What Leaders are Saying about Affirmative Action and Diversity

Affirmative Action Works

What Leaders are Saying about Affirmative Action and Diversity

College Presidents
Higher Education Associations and Organizations
Governors

College Presidents

Affirmative action works, and most Americans, when questioned carefully, support the principles, as long as quotas are not included.

The Journal of Blacks in Higher Education surveyed the presidents of the nation's 25 highest-ranked universities and the 25 highest-ranked liberal arts colleges. The presidents were asked with which of the following three statements they most agreed:

All credentials being equal, I am in favor of giving the admissions nod to an applicant from a disadvantaged racial group.
Because there is a very large gap between the mean academic credentials of blacks and whites, I am in favor of admitting significant numbers of less academically qualified blacks, provided they can meet our academic standards.
I am opposed to any form of preferential admissions based on race.

Forty-four percent of the respondents selected the first statement, while 13 percent chose the second statement, and none identified with the third statement. These results illustrate the extent of support for affirmative action among college presidents. Following are the cogent statements of two of those surveyed:

Nannerl O. Keohane, president of Duke University, responded, "We understand that African Americans have been discriminated against in the past and want to make sure that in the case of students, as with faculty and staff, members of this community have opportunities to work and study at Duke University in numbers more commensurate with their representation in the appropriate populations from which we draw qualified students, faculty, and staff."

Harry C. Payne, president of Williams College replied, "From the extraordinarily rich pool of applicants with which Williams is blessed, we certainly do admit more students of color than would be the case if we slavishly used standardized testing as the sole measurement. But they are among the very brightest students in the country, show tremendous potential, and contribute significantly to the education that Williams is able to offer to all its students."

The Board of Trustees of Tufts University developed a "vision" to guide the institution into the next century. The issue of diversity was identified as one of paramount importance to Tufts' future. John DiBiaggio, president of Tufts and ACE Board Chair, wrote, "I heartily concur that diversity is important to Tufts, and indeed to the nation, for three fundamental reasons. First, encouraging and fostering, within our community, a blending of ethnicities, cultures, races, religions, and genders is educationally sound. It is our obligation to prepare our students to live and work in a highly diverse society." We must attract a diverse student body and "strive for an equally diverse faculty..."

"Second, diversity should be realized at Tufts and elsewhere for moral reasons." We have a responsibility to "address the vestiges of past racial injustices and to confront those that persist today. We have a moral obligation to see that we provide opportunities for everyone, not just for some... Finally, the practical implications [of diversity] speak for themselves... To deny quality educational opportunities to the fastest growing segment of our population simply does not make good business sense... We simply will not be able to compete as a nation if the majority of our population has not been properly prepared."

DiBiaggio continued, "Given the reality of our future demographics, why is it that so many concerns are currently being raised in Washington and elsewhere about the relevance of diversity, and particularly, affirmative action guidelines? I believe that there is a genuine misunderstanding of what is meant by affirmative action. In essence, affirmative action has taken us beyond the passivity of 'equal opportunity' and engaged us in the active and creative seeking or qualified, underrepresented candidates."

Neil L. Rudenstine, president of Harvard University, in an article in the Harvard University Gazette, wrote, "Especially at a time when longstanding national policies are being discussed and debated, it is important that we reaffirm Harvard's strong commitment to openness and inclusiveness throughout our community of faculty, students, and staff. All of us benefit, both individually and collectively, from the opportunity to live and work in an environment that brings together people from a wide variety of backgrounds. Our inclusiveness is one of the main sources of our vitality as an academic and human community. We intend to continue reaching out to identify and attract outstanding individuals from historically underrepresented groups in our effort to enhance equal opportunity and excellence throughout the University."

In his 1992 commencement address, Rudenstine stated, "the goals of diversity and quality are deeply interrelated, and need to be addressed together." He participated in the 1993 celebration honoring Martin Luther King, Jr., and remarked, "We are, in this country, engaged in a national experiment in pluralism, openness, and equality of opportunity that no other society has ever genuinely attempted--much less carried to a successful end. At a time like the present, ...it is all the more important that we should strongly reaffirm our guiding principles."

Walter Massey, president of Morehouse College, gave the opening address at ACE's 1999 annual meeting. He used this forum as an opportunity to speak to the issue of affirmative action. "There certainly is no more difficult challenge before us today than the issue of race and affirmative action in higher education...There is an opportunity to make the case that affirmative action is still needed and to convince the majority of the public that it is not detrimental to them or to society at large to continue such programs. However, in order to make this case, we will have to marshal evidence of the type developed by Bowen and Bok [See The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions]--and ensure that the programs that are in place do, in fact, achieve their ends."

Lee C. Bollinger, president of the University of Michigan, in his response to the lawsuit regarding admissions, stated, "Since its founding, the University of Michigan has been committed to providing an education to the widest range of students. Throughout our history, we have included students from diverse geographical, racial, ethnic, and socioeconomic backgrounds. For almost 200 years, public universities have unlocked the doors to social and economic opportunity to students from many different backgrounds, and we believe it is absolutely essential that they continue to do so. Our mission and core expertise is to create the best educational environment we can. We do this in part through a diverse faculty and student body. Our admissions policies are linked to these core values, especially our chief value: academic excellence."

In a subsequent statement, Bollinger reiterated, "The challenge to affirmative action in higher education is a challenge to our philosophy of education and to the historical purposes of our great public universities. Implicit in its claim is a presumption that we admit some students who are not qualified. Let us be clear: All students admitted to the University of Michigan meet threshold requirements establishing that they are fully qualified to do the work of a demanding undergraduate program...The country cannot afford to deprive institutions of higher education of the ability to educate generations of young Americans--minority and nonminority--in an environment that enables all to flourish, and understand each other, in a truly integrated society."

Mary Sue Coleman, president of the University of Iowa, in a recent speech, stated, "I know why affirmative action is so important. I think of the richer diversity and inclusiveness that has made the University of Iowa and so many other great American universities far stronger and more vibrant than they were when I was a graduate student--and I know what affirmative action has accomplished, and can continue to accomplish in the future."

Coleman continued, "Affirmative action, as practiced in contemporary research universities, is not the rigged system that our worst critics believe it is. It simply means that institutions take positive action to diversify the pools of applicants who compete for university positions, and to ensure that applicants of different backgrounds are included in interview processes. Then the best applicant is hired...In terms of student admissions, affirmative action means that universities make positive efforts to welcome students of diverse backgrounds and make resources available so that, for students of all socioeconomic strata, a university education is within reach. Were we to do less, the quality of education offered to all students would be compromised."

Harold T. Shapiro, president of Princeton University, wrote in an essay about affirmative action, "The achievement of social justice in an increasingly diverse polity such as ours clearly depends on our capacity to extend empathy and mutual respect--as well as toleration--across lines of color, gender, religion, and ethnic background. And since our society cannot be strong or just if many are without hope or a perceived stake in our future, I believe it is imperative that we aim to create a pervasive sense of inclusion and a rising sense of hope and possibility for all citizens. I not only believe we can achieve these objectives within the democratic institutions we have established, but that they are the best vehicles for this purpose, since they allow us to see our prospects as interwoven and dependent on each other."

Charles M. Vest, president of the Massachusetts Institute of Technology, recently reiterated MIT's commitment "to acting affirmatively in pursuit of our vision of an academic community of the highest level of excellence, whose members reflect the changing face of our nation.... This requires, first, that we work to create at MIT an atmosphere of civility, collegiality, and mutual respect--one that stimulates and supports all of our faculty, students, and staff. Second, we must take renewed affirmative action to ensure equality of opportunity in education and employment at the Institute. Specifically, thoughtful and effective recruitment and career development of minorities for positions at all levels is necessary to ensure their greater and more effective participation in MIT's workforce."

Franklyn G. Jenifer, president of the University of Texas at Dallas, issued the following statement recently: "While important progress has been made, the goal of affirmative action--that of ensuring equal opportunities for all Americans--has not been achieved. Unfortunately, to some, affirmative action has come to simply mean quotas or preferential treatment based on race, ethnicity, or gender, while in fact it has been an increasingly essential part of good personnel policy.

"In an ever-contracting world, where people of all races and genders are participating as a global community, a diverse, highly qualified workforce in both the public and private sectors will be a tremendous asset for our country in an ever more competitive economy. Of all the agencies in our society that share a responsibility of ensuring that our workforce reflects the diversity of the population, education in general--and higher education in particular--is that one among many which can provide young Americans of all backgrounds the skills and training essential for those middle- and upper-income career opportunities."

Gerhard Casper, president of Stanford University, laid out his thoughts on affirmative action: "Affirmative action does not require, and does not mean, quotas or preferment of unqualified over qualified individuals. Indeed, such preferment may violate anti-discrimination laws. Affirmative action is based on the judgment that a policy of true equal opportunity needs to create opportunities for members of historically underrepresented groups to be drawn into various walks of life from which they might otherwise be shut out. Barriers continue to exist in society, and therefore affirmative action asks us to cast our net more widely to broaden the competition and to engage in more active efforts for locating and recruiting applicants."

When Stanford was founded, no tuition was charged, so that the university would not become elitist and all highly qualified students would have the opportunity to succeed. Casper observed that this "spirit of equality must accordingly be maintained within the University." Today, entrance requirements for Stanford are very stringent and every admitted student is considered deserving and exceptional. A few categories of applicants--certain ethnic minorities, legacies, and athletes--receive special consideration provided they meet these requirements. The admissions review aims to achieve diversity.

Casper believes this is important for two reasons: "First, we want a rich educational environment to challenge our students. Students learn much from one another. Second, we want to be faithful to our task to educate leaders for a diverse and complex society--a society that will, we hope, overcome the undue tendencies toward stratification. This cannot be done unless the country's demographic diversity finds a presence on campus... A university needs to be integrated in order to pursue its tasks. Even with affirmative action, students are evaluated and admitted to Stanford as individuals, not in groups. No university can thrive unless each member is accepted without regard to labels and stereotypes."

Higher Education Associations and Organizations

ACE and 68 higher education associations worked together to craft a statement reaffirming their commitment to diversity in higher education, and the use of race as one factor among many to be used in the admissions process. This statement highlighted the reasons that diversity is essential to a quality education. (See On the Importance of Diversity in Higher Education.)

After the Supreme Court denied certiorari in the Hopwood case, ACE and 32 higher education associations sent a letter to all college and university presidents advising institutions in states outside the jurisdiction of the Fifth Circuit that Bakke remained good law. The letter also cautioned campuses that, "to be lawful, affirmative action programs generally must withstand 'strict scrutiny' by the courts." (See the coalition letter following the Hopwood case dated July 26, 1996.)

Throughout the summer of 1995, ACE worked with a broad coalition of higher education organizations to review the Adarand v. Peña and Podberesky v. Kirwan court decisions to determine their possible effects on higher education. Committed to affirmative action, this coalition of 23 organizations considered unwarranted the additional threat of congressional attacks, and opposed the precipitous decision by the University of California Board of Regents to change its policies on affirmative action in admissions, hiring, and contracting. The coalition sent a letter in support of affirmative action to its constituents to provide them with accurate information as they started a new academic year. (See the coalition letter following the Adarand v. Peña and Podberesky v. Kirwan court decisions dated September 13, 1995.)

AAU Statement
In April 1997, the 62 member presidents of the Association of American Universities (AAU) issued a statement in the New York Times endorsing the continued use of race as a factor in admissions decisions. The statement, On the Importance of Diversity in University Admissions, explicitly asserted the presidents' belief that student diversity is essential to a quality higher education and stated their support for the use of affirmative action as a tool to achieve that goal. They expressed their "strong conviction concerning the continuing need to take into account a wide range of considerations--including ethnicity, race, and gender--as we evaluate the students whom we select for admission."

The statement declared that the "concept of merit must take fully into account not only academic grades and standardized test scores, but also the many unquantifiable human qualities and capacities of individuals, including their promise for continuing future development." Some of these qualities include artistic or musical talents, athletic ability, strength of character, leadership qualities, extracurricular activities, community service, and geographic diversity, in addition to race, ethnicity, and gender.

In today's multicultural workplace, colleges and universities have a responsibility to prepare their students to be productive members of society. "As presidents and chancellors of universities that have historically produced many of America's leaders in business, government, the professions, and the arts, we are conscious of our obligation to educate exceptional people who will serve all of the nation's different communities."

The richness of the dialogue--both in and out of the classroom--is enhanced when students from diverse backgrounds share their views and experiences. Students learn to work together, to exercise leadership, and to build consensus. The institution benefits and all students benefit from a diverse student body and faculty, as does our nation as a whole.

AASCU Statement
Also in April 1997, the American Association of State Colleges and Universities (AASCU) issued a Statement on Access, Inclusion, and Equity, in which they stated their commitment "to achieving a quality-based public higher education delivery system" with the goals of access, inclusion, and equity. In order to achieve these goals, several policy recommendations were given for public higher education. Each institution must:

Reaffirm and reinforce its access mission even in the face of diminishing resources.
Search for ways to encourage and include individuals from historically underrepresented groups.
Serve as a model for the pluralistic and democratic society of the future by fostering a climate of inclusion, free from bias and discrimination.
Expand understanding of equity to eliminate any vestiges of bias in admissions, advancement, and hiring.

Over the past 50 years, enrollment in higher education has grown to more than 14 million students, including increasing numbers of women and minorities. However, African-American, Hispanic, and Native American students still trail white students on educational participation and completion indicators. To ensure that no capable student is denied access to America's institutions, college and university presidents should:

Educate the public about America's future population growth and demographic transformation.
Press for adequate resources to meet emerging needs, and effectively manage and prioritize those resources.
Advocate low-tuition, high-aid formulas in order to reverse the grant-loan imbalance.
Seek alliances with business and industry to safeguard the quality of our human capital.

Socializing with people from different racial or ethnic groups demonstrably promotes a student's commitment to fostering racial understanding. Businesses recognize the value of creating a multicultural workforce to boost productivity and increase revenues. Colleges and universities produce this skilled and diversified workforce. To ensure that higher education is inclusive, college and university presidents should:

Promote racial understanding and gender equity on campus.
Create a campus environment conducive to racial and gender inclusiveness.
Target resources and attention to programs that increase retention and graduation rates.
Reject efforts to set lower standards for minority students and insist that all students receive a rigorous, high-quality education that prepares them for a technically complex and demanding future.
Support effective admissions and recruiting policies that encourage minority enrollment.
Encourage academic advising and career centers to guide minorities and women into professional fields and graduate work.

Forty years ago, legal segregation in higher education existed in many states. Elsewhere, minority students were underrepresented and there were few women and persons of color among faculty. Even though progress has been made to overcome these inequities, public colleges and universities must ensure that all citizens receive fair and equitable treatment. To accomplish this, presidents should:

Continue to recognize that access, inclusion, and equity are the goals of the public university and need to be included in their mission statements.
Serve to moderate and elevate the debate concerning equity in society.
Work actively to promote equity in admissions.
Make special efforts to attract faculty and staff who will enrich the overall diversity of the campus.

The goals of access, inclusion, and equity assume the common right of capable students to enter college, receive a quality education, and earn a degree representing rigorous standards of achievement. For the full text of this statement, see AASCU's web site at:

http://www.aascu.org

AACC Statement
The American Association of Community Colleges (AACC) adopted a Statement on Inclusion, reaffirming its commitment to diversity as a crucial element to a democratic society. The policy statement, issued in April 1997, strongly endorsed the continued use of admissions guidelines and employment practices that promote broad diversity in community colleges.

This statement followed more than 20 years of policies and resolutions by AACC's Board of Directors supporting affirmative action and diversity. The various statements have addressed nominations to its Board and other committees, and have encouraged the principles of affirmative action in admissions and faculty appointments for campuses. For full text of these statements, see AACC's web site at:

http://www.aacc.nche.edu/Content/ContentGroups/Policy_Documents/AACC_Position_Statement_on_Inclusion.htm.

Health Professionals for Diversity Coalition
In 1996, the Association of American Medical Colleges (AAMC) saw a need for a coordinated response from the higher education community to the various legal and legislative attacks on affirmative action. Toward this end, they brought together a group of organizations representing the nation's physicians, nurses, and other health care professionals and educators, and formed the Health Professionals for Diversity Coalition. Nearly 50 associations have joined the Coalition, which advocates that the continued use of affirmative action is essential to providing quality health care for all citizens.

A 1996 study by the Robert Wood Johnson Foundation found that minority and women physicians are much more likely to serve minority and disadvantaged populations. Therefore, if access to medical school and other programs that train health care providers is precluded for women and persons of color, medical services to those communities will be even more scarce.

Similarly, the New England Journal of Medicine reported that patients who are members of minority groups are more likely to consult physicians of the same race or ethnic group. In addition, their study found that communities with high proportions of African-American and Latino residents were four times as likely as others to have a shortage of physicians, regardless of community income. The study concluded that African-American and Latino physicians have a unique and important role in caring for poor and minority populations. Dismantling affirmative action programs may threaten access to health care for these groups.

In the fall of 1997, the elimination of affirmative action in California, Texas, Louisiana, and Mississippi had a chilling effect on the enrollment of minorities in medical schools. According to AAMC data, applications from underrepresented minorities (African American, Native American, Mexican American/Chicano, and Puerto Rican) in those states declined 17 percent over the previous year, compared to a 7 percent decline outside of the affected states. AAMC President Jordan J. Cohen, M.D., stated, "...the climate engendered by the Hopwood decision and Prop. 209 is discouraging minorities from applying to medical school. This is an ominous sign for the medical community and our nation, which badly needs a physician workforce that is both diverse and reflective of our society as a whole."

Throughout its existence, the Health Professionals for Diversity Coalition has issued strong endorsements for diversity and the continued use of affirmative action in the medical professions. Numerous articles and statements have been issued by the Coalition in opposition to legislative and legal attacks on affirmative action, both nationally and at the state level. More information on the Coalition can be obtained from their web site at:

http://www.aamc.org/about/progemph/diverse/start.htm.

AAC&U DiversityWeb
The Association of American Colleges and Universities (AAC&U) and the University of Maryland have designed DiversityWeb with the support of the Ford Foundation to connect, amplify, and multiply campus diversity efforts through a central location on the Web. Campus practitioners can turn to this site whenever they need to find--or to share--resources for campus leaders making diversity a central educational priority. This effort is part of a larger communications initiative entitled Diversity Works.

Campus officials are invited to join the ongoing conversations about diversity issues by participating in the DiversityWeb workrooms: Affirmative Action (supported by ACE), Curriculum Transformation, Institutional Vision, Leadership and System Change (AAC&U), and Student Experience and Development (NASPA). These workrooms provide a forum for discussion and debate of challenging ideas, asking questions, and sharing information and updates. Specifically, the Affirmative Action workroom will be used to discuss issues related to affirmative action in higher education, including legislation, court cases, university policies and programs, and existing and needed research that focuses on the impact of both diversity and affirmative action.

A wealth of information and resources are offered through the Diversity Works Leader's Guide, which includes syllabi, models for faculty development, and other materials to help campus practitioners create an environment where diversity is considered part of an ongoing commitment to excellence. The web site for Diversity Works (with access to DiversityWeb and the Leader's Guide) is:

http://www.aacu-edu.org/divworks/index.cfm.

NACME Statement
In April 1997, a large cross-section of major American corporations and university presidents who constitute the Board of Directors of the National Action Council for Minorities in Engineering (NACME) reaffirmed their commitment to affirmative action in a full-page statement in The Wall Street Journal. In its statement, NACME's leaders, who include Edwin J. Hess, senior vice president of the Exxon Corporation, and Philip J. Carroll, president and CEO of the Shell Oil Company, stated that "enormous gains have resulted from well-designed affirmative action policies. Consider the engineering field. A quarter of a century ago, African Americans, Latinos, and American Indians--then 18 percent of the college-age population and the fastest growing component of the nation--comprised only one percent of the engineering workforce." Since 1974, when NACME was established as a private sector initiative to create access to the engineering profession, annual minority graduates in engineering have grown more than 400 percent.

"NACME represents the nation's most visible success story at the interaction of corporate philanthropy and effective affirmative action," stated George Campbell, Jr., the organization's president and CEO. "In engineering, we've created access unrivaled by any other profession; however, an enormous gap still exists. African Americans, Latinos, and American Indians remain significantly underrepresented and underutilized in engineering. This has profound implications for wealth creation, economic development, and the standard of living for all Americans. Affirmative action is an indispensable tool for our continued progress. . .."

In reaffirming their unequivocal support for affirmative action, NACME leaders asserted that:

   "A society with a history of deeply rooted exclusionary practices demands proactive policies to create opportunity and to eliminate both conscious and inadvertent discrimination.

   "NACME's scholarship programs have made it possible for 6,500 minority students to obtain engineering degrees since 1980. It's not preferential treatment when we provide a chance for highly motivated students to realize their full potential.

   "We believe that the expertise of university admissions officers is more reliable in the complex task of evaluating student's qualifications than rigid numerical standards imposed by external agencies or by the courts. Moreover, the nation is well served by universities that have the freedom to create a healthy, richly diverse intellectual environment."

American Association for Affirmative Action
Founded in 1974, the American Association for Affirmative Action (AAAA) is dedicated to the advancement of affirmative action, equal opportunity, and the elimination of discrimination on the basis of race, gender, ethnic background, or any other criterion that deprives people of opportunities to live and work. The organization's dedication is realized in its many activities designed to help Equal Employment Opportunity/Affirmative Action (EEO/AA) professionals be more successful and productive in their careers.

Affirmative Action and Diversity Project
The Affirmative Action and Diversity Project is a web site for research. Many voices offer opinions in the debate surrounding the issues of affirmative action. This web site is an academic resource and provides scholars and students with articles, analyses, policy documents, current legislative updates, and an annotated bibliography of research and teaching materials. Visit: http://humanitas.ucsb.edu/aa.html.

Useful Documents
On the Importance of Diversity in Higher Education
The statement of ACE and 48 higher education associations reaffirming their commitment to diversity in higher education, and the use of race as one factor among many to be used in the admissions process. This statement highlighted the reasons that diversity is essential to a quality education.

Coalition letter following the Hopwood case dated July 26, 1996
ACE and 32 higher education associations sent a letter to all college and university presidents advising institutions in states outside the jurisdiction of the Fifth Circuit that Bakke remained good law. The letter also cautioned campuses that, "to be lawful, affirmative action programs generally must withstand 'strict scrutiny' by the courts."

Coalition letter following the Adarand v. Peña and Podberesky v. Kirwan court decisions dated September 13, 1995
Committed to affirmative action, a coalition of 23 organizations considered unwarranted the additional threat of congressional attacks, and opposed the precipitous decision by the University of California Board of Regents to change its policies on affirmative action in admissions, hiring, and contracting. The coalition sent a letter in support of affirmative action to its constituents to provide them with accurate information as they started a new academic year.

Governors
Recognizing that affirmative action programs still are necessary, our nation's governors have expressed bipartisan support for these programs. As Governor Tom Ridge (R-PA) stated, "There has been racial and gender discrimination; there continues to be racial and gender discrimination. Affirmative action, in my judgment, should continue if you show more good than harm."

Governor Gary Locke (D-WA) was active and vocal in his opposition to Initiative 200 (see "Threats to Affirmative Action"). He called it a "deceptive and ill-spirited initiative" and encouraged voters to continue "support for the affirmative action programs that give women and minorities a chance to compete." Governor Locke was admitted to Yale University on an affirmative action scholarship, and he frequently touted his own education and public service career as an affirmative action success story. He implored corporate leaders to fight I-200 with their clout and with their checkbooks. Governor Locke and former Governor Daniel Evans did a series of television spots slamming I-200. Despite the passage of I-200, Governor Locke believes that recruitment, outreach, and retention programs can still be saved.

Governor Christine Todd Whitman (R-NJ), in a speech at Trenton State College in early December, stated that "minorities and women are underrepresented in government and academic leadership," as well as in the private sector. "Discrimination still exists.... Affirmative action alone will not solve all the problems of underrepresentation and discrimination. But it can help.... We have a stronger workforce today because affirmative action has expanded the pool of qualified candidates for professional advancement."

Governor Whitman stated that "affirmative action is not a scheme to hire unqualified people, but a matter of ensuring that we spread the net wide enough so that everyone has real opportunities to gain jobs and promotions.... True affirmative action ensures that the person being selected for the position is a person qualified to do the job."

Under Governor Whitman's administration, two new laws have been enacted to strengthen affirmative action practices in New Jersey. The first gives businesses that previously have not been awarded state contracts a better chance to compete for such contracts. The second changes the way in which set-aside goals are calculated. No longer will the intention of the contract recipient to subcontract to minority-owned or women-owned businesses be counted as compliance. "We are going to follow the dollars actually awarded--moving from a perception-based to a fact-based system," said Governor Whitman.

Governor Whitman also cited statistics reported by the bipartisan Glass Ceiling Commission, which found that women and minorities, who constitute 57 percent of the work force, hold less than 5 percent of all senior managerial positions in corporate America. She also warned that the national debate over affirmative action "may ultimately threaten the progress we have made" toward equality. "I know I can't end employment discrimination single-handedly, but government should set an example of inclusiveness for others to follow."

Early in his administration, Governor Thomas R. Carper (D-DE) signed an Executive Order that declared, in part, that the state has a "commitment to equal employment opportunity" and that all state agencies "are directed to pursue diligently the recruitment and promotion of qualified women and minorities and to be vigilant in complying with the laws prohibiting discrimination in employment." The order further stated that "the work atmosphere in state agencies should be one that fosters mutual respect and understanding among persons of different races, sexes, and faiths." Each state agency must submit an annual affirmative action plan that ensures compliance with all federal and state laws, sets forth goals and objectives for ensuring equal employment opportunities in hiring and promotion, and establishes strategies to remedy underrepresentation of minorities and women within the agency.

Governor John G. Rowland (R-CT) agreed that the reverse-discrimination argument doesn't hold up under close scrutiny. "I think most people here think it's working fairly well. I don't see the backlash."

In his inaugural speech, Governor Gray Davis, Jr., (D-CA) addressed diversity when he declared that California is "the most culturally complex state on planet Earth." He vowed to support efforts to revamp the University of California admissions system, which has seen minority enrollment drop in the wake of Proposition 209. Davis pledged to "guarantee admission to students who truly excel by graduating in the top 4 percent of their high school--whether it's West Los Angeles or East Palo Alto."

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Last Modified: May 22, 2002