This study examined whether replacing race-based affirmative action admissions programs in higher education institutions with class-based programs would continue to assist minorities yet have the added benefit of helping poor and working class whites. Three National Center for Education Statistics longitudinal databases were examined to assess the potential effects of such a shift in policy. Class was defined as socioeconomic status, a composite variable that combined income, parental education, and parental occupation. The paper finds that the argument supporting class-based affirmation action policies to achieve racial diversity is not supported. Although there is a statistically significant, but weak and declining, association between race and socioeconomic status, it was found that low socioeconomic status whites would disproportionately benefit from a class-based policy, as compared to low socioeconomic status minority peers, because of sheer numbers and over-representation. (Contains approximately 60 references.) (CH)