Affirmative action in the United States
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In the United States, affirmative action refers to equal opportunity employment measures that Federal contractors and subcontractors are legally required to adopt. These measures are intended to prevent discrimination against employees or applicants for employment on the basis of "color, religion, sex, or national origin". Examples of affirmative action offered by the United States Department of Labor include outreach campaigns, targeted recruitment, employee and management development, and employee support programs.
The impetus toward affirmative action is to redress the disadvantages associated with overt historical discrimination. Further impetus is a desire to ensure public institutions, such as universities, hospitals, and police forces, are more representative of the populations they serve. Affirmative action is a subject of controversy. Some policies adopted as affirmative action, such as racial quotas or gender quotas for collegiate admission, have been criticized as a form of reverse discrimination, and such implementation of affirmative action has been ruled unconstitutional by the majority opinion of Gratz v. Bollinger. Affirmative action as a practice was upheld by the court's decision in Grutter v. Bollinger.
- Roosevelt Administration 1.1
- Truman Era 1.2
- Eisenhower Administration 1.3
- Kennedy Administration 1.4
- Lyndon B. Johnson 1.5
- Richard Nixon Administration 1.6
- Ford Administration 1.7
Legal history 2
- California 2.1
- Washington 2.2
- Michigan 2.3
- Nebraska 2.4
- Arizona 2.5
- Connecticut 2.6
- New Hampshire 2.7
- Oklahoma 2.8
Arguments in favor of affirmative action 3
- Example of Success in Women 3.1
- Need to Counterbalance Historic Inequalities 3.2
- Fair vs. Equal/Discrimination vs. Inclusion 3.3
- Prominent people in support of affirmative action 3.4
Arguments against affirmative action 4
- Bias against Asians and whites 4.1
- Mismatch Effect 4.2
- Class inequality 4.3
- Discrimination 4.4
- Prominent people against affirmative action 4.5
- Implementation in universities 5
See also 6
- Organizations 6.1
- References 7
- Further reading 8
The first appearance of the term ‘affirmative action’ was in the
- American Educational Research Association Affirmative Action Amicus Brief
- "[Executive Order 11246] – Equal employment opportunity". The Federal Register. Archived from the original on 30 March 2010. Retrieved 2010-05-05.
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- Chubb, C; Melis, S; Potter, L; Storry, R (2008). "The Global Gender Pay Gap" (PDF). International Trade Union Confederation. Retrieved 5/0/2010.
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- Douthat, Ross (June 15, 2009). "Affirmative Action". The New York Times. Archived from the original on 21 May 2010. Retrieved 5 May 2010.
- Anderson, Terry (2004). The Pursuit of Fairness. 198 Madison Avenue, New York, New York: Oxford University Press.
- "National Labor Relations Act".
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. pp. 35–36.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. pp. 38–39.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. pp. 39–40.
- Harry S. Truman. "Special Message to the Congress on Civil Rights".
- Anderson, Terry H (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. p. 40.
- Executive Order 9980 from the U.S. National Archives and Records Administration
- "Executive Orders Harry S. Truman 1945-1953". Trumanlibrary.org. 1948-07-26. Retrieved 2013-11-26.
- Executive Order 9981 from the U.S. National Archives and Records Administration
- "Executive Orders Harry S. Truman 1945-1953".
- Executive Order 10308 from the U.S. National Archives and Records Administration
- "Executive Orders Harry S. Truman 1945-1953". Truman Library. Retrieved 2013-11-26.
- Anderson, Terry (2004). The Pursuit of Fairness: A history of Affirmation Action. New York: Oxford University Press. p. 57.
- Anderson, Terry H (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. p. 60.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. pp. 63–64.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. p. 74.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. pp. 78–80.
- Anderson, Terry (2004). The Pursuit of Fairness: A History of Affirmative Action. New York: Oxford University Press. p. 82.
- "American Civil Rights Institute | Press Release". Acri.org. Retrieved 2013-11-26.
- Crosby, Faye J.; VanDeVeer, Cheryl, eds. (2000). Sex, Race & Merit. United States of America: University of Michigan Press. p. 70.
- Executive Order 10925
- Richard Nixon and the origins of affirmative action. | Article from The Historian | HighBeam Research
- Executive Order 11625
- Anderson, Terry H.. The pursuit of fairness: a history of affirmative action. Oxford: Oxford University Press, 2004. p. 127
- Executive Order 12138
- "PARENTS INVOLVED IN COMMUNITY SCHOOLS v.SEATTLE SCHOOL DIST. NO. 1".
- Sparks, Adam (November 27, 2002). "California's War on Prop. 209 / View from the right". The San Francisco Chronicle.
- "Senate Constitutional Amendment No. 5 (May 30, 2013)".
- FindLaw | Cases and Codes
- Shabad, Rebecca (2014-04-22). "Supreme Court backs power of states to ban affirmative action". "The Hill Newspaper". Retrieved 2014-04-24.
- "Neb. voters approve ban on affirmative action". USA Today. November 5, 2008. Retrieved April 23, 2010.
- Zemansky, Rebekah (3 November 2010). "Voters approve cutting affirmative action by state, local governments". Arizona Daily Sun. Retrieved 12 July 2011.
- Liptak, Adam. "Justices to Hear White Firefighters’ Bias Claims", The New York Times (April 9, 2009).
- Richey, Warren. "Supreme Court to Hear Reverse-Discrimination Case", Christian Science Monitor (April 21, 2009)
- Supreme Court to hear reverse-discrimination case, Christian Science Monitor, April 21, 2009
- Justices to Hear White Firefighters’ Bias Claims, The New York Times, April 9, 2009
- Schmidt, Peter (4 January 2012). "New Hampshire Ends Affirmative-Action Preferences at Colleges". The Chronicle of Higher Education. Retrieved 6 November 2012.
- Schmidt, Peter. "Oklahoma voters End Affirmative-Action Preferences at Colleges and employment".
- John F. Kennedy (March 6, 1961). "Executive Order 10925". Wikisource.
- "13 Myths About Affirmative Action: A Special Series on a Public Policy Under Siege". African American Policy Forum. Retrieved 2008-03-03.
- Stephanie Chen (May 26, 2010). "Does your name shape your destiny?". CNN.
- Deirdre Bowen (forthcoming). "Brilliant Disguise: An Empirical Analysis of a Social Experiment Banning Affirmative Action". Indiana Law Journal.
- Sally Kohn (June 17, 2013). "Affirmative Action Has Helped White Women More Than Anyone". Time Magazine.
- Daniel Borzelleca (2/16/201). "The Male-Female Ratio in College". Forbes Magazine.
- Tim Wise (September 23, 1998). "Brilliant Disguise: An Empirical Analysis of a Social Experiment Banning Affirmative Action:Is Sisterhood Conditional?: White Women and the Rollback of Affirmative Action". Word Press.
- Anderson, Terry H. The Pursuit of Fairness: A History of Affirmative Action. Oxford: Oxford UP, 2004. Print.
- "Acceptance Rates".
- Study (PDF)
- "Acceptance Rates".
- "Competitive disadvantage". The Boston Globe.
- A Systematic Analysis of Affirmative Action in American Law Schools, Richard Sander
- Ayres, I., & Brooks, R. (2005). Does affirmative action reduce the number of Black lawyers? Stanford Law Review, 57, 1807–1854; Chambers, D. L., Clydesdale, T. T., Kidder, W. C., & Lempert, R. (2005). The real impact of eliminating affirmative action in American law schools: An empirical critique of Richard Sander’s study. Stanford Law Review, 57, 1855–1898; Ho, D. E. (2005a). Scholarship comment: Why affirmative action does not cause black students to fail the bar. Yale Law Journal, 114, 1997–2004
- Brief of Empirical Scholars as Amicus Curiae Supporting Respondents in Fisher v. University of Texas (August 13, 2012) (No. 11-345). Retrieved from http://www.utexas.edu/vp/irla/Documents/ACR%20Empirical%20Scholars.pdf
- Bowen, W., & Bok, D. (1998). The shape of the river. Princeton, NJ: Princeton University Press; Lempert, R. O., Chambers, D. L., & Adams, T. K. (2000). Michigan’s minority graduates in practice: The river runs through law school. Law & Social Inquiry, 25, 395–505; Brief of the American Educational Research Association et al. as Amici Curiae Supporting Respondents in Fisher v. University of Texas (2012) (No. 11-345). Retrieved from http://www.aera.net/Portals/38/docs/Education_Research_and_Research_Policy/11-345%20bsac%20American%20Educational%20Research%20Association%20et%20al.pdf
- Hurst, C. Social Inequality: Forms, Causes, and Consequences. Sixth Edition. 2007. 374-377.
- "Nearer to overcoming". The Economist. May 8, 2008.
- American Civil Rights Institute
- Cultural Whiplash: Unforeseen Consequences of America's Crusade Against Racial Discrimination
- "Affirmative action ban draws a challenge". The National Law Journal. Retrieved 2008-03-03.
- "Clarence Thomas: The Justice Nobody Knows". CBS. September 27, 2007. Retrieved 2010-06-13.
- Text of Adarand Constructors, Inc. v. Peña, 515 U.S. 200 (1995) is available from: Findlaw Justia LII
- Pierce, Jennifer. Racing For Innocence. Stanford University Press, 2012.
- Pierce, Jennifer. Racing For Innocence. Stanford: Stanford University Press, 2012.
- Eastland, Terry. From Ending Affirmative Action: The Case for Eastland b Colorblind Justice. New York: Perseus Books, 1996.
- ISBN 0-300-10199-6, 2004
- Sowell, 2004. Affirmative Action Around the World, pp. 115–47
- Sandel, Michael J. (2009). Justice: What's the Right Thing to Do?. Farrar, Straus and Giroux. pp. 167–83.
- Dworkin, Ronald (November 1977). "Why Bakke Has No Case". New York Review of Books 24.
- Undergraduate courses – University of Oxford
- Espenshade, Thomas J.; Chang Y. Chung (June 2005). "The Opportunity Cost of Admission Preferences at Elite Universities". Social Science Quarterly 86 (2): 293–305.
- Rimer, Sara; Arenson, Karen W. (June 24, 2004). "Top Colleges Take More Blacks, But Which Ones?".
- Sander, Richard (2004). "A SYSTEMIC ANALYSIS OF AFFIRMATIVE ACTION IN AMERICAN LAW SCHOOLS". Stanford Law Review: 367–482. Retrieved 13 July 2011.
- Gottlieb, Bruce (10 December 1999). "Happy Opposites Day". The Slate Group. Retrieved 7 November 2012.
- Erbe, Anastasia (30 November 2006). "Amid charge of bias, Rapelye stands firm". The Daily Princetonian. Retrieved 7 November 2012.
- Fisch, Mendy (8 September 2008). "Department of Education expands inquiry into Jian Li bias case". The Daily Princetonian. Retrieved 7 November 2012.
- Long, Mark (2007). "Affirmative action and its alternatives in public universities: What do we know?". Public Administration Review 67 (2): 315–30.
- "Fisher v. University of Texas at Austin challenges affirmative action in higher education". Retrieved 4 April 2012.
- "Should Texas Change the Top 10 Percent Law?". Retrieved 6 April 2012.
- Simon, Melissa. "Students Debates Merit of Race Requirements in College Apps". Retrieved 7 April 2012.
- Equal Employment Opportunity Commission
- Institute for Justice
- U.S. Commission on Civil Rights
- Center for Equal Opportunity
- Affirmative action
- Color blindness (race)
- Race and inequality in the United States
- Redistributive change
- White privilege
- Whites Only Scholarship
- Symbolic racism
In 2012, Abigail Fisher, an undergraduate student at  Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a "holistic" approach in its application of affirmative action, and could continue the practice.
A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.
In 2006, Jian Li, a Chinese undergraduate at Yale University, filed a civil rights complaint with the Office for Civil Rights against Princeton University, claiming that his race played a role in their decision to reject his application for admission and seeking the suspension of federal financial assistance to the university until it "discontinues discrimination against Asian Americans in all forms" by eliminating race and legacy preferences. Princeton Dean of Admissions Janet Rapelye responded to the claims in the November 30, 2006, issue of the Daily Princetonian by stating that "the numbers don't indicate [discrimination]." She said that Li was not admitted because "many others had far better qualifications." Li's extracurricular activities were described as "not all that outstanding". Li countered in an email, saying that his placement on the waitlist undermines Rapelye's claim. “Princeton had initially waitlisted my application,” Li said. “So if it were not for a yield which was higher than expected, the admissions office very well may have admitted a candidate whose "outside activities were not all that outstanding".
To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the "top 10 percent" rule returned minority enrollment to pre-1996 levels.
UCLA professor Richard H. Sander published an article in the November 2004 issue of the Stanford Law Review that questioned the effectiveness of racial preferences in law schools. He noted that, prior to his article, there had been no comprehensive study on the effects of affirmative action. The article presents a study that shows that half of all black law students rank near the bottom of their class after the first year of law school and that black law students are more likely to drop out of law school and to fail the bar exam. The article offers a tentative estimate that the production of new black lawyers in the United States would grow by eight percent if affirmative action programs at all law schools were ended. Less qualified black students would attend less prestigious schools where they would be more closely matched in abilities with their classmates and thus perform relatively better. Sander helped to develop a socioeconomically-based affirmative action plan for the UCLA School of Law after the passage of Proposition 209 in 1996, which prohibited the use of racial preferences by public universities in California. This change occurred after studies showed that the graduation rate of blacks at UCLA was 41%, compared to 73% for whites.
During a panel discussion at Harvard University's reunion for African American alumni during the 2003–04 academic year, two prominent black professors at the institution—Lani Guinier and Henry Louis Gates—pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves "the descendants" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.
Consistent with this view, admissions officers often claim to select students not based on academic record alone but also on commitment, enthusiasm, motivation, and potential. Highly selective institutions of higher learning do not simply select only the highest SAT performers to populate their undergraduate courses, but high performers, with scores of 2250 to 2400 points, are extraordinarily well-represented at these institutions.
The racial preferences debate related to admission to US colleges and universities reflects competing notions of the mission of colleges: "To what extent should they pursue scholarly excellence, to what extent civic goods, and how should these purposes be balanced?". Scholars such as Ronald Dworkin have asserted that no college applicant has a right to expect that a university will design its admissions policies in a way that prizes any particular set of qualities. In this view, admission is not an honor bestowed to reward superior merit but rather a way to advance the mission as each university defines it. If diversity is a goal of the university and their racial preferences do not discriminate against applicants based on hatred or contempt, then affirmative action can be judged acceptable based on the criteria related to the mission the university sets for itself.
In the US, a prominent form of racial preferences relates to access to education, particularly admission to universities and other forms of higher education. Race, ethnicity, native language, social class, geographical origin, parental attendance of the university in question (legacy admissions), and/or gender are sometimes taken into account when the university assesses an applicant's grades and test scores. Individuals can also be awarded scholarships and have fees paid on the basis of criteria listed above. In 1978, the Supreme Court ruled in Bakke v. Regents that public universities (and other government institutions) could not set specific numerical targets based on race for admissions or employment. The Court said that "goals" and "timetables" for diversity could be set instead.
Implementation in universities
Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, “Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity”. Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best – the former because doing so is unnecessary and the latter because it can prove futile – thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.
Frederick Lynch, the author of Invisible Victims: White Males and the Crisis of Affirmative Action, did a study on white males that said they were victims of reverse discrimination. Lynch explains that these white men felt frustrated and unfairly victimized by affirmative action. Shelby Steele, another author against affirmative action, wanted to see affirmative action go back to its original meaning of enforcing equal opportunity. He argued that blacks had to take full responsibility in their education and in maintaining a job. Steele believes that there is still a long way to go in America to reach our goals of eradicating discrimination.
Conservative Supreme Court Justice Clarence Thomas, the only current black Justice, opposes affirmative action. He believes the Equal Protection Clause of the Fourteenth Amendment forbids consideration of race, such as race-based affirmative action or preferential treatment. He also believes it creates "a cult of victimization" and implies blacks require "special treatment in order to succeed". Thomas also cites his own experiences of affirmative action programs as a reason for his criticism.
Prominent people against affirmative action
Some opponents further claim that affirmative action has undesirable side-effects and that it fails to achieve its goals. They argue that it hinders reconciliation, replaces old wrongs with new wrongs, undermines the achievements of minorities, and encourages groups to identify themselves as disadvantaged, even if they are not. It may increase racial tension and benefit the more privileged people within minority groups at the expense of the disenfranchised within better-off groups (such as lower-class whites and Asians). There has recently been a strong push among American states to ban racial or gender preferences in university admissions, in reaction to the controversial and unprecedented decision in Grutter v. Bollinger. In 2006, nearly 60% of Michigan voters decided to ban affirmative action in university admissions. Michigan joined California, Florida, Texas, and Washington in banning the use of race or sex in admissions considerations. Some opponents believe, among other things, that affirmative action devalues the accomplishments of people who belong to a group it's supposed to help, therefore making affirmative action counter-productive.
Some opponents of affirmative action, like Ward Connerly, call it reverse discrimination, saying affirmative action requires the very discrimination it is seeking to eliminate. According to these opponents, this contradiction might make affirmative action counter-productive. Other opponents say affirmative action causes unprepared applicants to be accepted in highly demanding educational institutions or jobs which result in eventual failure (see, for example, Richard Sander's study of affirmative action in Law School, bar exam and eventual performance at law firms). Other opponents say that affirmative action lowers the bar and so denies those who strive for excellence on their own merit and the sense of real achievement (see, for example, Clarence Thomas's "My Grandfather's Son: A Memoir".) Some argue that affirmative action itself has some merit when it is targeted to true causes of social deprivation such as poverty but that race-, ethnicity-, or gender-based affirmative action is misguided.
In 1976, a group of Italian American professors at City University of New York asked to be added as an affirmative action category for promotion and hiring. Italian Americans are usually considered white in the US and would not be covered under affirmative action policies, but the professors believed they were underrepresented. Libertarian economist Thomas Sowell wrote in his book, Affirmative Action Around the World: An Empirical Study, that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies;
The controversy surrounding affirmative action’s effectiveness is based on the idea of Social class inequality. Opponents of racial affirmative action argue that the program actually benefits middle- and upper-class African Americans and Hispanic Americans at the expense of lower-class European Americans and Asian Americans. This argument supports the idea of class-based affirmative action. America’s poor is disproportionately made up of people of color, so class-based affirmative action would disproportionately help people of color. This would eliminate the need for race-based affirmative action as well as reducing any disproportionate benefits for middle- and upper-class people of color.
Richard Sander claims that by artificially elevating minority students into schools they otherwise would not be capable of attending, this discourages them and tends to engender failure and high dropout rates for these students. For example, the claims that about half of black college students rank in the bottom 20 percent of their classes, black law school graduates are four times as likely to fail bar exams as are whites, and interracial friendships are more likely to form among students with relatively similar levels of academic preparation; thus, blacks and Hispanics are more socially integrated on campuses where they are less academically mismatched. He claims that the supposed "beneficiaries" of affirmative action – minorities – do not actually benefit and rather are harmed by the policy. Sander's claims have been disputed, and his empirical analyses have been subject to substantial criticism. and a group including some of the country's lead statistical methodologists told the Supreme Court that Sander's analyses were sufficiently flawed that the Court would be wise to ignore them entirely. At the same time many scholars have found that minorities gain substantially from affirmative action.
After controlling for grades, test scores, family background (legacy status), and athletic status (whether or not the student was a recruited athlete), Espenshade and Radford found that whites were three times, Hispanics six times, and blacks more than 15 times as likely to be accepted at a US university as Asian Americans.
|MCAT 24-26, GPA 3.20-3.39||MCAT 27-29, GPA 3.20-3.39||MCAT 27-29, GPA 3.40-3.59|
In 2009, Princeton sociologist Thomas Espenshade and researcher Alexandria Walton Radford, in their book No Longer Separate, Not Yet Equal, examined data on students applying to college in 1997 and calculated that Asian-Americans needed nearly perfect SAT scores of 1550 to have the same chance of being accepted at a top private university as whites who scored 1410 and African Americans who got 1100.
- Whites: 0 (control group)
- Blacks: +230
- Hispanics: +185
- Asians: –50
- Recruited athletes: +200
- Legacies (children of alumni): +160
A 2005 study by Princeton sociologists Thomas J. Espenshade and Chang Y. Chung compared the effects of affirmative action on racial and special groups at three highly selective private research universities. The data from the study represent admissions disadvantage and advantage in terms of SAT points (on the old 1600-point scale):
|Overall Acceptance Rate||Black Acceptance Rate||% Difference|
Bias against Asians and whites
Affirmative action has been the subject of numerous court cases, where it is often contested on constitutional grounds. Some states specifically prohibit affirmative action, such as California (Proposition 209), Washington (Initiative 200), Michigan (Michigan Civil Rights Initiative), and Nebraska (Nebraska Civil Rights Initiative).
Arguments against affirmative action
In the end, Clinton stated that all the evidence shows that, even though affirmative action should be a temporary policy, the time had not come for it to be ended. He felt it was still a relevant practice and overall, the goal of the nation should be to “mend it, but don’t end it.” Clinton’s words became a slogan for many Americans on the topic of affirmative action.
“Let me be clear about what affirmative action must not mean and what I won’t allow it to be. It does not mean – and I don’t favor – the unjustified preference of the unqualified over the qualified of any race or gender. It doesn’t mean – and I don’t favor – numerical quotas. It doesn’t mean – and I don’t favor – rejection or selection of any employee or student solely on the basis of race or gender without regard to merit…”
There are a multitude of supporters as well as opponents to the policy of affirmative action. Many presidents throughout the last century have failed to take a very firm stance on the policy, and the public has had to discern the president’s opinion for themselves. Bill Clinton, however, made his stance on affirmative action very clear in a speech on July 19, 1995, nearly two and a half years after his inauguration. In his speech, he discussed the history in the United States that brought the policy into fruition: slavery, Jim Crow, and segregation. Clinton also mentioned a point similar to President Lyndon B. Johnson’s “Freedom is not Enough” speech, and declared that just outlawing discrimination in the country would not be enough to give everyone in America equality. He addressed the arguments that affirmative action hurt the white middle class and said that the policy was not the source of their problems. Clinton plainly outlined his stance on affirmative action, saying:
Prominent people in support of affirmative action
Proponents of affirmative action recognize that the policy is inherently unequal, however, minding the inescapable fact that historic inequalities exist in America, they believe the policy is much more fair than one in which these circumstances are not taken into account. Furthermore those in favor of affirmative action see it as an effort towards inclusion rather than a discriminatory practice. "Job discrimination is grounded in prejudice and exclusion, whereas affirmative action is an effort to overcome prejudicial treatment through inclusion. The most effective way to cure society of exclusionary practices is to make special efforts at inclusion, which is exactly what affirmative action does."
Fair vs. Equal/Discrimination vs. Inclusion
Following the end of World War II the gap educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GI's to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, "Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled."
After slavery's abolishment in 1865, Black-Americans saw the educational gap between themselves and whites compounded by segregation. They were forced to attend separate, under-funded schools due to Plessy v. Ferguson. Though de jure school segregation ended with Brown v. Board of Education, de facto segregation continues in education into the present day.
For the first 250 years of America's history, Black-Americans were traded as commodities and forced to work without pay, first as indentured servants then as slaves. During this time they were barred from all levels of education, including basic reading to higher-level skills useful outside of the plantation setting.
Need to Counterbalance Historic Inequalities
“Thanks in large measure to affirmative action and civil rights protections that opened up previously restricted opportunities to women of all colors, from 1972-1993: – The percentage of women architects increased from 3% to nearly 19% of the total; – The percentage of women doctors more than doubled from 10% to 22% of all doctors; – The percentage of women lawyers grew from 4% to 23% of the national total; – The percentage of female engineers went from less than 1% to nearly 9%;] – The percentage of female chemists grew from 10% to 30% of all chemists; and,] – The percentage of female college faculty went from 28% to 42% of all faculty. (Moseley-Braun 1995, 8) Furthermore, since only 1983, the percentage of women business managers and professionals grew from 41% of all such persons, to 48%, while the number of female police officers more than doubled, from 6% to 13% (U.S. Department of Commerce, Bureau of the Census 1995, Table 649). According to a 1995 study, there are at least six million women — the overwhelming majority of them white — who simply wouldn’t have the jobs they have today, but for the inroads made by affirmative action (Cose 1997, 171).
Supporters of affirmative action point out the benefits white women have received from the policy as evidence of its ability to assist historically marginalized groups. In the fifty years that disenfranchised groups have been actively recruited in education their representation has risen exponentially. So much so that white women are now attending college at higher rates than white men. Furthermore, likely building off of their educational gains, women have made huge strives in the workforce:
Example of Success in Women
A recent study by Deirdre Bowen tested many of the arguments used by the anti-affirmative action camp. Her research showed that minority students experience greater hostility, and internal and external stigma in schools located in states that ban affirmative action—not the schools where students may have benefited from affirmative action admissions.
A study conducted at the University of Chicago in 2003 found that people with "black-sounding" names such as Lakisha and Jamal are 50 percent less likely to be interviewed for a job compared to people with "white-sounding" names such as Emily or Greg.
Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that "Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.
Some individual American states also have orders that prohibit discrimination and outline affirmative action requirements with regard to race, creed, color, religion, sexual orientation, national origin, gender, age, and disability status.
President Kennedy stated in Executive Order 10925 that "discrimination because of race, creed, color, or national origin is contrary to the Constitutional principles and policies of the United States"; that "it is the plain and positive obligation of the United States Government to promote and ensure equal opportunity for all qualified persons, without regard to race, creed, color, or national origin, employed or seeking employment with the Federal Government and on government contracts"; that "it is the policy of the executive branch of the Government to encourage by positive measures equal opportunity for all qualified persons within the Government"; and that "it is in the general interest and welfare of the United States to promote its economy, security, and national defense through the most efficient and effective utilization of all available manpower".
Arguments in favor of affirmative action
During November 6, 2012 election poll, majority of Oklahoma voters voted 'yes' to Oklahoma Affirmative Action Ban Amendment which will end affirmative action in college admissions and employment.
As of January 1, 2012 (House Bill 623), affirmative action is not allowed in college admissions and employment.
Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns white and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.
In 2010 Arizona voters passed a constitutional ban on government-sponsored affirmative action known as Proposition 107.
- In November of 2008, Nebraska voters passed a constitutional ban on government-sponsored affirmative action. Initiative 424 bars government from giving preferential treatment to people on the basis of ethnicity or gender.
- After Grutter and Gratz, in November 2006, voters in the State of Michigan made affirmative action illegal by passing Proposal 2 (Michigan Civil Rights Initiative), a state-wide referendum amending the Michigan Constitution. Proposal 2 bans public affirmative action programs that give preferential treatment to groups or individuals based on their race, gender, color, ethnicity or national origin for public employment, public education or public contracting purposes. The amendment, however, contains an exception for actions that are mandated by federal law or that are necessary in order for an institution to receive federal funding. On April 22, 2014, the Supreme Court upheld the ban by their ruling in Schuette v. Coalition to Defend Affirmative Action "that there is no authority...for the judiciary to set aside Michigan laws that commit to the voters the determination whether racial preferences may be considered in governmental decisions, in particular with respect to school decisions."
- Proposal 2, 2006
- An attorney who filed an amicus brief on behalf of Pennsylvania legislators and former legislators in Grutter v. Bollinger, Rep.
- The U.S. Supreme Court ruled that the University of Michigan's undergraduate admissions system, which granted extra "points" to minorities based on race, and which determined admissions status based on cumulative points, was unconstitutional because it is too mechanical and does not appear to consider the individual's actual contribution to the educational environment.
- Gratz v. Bollinger, 2003
- The U.S. Supreme Court ruled 5–4 that race could be used as one of several factors in professional school admissions without necessarily violating the equal protection clause of the 14th Amendment. The Court found that the University of Michigan Law School's narrowly tailored policy which considered race and other factors, with no quota or predetermined weight associated with the factors, was constitutional and appropriate "to further a compelling interest in obtaining the educational benefits that flow from a diverse student body."
- Grutter v. Bollinger, 2003
In the beginning, racial classifications that identified race were inherently suspect and subject to strict scrutiny. These classifications would only be upheld if necessary to promote a compelling governmental interest. Later the U.S. Supreme Court decided that racial classifications that benefited underrepresented minorities were to only be upheld if necessary and promoted a compelling governmental purpose. (See Richmond v. J.A. Croson Co.) There is no clear guidance about when government action is not "compelling", and such rulings are rare.
- The Washington State Supreme Court interpreted I-200 to forbid affirmative actions that promote a "less qualified" applicant over a "better qualified" one, but not programs that sought to achieve diversity without consideration of individual merit.
- Smith v. University of Washington 233 F.3d 1188 (9th Cir. 2000) :
- Parents Involved in Community Schools v. Seattle School District No. 1, 149 Wn.2d 660, 72 P.3d 151 (2003), 2003
- in Washington was overwhelmingly passed by the electorate. Taking effect on December 3, 1998, it applies to all local governments, including counties, cities, and towns. I-200 prohibits "preferential treatment" based on race, sex, color, ethnicity, or national origin in public employment, education, and contracting.
- Initiative 200, 1998
- This initiative proposed an amendment to the Constitution of the State to delete provisions of California Proposition 209 related to public education, in order to allow the State of California giving preferential treatment in public education to individuals and groups on the basis of race, sex, color, ethnicity, or national origin. In consequence certain individuals and groups may be denied their rights to public education. The amendment passed in the Assembly, but was withdrawn from consideration in the Senate.
- This proposition mandates that "the state shall not discriminate against, or grant preferential treatment to, any individual or group on the basis of race, sex, color, ethnicity, or national origin in the operation of public employment, public education, or public contracting." Prop 209 was controversial because it was promoted as civil rights legislation, although it was essentially a ban on affirmative action. Proponents argue that the measure ensures that the civil rights of whites and Asian Americans are protected by ensuring parity between races.
- Proposition 209, 1996
- This Consent Decree stated that men and women should be hired by race and gender as police officers in the same percentage that they are represented in the population of the city. This process took more than twenty years to achieve. At the time, there were approximately 34 black police officers on the Oakland Police department and no black females among them. At this time, the militant Black Panther Party had formed in part due to police brutality at the hands of Oakland's overwhelmingly white police force. The City of Oakland, by contrast, had a population that was nearly majority African American, prompting the push for recruiting minority police officers.
- 1946 – Mendez v. Westminster School District
- Penn/Stump v City of Oakland, 1967
- 1998 – President Clinton's Affirmative Action Review
- 2003 – Grutter v. Bollinger (02-241) 539 U.S. 306 (2003)
- 2006 – Parents Involved in Community Schools v. Seattle School District No. 1 
- 2009 – Ricci v. DeStefano
- 2012 – Fisher v. University of Texas at Austin
- 2014 - Schuette v. Coalition to Defend Affirmative Action, upholding Michigan's ban on affirmative action for public institutions.
- (first successful legal challenge to racial preferences in student admissions since Regents of the University of California v. Bakke).
- 1996 – Hopwood v. Texas, 78 F.3d 932 (5th Cir.1996)
- established strict scrutiny standard of review for race and ethnic-based Federal Affirmative Action programs.
- 1995 – Adarand Constructors v. Peña, 515 U.S. 200 (1995)
- People with disabilities as a group were more fully recognized as being protected by this act.
- 1989 – City of Richmond v. J.A. Croson Co., 488 U.S. 469 (1989) (strict scrutiny standard to state and local programs).
- 1989 – Wards Cove Packing Co. v. Atonio, 490 U.S. 642 (1989) revised the standards established by the 1971 Griggs decision.
- 1990 – Americans with Disabilities Act of 1990
- Issued by President Carter, this executive order created a National Women's Business Enterprise Policy and required government agencies to take affirmative action in support of women's business enterprises.
- 1979 – U.S. Executive Order 12138
- The Supreme Court held that the UC Davis medical school admissions program violated the equal protection clause with the institution of quotas for underrepresented minorities. However, Justice Lewis Powell's decision in the majority upheld diversity in higher education as a "compelling interest" and held that race could be one of the factors in university admissions.
- 1974 – DeFunis v. Odegaard 416 U.S. 312 (1974)
- 1978 – Regents of the University of California v. Bakke 438 U.S. 265 (1978)
- Section 717 of Title VII of the Civil Rights Act of 1964 and Section 501 of the Rehabilitation Act of 1973 require all United States Federal Agencies to implement affirmative employment opportunity programs for all federal employees. EEOC Equal Employment Opportunity Management Directive 715 (MD 715) provides guidance as to how such programs are to be implemented.
- 1973 – Section 501 of the Rehabilitation Act of 1973
- Griggs V. Duke Power Company was a court case in December of 1970 and was ruled in favor of the prosecutor in March 1971. The case was arguing that Duke’s requirement of a high school diploma and an IQ test was discriminating against African-Americans. When compared to white candidates, African-Americans were accepted far less for positions. It was found that Whites that had been working the jobs who fulfilled neither requirement did it just as well as those who did. The Supreme Court ruled that under title VII of the Civil Rights Act that if the requirements were impeding minorities, the business had to demonstrate that the tests were necessary for the job. They ruled that these tests were not necessary, and Duke was found in violation of the Act.
- 1971 – Griggs v. Duke Power Company 401 U.S. 424 (1971)
- This order claims to build upon the Office of Minority Business Enterprise (MBE) established in 1969 by clarifying the Secretary of Commerce's authority to "(a) implement Federal policy in support of the minority business enterprise program; (b) provide additional technical and management assistance to disadvantaged businesses; (c) to assist in demonstration projects; and (d) to coordinate the participation of all Federal departments and agencies in an increased minority enterprise effort."
- 1971 – Executive Order No. 11625, issued by President Nixon
- During the Nixon administration, affirmative action was adopted as a federal mandate for companies with federal contracts and for labor unions whose workers were engaged in those projects. This revised Philadelphia Plan was spearheaded by Labor Department official Arthur Fletcher.
- 1969 – Revised Philadelphia Plan
- The order is enforced by the Office of Federal Contract Compliance Programs of the Employment Standards Administration of the U. S. Department of Labor and by the Office of Civil Rights of the Justice Department.
- The order specifically requires certain organizations accepting federal funds to take affirmative action to increase employment of members of preferred racial or ethnic groups and women. Any organization with fifty or more employees and an aggregate revenue exceeding $50,000 from a single federal contract during a twelve-month period must have a written affirmative action plan. This plan must include goals and timetables for achieving full utilization of women and members of racial minorities, in quotas based on an analysis of the current workforce compared to the availability in the general labor pool of women and members of racial minorities.
- The Johnson administration embraced affirmative action in 1965, by issuing U.S Executive order 11246, later amended by Executive order 11375. The order, as amended, aims "to correct the effects of past and present discrimination". It prohibits federal contractors and subcontractors from discriminating against any employee or applicant for employment because of race, skin color, religion, gender, or national origin. The order requires that contractors take affirmative action to ensure that "protected class, underutilized applicants" are employed when available, and that employees are treated without negative discriminatory regard to their protected-class status.
- 1964 – Section 717 of Title VII of the Civil Rights Act of 1964
- 1965 – U.S. Executive Order 11246 and Executive Order 11375
- Established the concept of affirmative action by mandating that projects financed with federal funds "take affirmative action" to ensure that hiring and employment practices are free of racial bias.
- 1961 – Executive Order 10925, issued by President Kennedy
“Affirmative action is a national policy that concerns the way Americans feel about race, past discrimination, preferences, merit – and about themselves. This is why it is an American dilemma, and that is why we much understand how it developed and how its rationale and definition have changed since the 1960’s.”:283
In the first half of the twentieth century segregation was considered fair and normal. Fortunately because of changes made in American society and governmental policies the United States is past the traditional assumptions of race relations.:275 Affirmative action has gone a long way to changing the definition of fairness and equality in America. The concept and application of affirmative action has developed since its inception, though its motivation remains the same.
After the Nixon administration, advancements in affirmative action became less prevalent. “During the brief Ford administration, affirmative action took a back seat, while enforcement stumbled along.”:145 Equal rights was still an important subject to many Americans, yet the world was changing and new issues were being raised. People began to look at affirmative action as a glorified issue of the past and now there were other areas that needed focus. “Of all the triumphs that have marked this as America’s Century –...none is more inspiring, if incomplete, than our pursuit of racial justice.”
It was through the Philadelphia Plan that the Nixon administration formed their adapted definition of affirmative action and became the official policy of the US government. The plan was defined as “racial goals and timetables, not quotas”:124
The strides that the Johnson presidency made in ensuring equal opportunity in the workforce were further picked up by his successor Nixon. In 1969 the Nixon administration initiated the “Philadelphia Order”. It was regarded as the most forceful plan thus far to guarantee fair hiring practices in construction jobs. Philadelphia was selected as the test case because, as assistant secretary of labor Arthur Fletcher explained, "The craft unions and the construction industry are among the most egregious offenders against equal opportunity laws . . . openly hostile toward letting blacks into their closed circle." The order included definite "goals and timetables." As President Nixon asserted, "We would not impose quotas, but would require federal contractors to show 'affirmative action' to meet the goals of increasing minority employment."
Richard Nixon Administration
On July 2, 1964, the Act was signed into law by President Johnson. A Harris poll that spring showed 70% citizen approval of the Act.
Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating of a quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert H. Humphrey corrected this notion: “there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial ‘quota.’ [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.” Title VII prohibits discrimination. Humphrey was the silent hero of the bill’s passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.
This eventually led to LBJ’s Civil Rights Act, which came shortly after President Kennedy’s assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK’s executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation’s workplace.
NAACP had many problem’s with JFK’s “token” proposal. They wanted jobs. One day after the order took effect, NAACP labor secretary Herbert Hill filed complaints against the hiring and promoting practices of Lockheed Aircraft Corporation. Lockheed was doing business with the defense department on the first billion-dollar contract. Due to taxpayer-funding being 90% of Lockheed’s business, along with disproportionate hiring practices, black workers charged Lockheed with “overt discrimination.” Lockheed signed an agreement with Vice President Johnson that pledged an “aggressive seeking out for more qualified minority candidates for technical and skill positions. This agreement was the administration’s model for a “plan of progress.” Johnson and his assistants soon pressured other defense contractors, including Boeing and General Electric, to sign similar voluntary agreements indicating plans for progress. However, these plans were just that, voluntary. Many corporations in the South, still afflicted with Jim Crow, largely ignored the federal recommendations.
The first time “affirmative action” is used by the federal government concerning race is in President John F. Kennedy’s Executive Order 10925, which was chaired by Vice President Johnson. At Johnson’s inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that “gave a sense of positivity to performance under the order.” He was torn between the words “positive action” and “affirmative action,” and selected the later due to its alliterative quality. The term “active recruitment” started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.
Lyndon B. Johnson, the Texan Democrat and Senate Majority Leader from 1955–1961, began to consider running for high office, and in doing so showed how his differing racial views from the traditional South. In 1957, Johnson brokered a civil rights act through Congress. The bill established a Civil Rights Division and Commission in the Justice Department. The commission was empowered to investigate allegations of minority deprivation of rights.
Lyndon B. Johnson
In June 1963, President Kennedy continued his policy of affirmative action by issuing another mandate, Executive Order 11114. The order supplemented to his previous 1961 executive order declaring it was the “policy of the United States to encourage by affirmative action the elimination of discrimination in employment”.:72 Through this order, all federal funds, such as “grants, loans, unions and employers who accepted taxpayer funds, and other forms of financial assistance to state and local governments,” were forced to comply to the government’s policies on affirmative action in employment practices.:72
In the 1960 presidential election, democratic candidate and future President John F. Kennedy “criticized President Eisenhower for not ending discrimination in federally supported housing” and “advocated a permanent Fair Employment Practices Commission”.:59 Shortly after taking office, Kennedy issued Executive Order 10925 in March 1961, requiring government contractors to “consider and recommend additional affirmative steps which should be taken by executive departments and agencies to realize more fully the national policy of nondiscrimination…. The contractor will take affirmative action to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, creed, color, or national origin”.:60 The order also established the President’s Committee on Equal Employment Opportunity (PCEEO), chaired by Vice President Lyndon Johnson. Federal contractors who failed to comply or violated the executive order were punished by contract cancellation and the possible debarment from future government contracts. The administration was “not demanding any special preference or treatment or quotas for minorities” but was rather “advocating racially neutral hiring to end job discrimination”.:61 Turning to issues of women’s rights, Kennedy initiated a Commission on the Status of Women in December 1961. The commission was charged with “examining employment policies and practices of the government and of contractors” with regard to sex.:66
When Eisenhower was elected President in 1952, he believed hiring practices and anti discrimination laws should be decided by the states, although the administration gradually continued to desegregate the armed forces and the federal government.:50 The President also established the Government Contract Committee in 1953, which “conducted surveys of the racial composition of federal employees and tax-supported contractors”.:50–51 The committee, chaired by Vice President Richard Nixon, had minimal outcomes in that they imposed the contractors with the primary responsibility of desegregation within their own companies and corporations.:51
On December 3, 1951 Truman issued Executive Order 10308, named Improving the Means for Obtaining Compliance with the Nondiscrimination Provisions of Federal Contracts, which established an anti-discrimination committee on government contract compliance responsible for ensuring that employers doing business with the federal government comply with all laws and regulations enacted by Congress and the committee on the grounds of discriminatory practices.
On July 26, Truman mandated the end of hiring and employment discrimination in the federal government, reaffirming FDR’s order of 1941. He issued two executive orders on July 26, 1948: Executive Order 9980 and Executive Order 9981. Executive Order 9980, named Regulations Governing for Employment Practices within the Federal Establishment, instituted fair employment practices in the civilian agencies of the federal government. The order created the position of Fair Employment Officer. The order “established in the Civil Service Commission a Fair Employment Board of not less than seven persons.” Executive Order 9981, named Establishing the President’s Committee on Equality of Treatment and Opportunity in the Armed Services, called for the integration of the armed forces and the creation of the National Military Establishment to carry out the executive order.
In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 at the Lincoln Memorial, the president left no doubt where he stood on civil rights. America had “reached a turning point in the long history of our country’s efforts to guarantee freedom and equality to all our citizens…Each man must be guaranteed equality of opportunity.” He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. “We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.”
On February 2, 1948 President Truman delivered a special message to Congress. It consisted of ten objectives that Congress should focus on when enacting legislation. Truman concluded by saying, “If we wish to inspire the peoples of the world whose freedom is in jeopardy, if we wish to restore hope to those who have already lost their civil liberties, if we wish to fulfill the promise that is ours, we must correct the remaining imperfections in our practice of democracy.”
In 1947 Truman and his advisors came up with a plan for a large standing military, called Universal Military Training, and presented it to Congress. The plan opposed all segregation in the new postwar armed forces: “Nothing could be more tragic for the future attitude of our people, and for the unity of our nation” than a citizens’ military that emphasized “class or racial difference.”
To Secure These Rights also called for desegregation of the armed forces. “Prejudice in any area is an ugly, undemocratic phenomenon, but in the armed services, where all men run the risk of death, it is especially repugnant.” The rationale was fairness: “When an individual enters the service of the country, he necessarily surrenders some of the rights and privileges which are inherent in American citizenship.” In return, the government “undertakes to protect his integrity as an individual.” Yet that was not possible in the segregated Army, since “any discrimination which…prevents members of the minority groups from rendering full military service in defense of their country is for them a humiliating badge of inferiority.” The report called for an end to “all discrimination and segregation based on race, color, creed, or national origins in…all branches of the Armed Services.”
Following the Sergeant Isaac Woodard incident, President Harry S. Truman, himself a combat veteran of World War I, issued Executive Order 9808 establishing the President's Committee on Civil Rights to examine the violence and recommend appropriate federal legislation. Hearing of the incident, Truman turned to NAACP leader Walter F. White and declared, “My God! I had no idea it was as terrible as that. We’ve got to do something.” In 1947 the committee published its findings, To Secure These Rights. The book was widely read, influential, and considered utopian for the times: “In our land men are equal, but they are free to be different. From these very differences among our people has come the great human and national strength of America.” The report discussed and demonstrated racial discrimination in basic freedoms, education, public facilities, personal safety, and employment opportunities. The committee was disturbed by the state of race relations, and included the evacuation of Americans of Japanese descent during the war “made without a trial or any sort of hearing…Fundamental to our whole system of law is the belief that guilt is personal and not a matter of heredity or association.” The recommendations were radical, calling for federal policies and laws to end racial discrimination and bring about equality: “We can tolerate no restrictions upon the individual which depend upon irrelevant factors such as his race, his color, his religion, or the social position to which he is born.” To Secure These Rights set the liberal legislative agenda for the next generation that eventually would be signed into law by Lyndon Baines Johnson.
FDR’s New Deal programs often contained equal opportunity clauses stating “no discrimination shall be made on account of race, color or creed”,:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR’s largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23–4 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22
This original coining of the term therefore has little to do with affirmative action policy as it is seen today, but helps set the stage for all policy meant to compensate or address an individual’s unjust treatment. :11