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  • Asian Americans and Pacific Islanders in California:How Higher Education Diversity Benefits Our Communities (One Pager)

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    Keith Kamisugi
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    As a coalition primarily of Asian American and Pacific Islander (AAPI) civil rights and higher education groups, we present this policy report to dispel public misconceptions that have recently surfaced around efforts to diversify higher education. In fact, AAPIs have deep and abiding reasons to support college and university diversity. Reports in the media about Proposition 209 (which banned affirmative action) greatly benefiting AAPI admissions and about the role of SAT scores are misleading and contradicted by the evidence. Contrary to the harmful “model minority” myth, many AAPI ethnic groups face considerable educational disadvantages and have lower rates of college access. A substantial body of social science shows that AAPI students benefit from exposure to diversity in the classroom. Finally, public higher education is a “positive sum game” investment that supports the hopes and aspirations of California’s young people and it also pays off economically. More opportunities for AAPIs will be created if we turn our collective focus toward reversing the tide of long-term higher education disinvestment that has eroded opportunities and threatens California’s future global competitiveness. Asian Americans Advancing Justice | Asian Law Caucus Asian Americans Advancing Justice | Los Angeles Asian Pacific Americans in Higher Education (APAHE) Chinese for Affirmative Action (CAA) National Commission on Asian American and Pacific Islander Research in Education (CARE) The Civil Rights Project University of California Asian American and Pacific Islander Policy Multicampus Research Program

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    Asian Americans and Pacific Islanders in California:How Higher Education Diversity Benefits Our Communities (One pager)

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    As a coalition primarily of Asian American and Pacific Islander (AAPI) civil rights and higher education groups, we present this policy report to dispel public misconceptions that have recently surfaced around efforts to diversify higher education. In fact, AAPIs have deep and abiding reasons to support college and university diversity. Reports in the media about Proposition 209 (which banned affirmative action) greatly benefiting AAPI admissions and about the role of SAT scores are misleading and contradicted by the evidence. Contrary to the harmful “model minority” myth, many AAPI ethnic groups face considerable educational disadvantages and have lower rates of college access. A substantial body of social science shows that AAPI students benefit from exposure to diversity in the classroom. Finally, public higher education is a “positive sum game” investment that supports the hopes and aspirations of California’s young people and it also pays off economically. More opportunities for AAPIs will be created if we turn our collective focus toward reversing the tide of long-term higher education disinvestment that has eroded opportunities and threatens California’s future global competitiveness. Asian Americans Advancing Justice | Asian Law Caucus Asian Americans Advancing Justice | Los Angeles Asian Pacific Americans in Higher Education (APAHE) Chinese for Affirmative Action (CAA) National Commission on Asian American and Pacific Islander Research in Education (CARE) The Civil Rights Project University of California Asian American and Pacific Islander Policy Multicampus Research Program

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    216 views1 page

    Asian Americans and Pacific Islanders in California:How Higher Education Diversity Benefits Our Communities (One Pager)

    Uploaded by

    Keith Kamisugi
    As a coalition primarily of Asian American and Pacific Islander (AAPI) civil rights and higher education groups, we present this policy report to dispel public misconceptions that have recently surfaced around efforts to diversify higher education. In fact, AAPIs have deep and abiding reasons to support college and university diversity. Reports in the media about Proposition 209 (which banned affirmative action) greatly benefiting AAPI admissions and about the role of SAT scores are misleading and contradicted by the evidence. Contrary to the harmful “model minority” myth, many AAPI ethnic groups face considerable educational disadvantages and have lower rates of college access. A substantial body of social science shows that AAPI students benefit from exposure to diversity in the classroom. Finally, public higher education is a “positive sum game” investment that supports the hopes and aspirations of California’s young people and it also pays off economically. More opportunities for AAPIs will be created if we turn our collective focus toward reversing the tide of long-term higher education disinvestment that has eroded opportunities and threatens California’s future global competitiveness. Asian Americans Advancing Justice | Asian Law Caucus Asian Americans Advancing Justice | Los Angeles Asian Pacific Americans in Higher Education (APAHE) Chinese for Affirmative Action (CAA) National Commission on Asian American and Pacific Islander Research in Education (CARE) The Civil Rights Project University of California Asian American and Pacific Islander Policy Multicampus Research Program

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    of 1

    class was rising at a much faster rate before

    AAPI Policy MRP


    UC Asian American & Pacific Islander Policy Multicampus Research Program

    Proposition 209 banned affirmative action.


    Pre-209 (1988-97) & Post-209 (1998-2013): AAPI % of UC Berkeley Domestic Freshmen
    50% 42.8% 41.9% 48.2%

    Asian Americans and Pacific Islanders in California: How Higher Education Diversity Benefits Our Communities
    As a coalition of Asian American and Pacific Islander (AAPI) civil rights and higher education groups, we present this statement and policy report to dispel public misconceptions that have recently surfaced around diversify efforts.
    Election results from California and recent national opinion surveys show that a solid majority of AAPIs support affirmative action. Historically, affirmative action has been important in opening job opportunities for AAPIs and affirmative action serves important interests for AAPIs in higher education as well.
    It would be a tragedy if our nations colleges and universities slipped backward now, denying access to talented but disadvantaged youth and eroding the diversity that helps to prepare leaders.
    -- Chang-Lin Tien, former UC Berkeley Chancellor and the first AAPI to head a leading U.S. university

    40% 30% 26.0% 20% 10% 0%

    SAT scores cannot serve as the sole measure of merit. Recent claims that consideration of diversity favors or disfavors different groups by hundreds of points on the SAT are misleading to parents, and cause unnecessary divisiveness.

    College diversity experiences are positively related to cognitive skills, and students with more exposure to those from other backgrounds end up with lower levels of prejudice. College friendships across racial lines are associated with having more positive attitudes about other groups. Affirmative action can improve the quality of students education and benefit our society.

    Contrary to the model minority myth, many AAPI groups have low rates of access and attainment in higher education. For example, in UC Berkeleys applicant pool there was low representation for Pacific Islanders (Samoans, Guamanians, Tongans, and Native Hawaiians), Southeast Asians (Laotians, Cambodians, Hmong, and Vietnamese), and Filipinos.

    Research shows that AAPI professional students highly value diversity because it helps them learn greater skills relevant to success as physicians and lawyers.

    Disinvestment in public higher education, not affirmative action, is what is limiting opportunities for AAPIs in California. We must refocus our energy and make the wise investment of expanding enrollment capacity at our public universities so that young people, including AAPIs, can have a bright educational and economic future.

    Media reports can exaggerate the impact of Californias Proposition 209 on AAPI enrollments. For example, at UC Berkeley the percentage of AAPIs in the freshmen

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