This post shares a case study I wrote for EDD 837: DEIJ in Higher Education, a doctoral course focused on diversity, equity, inclusion, and justice in higher education. The assignment asked us to examine how recent Supreme Court decisions have reshaped admissions policies and what those changes mean for colleges and universities.
Using a fictional university, I explore how a shift to race-neutral admissions can affect racial and socioeconomic diversity, campus climate, and students’ sense of belonging. The case study also considers why race-neutral approaches often fall short on their own and what alternative strategies institutions can pursue while operating within current legal constraints.
Affirmative Action and Admissions Policies
In response to recent Supreme Court decisions, the fictional Riverview University implemented a race-neutral admissions policy, after which racial and socioeconomic diversity among its student body declined. Although the policy prioritizes socioeconomic status, first-generation college status, and geographic diversity, it has contributed to a substantial decline in the enrollment of Black and Latino students. This decline has led to campus unrest and raised concerns about institutional commitments to equity and inclusion. These developments illustrate the challenges colleges and universities face in navigating legal requirements while continuing to support diverse student communities. This paper examines the potential implications of race-neutral admissions policies for campus climate and student belonging, arguing that universities must adopt holistic, legally sound approaches that recognize the enduring effects of racial inequality without explicit racial classification.Balancing Diversity Commitments and Legal Constraints
Selective colleges and
universities have historically used race-conscious admissions policies as one
way to foster diverse learning environments, address longstanding inequities,
and support student success. However, recent changes in federal law have forced
universities such as Riverview University to change how they approach diversity
in admissions. While these policies aim to comply with current legal
requirements, research shows that race-neutral approaches alone are often
insufficient to sustain racial diversity, particularly at highly selective
institutions (Bleemer, 2023).
The legal context surrounding college admissions has changed substantially, most notably with the Supreme Court’s 2023 decision restricting the use of race as a factor in admissions. As a result, institutions must be able to demonstrate that their admissions decisions avoid racial classifications, quotas, or indirect practices that operate as racial preferences.
Alternative Strategies for Achieving Racial and Socioeconomic Diversity
Research consistently
demonstrates that socioeconomic status, neighborhood disadvantage, school
quality, and wealth inequality are deeply intertwined with race in the United
States (Chetty et al., 2020). Admissions frameworks that focus on students’
socioeconomic and educational circumstances can promote racial diversity
without relying on explicit racial classifications. However, the success of
these approaches depends largely on how thoughtfully disadvantage is measured,
and on an institution’s genuine commitment to investing in equity-focused
reforms.
One strategy is the use of contextualized admissions, which assess students’ academic accomplishments in relation to the opportunities and constraints of their educational and social environments. This approach considers factors such as the resources available at a student’s high school, neighborhood socioeconomic conditions, exposure to economic and environmental hardship, and access to advanced coursework. Another strategy involves expanding long-term partnerships with under-resourced secondary schools and community organizations. Early outreach efforts, dual-enrollment opportunities, and sustained mentorship can help widen the pool of competitive applicants from historically marginalized communities without running into legal constraints (Castleman & Page, 2015).
Implications for Campus Climate and Student Belonging
Admissions policies do not
merely determine who enters an institution; they shape campus culture, peer
interactions, and students’ sense of belonging. For example, research indicates
that negative campus racial climates, which can be exacerbated by declines in
racial diversity, are associated with greater feelings of isolation,
marginalization, and challenges to student well-being among Black college
students (Bernard & Teasley, 2024). At Riverview University, the decline in
Black and Latino enrollment has made it harder to realize the benefits of
diversity; this shift has also raised concerns about trust in university
leadership. Campus protests reflect not only frustration with admissions
outcomes but also deeper concerns about institutional values and transparency.
Research on student belonging suggests that perceptions of an institution’s commitment to equity play a meaningful role in academic engagement, persistence, and overall well-being (Hausmann et al., 2007). If admissions policies signal a retreat from that commitment, universities risk losing students, alienating alumni, and damaging their public standing.
Proposed Admissions Framework for Riverview University
Riverview University could adopt
an admissions framework that places greater emphasis on applicants’ academic
performance within the context of their lived experiences and available
opportunities. Under this approach, students would be evaluated using a
combination of academic records, personal experiences, and the educational
environments in which those records were achieved, rather than through
standardized measures alone. Admissions reviewers would be encouraged to
consider how applicants made use of the opportunities available to them and how
they responded to challenges shaped by their educational and social
environments.
The framework would draw on information about applicants’ educational backgrounds, including the characteristics of their high schools, their family educational histories, and the broader social and economic conditions of their communities. Applicants would be encouraged to describe experiences that shaped their academic paths, such as challenges they faced, involvement in their communities, or leadership roles they assumed. Admissions reviewers would be trained to evaluate these experiences based on the qualities they demonstrate, rather than on the applicant’s racial identity. In doing so, the approach follows current legal guidance while still accounting for the ways inequality accumulates over time.
In addition, Riverview University would strengthen early outreach efforts through partnerships with under-resourced schools, increase its investment in need-based financial aid, and regularly review admissions outcomes to understand their demographic effects. Clear communication and ongoing assessment would help ensure that the framework remains legally sound while staying true to the university’s stated values.
Conclusion
What Riverview University is
experiencing is not unique. Colleges and universities across the country are
struggling to maintain diverse student bodies while adjusting to changing legal
expectations. Although race-neutral admissions policies on their own have
fallen short of sustaining racial diversity, institutions still have meaningful
choices. Approaches that consider students’ academic achievements in light of
their socioeconomic circumstances and educational opportunities can help
promote both racial and socioeconomic diversity without violating legal
boundaries.
At the same time, admissions policies do more than shape who is admitted; they influence how students experience campus life and whether they feel a sense of belonging. When diversity declines, the educational value of a diverse campus and trust in institutional leadership can suffer. For Riverview University, addressing these challenges requires careful policy design, openness about institutional goals, and a sustained commitment to equity. By taking a thoughtful and transparent approach to admissions, the university can move forward in ways that remain legally sound while continuing to support an inclusive and meaningful educational environment.
References
Bernard, D. L., & Teasley,
M. L. (2024). Negative campus racial climate and student well-being:
Associations with psychosocial outcomes for Black college students. Journal
of Diversity in Higher Education. https://doi.org/10.1037/dhe0000325
Bleemer, Z. (2023). Affirmative action and its race-neutral alternatives. Journal of Public Economics, 220, Article 104839. https://doi.org/10.1016/j.jpubeco.2023.104839
Castleman, B. L., & Page, L.
C. (2015). Summer nudging: Can personalized text messages and peer mentor
outreach increase college going among low-income high school graduates? Journal
of Economic Behavior & Organization, 115, 144–160.
https://doi.org/10.1016/j.jebo.2014.12.008
Chetty, R., Hendren, N., Jones,
M. R., & Porter, S. R. (2020). Race and economic opportunity in the United
States: An intergenerational perspective. The Quarterly Journal of Economics,
135(2), 711–783. https://doi.org/10.1093/qje/qjz042
Hausmann, L. R. M., Schofield,
J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of
intentions to persist among African American and White first-year college
students. Research in Higher Education, 48(7), 803–839. https://doi.org/10.1007/s11162-007-9052-9
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