Im-Politic: A Viable Alternative to Affirmative Action?

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affirmative action, African Americans, college, college admissions, Defense Department, education, higher education, Im-Politic, integration, Latinos, math, minorities, NAEP, National Assessment of Educational Progress, reading, schools, segregation, Supreme Court

One of the most compelling arguments for ending racial preferences in college admissions – a demand that the Supreme Court will address in two high-profile cases – also seems to be one of the most depressing. As some opponents of such affirmative action programs contend (according to what I’ve heard on some cable talk shows), anyone truly interested in helping students from disadvantaged communities climb the education and therefore career success ladders would focus on improving the grade and high schools that are supposed to be preparing them for college, rather than on awarding higher education opportunities to those who don’t qualify according to race-blind criteria.

It’s depressing because for so long Americans have seemed unable to “fix the schools.” So ending or at least thoroughly weakening affirmative action in higher education, even if Constitutionally prohibited, looks like a recipe for perpetuating racial and ethnic achievement gaps.

Except that some impressive evidence has just emerged showing that primary and secondary schools have succeeded in bringing African American and Latino student test scores closer to white test scores. It comes from the latest edition of the U.S. Department of Education’s National Assessment of Educational Performance (NAEP – “the nation’s report card”).

The NAEP is incredibly data-rich, but one set of findings I regard as especially revealing were those presenting the shares of different racial and ethnic groups performing at or above the level viewed as “proficient” by NAEP. (Here’s a starting point for this section of the report card.) The results go back to 1990 for math and 1992 for reading, and through 2019 for both. Therefore, they show both trends over time and changes achieved in the roughly three decades before the pandemic and related school closings struck – and set back everyone. I chose proficiency as a standard versus “NAEP Basic” because it figures that the proficient students are those likeliest to attend or want to attend college.

It would have been great to describe not only the scores for fourth and eighth graders in reading and math, but for high school seniors. Unfortunately, those data only cover the short 2015-2019 period.

Here’s how the shares of white, African American, and Latino fourth graders who have been math-proficient has changed from 1990-2019:

White: 16 percent-52 percent

African American: 1 percent-20 percent

Latino: 5 percent-28 percent

 

Here are the same type of math figures for eighth graders:

White: 18 percent-44 percent

African American: 5 percent-14 percent

Latino: 7 percent-20 percent

 

And now the results for reading proficiency among fourth graders from 1992-2019:

White: 35 percent-45 percent

African American: 8 percent-18 percent

Latino: 12 percent-23 percent

 

And for eighth graders:

White: 35 percent-42 percent

African American: 9 percent-15 percent

Latino: 13 percent-22 percent

It’s clear that in every single case above, African American and Latino scores significantly lag white scores both at the beginning of the time periods examined and at the end. But it’s also clear that in evey single case above, the scores for both minority groups improved at a faster rate than those for white students.

Yes, there’s a baseline effect at work everywhere – that is, when the figure for a comparison year is very low, it’s going to be much easier to generate bigger percentage changes than for a comparison year that’s much higher. But in this instance, what seems most important to me is that bigger is indeed bigger, and undeniably encouraging.

The remaining racial and ethnic gaps remain disturbing, but two other recent findings indicate that faster progress is anything but a pipe dream. First, the U.S. Defense Department runs its own very big school system. In fact, the NAEP compares it to a U.S. state. And even though many of its students come from disadvantaged backgrounds, they’ve been outperforming their “civilian” counterparts for many years in reading and math at both the fourth grade and eighth grade levels. (Twelfth grade data aren’t available for this group.) So maybe the military has long known something about education that it could teach the rest of us?

Or maybe these schools function well because they place disadvantaged kids out of neighborhoods whose many and varied troubles create terrible learning environments? As it happens, there’s some strong evidence for that proposition, too. In other words, as a Washington Post education columnist has put it, the best way to help low-income (including of course minority) students isn’t to try making their local schools better, but to move them into better schools.

Of course, that kind of policy shift would open up a whole can of related “white flight”and “school busing” and housing-segregation worms that have sparked numerous racial conflicts in recent decades – even in liberal cities like New York and Boston. But that only reenforces a conclusion about American attitudes toward making sure that none of our country-men and women are left behind: Too often, failure or inadequate progress stems not from lack of resources or of knowledge, but of will.

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Im-Politic: More Reasons to Think Americans Aren’t So Divided

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abortion, affirmative action, college admissions, Dobbs v. Jackson Women's Health Organization, education, gender, higher education, Im-Politic, LGBTQ, minorities, polarization, politics, polls, public schools, race relations, social issues, Supreme Court

RealityChek regulars know that a theme to which I keep returning centers on intriguing evidence that Americans’ views on supposedly polarizing social issues aren’t nearly as polarized as the positions taken by activists on all sides.  Indeed, the public’s views are a triumph of both common sense and a spirit of compromise that’s continually overlooked by the political class across the spectrum. (See, e.g., here on the overall national mood, and here on abortion – a subject of special interest lately given the Supreme Court’s June decision to reject the idea of a Constitutional right to privacy and therefore to abortion.)

So I’m pleased to report new findings of equally surprising and encouraging consensus on two other supposedly divisive wedge issues.

The first is affirmative action in higher education admissions, whose future (for the time being) will be decided by the Supreme Court beginning later this month, when cases challenging such racial preferences will be heard.

If the public opinion has anything to do with the final outcome, however, these programs will clearly be toast – at least according to research summarized in this Wall Street Journal column. As noted by the author, retired University of California, Santa Cruz literature professor John Ellis,

“A 2022 Pew Research Center poll found that 74% of Americans oppose the use of race in college admissions. Even more surprising, 68% of Hispanics, 63% of Asians and 59% of blacks also opposed it. The same applied to both political parties, with 87% of Republicans and 62% of Democrats objecting.”

Most stunningly, even the African Americans who are the main intended beneficiaries of race-influenced admissions policies now strongly oppose the practice – along with three-fourths of the entire country.

Further, Ellis cites referendum results showing that uber-liberal California is off the affirmative action boat, too.

The second set of findings concerns the emotionally fraught matter of whether subjects like gender identity, sexual orientation, gay rights, and trans rights should be taught to pre-college students, and whether such materials on these “LGBTQ” topics belong in these students’ assigned reading.

A national survey from the University of Southern California (brought to my attention in this Washington Post article) makes clear that Americans are strongly opposed to these subjects in elementary school education, but much more open to bringing them into high school classes.

Specifically, the share of respondents agreeing that primary school students should learn about these subjects was only between 28 and 30 percent. But roughly twice as many Americans were fine with including LGBTQ subjects in high school curricula.

Somewhat oddly (at least to me) support for assigning LGBTQ-themed books was a good deal lower for both grade school students (18 percent) and for high school students (38 percent).

All the same, though, a strong consensus view – and one that should make intuitive sense as a starting point for making policy – shines through: Little kids just aren’t ready to be exposed to new challenges to longstanding ideas about gender identity and such. High school students? Much more so.

Of course, as we learned earlier this year with the Supreme Court’s latest abortion ruling, the fact that the public has figured out pragmatic ways to view complex social issues (simply put, supporting a broad right to an abortion early-ish during pregnancies and increasing restrictions as the pregnancy proceeds) is no guarantee that American leaders will be able, or want to, agree.

But as I pointed out in the above-linked abortion post, a powerful lesson taught by U.S. history has been that the Supreme Court “is most successful when it pays attention to public opinion, and runs into its greatest troubles when it gets too far ahead of or too far behind these attitudes.” The same surely applies to elected politicians and activists. Let’s just hope that all of them can get with the common sense approaches favored by Americans before further inflammatory actions really do produce dangerous and lasting national divides.

Im-Politic: On Racial Preferences, the Case for Just Keeping Quiet

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affirmative action, African American women, African Americans, Biden, discrimination, diversity, election 2020, equity, gender, identity politics, Im-Politic, quotas, race relations, racism, Supreme Court, women

It’s easy to understand why President Biden has decided not only to make his upcoming Supreme Court appointee the first African American woman nominated for this position, but to announce this decision in public. The African American South Carolina political leader whose support he desperately needed to keep alive his badly floundering 2020 Democatic presidential primary campaign “suggested” he do so. So Mr. Biden clearly had no choice politically speaking.

But the then-candidate’s promise, and his equally public move as President to keep that promise, raise questions about how identity politics considerations should influence these kinds of personnel decisions, and especially whether they can be handled in less controversial and even more unifying ways.

My answers: At least when it comes to big population/identity groups that are significantly under-represented in U.S. institutions of government, I see strong reasons to make sure that they become better represented, but also for the appointers simply to keep quiet about checking off race and ethnicity and gender and similar boxes.

Regarding the “affirmative action” issues involved here, as I’ve mentioned here, I’m generally supportive of (the wide variety of) such programs for African Americans. But for other major ethnic groups, who simply haven’t suffered comparable official and unofficial racism and discrimination for anywhere near as long, I regard the case as significantly weaker (though not entirely invalid for every single group).

For the purposes of this post, I’m not thinking of all the legitimate legal and historical complications involved. And race isn’t the only group of categories that need to be considered. Certainly women have been greatly under-represented in these positions for the entirety of American history (though they’ve certainly achieved great catch-up in politics and in lucrative, powerful professions like medicine and law).

Instead, I’m thinking this way: In 2021, would it really be acceptable if all Supreme Court Justices or the leadership of other government agencies or U.S. Senators or members of the House of Representatives were white men, even if they were all superbly qualified? It’s hard to imagine that any fair-minded person would be happy about that situation. It’s equally hard to imagine that such a person could have real confidence that bullet-proof considerations of merit (as opposed to reliance on credentialism, which is often very different) were 100 percent responsible for this kind of racial and gender monopoly. And there’s abundant evidence (as presented in the RealityChek post linked above) that the wide range of preferences created at the federal and state levels of government, and in academe and private business, deserve much credit for that racial monopoly fading to the impressive extent that it has.

So if it’s legitimate to want these important positions to be at least somewhat representative of the population at large in terms of major demographic groups, there shouldn’t be anything intrinsically wrong for an appointer to decide to give a preference to under-represented groups, especially as long as he or she makes clear (as Mr. Biden has), when he promised to name someone “with extraordinary qualifications, character, experience, and integrity….”

But that’s where the President ideally would have stopped, and simply proceeded to identify those (in this case) African American women (of whom of course there is no shortage) who fit this description. Naturally, because he made the pledge during the campaign, the President had to repeat it. But it’s also where all future appointers should stop – with the possible exception of declaring an intent to make “an historic choice.”

Because stopping short of specifying the identity traits being sought would prevent any fair-minded person from reasonably and convincingly accusing an appointer of prioritizing race over merit. For challengers would be put in a position of insisting that, say, Leondra Kruger – and her service on the Supreme Court of the country’s largest state, and seven years as in senior U.S. Justice Department positions, and topflight education and judicial clerkships – lacks any qualifications to serve on the highest court in the land. In fact, these challengers would be put in the position of arguing that she’s less qualified than virtually everyone else who has sat on the Supreme Court of the United States, and especially all its white male members.

Clearly, some would still maintain that this kind of resume simply proves adroit use of racial preferences to rise through the nation’s legal ranks literally for decades, and that a (really) wide variety of individuals and institutions enabled her literally for decades. Let’s just say that I’m grateful that I don’t have to make that argument.

By having made and then repeating his African American women promise, however, the President has inevitably directed the spotlight toward race and given “reverse racism” ammunition to those looking for excuses to curb the place and role of minorities in American life – and who rarely expressed much concern about discrimination when the racial shoe was on the other foot. It also seems credible to me that, as some believe, Mr. Biden’s has unwittingly undermined public confidence in this and all of his future non-white male nominees.

But for politicians who don’t paint themselves into identity politics corners as Mr. Biden did, and who want to foster more progress for major demographic groups in places where they have been denied adequate opportunity, the best course of action is clear: Choose highly qualified members of these groups (as with African American women, they won’t be hard to find) and let their qualifications speak for themselves. And if asked whether identity affected the decision, they could reply something to the effect that “It’s great that past mindfulness to identity issues has done so much to bring such an unquestionably able and qualified individual to the fore.”

Now does this mean that firm quotas and targets should be set for appointing or hiring members of these groups? No – because nowadays, and especially for job and position categories that are relatively small (like “Supreme Court Justice”) such policies would deny appointers and hirers the flexibility and the consequent opportunity to exercise judgment upon which so many – even most – good decisions depend. Nor am I saying that whatever formal preferences have existed should be kept in place indefinitely, regardless of progress. When conditions change, policy and practice should, too.

And as implied by my references to “major demographic groups,” preferences simply can’t be extended sweepingly to every single category to which Americans belong or with which they identify. The numbers of these small groups are simply too high to enable them all to be accommodated – and again, especially for positions themselves that are relatively few in number.

Worse, trying to run such a system would inevitably ignite a fierce and unforgivably absurd competition among groups laying claims. Unless we really want to sponsor debates and fights (is this a forerunner?) over Muslim seats on the Supreme Court or Hindu seats or Tibetan seats or Venezuelan seats or LGBTQ seats or atheist seats? (For the record, this American Jew never supported the notion that there should be a “Jewish seat.”) When any such groups become big chunks of the U.S. population, and can credibly point to current or only recently ended discrimination, taking their members as such into account should become a significant (background) element of the process of choosing leaders.  But not until then.

If the above thinking and recommendations sound kind of muddled and fuzzy, that’s because in a sense they are. As known with anyone with any management experience, and as suggested above, sound personnel decisions can’t simply rely on hard-and-fast systems or formulae. When evaluating human beings, too many intangibles and other subjective factors that can’t readily be quantified – if at all – need to be assessed, too,

The same goes for expectations of decision-makers and efforts to judge them with neat and clean scorecards. Supporters of further progress toward more representation in top government and other leaders should therefore realize that these matters should be governed by the “less said, the better” principle, and that rather than impose on politicians and others involved in high profile appointments and hirings rigid identity politics-based standards, they should focus on ensuring that these decision-making slots are occupied by figures with long, proven records of expanding opportunity, and trust them to do the right thing.

Just as important, the less commotion raised about race, ethnicity, gender, and the like in these appointment and hiring episodes, the more confidence fair-minded Americans will be that sound judgments about merit really are in the driver’s seat. And isn’t that what most of even the staunchest backers of greater identity equity, along with their compatriots in general, have ultimately sought from the beginning?        

Im-Politic: Yet Another Weird, Dangerous Turn in Identity Politics

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affirmative action, African Americans, colleges, Congress, higher education, Hispanic Association of Colleges and Universities, Hispanics, historically black colleges and universities, identity politics, Im-Politic, lobbying, minorities, Politico, reconciliation bill, universities

Just what America needs right now – yet another source of identity politics-driven division, right? And one that looks completely bogus. Apparently this is exactly what the Hispanic Association of Colleges and Universities (HACU) thinks.

Politico.com reported last week that the organization is competing with Historically Black Colleges and Universities (HBCU) for funding reserved for “minority-serving institutions” in the big social spending bill (also called the “reconciliation bill”) passed by the Democratic Party-controlled House of Representatives but still still under consideration in the Senate.

And according to Politico, that’s how the measure has been structured – which depressingly indicates that the scramble for power, influence, and government resources has great potential to pit various racial and ethnic minority groups against one another, as well as continuing to foster competition between these groups collectively against whites. (Another example of intra-minority tensions – the pushback by Asian-American groups against affirmative action programs that they claim unjustly discriminate against them and for other “people of color.”)

But let’s say that, for some whacko reason, Americans decide that these battles among minority groups should be encouraged, or tolerated. Let’s also agree for the sake of argument that throughout American history, Hispanics have suffered from discrimination comparable to that which has victimized African Americans. (It’s a completely specious claim, but that’s not the point.) Shouldn’t the organizations involved at least boast genuine levels of legitimacy? If you agree, then the HACU doesn’t have a leg to stand on, even though according to the group’s website, the federal government for decades has formally recognized “campuses with high Hispanic enrollment as federally designated HSIs and [begun] targeting federal appropriations to those campuses.”

After all, the HBCUs were founded because of decades of unquestionably systemic and predominantly officially sanctioned discrimination in U.S. higher education against black Americans. Those days thankfully are gone, but it’s understandable that many African American students still want to attend those colleges and universities for reasons like demonstrating solidarity with them due to their historic role, or to a greater sense of comfort academically and/or socially on majority black campuses.

But the story of “Hispanic Serving Institutions” (HSIs) is totally different from that of the HBCUs. In fact, it’s so totally different that they don’t seem to have a story as such at all. The first big clue comes from the HACU’s own description of its membership: They’re schools “committed to Hispanic higher education success in the U.S., Puerto Rico, Latin America, Spain and U.S. school districts.” Even overlooking the inclusion of non-U.S. institutions in this definition (and, incredibly weirdly, Spain???), evidently the only hard and fast characteristic distinguishing these schools is their domination of Hispanic college enrollment in the United States (allegedly two-thirds).

But a look at the HACU’s membership list (which includes memberships of all types, in addition to institutions it classifies as HSIs) reveals that this criterion is meaningless on two major grounds. First, a very large percentage of these institutions are located in places like California, Texas, Arizona, Florida, New Mexico, and New York. In other words, they’re located in states with big Hispanic populations – along with Puerto Rico. So of course they enroll outsized shares of Hispanic students – especially since so many of those schools are public colleges, universities, and community colleges. And that’s supposed to demonstrate a defining commitment?

Second, perusing the membership list also quickly reveals that this commitment is often pretty weak, at least numerically speaking. For instance, Ball State University in Indiana is a member. Hispanics represents just 6.26 percent of its undergraduate and graduate enrollment. Case Western Reserve in Cleveland, Ohio belongs, too. It’s Hispanic enrollment is just 6.52 percent. For Central Michigan University, it’s a mere 4.89 percent. Duke University, with an overall student body that’s 6.78 percent Hispanic is a member. So is Emory University in Atlanta (8.17 percent), Michigan State University (6.01 percent), Mount Holyoke College (7.61 percent), Northwestern University (8.68 percent), the Univeristy of Alabama-Birmingham (4.42 percent), the University of North Carolina-Charlotte (7.31 pecent), the University of Tennessee (4.75 percent), the University of Chicago (4.54 percent), the University of Michigan (6.51 percent), the University of Pennsylvania (6.74 percent), the University of Pittsburgh (3.70 percent), Villanova University (5.38 percent), Washington University in St. Louis (6.69 percent).

(Note: Many of these figures come from the “Universities” section of the DataUSA.io website founded in part by the international consulting firm Deloitte.  The others come from the websites of these institutions themselves.)

And here’s some vital context: As of the latest available (2016) data from the U.S. Department of Education, the share of Hispanic students at all degree-granting American post-secondary schools was 17 percent. So all the above schools associated with the HACU are serving Hispanic students much less well according to this key measure than the national average. And since figures from the same agency show that the Hispanic share of the American college and university student body has been rising faster than that of any other racial or ethnic group, and since the above enrollment figures are all from well after 2016, arguably their performance has worsened in recent years.

Even more bizarre: The HACU reports that for its own “membership purposes, Hispanic-Serving Institutions (HSIs) are defined as colleges, universities, or systems/districts where total Hispanic enrollment constitutes a minimum of 25% of the total enrollment.” So by its own standards, none of the above schools should be members – or even close.

Moreover, the federal government itself has no official list of HSIs. But for the purposes of determining eligibility for aid, the 25 percent threshhold also seems crucial (though as you will see, HACU acknowledges that there’s no fixed formula.

If Hispanics want to start their own separate higher education system and then seek as much taxpayer-funded assistance as they can get, that’s their God-given right as citizens of this great country. But it’s obvious that no such system has ever existed, that none exists now, and that the idea that Congress should pay any attention an organization even claiming to speak for a significant number of schools with an unusually strong commitment to higher education for Hispanics is a sham.

Moreover, rather than continue to play grievance politics – and with an artificial interest group – wouldn’t it be much better for the nation as a whole, and even for Hispanics specifically, for these institutions reorient their lobbying toward ensuring college affordability for all American students in need who can truly benefit from higher education. And wouldn’t it be nice if on top of seeking additional access to the government funding trough, and thereby indirectly feathering their own nests even more lavishly, they paid at least as much attention to reducing their long-soaring costs – e.g., by improving their performance and their efficiency?

After all, if American higher education doesn’t start helping students think more logically and coherently; receive an accurate, balanced picture of the society in which they live and the civilization that spawned it;  and function effectively in the economy that it’s created, then any lobbying victories it wins will be hollow for those they say they’re championing.       

Im-Politic: Don’t Forget About All the Systemic Anti-Racism

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affirmative action, African Americans, critical race theory, government contracting, higher education, Ibram Xendi, Im-Politic, minorities, race relations, racial justice, set asides, Small Business Administration, systemic racism

There’s a big concept that’s been utterly and conspicuously missing in the floods of verbiage sloshing across the nation about systemic racism, and it’s badly distorting the picture of how bigoted America and all its institutions remain. Think of it as “systemic anti-racism.” So far, it seems as good a term as any for all the official and unofficial efforts launched and maintained over the course of decades to help victims of discrimination overcome its lingering effects. And they have been legion.

Oddly, the unofficial programs seem to be by far the best known. Surely they’ve been the highest profile, and the most prominent have been the affirmative action policies long in effect throughout American higher education. This post discusses a study indicating just how many minority students have been provided with opportunities to attend colleges and universities by revealing how significantly state government bans on these programs since the 1990s have reduced the shares of “underrepresented” youth in the student bodies of their public institutions.

And if these data don’t convince you, here’s the verdict on such programs from no less than Ibram Kendi, one of the nation’s leading propounders of critical race theory – which of course contends that systemic racism still defines much and even most of American life: “Affirmative action programs in education have been demonstrated to increase diversity and increase access specifically for underrepresented groups.” (There’s evidence, though, according to the aforementioned CBS News post, that such underrepresentation has worsened since the 1970s at the most selective colleges.)

Yet the reach of affirmative action and related initiatives has extended far beyond the campus. As this history of the idea puts it (all the while emphasizing how fuzzy and confusing it’s long been):

“The actual programs that come under the general heading of affirmative action are a diverse lot; they include policies affecting college and university admissions, private-sector employment, government contracting, disbursement of scholarships and grants, legislative districting, and jury selection. Numerous affirmative-action programs have been enacted into law at local, state, and federal levels. In addition to programs that have been mandated by law, many private corporations and universities have developed affirmative-action programs voluntarily.”

The federal government’s measures have been especially impressive. Since 1961, because of an executive order issued by President John F. Kennedy, Washington has not only required all companies doing business with Washington to end racial discrimination in their own hiring practices (a policy with roots in the immediate pre-World War II period), but to promote equal opportunity in employment actively, and to document such practices and their effects in detail. Penalties for non-compliance were severe.

In 1965, President Lyndon B. Johnson expanded these obligations with a directive that all federal contractors and subcontractors act to expand opportunities for minorities.

The Johnson years also saw the first small-scale federal efforts to use the Small Business Administration (SBA) “to award contracts to firms willing to locate in urban areas and hire unemployed individuals, largely African Americans, or sponsor minority-owned businesses by providing capital or management assistance.” These practices were strengthened and expanded during the 1970s until in 1978, Congress expressly authorized the agency to focus such activity on “socially and economically disadvantaged small business concerns” (as the statute states) or “on businesses that are least 51% owned by one or more socially and economically disadvantaged individuals and whose management and daily operations are controlled by such individual(s)” (according to a history prepared by the Library of Congress).

It’s important to note that the SBA has also used this authority to help such businesses win contracts throughout the federal bureaucracy. In addition, every federal agency that authorized to buy any product from the private sector is required to operate an Office of Small and Disadvantaged Business Utilization whose mandate includes ensuring that minority-owned small businesses “are treated fairly and that they have an opportunity to compete and be selected for a fair amount of the agency’s contract dollars.”

And don’t forget “set asides” – which means that a certain number of federal contracts are either reserved completely for minority-owned businesses or businesses “in historically underutilized business zones” (including in economically depressed areas with big minority populations), or that such businesses be given preferential pricing in the contracting process. To cite one example, since 2015, Congress has required the Transportation Department’s Disadvantaged Business Enterprise program (which exists separately from the above SBA operations) to award a specified percent of its contracts to companies defined as having dealt with “ongoing discrimination and the continuing effects of past discrimination in federally-assisted highway, transit, airport, and highway safety financial assistance transportation contracting markets nationwide.”

Nor is the federal government the only level of government in America offering such preferences. As of 2016, the National Council of State Legislatures reported that “At least 38 states, Washington D.C. and Puerto Rico have state-level MBE development programs involving certification for participation in state government procurement….” And such policies are in place in many U.S. cities, too.

I don’t want to present an overly rosy view of the American race relations scene. As many of the sources above make clear, the scope for using racial preferences in higher education admissions and in government contracting has been steadily narrowed by the courts. Some of these government programs were underperforming even before these restrictions came into force. None of them seem to have made a satisfactory impact on the nation-wide racial wealth gap yet (especially lately). And prejudice continues to mar policing in many areas of the country. So race relations Nirvana is still a long way off.

Nor is my purpose in this column to make the case either for or against any of them. (For the record, I’m generally supportive.) And no one should come away from this post thinking that it’s examined or listed all of these preferential programs exhaustively. 

What I am emphasizing here is that these efforts to overcome historical racial injustice show that the inadequacy of progress hasn’t been for lack of trying -at least to a noteworthy extent. As a result, they call into question the extent to which American racism today is still actually systemic. As a result, any teaching of race relations in the schools, or government or private business efforts to raise employees’ awareness of racial issues, or even any discussions or press coverage of these subjects, would do well to include discussions of these systemic anti-racist policie. Otherwise, it would seem fair to criticize them as systemically biased.