Research Paper On Affirmative Action

Research Paper On Affirmative Action-28
I, myself, if had to pick pro or con, would be torn between the two, because to me it seems like both point of views have a justifiable cause and make a reasonable argument.First, in discussing the pro side of affirmative action there are many positive and meaningful reasons as to why this policy should exist.

I, myself, if had to pick pro or con, would be torn between the two, because to me it seems like both point of views have a justifiable cause and make a reasonable argument.First, in discussing the pro side of affirmative action there are many positive and meaningful reasons as to why this policy should exist.

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Another aspect of the psychological environment we target with experimental exercises is the expectation of many black and Latino students that they will be treated differently in academic environments than white students.That achievement gaps persist in college is often cited as proof that this idea is correct.In other words, if black students with lower SAT scores than their white peers also receive worse grades in college, or more often switch into “easier” majors, then surely they were less college-ready to begin with.We find that these exercises reduce the academic achievement gap between treated black students and their white peers by 40-50%.Moreover, these effects tend to strengthen over time; three years after the belonging exercise, the grade gap between treated black and white students had closed by 79%.This expectation is not unfounded; research consistently shows that bias still exists today in the education system.For example: professors are less likely to respond to emails from students of color requesting research opportunities or mentorship than emails from white students; readers told that an essay writer is black evaluate that essay as poorer quality than when they are told the writer is white; and black grade school students face harsher disciplinary action and less warmth from teachers and administrators than their white peers.’s free newsletters."data-newsletterpromo-image="https://static.scientificamerican.com/sciam/cache/file/458BF87F-514B-44EE-B87F5D531772CF83_source.png"data-newsletterpromo-button-text="Sign Up"data-newsletterpromo-button-link="https:// origincode=2018_sciam_Article Promo_Newsletter Sign Up"name="article Body" itemprop="article Body" has wound its way back to the Supreme Court, which will once again examine whether consideration of race in undergraduate admissions is constitutional.One striking development during the oral arguments on December 9 was Justice Scalia’s invocation of the disputed mismatch hypothesis: that affirmative action hoists black students into schools that are “too fast” for them, leading to a mismatch between their true qualifications and the schools that they attend.When we give students exercises designed to reduce stereotype threat, we see their school performance and engagement increase, and the racial achievement gap shrinks. Meta-analyses comparing the performance of the thousands of students who have received these relatively simple threat-reducing exercises over the past ten years to that of their peers in control groups estimate that reducing stereotype threat alone accounts for the equivalent of about a 62 point increase on the SAT—and this is almost certainly a conservative estimate, because no one experimental exercise can remove stereotype threat or its effects entirely.Moreover, recent research in our laboratory shows that college students who participate in these exercises are also more likely to continue taking classes in “hard” STEM majors.

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