It was recently reported that the Trump administration would conduct an investigation into the
affirmative action (AA) policies of universities to establish if they were discriminating
against white and Asian-American students.
Supporters of the AA policies
argue that the policies are necessary to address past inequalities, while
critics argue that the policies have achieved their goals and are now reversely
discriminating against non-black races.
AA policies are defined and implemented
differently in various parts of the world. This is because each country’s
situation is unique.
In Namibia, the government passed
the Affirmative Action Act that provides for equal opportunities (in
employment, training and promotion) to women, previously racially disadvantaged
groups and people with disabilities. These groups are given special
considerations in employment, but qualifications and experience are taken into high
consideration. The law, which was passed 8 years after independence, was
necessary, because although Namibia has a majority black population, the
economic power is still in the hands of the minority whites who benefited from
the apartheid system.
The AA policy in Namibia is still
relevant today, because some organisations
refuse to comply or are lagging behind in its implementation, especially in terms
of the filling of positions at executive and senior management level. The law provides for penalties against offenders, but the fines are too low to
serve as a deterrent against breaking the law.
Implementation of the policy in
tertiary education admission is not necessary as the majority of students are
from previously disadvantaged groups. Most white students tend to go study at
universities in neighbouring South Africa, which are perceived as providing
better quality education. However, private schools (primary and secondary) that
receive funding from government are usually required to reserve a specific
number of seats for children from poor backgrounds (mostly black) who
demonstrate high intellectual abilities.
I believe the situation is more
or less the same in South Africa and racial transformation has also extended into
the sports sector, where there have been decade-long demands for previously
white dominated sports such as rugby and cricket to be more representative of
the South African population.
The situation in the United
States of America is however different when compared to Namibia and South
Africa as whites make up the majority of the population. The racial grouping is
also different, as in both Namibia and South Africa, all non-white groups are
classified as blacks in terms of affirmative action, while the US classifies
the different groups as they are, hence the complaints from Asian-American
students who also
experience racial prejudice.
The US affirmative action policies were introduced in the 1960’s to create and
improve opportunities in education and employment for women and racial groups
that were historically disadvantaged and excluded from actively participating
in American society.
Various programmes
have been implemented over the years to ensure that organisations, including
tertiary institutions, are more representative of the US population. However, there are those who argue that progress has been slow as blacks and latinos are still underrepresented in many sectors of society.
To address the unequal
representation in the education sector, some universities use a two tier selection
criteria, where they automatically admit the top 10 percent performing students
from all schools, regardless of race. Thereafter, the selection of students is
based on
socio-economic factors,
with race as a significant determining factor. It is this second selection process
that is considered as discriminatory towards whites and Asian-American
students, because they claim that race takes priority over merit.
The problem with affirmative
action in education, especially when admission requirements are lowered for a
specific group of people is that it creates an unfavourable or discriminatory
atmosphere for the ‘affirmative action’ students who are likely to face
stigmatization from academic staff and white students as not deserving or
worthy to be at the university. The student himself will also naturally be
guilt-ridden for having taken the spot of a student that was more deserving.
What the US government should
have done all those years and should do is to invest in improving the education
system at lower school level, especially in poor communities, rather than try
to fix the problem at the top. Government can assist by not only investing in
school infrastructure, but equipping the schools with advanced educational
materials and providing incentives to attract quality teachers to schools in
poor communities.
Any former tertiary student would
attest to the fact that most lecturers
more worried about their research projects and attending seminars than helping
struggle students. Unless there are bridging programmes at universities,
students who are admitted with low grades and therefore not prepared for the pressures
and challenges of tertiary education would not receive the compensatory support
they need to move ahead.
Lower admission requirements
would negatively affect the education standards of the US tertiary education system
and the quality output. Those who do not qualify for admission in prestigious
universities can enroll elsewhere where they will graduate and go on to become
productive US citizens. In the end, it
is not so much about the university that you attend, but about your dedication
and commitment to succeed in life. Not all successful people attended Ivy League
universities.
While I believe that affirmative
action is are necessary, excellence should be the ultimate determining
factor, whether it is in employment, education, arts and sports.