美国国家公共电台 NPR--What college admissions would look like if affirmative action is reversed

What college admissions would look like if affirmative action is reversed

Transcript¹

Stella Flores is associate professor of higher education and public policy at the University of Texas at Austin. She discusses the implications of reversing affirmative action in college admissions.

STEVE INSKEEP, HOST:

In a few months, we can expect a Supreme² Court ruling on affirmative action and university admissions. Justices heard a combined case yesterday against Harvard University and the University of North Carolina. The lengthy³ arguments showed many justices with strong opinions and sharp questions. And our correspondent Nina Totenberg says if the court's supermajority does what it sounded like, they will end the ability of schools to consider race as one of many factors in admissions. Of course, we do not know what they will do, but let's talk about what we do know with Stella Flores. She's associate professor of higher education and public policy at The University of Texas at Austin. Welcome.

STELLA FLORES: Thank you.

INSKEEP: Did it also sound to you that most justices want to end affirmative action as we know it?

FLORES: That was the gist⁴ of the argument response, which we're not very surprised about. What is disconcerting is this constant denial that race still is part of not only our higher ed system, but even how our K-12 system is currently constructed, how it's racially segregated⁵ and how all of that contributes to college enrollment⁶ and completion.

INSKEEP: Oh, now this is very interesting because there was a lot of history in these arguments. I got to hear some of them. And the plaintiffs argued that maybe things that looked like affirmative action were OK in the 1860s, when there was a remedial effort to make up for slavery, but that it's not justified⁷ now. You're saying there are facts on the ground that suggest it's justified now?

FLORES: Well, absolutely. Our schools - our K-12 public schools have never been more segregated - racially segregated - than they have in the past, partially⁸ due to the dismantling⁹ of integration¹⁰ decrees. We also know we're a more diverse society. And overall, the numbers are increasing. But the way we're segregated by race and income, especially in our public schools, especially in our high schools, is still very present. America's original sin of slavery still carries weight today.

INSKEEP: Let's address some of the things that the justices and the plaintiffs brought up here. Justice John Roberts - Chief Justice Roberts observed that the court upheld affirmative action, I believe, in 2003. But that ruling said this isn't supposed to last forever - maybe 25 years - and, in fact, most of the 25 years is up. The basic idea of not having it forever is the idea that people should not be judged by race. And affirmative action, in some sense, does judge people by race. What is the answer to that argument?

FLORES: Well, I don't think you should make public policy based on a hope that is not based on data. All the research says that we are becoming a more racially segregated society. We've seen increasingly how race is becoming part of many or has been part of most of our institutions - housing, criminal justice. You know, the data speak for themselves. And it's nice to have a hope, but hope does not increase college completion. Hope does not equalize opportunities.

INSKEEP: Is it clear to you that there is not a university in this country that is selecting students purely¹¹ based on race, to fill quotas¹²?

FLORES: Well, I - it's illegal to use quotas, so universities should not be doing that. But I think every university in every state should have the freedom - the academic freedom - to choose a student body that best meets its needs. So the formula in Montana is going to look different than the formula in Florida. And what the use of race as one factor of consideration does - it allows universities to construct a student body that meets the needs of the state and, ultimately, the nation.

INSKEEP: Oh, meaning that we all, regardless of our race, have an interest in a diverse student body at universities generally.

FLORES: Absolutely. I mean, if we were a country that was 90% white, I think that would be very different. But we're a country that's increasingly diverse. And unfortunately, the debate gets framed as if there are special advantages for groups when really it's just an opportunity to be considered. No admissions officer is going to just choose someone because they're Black. We need to make sure the students are qualified¹³, they can succeed and that they can represent based on their academic characteristics, as well a part of the leadership pipeline¹⁴. So one point in admissions is really also a pathway to leadership in this country.

INSKEEP: Very quickly here, let's - the justices briefly¹⁵ discussed alternatives. If they were to throw out affirmative action, what could universities do to make sure that all kinds of students, all kinds of applicants¹⁶ get a chance? Your state, Texas, The University of Texas has adopted, over the years, a system of admitting kids from the top 10% of every school, which means that kids have an opportunity regardless of where they grew up, even if the schools are segregated and everything else. And in a few seconds, are there other ways to effectively get the same result and help disadvantaged kids without considering race at all?

FLORES: The research is exceptionally clear. There's no other alternative method that will racially diversify¹⁷ a student body other than the use of race as one factor of consideration.

INSKEEP: The University of Texas system doesn't work?

FLORES: The university system - the 10% plan doesn't work to racially diversify a student body without also using the use of race as one factor of consideration.

INSKEEP: Stella Flores of The University of Texas at Austin, I feel we've just scratched the surface. But this has been very insightful. Thank you so much.

FLORES: Thank you so much, Steve.

1 transcript   

n.抄本，誊本，副本，肄业证书

参考例句：

• A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
• They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。

2 supreme   

adj.极度的，最重要的；至高的，最高的

参考例句：

• It was the supreme moment in his life.那是他一生中最重要的时刻。
• He handed up the indictment to the supreme court.他把起诉书送交最高法院。

3 lengthy   

adj.漫长的，冗长的

参考例句：

• We devoted a lengthy and full discussion to this topic.我们对这个题目进行了长时间的充分讨论。
• The professor wrote a lengthy book on Napoleon.教授写了一部有关拿破仑的巨著。

4 gist   

n.要旨；梗概

参考例句：

• Can you give me the gist of this report?你能告诉我这个报告的要点吗？
• He is quick in grasping the gist of a book.他敏于了解书的要点。

5 segregated   

分开的； 被隔离的

参考例句：

• a culture in which women are segregated from men 妇女受到隔离歧视的文化
• The doctor segregated the child sick with scarlet fever. 大夫把患猩红热的孩子隔离起来。

6 enrollment   

n.注册或登记的人数；登记

参考例句：

• You will be given a reading list at enrollment.注册时你会收到一份阅读书目。
• I just got the enrollment notice from Fudan University.我刚刚接到复旦大学的入学通知书。

7 justified   

a.正当的，有理的

参考例句：

• She felt fully justified in asking for her money back. 她认为有充分的理由要求退款。
• The prisoner has certainly justified his claims by his actions. 那个囚犯确实已用自己的行动表明他的要求是正当的。

8 partially   

adv.部分地，从某些方面讲

参考例句：

• The door was partially concealed by the drapes.门有一部分被门帘遮住了。
• The police managed to restore calm and the curfew was partially lifted.警方设法恢复了平静，宵禁部分解除。

9 dismantling   

（枪支）分解

参考例句：

• The new government set about dismantling their predecessors' legislation. 新政府正着手废除其前任所制定的法律。
• The dismantling of a nuclear reprocessing plant caused a leak of radioactivity yesterday. 昨天拆除核后处理工厂引起了放射物泄漏。

10 integration   

n.一体化，联合，结合

参考例句：

• We are working to bring about closer political integration in the EU.我们正在努力实现欧盟內部更加紧密的政治一体化。
• This was the greatest event in the annals of European integration.这是欧洲统一史上最重大的事件。

11 purely   

adv.纯粹地，完全地

参考例句：

• I helped him purely and simply out of friendship.我帮他纯粹是出于友情。
• This disproves the theory that children are purely imitative.这证明认为儿童只会单纯地模仿的理论是站不住脚的。

12 quotas   

（正式限定的）定量( quota的名词复数 )； 定额； 指标； 摊派

参考例句：

• In fulfilling the production quotas, John made rings round all his fellow workers. 约翰完成生产定额大大超过他的同事们。
• Quotas of the means of production are allocated by the higher administrative bodies to the lower ones. 物资指标按隶属关系分配。

13 qualified   

adj.合格的，有资格的，胜任的，有限制的

参考例句：

• He is qualified as a complete man of letters.他有资格当真正的文学家。
• We must note that we still lack qualified specialists.我们必须看到我们还缺乏有资质的专家。

14 pipeline   

n.管道，管线

参考例句：

• The pipeline supplies Jordan with 15 per cent of its crude oil.该管道供给约旦15%的原油。
• A single pipeline serves all the houses with water.一条单管路给所有的房子供水。

15 briefly   

adv.简单地，简短地

参考例句：

• I want to touch briefly on another aspect of the problem.我想简单地谈一下这个问题的另一方面。
• He was kidnapped and briefly detained by a terrorist group.他被一个恐怖组织绑架并短暂拘禁。

16 applicants   

申请人，求职人( applicant的名词复数 )

参考例句：

• There were over 500 applicants for the job. 有500多人申请这份工作。
• He was impressed by the high calibre of applicants for the job. 求职人员出色的能力给他留下了深刻印象。

17 diversify   

v.（使）不同，（使）变得多样化

参考例句：

• Our company is trying to diversify.我们公司正力图往多样化方面发展。
• Hills and woods diversify the landscape.山陵和树木点缀景色。