美国高等院校“优惠录取政策”:成效、问题与争议
|
摘要
长期以来,种族差异一直是制约美国高等教育公平发展的主要因素。为了促进高等教育公平,联邦与各州政府以及高等院校自身出台了一些具有种族倾向性特征的高校"优惠录取政策"(Affirmative Action Programs)。这些政策兼顾教育品质和教育公平发展,从整体上促进了美国高等教育公平发展。但是,这些政策在实施中也遇到了各种各样的问题,引起了政策制定者与学者们的争议与质疑。探析问题之原因,理清争议之所在,有助于反思促进公平的政策和措施。
Due to the long impact of facts including U.S. racism,there are some non-equality phenomenas of lacking education opportunities for minority students. Accord-ing to these phenomenas,U.S. government unveiled some tendentious policies to the nation-al minority. U.S. government saw the seeking educational equity and keeping the multicul-tural features as the important value orientation of making the policies. In the process ofmaking the policies,U.S. Government took the quality of education and education equity in-to consideration and made the policies be fit to the the development of the times demand.The policies helped to improve the balanced development of allnational students admis-sion opportunity in the field of the U.S. higher education. The policies could also enrich thepersonnel training system in the field of the basic education and higher education and im-prove the development of the ethnic higher education.
Due to the long impact of facts including U.S. racism,there are some non-equality phenomenas of lacking education opportunities for minority students. Accord-ing to these phenomenas,U.S. government unveiled some tendentious policies to the nation-al minority. U.S. government saw the seeking educational equity and keeping the multicul-tural features as the important value orientation of making the policies. In the process ofmaking the policies,U.S. Government took the quality of education and education equity in-to consideration and made the policies be fit to the the development of the times demand.The policies helped to improve the balanced development of allnational students admis-sion opportunity in the field of the U.S. higher education. The policies could also enrich thepersonnel training system in the field of the basic education and higher education and im-prove the development of the ethnic higher education.
引文
[1][2]Mills Mike.Five Years Post-Grutter,Litter Progress in Black and Latino/an Enrollments at Selective Colleges and Universities[J].Journal of College Admission,2010,(3):40-45.
[3][5]Donald,E.Heller.Condition of Access:Higher Education for Lower Income Students.American Council on Education[M].Praeger,2002:118.
[4][6]Patitu,C.L.,Terrell,M.C..Benefits of Affirmative Action in Student Affairs[J].New Directions for Students Services,1998,(83):41-56.
[7]Colbum,R.,Young,E.,Yellen,M..Admissions and Public Higher Education in California,Texas,and Florida[J].UCLA Journal of Education and Information Studies,2008,4(1):35-41.
[8]Lapenson,B..Affirmative Action and the Meaning of Merit[M].Maryland:University Press of America,2009:26-38.
[9]U.S.Department of Education.A Report on the Talent Search Program 2007-08.With Select Comparative Data,2002-07[R].Washington,D.C.,2009:2-7.
[10]张千帆.西方宪法体系(上册.美国宪法)[M].北京:中国政法大学出版社,2000:278.
[11]Rosalee,A.Clawason.Legacy and legitimacy:black Americans and the Supreme Court[M].Philadelphia:Temple University Press,2008:19-25.
[12]Altbach,Philip,G.,Smith,William A..The Racial Crisis in American Higher Education[M].Albany:State University of New York Press,2002.:31-39.
[13][14]U.S.Department of Education.The Condition of Education in 2010.National Centre for Educational Statistics[R].2010:70-71.
[15]Featherman,D.L.,Hall,M.,Krislov,M..The Next Twenty-Five Years:Affirmative Action in Higher Education in the United States and South Africa[M].Michigan:The University of Michigan Press,2010:173.
[16]Horn,C.L.,Flores,S.M.,Orfield,G..Percent Plans in College Admissions:A Comparative Analysis of Three States Experience[M].The Civil Right Project:Harvard University,2003:21,42-47.
[17]James,W.Nickel.Should Reparation Be to Individuals or to Groups?[J].Analysis,1974,34(5):162-168.
[18][19]James,W.Nickel.Discrimination and Morally Relevant Characteristics Analysis[J].Analysis,1972,32(4)118-121.
[20]J.Edward Kellough.Understanding Affirmative Action[M].Georgetown University Press,2006:88-89.
[21][22]Cullen,J.B.,Long,M.C.,Randall R..Jockeying for Position:Strategic High School Choice under Texas’Top Ten Percent Plan[J].The Journal of Public Economics,2013,97(17):36-45.
[23]Bowen,W.G.,Bok,D..The Shape of the River:Long-Term Consequences of Considering Race in College and University Admission[M].Princeton:University Press,1998:104-105.
[24]Patricia Marin,Catherine,L.Horn.Realizing Bakke’s Legacy:Affirmative Action,Equal Opportunity,and Access to Higher Education[M].Stylus Publishing,2008:88.
(1)“Affirmative Action Programs”这一政策内容涵盖面广,主要包括教育、雇佣和住房等社会领域。由于该政策针对人群多,主要涉及到少数族裔群体、妇女、社会残障人士和老兵等社会群体。因此,在我国当今学术界,一些学者对“Affirmative Action Programs”的译法存在一定争议,至今尚无定论。主要译法有:“肯定性行动计划”(谢先泽,2000)、“纠正歧视行动”(德沃金,2001)、“平权行动”(赵娜,2015)、“平权运动”(李细珠,2005)、“纠偏行动”(欧阳景根,2008)、“维权活动”(谷孙,2007)、“照顾政策”(徐艳君,2013)和“积极行动”(袁玉红,2012)等16种。不同的译法代表着作者从不同角度对这一政策的不同理解和阐述。本文将研究范围聚焦在美国高等院校优惠录取政策上,从种族倾向性视角,对该政策进行阐述、批判和反思。因此,本文把该政策译为“优惠录取政策”。
[3][5]Donald,E.Heller.Condition of Access:Higher Education for Lower Income Students.American Council on Education[M].Praeger,2002:118.
[4][6]Patitu,C.L.,Terrell,M.C..Benefits of Affirmative Action in Student Affairs[J].New Directions for Students Services,1998,(83):41-56.
[7]Colbum,R.,Young,E.,Yellen,M..Admissions and Public Higher Education in California,Texas,and Florida[J].UCLA Journal of Education and Information Studies,2008,4(1):35-41.
[8]Lapenson,B..Affirmative Action and the Meaning of Merit[M].Maryland:University Press of America,2009:26-38.
[9]U.S.Department of Education.A Report on the Talent Search Program 2007-08.With Select Comparative Data,2002-07[R].Washington,D.C.,2009:2-7.
[10]张千帆.西方宪法体系(上册.美国宪法)[M].北京:中国政法大学出版社,2000:278.
[11]Rosalee,A.Clawason.Legacy and legitimacy:black Americans and the Supreme Court[M].Philadelphia:Temple University Press,2008:19-25.
[12]Altbach,Philip,G.,Smith,William A..The Racial Crisis in American Higher Education[M].Albany:State University of New York Press,2002.:31-39.
[13][14]U.S.Department of Education.The Condition of Education in 2010.National Centre for Educational Statistics[R].2010:70-71.
[15]Featherman,D.L.,Hall,M.,Krislov,M..The Next Twenty-Five Years:Affirmative Action in Higher Education in the United States and South Africa[M].Michigan:The University of Michigan Press,2010:173.
[16]Horn,C.L.,Flores,S.M.,Orfield,G..Percent Plans in College Admissions:A Comparative Analysis of Three States Experience[M].The Civil Right Project:Harvard University,2003:21,42-47.
[17]James,W.Nickel.Should Reparation Be to Individuals or to Groups?[J].Analysis,1974,34(5):162-168.
[18][19]James,W.Nickel.Discrimination and Morally Relevant Characteristics Analysis[J].Analysis,1972,32(4)118-121.
[20]J.Edward Kellough.Understanding Affirmative Action[M].Georgetown University Press,2006:88-89.
[21][22]Cullen,J.B.,Long,M.C.,Randall R..Jockeying for Position:Strategic High School Choice under Texas’Top Ten Percent Plan[J].The Journal of Public Economics,2013,97(17):36-45.
[23]Bowen,W.G.,Bok,D..The Shape of the River:Long-Term Consequences of Considering Race in College and University Admission[M].Princeton:University Press,1998:104-105.
[24]Patricia Marin,Catherine,L.Horn.Realizing Bakke’s Legacy:Affirmative Action,Equal Opportunity,and Access to Higher Education[M].Stylus Publishing,2008:88.
(1)“Affirmative Action Programs”这一政策内容涵盖面广,主要包括教育、雇佣和住房等社会领域。由于该政策针对人群多,主要涉及到少数族裔群体、妇女、社会残障人士和老兵等社会群体。因此,在我国当今学术界,一些学者对“Affirmative Action Programs”的译法存在一定争议,至今尚无定论。主要译法有:“肯定性行动计划”(谢先泽,2000)、“纠正歧视行动”(德沃金,2001)、“平权行动”(赵娜,2015)、“平权运动”(李细珠,2005)、“纠偏行动”(欧阳景根,2008)、“维权活动”(谷孙,2007)、“照顾政策”(徐艳君,2013)和“积极行动”(袁玉红,2012)等16种。不同的译法代表着作者从不同角度对这一政策的不同理解和阐述。本文将研究范围聚焦在美国高等院校优惠录取政策上,从种族倾向性视角,对该政策进行阐述、批判和反思。因此,本文把该政策译为“优惠录取政策”。