Campus Diversity: The Hidden Consensus

Campus Diversity: The Hidden Consensus

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Overview

Media, politicians, and the courts portray college campuses as divided over diversity and affirmative action. But what do students and faculty really think? This book uses a novel technique to elicit honest opinions from students and faculty and measure preferences for diversity in undergraduate admissions and faculty recruitment at seven major universities, breaking out attitudes by participants' race, ethnicity, gender, socio-economic status, and political partisanship. Scholarly excellence is a top priority everywhere, but the authors show that when students consider individual candidates, they favor members of all traditionally underrepresented groups - by race, ethnicity, gender, and socio-economic background. Moreover, there is little evidence of polarization in the attitudes of different student groups. The book reveals that campus communities are less deeply divided than they are often portrayed to be; although affirmative action remains controversial in the abstract, there is broad support for prioritizing diversity in practice.

Product Details

ISBN-13: 9781108745307
Publisher: Cambridge University Press
Publication date: 01/31/2020
Pages: 274
Product dimensions: 5.90(w) x 8.90(h) x 0.70(d)

About the Author

John M. Carey is the John Wentworth Professor in the Social Sciences at Dartmouth College, New Hampshire and a member of the American Academy of Arts and Sciences.

Katherine Clayton is a political science Ph.D. student at Stanford University, California.

Yusaku Horiuchi is Professor of Government and the Mitsui Professor of Japanese Studies at Dartmouth College, New Hampshire.

Table of Contents

1. What we are studying, why, and how; 2. Roots of the current diversity debates; 3. Our conjoint experiments; 4. What students think: Results across all students; 5. How attitudes differ across groups; 6. How preferences differ by political beliefs; 7. What about when all else is not equal?; 8. How student attitudes differ from faculty attitudes; 9. Evidence from other cases; 10. Conclusion.

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