Affirmative Action Annotated Bibliography

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Affirmative Action Annotated Bibliography
Justin Conklin
Western Illinois University
CSP 533
Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and
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impact on educational outcomes. Harvard educational review, 72(3), 330-367.
In this article, the authors examine and discuss the role of diversity in higher education.
Throughout the piece, the authors argue the importance of diversity and establish that
heterogeneous environments are crucial in student growth and engagement in learning. They
also examine who is the primary benefactor of diversity, deciding that while diversity is
beneficial to everyone, white folks benefit most.
To strengthen their argument, the authors provided analyses of sets of data that gives more
insight into how experiences in diversity affect student outcomes. With arguments for and
against diversity being such a recurring topic of discussion, this article can serve as a resource of
data for student affairs professionals to engage in this conversation.
Kennedy, R. (2013). For discrimination: Race, affirmative action, and the law. New York, NY:
Pantheon Books. (Chapter 1)
This chapter provides a general overview of the series events, highlighting the Civil Rights Acts,
Amendments, presidencies, and even wars that have lead to the creation and establishment of
what Affirmative Action is today. Kennedy emphasizes how issues of white fear and gradualism
have impacted the progress of Affirmative Action, as well as acknowledging that the United
States has never been race neutral, and that the reimagination of the country as an integrated
space for white folks is not an easy transition.

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Kennedy uses the idea of “Reconstruction” as his model for the events leading to Affirmative
Action. This chapter provides what is essentially a history lesson in order to create the
foundation and build an understanding of Affirmative Action. With U.S. history being such a
large part Affirmative Action, it seems necessary for this preface section. This chapter can be a
source of information to reference for history with race being the focal point. With U.S. history
sources typically being centered around white folks, this provides a different perspective that
helps understand the journey of Affirmative Action.
Kennedy, R. (2013). For discrimination: Race, affirmative action, and the law. New York, NY:
Pantheon Books. (Chapter 4)
Chapter 4 of Kennedy’s work provides insight into three specific Supreme Court cases that tell
the inconsistent story of Affirmative Action. Kennedy describes the U.S. stance on Affirmative
Action as “ambivalence triumphant”, referring to the unpredictability of the Supreme Court in
regards to these cases.
The first case example Kennedy references is Regents of the University of California v. Bakke
(1978). Bakke was rejected from UC Davis and claimed he was not admitted equal protection.
This started dialogue about whether race should be considered in college admissions. It was
ruled that while UC Davis violated the 14th amendment, diversity is important in higher
education and race should still be considered. Grutter vs. Bollinger & Gratz vs. Bollinger was
the next case, where two students were denied admission to University of Michigan. Michigan
used a point system and applicants received an extra point for being non-white, meaning white
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folks were at a disadvantage in the admission process. The Supreme Court still found that racial
diversity is still a compelling argument and as long as they are not using a quota system, it is
upheld. The last case was Fisher v. Texas where Fisher was denied admission from University
of Texas and did not receive automatic admission through the Top Ten Percent program. This
case was ruled in a similar fashion to the others, advocating for racial diversity. These cases are
prime examples of white folks’ dissonance with Affirmative Action and the idea that others are
receiving “special treatment”. This chapter helped centralize Affirmative Action in higher
education and show the effects it has on institutions.
Poon, O. A., & Segoshi, M. S. (2018). The Racial Mascot Speaks: A critical race discourse
analysis of Asian Americans and Fisher vs. University of Texas. The Review of Higher
Education, 42(1), 235-267
In this article the authors state that Asian Americans are being used as a mascot for arguments
against affirmative action. Throughout the article, the authors analyze why Asian Americans and
Pacific Islanders (AAPI) have been positioned as the “model minority” and how opposers of
Affirmative Action have used language around this to strengthen their argumentative repertoire.
The authors dissect documents of several Supreme Court cases centered around Affirmative
Action through a critical discourse analysis lens, in order to understand the language being used
to perpetuate AAPI as a mascot. Using the amicus briefs of the Fisher court case and several
others, the authors provide insight into how Affirmative Action opponents have found new ways
to reinforce white dominance. The data in this article primarily supports the side that
Affirmative Action helps more than hurts AAPI. This article provides a different perspective of
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Affirmative Action, especially since typically the topic is centered around white and black folks.
This analysis can be used as a resource for understanding how Affirmative Action affects
different races, and how Affirmative Action opponents are advocating in today’s society,

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Affirmative Action Annotated Bibliography

Western Illinois University

impact on educational outcomes. Harvard educational review, 72(3), 330-367.

beneficial to everyone, white folks benefit most.

data for student affairs professionals to engage in this conversation.

Pantheon Books. (Chapter 1)

space for white folks is not an easy transition.

helps understand the journey of Affirmative Action.

Pantheon Books. (Chapter 4)

Action as “ambivalence triumphant”, referring to the unpredictability of the Supreme Court in

regards to these cases.

education and show the effects it has on institutions.

Education, 42(1), 235-267

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