Impact and Influences of Proposition 209: A Critical Analysis of Arguments of Proponents and Opponents Around Higher Education Eligibility, Enrollment and Graduation Rates
Location
Higher Education: Diversity, Inclusion, and Social Justice - Morgan
Proposal Track
Research Project
Session Format
Presentation
Abstract
Proposition 209 has been one of the most debated pieces of anti-affirmative action voter ballots, if not, the most argued about ballot measure that has influenced how race has been viewed not just in California but in the entire US in the last two decades. Critics and proponents have laid out arguments for why Prop 209 and anti-affirmative action legislation, as it sometimes referred to, has benefited or hurt racial representation in public institutions (Grodsky & Kurlaender, 2010; Sander & Taylor, 2012; Summers, 1970). However, more than 20 years after its passing, debate and deliberations are still ongoing about how Prop 209 has influenced diversity on university campuses in California and nationally (Grodsky & Kurlaender, 2010; Moses & Saenz, 2008). This paper will examine two arguments around Prop 209 from different perspectives to understand contexts' where both sides can be substantiated with empirical and quantitative data. The arguments will not be just trivially analyzed through the lens of which views can be the best supported by empirical data but also examine the arguments that may be missed by each side of the debate.
Keywords
Higher Education Proposition 209, Diversity, Anti-Affirmative Action Legislation, Eligibility, Graduation Rates, Enrollment
Professional Bio
Arthur C. Evans III is a 3rd-year Doctoral Student in the Higher Education Leadership program at Clark Atlanta University. He has most recently begun developing his prospectus for his dissertation, with his research being centered on understanding faculty and student perceptions of student success 2-year workforce development degree programs. Since his enrollment at Clark Atlanta University, he has maintained a 3.8 GPA and has been inducted into Alpha Epsilon Lambda graduate honors society. Arthur has held some significant student leadership roles while on campus, which include Vice President and President of the Graduate Student Alliance and a graduate student member of two separate graduate education committees created the Provost. He has also participated in various graduate organizations during his studies and has been a strong advocate for graduate student education. Arthur is currently serving as one of the Online Student Success Coaches in the Department of Education Leadership, helping support online HigherEd Doctoral students on their journey through the program. By providing mentoring, coaching and acting as a liaison where necessary, Arthur’s goal as a Graduate Student Success Coaches has been to make students aware of all the tools that they have access to, ensuring your academic success during their time at Clark Atlanta University. He has also participated in various graduate organizations on campus and has been a strong advocate for the graduate student body on campus. Arthur has also, presented papers and research at numerous conferences, including the Ball University’s Research-to-Practice Conference, the South Florida Educational Research Conference, the 1st Annual CAU Graduate Symposium, the World Education Research Association Conference and Research Association of Minority Professors Annual Conference. Professionally, Arthur is an adjunct faculty member at Georgia Piedmont Technical Colleges with more than seven years of higher education teaching experience. His Bachelor’s Degree is in Electrical Engineering, and Master’s Degree is in Educational Leadership, with a specialization in Teaching & Learning. Additionally, Arthur has 18 years of experience in technical business development, sales, and marketing, which have provided me with additional insight into the practical and applied aspects of managing and maintaining a higher education institution. He also has been a board member for community organizations such as Southern Crescent Community Clinic in Clayton County which focused on accessibility community health service and also a current board member for the McLeadership Youth Mentorship Program which provides after-school programs for youth and summer programs for teens. As a husband and father of 5-year children, balancing work, school, and family has been a must, and he has depended on his faith in God, the support of family, friends, and classmates that have supported his accomplishments.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Evans, Arthur C. III, "Impact and Influences of Proposition 209: A Critical Analysis of Arguments of Proponents and Opponents Around Higher Education Eligibility, Enrollment and Graduation Rates" (2019). Georgia Educational Research Association Conference. 21.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/21
Impact and Influences of Proposition 209: A Critical Analysis of Arguments of Proponents and Opponents Around Higher Education Eligibility, Enrollment and Graduation Rates
Higher Education: Diversity, Inclusion, and Social Justice - Morgan
Proposition 209 has been one of the most debated pieces of anti-affirmative action voter ballots, if not, the most argued about ballot measure that has influenced how race has been viewed not just in California but in the entire US in the last two decades. Critics and proponents have laid out arguments for why Prop 209 and anti-affirmative action legislation, as it sometimes referred to, has benefited or hurt racial representation in public institutions (Grodsky & Kurlaender, 2010; Sander & Taylor, 2012; Summers, 1970). However, more than 20 years after its passing, debate and deliberations are still ongoing about how Prop 209 has influenced diversity on university campuses in California and nationally (Grodsky & Kurlaender, 2010; Moses & Saenz, 2008). This paper will examine two arguments around Prop 209 from different perspectives to understand contexts' where both sides can be substantiated with empirical and quantitative data. The arguments will not be just trivially analyzed through the lens of which views can be the best supported by empirical data but also examine the arguments that may be missed by each side of the debate.
