Frequently, academic administrators encounter students who appeal grades, lodge academic complaints, ask for exceptions to academic policies, or otherwise voice dissatisfaction with their academic experience. Frequently, their parents or other family members accompany them, advocate for them, or even request meetings. These encounters force administrators to balance student interests with institutional policies and for that reason often prove stressful and time-consuming. A handful of principles, if consistently applied, can reduce headaches while promoting student success and upholding institutional integrity.
Two months ago, in Fisher v. University of Texas, the United States Supreme Court gave a lukewarm endorsement of the University of Texas’ affirmative action program geared to attracting more students of color. Suffice it to say that the Court’s decision is limited to student admissions and the very specific facts of that case.
Of course, the country is in the midst of an intense national conversation on race and systemic discrimination, and as last year’s turmoil at the University of Missouri made plain, higher education is certainly not immune from this discussion. Facing demands from students and faculty members to address the lack of racial minorities within their faculty ranks, university deans and department heads are struggling to address those concerns while not violating the law (which remains somewhat murky). This article outlines the law regarding the consideration of race in employment and provides straightforward, legally permissible suggestions to enhance diversity.
