Mismatch: How Affirmative Action Hurts Students It's Intended to Help, and Why Universities Won't Admit It By Richard Sander,Stuart Taylor Jr

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The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.

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This book resonated so much with my own college experience. I am a white female, but had similar issues as I was originally majoring in a STEM field at an extremely selective (but not Ivy League) university. I was an above average but not outstanding student in high school (mostly A's but only took math up through precalc), and I was admitted to several extremely selective (though not Ivy League) schools. I was overconfident and everyone was telling me I would do fine anywhere since I did well in high school. Long story short, freshman year went badly. I worked as hard as I possibly could but still wound up on academic probation in my first semester. Seeing others drink and party (and keep me up at 4am) but still pass while I was struggling so much made me feel like a complete idiot. Additionally, I wasn't even learning much in the classes I was eeking C's in (and even less in what I was failing) as I didn't really understand the material and was only passing at all thanks to the curve. During my second semester, I took the easiest possible classes just to raise my gpa, regain good standing, and avoid academic dismissal (which worked). I couldn't visualize myself playing this game for the next several years though, as it doesn't exactly promote learning or timely graduation.I considered changing majors and staying at that school, but I was generally miserable anyway. I also hung out with other students, mostly female, who were struggling, flunking classes, and switching to other majors and wondered whether girls were just stupid at math and science. I did some salary research and learned that college major matters more than alma mater in seeking employment. At the same time, I wasn't sure what I wanted and I wanted to explore some. I transferred to community college after the end of my freshman year(while I was technically in good standing, not a lot of colleges are interested in freshman transfer applicants with low gpas) and started from scratch. I was lucky enough to have a supportive family and parents who had graduated from college (though not in math heavy fields).I got A's and B's there, but more importantly I was able to ask questions easily (unlike in university classes, cc class sizes were capped at 40 students). The intro calculus classes were taught to those who had not taken calculus before rather than those who had earned 5's on the AP calculus exams, and I learned far more as a result. I transferred to another (much less selective than the first) university after a year of cc and did well there too. I took courses that were challenging but doable. I ended up majoring in economics, minoring in math, and doing far better career wise than I would have had I simply majored in something that I didn't like and that wasn't marketable at my first university simply because it was easier. I went from a severe overmatch to a mild undermatch (I was among the top students but was still challenged by the classes).While (after a bunch of pain, some anger from my family, having people assume I was slacking off, even having one person ask me if I had drug problems, judging me as stupid or lazy, etc.) I found a path that worked for me, I can't begin to imagine how much harder it would have been if I had been a first generation college student or didn't have a supportive family. I seriously considered dropping out of college as it was; any additional barriers would have made it that much more appealing. I also can't help but wonder how many more underrepresented groups could achieve their goals if they were placed in appropriate courses for their level of preparation.

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