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ERIC Number: ED603265
Record Type: Non-Journal
Publication Date: 2020-Jan
Pages: 20
Abstractor: ERIC
Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education
Jones, Tiffany; Nichols, Andrew Howard
Education Trust
Despite the popular belief that affirmative action gives Black and Latino students an unfair advantage, these students are still underrepresented at the nation's selective colleges and at two- and four-year public colleges and universities in the vast majority of states. The truth is, it isn't enough to just believe that racial inequality is a problem; it is what policymakers, advocates, and citizens do about it that matters most. The Education Trust in its work, reveals the racial disparities that exist in higher education and promotes policy solutions that address racial inequality specifically and explicitly. The Trust works closely with advocates who are fighting to end racism in higher education. These advocates often ask three questions: (1) How can they respond to opponents who prefer not to focus on race? (2) Why can't policy makers just focus on income (or socioeconomic status) since people of color are more likely to be low income? and (3) How can they advance race-conscious policies in their institutions and their states? This report answers those questions and provides arguments for why race-conscious policies that are designed to eliminate racism are necessary. Data that explains why a focus on income alone may not close gaps in opportunity and outcomes for students of color, particularly Black students and families are shared. Strategies are offered to assist leaders and policymakers in design and implementation of race-conscious policies in higher education. The report also discusses the unique role the U.S. higher education system can play in eliminating racial inequality and injustice within and beyond education. [For the executive summary, see ED603264.]
Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Policymakers
Language: English
Sponsor: Lumina Foundation
Authoring Institution: Education Trust