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Showtime your review of No Longer Separate, Non Yet Equal: Race and Class in Elite College Access and Campus Life

No Longer Separate, Non Yet Equal is a thorough and accessible study of race- and course-based dynamics at elite American colleges and universities. Sociologists Thomas J. Espenshade and Alexandria Walton Radford report on the racial and grade makeup of student populations at top U.S. schools at various stages of their college careers, and conclude with suggestions for endmost the racial bookish achievement dissever in American society more broadly. The result is a lucid and informative analysis t
No Longer Separate, Not Notwithstanding Equal is a thorough and accessible report of race- and class-based dynamics at aristocracy American colleges and universities. Sociologists Thomas J. Espenshade and Alexandria Walton Radford written report on the racial and class makeup of student populations at top U.S. schools at various stages of their college careers, and conclude with suggestions for endmost the racial academic accomplishment divide in American guild more broadly. The consequence is a lucid and informative analysis that will benefit students, parents, admissions officers, teachers, and anyone interested in how race and social class come to touch on prestigious campuses.

The start six chapters of No Longer Dissever, Not Yet Equal analyze patterns of application, access, scholarly performance, fiscal aid, and other factors among Black, White, Hispanic, and Asian students at America'southward virtually selective undergraduate programs. However, non-specialists and readers most interested in the potential applications of Espenshade's and Radford's inquiry may wish to concentrate on the final capacity, which consider both affirmative action and class-based admissions procedures. Because elite colleges have more financial wherewithal than public universities, the authors charge meridian schools with the responsibility of recruiting, albeit, and graduating more low-income students. Peculiarly rousing is the authors' phone call for the establishment of an American Competitiveness and Leadership Projection (ACLP), which would piece of work both to identify causes of the racial academic accomplishment gap between Black-White and Hispanic-White students and work to combat this gap on a national level.

Every bit a get-go-generation college graduate from a poor family, I found this book both tremendously interesting and, sometimes, a bit at odds with my own college experience. While the authors rightly make the point that on-campus jobs identify less affluent students to their wealthier peers, it seems to me that class divisions among higher students tin can exist apparent in much more entrenched and longstanding ways—from clothes to vocabulary, from parental involvement to extracurricular activities—for work-study to be of so much significance as a course identifier. The authors' suggested commutation for work-study, however, is exciting. Noting that students who have on-campus jobs tend to collaborate more oft with people from different backgrounds, Espenshade and Radford propose mandatory campus-broad "community service action" initiatives that would supplant work-report programs and bring together students of various backgrounds. Such a program would benefit both campus life and community outreach.

Another drawback is the book's reliance on four broad racial categories, White, Black, Hispanic, or Asian. The authors are quick to acknowledge the dissimilar multiracial, immigrant, and descendant identities that comprise these categories, but at times the groupings still feel a bit reductive. This is peculiarly evident in the volume's treatment of Native American and Pacific Islander students. While "American Indian/Native American/Alaska Native" and "Native Hawaiian or Other Pacific Islander" were options forth the other categories on the student survey the authors used, these results are non discussed at length. The authors explain that "There was an insufficient number of individuals responding to the NSCE survey who listed Native American/Alaska Native to establish a meaningful analysis category." It didn't seem to me that the authors spent any sustained part of their study focusing on Native American or Pacific Islander students, and some further elaboration of why not would accept been helpful.

I have no background in sociology, so I was pleased with the readability ofNo Longer Separate, Not Yet Equal. Espenshade and Radford demystify elite university admissions procedures and analyze the current state of racial and socioeconomic diversity at selective institutions, all in clear prose and with abundant statistical particular. Should universities implement class-based admissions? What roles should top schools play in eliminating racial inequality across generations of students? Not only does this book offer some answers to these questions, even more than importantly, it will give you the tools you need to decide for yourself.

Review by Barbara Barrow

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Jun 02, 2010 Kelly rated information technology it was ok

bellyaching by how they explain every chart to the final particular but then don't explain WHY these trends exist. chapter on why other policies would not provide minority representation at elite institutions the manner affirmative action does was interesting. annoyed by how they explain every chart to the last detail but then don't explain WHY these trends exist. chapter on why other policies would non provide minority representation at aristocracy institutions the way affirmative action does was interesting. ...more

Feb ten, 2010 Simon rated it actually liked it

Most interesting insight (based on statistical analysis) - if both affirmative activeness AND the racial accomplishment gap were to be removed at the same time, race composition in acme colleges would remain almost the same.