Reflections on Affirmative Action Goals in Psychology Admissions

• Published in: Psychological science 1995-05, Vol.6 (3), p.140-148
• Main Authors: Amirkhan, James, Betancourt, Hector, Graham, Sandra, López, Steven Regeser, Weiner, Bernard
• Format: Article
• Language: English
• Subjects: Academic records; Affirmative action; College admissions; Ethnicity; Hispanics; Minority group students; Minority groups; Minority interest; Psychology; Role models; Socioeconomic status; Victim compensation
• ISSN: 0956-7976; 1467-9280
• DOI: 10.1111/j.1467-9280.1995.tb00323.x

Four goals of affirmative action in higher education are described as they relate to psychology admissions. Broadly conceived, these goals are compensating for past injustice, correcting present inequity, promoting intellectual diversity, and enhancing the presence of role models. It is argued that the four goals differ in their underlying assumptions about the purposes of affirmative action and that these differences can result in disparate admission decisions. Data from three experiments on decision making in graduate psychology admissions are presented to illustrate the analysis. In these studies, academic psychologists rated the admissibility of hypothetical graduate student applicants who varied on a number of characteristics (e.g., ethnicity, social class, interest in minority research) pertinent to affirmative action. A consistent pattern of ethnic group differences in admissibility ratings was documented, illustrating that compensation for past injustice can be interpreted as a salient affirmative action goal in graduate admissions decisions. Implications of the analysis for clarifying admissions decisions guided by affirmative action goals are discussed.