توضیحات
Increasing Academic Excellence and Enhancing Diversity Are Compatible Goals
It is possible to simultaneously increase academic excellence and diversity.
This article describes how the theory of successful intelligence can be used to accomplish both of these goals. The theory postulates that intelligence comprises creative skills in generating novel ideas, analytical skills in discerning whether they are good ideas, and practical skills in implementing the ideas and persuading others of their worth. The article summarizes the Rainbow Project, based on the theory of successful intelligence. The project involved creation and administration of tests of analytical, creative, and practical abilities to supplement the SAT. The tests substantially increase prediction of college success (as measured by first-year GPA) and decrease differences in scores among members of diverse ethnic groups.
Keywords: accountability; assessment; college access; college admissions; educational reform; standardized testing; testing
Increasing Academic Excellence and
Academic excellence and diversity are often viewed as incompatible goals or as goals that are achieved at each other’s expense. The goals of this article are to argue that the goals are compatible and synergistic and to describe data that demonstrate this fact.
The view of academic excellence and diversity as incompatible stems from the views of several scholars. For example, Herrnstein and Murray (۱۹۹۴), Jensen (1982), Rowe (2005), and Rushton and Jensen (2005) all argued that there are salient ethnic group differences in abilities, that they are largely genetic, and that, as a result, they are unmodifiable. As one increases the diversity of a class to include minorities who traditionally do not perform as well on standardized tests, academic excellence will suffer.
Affirmative action has proven to be one way of achieving the goal of enhanced diversity. The idea of affirmative action is threefold. First, it is intended to compensate for past injustices by making available to people in certain designated groups opportunities that were not, in the past, available to people like them. Second, it recognizes that past injustices have a way of creeping into the present—that even if a system, in theory, allows members of all groups equal access, in practice it may not adequately achieve this goal.
Third, it creates diversity in an entering class that, at times, has seemed difficult to achieve in any other way. What affirmative action does not necessarily
do, in and of itself, is to increase academic excellence.
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