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“Secrets of the SAT”: A Multifaceted Approach to Teaching Race and Affirmative Action
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Light and Rand, p.2
Abstract
At the University of North Dakota (UND), as elsewhere, affirmative action is a contentious and controversial policy issue. Teaching about affirmative action at largely homogenous schools like UND presents particular challenges. In our Constitutional Law courses, we use affirmative action in university admissions as a case study of the interrelationship of constitutional interpretation and public policy implementation. We have developed a multifaceted approach, drawing on individual and group exercises, PBS’ Frontline documentary “Secrets of the SAT” and its companion web page, the history of university admissions, an overview of racial politics, and Supreme Court case law. Our approach allows students to discuss the topic in a structured, peer-led context. We start with a role-playing exercise (provided in the paper) that requires students to act as a university admissions committee. Students weigh a number of factors, but typically oppose taking race into consideration. We provide additional context on race and university admissions. This sets the stage for students to assess more critically the relevant case law and resultant public policy. We then show “Secrets of the SAT,” which follows students of diverse backgrounds and races as they prepare for the SAT and apply for admission to the University of California at Berkeley, putting a human face to abstract legal and policy issues. Our approach compensates for two aspects of classroom discussion we have observed: first, regardless of ideology, students have firm preexisting opinions on race and affirmative action, and second, spirited debate may detrimentally affect the educational environment, especially for the few students of color. We believe our approach helps students at homogenous universities understand the complexity of diversity, both as a legal standard and as a public policy goal.
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| | Authors: Light, Steven. and Rand, Kathryn. |
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Light and Rand, p.2
Abstract
At the University of North Dakota (UND), as elsewhere, affirmative action is a contentious and
controversial policy issue. Teaching about affirmative action at largely homogenous schools like
UND presents particular challenges. In our Constitutional Law courses, we use affirmative
action in university admissions as a case study of the interrelationship of constitutional
interpretation and public policy implementation. We have developed a multifaceted approach,
drawing on individual and group exercises, PBS’ Frontline documentary “Secrets of the SAT”
and its companion web page, the history of university admissions, an overview of racial politics,
and Supreme Court case law. Our approach allows students to discuss the topic in a structured,
peer-led context. We start with a role-playing exercise (provided in the paper) that requires
students to act as a university admissions committee. Students weigh a number of factors, but
typically oppose taking race into consideration. We provide additional context on race and
university admissions. This sets the stage for students to assess more critically the relevant case
law and resultant public policy. We then show “Secrets of the SAT,” which follows students of
diverse backgrounds and races as they prepare for the SAT and apply for admission to the
University of California at Berkeley, putting a human face to abstract legal and policy issues.
Our approach compensates for two aspects of classroom discussion we have observed: first,
regardless of ideology, students have firm preexisting opinions on race and affirmative action,
and second, spirited debate may detrimentally affect the educational environment, especially for
the few students of color. We believe our approach helps students at homogenous universities
understand the complexity of diversity, both as a legal standard and as a public policy goal.
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