Conclusions

The review of the research leads to the following compelling conclusions:

• there is clear evidence of continuing inequities in educational opportunity along racial categories;

• test-based definitions of merit are incomplete;

• race is a major social psychological factor that structures American consciousness and social behaviors; and

• racially diversified environments, when properly utilized, lead to quantitative gains as well as qualitative gains (otherwise unattainable in homogeneous environments) in educational outcomes for all parties.

The major policy implications deriving from these conclusions are:

• Interventions that specifically address past and current effects of racial discrimination are still needed to achieve equality of opportunity for all.

• University admissions must operate under an inclusive definition of merit that takes into account the relative intellectual and civic contributions an applicant will make to the university and the broader community, and that accurately addresses the detrimental effects of social and environmental factors on the test performance of racial and ethnic groups who continue to be targets of discrimination.

• In order to be truly equitable and effective, admissions and campus diversity policies should not only consider the individual, but also reflect the salience and negative consequences of race in American society. For example, recognizing group membership as well as individual merit in the selection process will enhance perceptions of fairness and reduce ambiguity about the extent to which selection was deserved.

• Colleges and universities that seek to realize the benefits of diversity for all members of the university community and of the broader society must maximize and integrate all dimensions of diversity, including student, faculty, and administrative composition, a more inclusive curriculum, and structured and continuing dialogue across racial and ethnic lines.