of the CEEB Advanced Placement Program (APP). The objective of the APP is to allow students to begin work toward college credit while still in high school. Students should check with their high school counselor or principal as to the availability of the APP examinations in their school. The APP is offered once a year during May at participating high schools.

Credit for CEEB College Level Examination Program (CLEP) Examinations.
Under the College Level Examination Program, the University will award credit for only the specified examinations. A student may attempt a CLEP examination at a national CLEP testing center before enrolling and have the scores reported to the University. These examinations are offered monthly at national CLEP test centers. Further information concerning the CLEP tests may be obtained from your high school counselor or principal, or from College Level Examination Program, Box 1821, Princeton, New Jersey 08540.

Credit for International Baccalaureate
UT Permian Basin awards course credit, as listed below, for the successful completion during high school of the International Baccalaureate Diploma program (IB) and passing the appropriate Standard Level (SL) and Higher Level (HL) exams with a score of 4 or better.

Texas Residency for Tuition Purposes

The Office of Admissions initially determines Texas residency status for all new or re-applying students for the University. The initial decision is based on information provided by way of the admission application and Core Residency Questionnaire required to be completed by the student. Prospective students may seek additional information about residency status with the Residence Determination Official (Registrar) or may also seek information at the College for All Texans website at: http://www.collegeforalltexans.com. Search word "Residency." Students considering a reclassification of their residence status may do so with the Residence Determination Official (Registrar). For information on reclassification or residency issues please refer to the Registration and Student Records section of this catalog.

Military Service Training School Courses

As a Serviceman's Opportunity College (SOC) institution, UT Permian Basin awards credit on a limited basis for military coursework. In order for the credit to be awarded, a student submits to UT Permian Basin an official Army/American Council on education Registry Transcript System (AARTS) or an official Sailor/Marine/ACE Registry Transcript (SMART) listing all military course work completed. The Admission Office evaluates the transcript and determines the transferability of course work. Credit is awarded for military course work that is deemed parallel to academic course work. Credit is not awarded for military experience based upon a Military Occupational Specialty (MOS) or for course work that is solely technical in nature. Awarding of credit for military course work does not guarantee its applicability to a degree at UT Permian Basin. A student who has taken military credits that do not transfer may challenge by examination (i.e., CLEP) or other petition procedure established by your academic department.

Military Related Withdrawals

In accordance with Section 51.9242 of the Texas Education Code, a student who withdraws from the University in order to perform active military service (not including Texas National Guard Training exercises) will be readmitted for any semester or summer session that begins within a year after the student's release from active service. The student is not required to reapply. However, if he or she has been out for more than two semesters, the student must submit a returning student application to inform the University that the student plans to re-enroll and update demographic and major related information. Readmitted students may be eligible for the same financial assistance provided before the student's withdrawal.

In accordance with section 51.844 of the Texas Education Code, graduate or professional students who withdraw from or defer admission to the University to perform active military service in a combative operation will be readmitted to their previous program. All previous earned coursework applied towards the program and any standardized test scores previously submitted will be accepted.

Dependents of Public Servants Killed in the Line of Duty

In accordance with Section 51.803(e) of the Texas Education Code, applicants who are considered dependents of certain public servants who were killed or sustained a fatal injury in the line of duty are entitled to automatic admission to the University if the applicant meets any minimum requirements established by the University. Students admitted on this basis must complete the requirements of the Texas Success Initiative (TSI).

Policy on the Approval Process for Recruitment Materials and Presentations

In order to ensure that recruitment materials and presentations are clear and uniform and accurately represent the Institution's practices, policies, and academic programs, the University requires a systematic and documented review and approval process that includes the appropriate campus stakeholders including the offices of Admissions, Graduate Studies, Marketing and Communication, as well as the relevant academic programs/departments/colleges. Both in-house and third party-produced recruitment materials are subject to this policy. UT Permian Basin complies with DoD guidelines and prohibits commissions, bonuses or other incentive payment based directly or indirectly on securing service member enrollments. The University must not provide any inducements to any parties for the securement of enrollment or tuition assistance from military service members. UT Permian Basin also refrains from the use of high-pressure recruitment tactics of any kind such as multiple unsolicited phone calls, e-mails or in-person visits. The University also prohibits same-day recruitment and registration for the purpose of securing military enrollments.

Guidelines for Independent Contractors or Agents in Recruitment and Admission Activities

Independent (third-party) contractors who are engaged in recruitment and admission activities on behalf of UT Permian Basin are governed by the same principles and policies as institutional employees. In addition, independent contractors are responsible for the regular training of their employees to ensure proficiency in University standards and policies. These provisions are affirmed in third-party documents and/or contracts.

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the university of texas of the permian basin

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The mission of The University of Texas of the Permian Basin is to provide quality education to all qualified students in a supportive in-person and online educational environment; to promote excellence in teaching, research, and service; and to serve as a resource for the intellectual, social, economic, technological advancement, and healthcare of the diverse constituency in Texas and the region.

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According to The American College Personnel Association (ACPA) Ethics Committee. ACPA. (2021), college professionals should:

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

4.3 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.

ACPA Ethics Committee. ACPA. (2021, September 15). Retrieved from https://myacpa.org/ethicscomm/

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#12 Personal Connection to the Legal and Ethical Standards:

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#12 Personal Connection to the Legal and Ethical Standards:

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Our constitution places a high emphasis on human "equity". The Equal Rights Amendment aims to end discrimination on all bases. Unfortunately, many colleges continue to use tactic holistic approaches in their admissions process. Since admission decisions are not fully disclosed and since many factors influence the admission process, many students continue to argue a level of discrimination based on race and ethnicity.
States like Texas have adopted admission policies to ensure a transparent and fair admissions process that allows institutions to recruit within a diversified population and at the same time be transparent about their recruitment and admission efforts.
A great example of this is the top 10% rule, where recent high school graduates are guaranteed automatic admissions into a 4-year institution as long as their graduation ranking is among the top ten percent of the graduating class.
Other institutions have also opted to waive test scores in an effort to allow students ample opportunities at securing admissions.
In conclusion, as higher education institutions work to provide well diversified student bodies, they have to be very mindful of their recruitment approaches.
Federal and state laws prohibit discrimination on the bases of race, but institutions also understand that social and culture diversity play a huge role in student success. Therefore, they work to provide the best learning atmosphere for all without violating student's basis human rights.

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#13 Bulleted list of Recommendations / Best Practices for Compliance:

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#13 Bulleted list of Recommendations / Best Practices for Compliance:

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1.) Provide measurable and transparent admission processes where acceptance or denial can be easily measured. (For example, creating a point system)

2.) Adopt federal policies that require institutions to grant automatic admissions to a specific student body (For example the top 10% rule)

3.) Prioritize diversity within employees.

4.) Operate on an open-enrollment basis for a specific percentage of early applicants (maybe the first 5% or 10% of early applicants)

5.) Develop & retain an inclusive campus culture

6.) Diversify the admissions team

7.) Invest on expanding transfer opportunities in an effort to increase transfer rates

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The college admissions process relies on ethical standards and best practices to ensure a fair, secure and equitable process for students and universities. This is why the National Association for College Admission Counseling has authored the "Guide to Ethical Practice in College Admission,"which has become the conscience of the profession, providing definitions, standards, recommendations and thoughtful examples. Take an in-depth look into the guideand receive concrete guidance on how to best serve your students throughout the nuanced process of college admission counseling. Download accompanying handout
Earn 0.1 CEUs/1 contact hours for this webinar by purchasing and passing the corresponding quiz found in the Specialists and Exams section of the Online Store. Search by keyword of the webinar title to find the exam in the online store. CEU exams are available for three years following the live webinar.
Learning Objectives: After viewing this webinar, you should be able to:

1. Discuss the core values of the college admission process

2. Provide concrete, equity-focused recommendations on topics such as transparency, professional conduct and confidentiality

3. Discuss important and often conflated definitions for application plans and other admission terms

Presenters:
Murphy Miller, Senior Manager, Membership Experience, National Association for College Admission Counseling

Cameron Hair, Research and Grants Associate, National Association for College Admission Counseling
Original aire date: April 13, 1-2 p.m. EDT

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Ethics and Best Practices in College Admission Counseling

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The college admissions process relies on ethical standards and best practices to ensure a fair, secure and equitable process for students and universities. This is why the National Association for College Admission Counseling has authored the "Guide to Ethical Practice in College Admission,"which has become the conscience of the profession, providing definitions, standards, recommendations and thoughtful examples.

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The Importance of Values and Culture in Ethical Decision Making
Authored By: Christine Chmielewski
2004

Ethical standards are the standards of our environment that are acceptable to most people. In the western world these standardsare, in large part, based on Judeo-Christian principles.Generally referred to as mores, ethical standards are what the majority accepts as good, and the way they behave without imposed rules and regulations.Within our societal structure, sanctions are often imposed on those who fail to follow ethical standards, and laws dictate consequences for those found guilty of unethical behaviors.

Ethical thinking involves the intricate process used to consider the impact of our actions on the individuals or institution we serve. While most decisions are routine, we can unexpectedly face an ethical dilemma when unusual situations occur suddenly for which an immediate response is needed.

The foundation of ethical decision-making involves choice and balance; it is a guide to discard bad choices in favor of good ones. Therefore, in making ethical decisions, one of the first questions to consider is 'what a reasonable man would do in this situation?'For tougher decisions, advisors may find three rules of management helpful (Hojnacki, 2004).

1. The Rule of Private Gain. If you are the only one personally gaining from the situation, is it is at the expense of another? If so, you may benefit from questioning your ethics in advance of the decision.

2. If Everyone Does It. Who would be hurt? What would the world be like? These questions can help identify unethical behavior.

3. Benefits vs. Burden. If benefits do result, do they outweigh the burden?

When people work closely together on a project, individuals tend to take on the core values of the group. Individuals within a group often compromise their own values in favor of those held by the group. Because of this, groups should use the three rules of management to assess whether their organizational decisions are ethical. Since group dynamics are an increasingly vital measure of organizational success, and standards of behavior are viewed within the context of profit and integrity, it is imperative that the group conceptualize the impact of their decisions.

To be truly comprehensive, advisor development programs must address ethics and the role culture and values play in ethical decision-making. Our institutions have become more diverse. This is true in regard to easily recognizable differences, such as race and age, but also in terms of hidden differences, such as culture and disability. Care must be given to the reexamination of values and perspective,and how these influence so many ethical dilemmas.

We must understand that values are acquired in childhood and manifest themselves on our campuses as permanent perceptions that shape and influence the nature of our behaviors. Values involve emotion, knowledge, thought, and ultimately choice of response. Values vary between individuals and, because values govern behavior, they color the way individuals view and respond to their world. It is important to understand the impact values have on choice. While values can, and do, change over time, they represent a significant component of personality. It is through individual values that culture is defined, and provides broad social guidelines for desirable standards. Generally described as normal societal standards, or norms, values influence how people make choices.

When working with people, it is imperative that we appreciate that each person's intrinsic values are different. Because values are so ingrained, we are not often aware that our responses in life are, in large part, due to the values we hold andare unique to our own culture and perspective. Furthermore, we seldom reflect on the fact that the people with whom we associate hold their own unique set of values that may be different from our own. Advisors need to be aware that, like their students, they bring their own set of values to the advising session. Thus advisors must be aware of, and open to, these differences in values as they work within their institution's regulations and standards. Sometimes these are, or seem to be, conflicting.

Students are often developing their decision-making processes and may question the values held by their families and society. In our multi-cultural environment, ethical standards need to be addressed in advising situations and in our classrooms so that conduct can be understood and ethical challenges avoided. For example, plagiarism is an issue frequently addressed on North American campuses. We assume that our students have a common understanding of the issues involved, and have learned the requirements for appropriately citing sources. However students from cultures where vast memorization is expected or knowledge is considered common ownership often do not recognize that papers presented in our institutions must include proper citation of thoughts borrowed from others.

In "What is Ethical Behavior for an Academic Adviser?" (Buck, et al., 2001), the authors explain three continua of moral behavior. Advisors should locate their comfort zone along each of the following ethical continua and steer clear of either extreme:

To be ethically successful, it is paramount that we understand and respect how values impact our social environment. How we perceive ourselves and operate within our environment is of such importance that institutions establish rules of ethical behavior that relate to practice. Institutions that examine power and responsibility, and audit their ethical decisions regularly, develop employees that function with honesty and integrity and serve their institution and community.

Without the emphasis on ethics, organizations can miss the opportunity to reinforce responsibility for their internal and external environment. This failure can lead to an outcry of negative public opinion, or even worse, legal issues. The measure of ethical success within institutions of higher learning has always been important, but no more so than in today's environment of regulatory and public scrutiny. Advisors, as a part of their institution, are accountable to it in a legal and moral sense.It is important that advisors operate within the constraints of ethical standards. We do a disservice to ourselves, our students, our institutions, and our profession if we do not address these issues regularly.

Christine Chmielewski
Academic Advisor
Indiana University South Bend
cchmiele@iusb.edu
References
Buck, J., Moore J., Schwartz, M., and Supon S. (2001). What is Ethical Behavior for an Academic Adviser? The Mentor: An Academic Advising Journal, 3(1) . Retrieved April 23, 2004, from http://www.psu.edu/dus/mentor.

Hojnacki, William. (2004). Three Rules of Management. In Managerial Decision Making, graduate course conducted in the School of Public and Environmental Affairs, Indiana University South Bend.
Cite this using APA style as:
Chmielewski, C., (2004).The Importance of Values and Culture in Ethical Decision Making.Retrieved -insert today's date- from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Values-and-culture-in-ethical-decision-making.aspx
Additional Resources

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Values and culture in ethical decision making

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The Importance of Values and Culture in Ethical Decision Making Authored By: Christine Chmielewski 2004 Ethical standards are the standards of our environment that are acceptable to most people.