In a compelling discourse, Scott Galloway dissects the evolution and current state of affirmative action, proposing a shift from race-based to economic need-based criteria. His arguments, enriched with historical data and personal anecdotes, provide a nuanced perspective on a complex issue that continues to shape educational and social landscapes.
Historical Context and Progress
In the early 1960s, the representation of black students at Ivy League institutions was dismally low. For example, in 1960, there were fewer than 20 black students enrolled at Harvard, Yale, and Princeton combined. Affirmative action, particularly race-based, was a necessary response to the vast educational disparities that existed. According to the U.S. Department of Education, in 1965, the high school graduation rate for black students was just 54%, compared to 75% for white students. Today, this gap has narrowed significantly, with the graduation rate for black students at 79% and white students at 89% as of 2020. Moreover, non-white students now make up over 50% of Harvard’s freshman class, a stark contrast to the past.
The New Challenge: Economic Inequality
Despite these advances in racial diversity, economic inequality remains a persistent issue. Galloway points out that many of the non-white students admitted to elite universities come from affluent families. Data from the National Center for Education Statistics (NCES) reveals that 20% of Harvard's 2023 freshman class comes from families with incomes in the top 1%. This disparity highlights that while racial diversity has improved, economic diversity has not kept pace. Today, children from the top 1% of income earners are 77 times more likely to attend an Ivy League school compared to those from families earning in the bottom 20%.
The Paradox of Diversity, Equity, and Inclusion (DEI)
Galloway critiques the expansive Diversity, Equity, and Inclusion (DEI) initiatives, arguing that they have grown into a costly and unaccountable bureaucracy. According to a 2021 report by the National Association of Scholars, DEI staff at universities have increased by 27% over the past five years, with many institutions employing more DEI staff than history professors. Galloway asserts that these initiatives, while well-intentioned, often overlook economically disadvantaged white males, thus perpetuating a new form of inequity.
The Solution: Economic-Based Affirmative Action
Drawing from his own experience, Galloway advocates for a shift to affirmative action based on economic adversity. Galloway received Pell Grants because his mother was an immigrant and had a household income of less than $40,000. The University of California system adopted a similar approach in 1997, replacing race-based affirmative action with an "adversity score" that considers factors like family income and neighborhood poverty rates. This model has been successful in maintaining diversity while addressing economic inequalities.
Universities: Centers of Learning or Social Engineering?
Galloway’s critique extends to the role of universities, which he believes have shifted from being centers of academic excellence to becoming agents of social orthodoxy. A 2020 report by the American Council of Trustees and Alumni found that administrative staff at universities grew by 60% from 1993 to 2009, far outpacing the growth of instructional staff. Galloway argues that resources should be redirected from creating large, nebulous departments focused on leadership and ethics to admitting more students from diverse economic backgrounds.
The Way Forward
Galloway envisions an affirmative action policy that prioritizes economic need, addressing the root causes of inequality more effectively than race-based measures. This shift would foster a more genuinely diverse and inclusive environment, focusing on those who face significant economic barriers. He calls for an end to inflated bureaucracies that burden students with debt and advocates for a system that provides real opportunities to those in need.
In conclusion, Scott Galloway’s analysis presents a provocative and insightful rethinking of affirmative action. By prioritizing economic need over race or other identity-based criteria, he offers a compelling framework for addressing the new challenges of economic inequality. His vision seeks to build on past successes while ensuring that the promise of education remains accessible to all, particularly those facing genuine adversity.
Rethinking Affirmative Action: Prioritizing Economic Need in Education