Higher education

Review: Race, Class, and Affirmative Action

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Cover image of "Race, Class, and Affirmative Action" by Julie J. Park

Race, Class, and Affirmative Action

Race, Class, and Affirmative Action, Julie J. Park, foreword by Liliana M. Garces. Harvard Education Press (ISBN: 9798895570456) 2026.

Summary: The effects of SFFA v. Harvard on efforts to advance diversity in college admissions and what may be done.

Race-conscious admission, in which an applicant’s race is one of the numerous considerations in admissions, has been one way colleges have recruited racially diverse student classes. In 2023, the Supreme Court ruled to restrict race-conscious admissions in two landmark cases. These were Students for Fair Admissions (SFFA) v. Harvard and SFFA v. the University of North Carolina (UNC), Chapel Hill. The impact was immediate and dramatic with huge drops in the enrollment of underrepresented minority (URM) students at many schools.

Julie J. Park, who has studied race-conscious admissions efforts over 20 years wrote this book to address the admissions landscape, the scope and impact of the SFFA rulings, and the tools universities still have to advance diverse admissions. To begin with, it is important to understand how Park uses the term “race-conscious admissions.” She writes:

“In conventional race-conscious admissions, an admissions reader could view a student’s self-identified racial/ethnic identification as listed on the application. However, one’s race/ethnicity did not provide the applicant with any sort of automatic advantage in the admissions process. Instead, the reader had direct knowledge of a student’s race/ethnicity and could use it to contextualize a student’s experiences, enhancing understanding of how a student might contribute to the diversity of a student body. Contrary to popular opinion, being a URM student did not result in automatic admissions” (pp. 6-7).

This is very important to keep in mind for Park’s discussion of the SFFA rulings.

But first, Park addresses some of the ways the admissions system was broken even prior to the ruling, most of this not related to race-conscious admissions but impacting racial diversity on campus. This includes legacy admissions, out-of-state enrollments at state schools, early application and admissions, enrollment management programs, and the lack of diversity among admissions professionals.

Then Park turns to the ruling. What is key here is to distinguish the actual ruling from the hype around it. Specifically, Park notes that demographic data cannot be use in consideration of an applicant. However, Justice Roberts allowed that “nothing in this opinion should be construed as prohibiting universities from considering an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration, or otherwise.” In other words, readers can consider what applicants write about their racial experience but not demographic data. Likewise, counselors and teachers can talk about a student’s race in their recommendations. Also, despite policies extending this to other aspects of campus life, the ruling only addresses admissions. And universities may still collect racial data, important to Title VI reporting. They simply can’t use that in admissions.

Park discusses other implications as well, but the key takeaway for me was the narrowness of the ruling. However, the challenge is that both legal counsel and administrators will often obey laws that don’t exist, especially in a climate where state and federal governments are actively oppose diversity, equity, and inclusion efforts. Park notes that it takes courage leadership to do otherwise.

Park goes on in the remaining chapters to discuss the tools that universities still have (at present). She assesses efforts to focus on economic factors and other “race-neutral” approaches. She commends the model of the UC Davis School of Medicine, a multi-faceted approach. Park considers a number of incremental changes including outreach, contextualized GPAs, “push-out” financial aid offers, or even free tuition programs.

Then she turns to the debate over standardized testing. It’s complicated, but Park teases out evidence that test-optional or test-free admissions do result in increased applications from URM students. While standardized test takers with high scores tend to have higher GPAs, test-optional or test-free students evaluated on other factors do nearly as well. Intriguingly, in test-free situations, readers tend to make a more holistic assessment.

Park also considers the inequalities that must be allowed for in other aspect of the admissions process. These range for extra-curricular activities for which URM students may have less opportunity, to the attention given to recommendations from public versus elite high school teachers and counselors.

Park has focused her research on the effects of changes in diversity on student experience. So it makes sense for her to include a chapter in this book discussing how diversity affects student experience. Notably, she also advocates for diversity in faculty hiring, not addressed in the ruling. She advocates for the structures that support student diversity including cultural centers, living-learning programs and student organizations.

As she closes, passionately arguing, “we won’t go back,” it struck me that one of the most important arguments she makes is for a mindset of abundance. While there are only so many slots at a Harvard, this country has a plethora of schools where a student can obtain a high quality education. State schools could prioritize in-state students as opposed to chasing tuition lucrative out-of-state enrollments. She highlights the investment Mackenzie Scott has made in HBCUs. Surely, if we believe in sustaining our national greatness, expanding the opportunities for all our citizens should go without saying.

One of the backstops Park refers to for pursuing racial diversity is Title VI enforcement. I wonder what the implications of shifting enforcement from the Department of Education to the Department of Justice will be in our current politicized climate. This is a development since the book’s publication.

One of the most useful aspects of this book is to parse out what exactly the SFFA ruling does and doesn’t prohibit. We don’t want to obey laws that don’t exist. While the effect of SFFA was chilling, Park shows that schools still have many options available to them. My sense is that we can take none of these for granted. And we may have to fight for many of them.

I also appreciate that Park, combines evidence-based research with a passion for racially diverse campuses. Likewise, rather, than using the abbreviation DEI, throughout the text she spells out diversity, equity, and inclusion, emphasizing that this is what race-conscious efforts strive for and that this is a good thing. We can afford to be generous and expansive as a nation in the education of all our citizens. Park is right: we can’t go back.

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Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.

Review of other books by Julie J. Park:

When Diversity Drops: https://bobonbooks.com/2014/02/25/review-when-diversity-drops-race-religion-and-affirmative-action-in-higher-education/

Race on Campus: https://bobonbooks.com/2018/11/14/review-race-on-campus/

Review: The University of Wisconsin and The Ideal of Nonsectarianism

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The University of Wisconsin and The Ideal of Nonsectarianism

The University of Wisconsin and The Ideal of Nonsectarianism, Daniel G. Hummel. Upper House (ISBN: 9798987660508) 2022.

Summary: A history of organized religious activity at the University of Wisconsin.

I worked in collegiate ministry at a flagship public land grant university for over two decades. So it was with great interest that I received this essay that offers a concise history of organized religious activity through the years and how a public university like the University of Wisconsin (now University of Wisconsin-Madison) related to religion as a state-supported university.

Daniel G. Hummel observes that this was a point of concern from its beginnings in 1848. On one hand, churches in the state feared it would be a “godless, secular university.” However, others feared that religious ideas, or even a particular church would be privileged. Rather, the university intentionally described itself from its beginnings in 1848 as a “nonsectarian” university. While not favoring any church or religious faith, the exploration of religious ideas was welcomed both in the classroom as well as in the varied expressions of organized religion represented in the students, faculty, and administration. In the early year, the course of study for fourth year students included a course in “Christian evidences,” as was true at many colleges.

John Bascom, the sixth president of the university was theologically trained and wrote on religion, philosophy, and science. His baccalaureate addresses spoke often of the importance of religious faith. During his presidency the three prominent university buildings at the top of what would be known as Bascom Hill all had chapels for regular chapel services.

Hummel traces this nonsectarian ideal, and the changes it underwent, throughout the University’s history. He describes a shift under Bascom’s successor, Thomas C. Chamberlin, elevating the role of science, focusing on Common Sense nonsectarianism. Though not hostile to religion, religion was de-emphasized in the university curriculum. This was also during the period where the University expanded from its liberal arts core to embrace the land grant ideal of agricultural and mechanical arts.

However, the period from 1890 to 1940 witnessed a resurgence of Protestant Social Gospel nonsectarianism. Economist Richard T. Ely focused on labor, finance, and economic reforms as an outworking of his Episcopal faith. This period also marked the adoption of the university hymn, “Light for All” and annual Religious Emphasis Weeks, sponsored by the YMCA, bringing Social Gospel leaders like John R. Mott and Harry Emerson Fosdick to campus.

The period from 1940-1975 brought notable changes. The 1950’s would mark the highwater mark of religious identification and involvement of students. Increasingly, nonsectarian meant Jewish, protestant, and Catholic. Yet participation in historic protestant churches and organizations waned. In 1954, the YMCA closed its building. Civil rights and the Vietnam war brought an increasing focus on activism. Muslim students formed an association in 1960.

Hummel describes the period from 1970 to 2023 as “the decline of nonsectarianism. The explosion of parachurch ministries eclipsed denominational ministries. In more recent years, nonsectarianism gave way to diversity and inclusion efforts. Universities moved to an approach of viewpoint neutrality.

What stands out in this history is that the nonsectarian ideal provided the context for a vibrant and changing religious life through the university’s history, reflecting societal changes. Students, faculty, and university leaders saw their academic work and religious faith walking hand in hand throughout this period, whether it be John Bascom, Richard T. Ely, or John W. Alexander, a geography professor who organized a faculty prayer group, and later became the president of InterVarsity. The fact that the University of Wisconsin was a public university did not translate into a “godless, secular” university. Rather it fostered a lively context where students and faculty and religious ministers explored ultimate questions together.

Hummel’s essay makes for a great case study of religious history at public universities. Thus, it offers a good template for similar histories at other comparable campuses. In addition, Hummel’s account provides an account of different ministry models and the factors evident in their waxing and waning. In conclusion, this is a very useful resource for campus ministers as well as student life leaders who have a shared interest in flourishing of students. Free electronic copies are available at the Steve and Laurel Brown Foundation.

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Disclosure of Material Connection: I received a complimentary copy of this book from the author for review.

Review: Let’s Be Reasonable

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Cover image of "Let's Be Reasonable" by Jonathan Marks

Let’s Be Reasonable, Jonathan Marks. Princeton University Press (ISBN: 9780691193854) 2021.

Summary: An conservative argument for liberal education rooted in John Locke’s idea of the cultivation of reason.

“There cannot be anything so disingenuous, so misbecoming a gentleman or anyone who pretends to be a rational creature, as not to yield to plain reason and the conviction of clear arguments.”

–John Locke, Some Thoughts Concerning Education

The argument Jonathan Marks makes in this book may be summarized by this quote. Marks believes that this is at the heart of a true liberal education. Furthermore, if liberal education is to be saved, it must be about teaching students to reason, to be reasonable. It is not about social justice placemats, “complex thinking” or education for citizenship.. As a conservative arguing for this form of liberal education, he believes these are progressive substitutes for the central mission of a university: to teach students to reason and to be formed by yielding to plain reason. Contrary to other conservatives, he is not ready to give up and torch the whole thing.

In the first chapter, he argues that students should be taught to think and reason at any campus. Marks cites both his own experience at Midwest colleges and the unique experience of Earl Shorris. Shorris founded the Clemente Center. Instead of elite college students, he works with the homeless, former convicts, and others on the margins. He believes teaching things like philosophy, logic, poetry, and American history are the road out of poverty. Not only have they found all these students capable. Both he and Shorris are convinced that learning to be reasonable best equips them for work and for citizenship.

Then he addresses the progressive, left-leaning character of the campus. He argues this is real but also makes the case that he has not needed to compromise his conservative convictions. Rather, he describes what I believe is the work of a good professor. He works with his students on fundamental questions of justice, not believing it to be his work to break down their resistance to critical race theory. Marks exposes students to a debate between Jonathan Chait and Ta Nehisi Coates on race in America. He argues, against both radicals of the left and the right, that this kind of education is not only possible but crucial to the mission of higher education.

But what is wrong with other aims of education? Why not teach for citizenship? Why not help students engage complex thinking? He argues that educating for citizenship may just deepen our partisan divides. He admits that some systems really are complex. However,he argues that complexity can make smart people stupid, particularly in instances requiring moral clarity.

Chapter four discusses the work of shaping reasonable students. He is optimistic about students, recognizing differences in this generation. However he doesn’t think them worse or better. Not only so, he believes teaching them to be reasonable provides a robust basis for free speech. They don’t need to cancel those with whom they disagree. Reason loves a good argument.

Finally, Marks engages a case study on the BDS movement (Boycott, Divestment, and Sanctions against Israel due to their actions against Palestinians). This chapter is even more relevant than it was at time of publication. He argues that the BDS movement (as well as its detractors) have often thrown reasoned argument, and hence, the university’s mission to the wind. Too often, academic associations have followed in lockstep, affirming the politically correct. Marks argues against trying to shut down one side or the other. He also draws the line at attacks on students. He argues for what professors do best: teaching. And he relates the example of team teaching with a colleague from a differing point of view a discussion of My Promised Land.

I suspect readers of this review will have different takes on Marks argument. I found it telling that he identifies with David French, a conservative who has, of late taken more hits from the right than the left. His argument against burning down (at least figuratively) our higher ed institutions is one conservatives need to heed. Likewise, I applaud his challenge to those who are fear-mongers toward the left. If anything, it seems the current moment has changed the power dynamic, opening the door to reasonable engagement.

Finally, I appreciate his call to teach students to reason and to be open to reason. I think of Stanley Fish’s Save the World on Your Own Time and his challenges to professors of “do your job” (reviewed at https://bobonbooks.com/2013/11/27/review-save-the-world-on-your-own-time/). I sense Marks would be fine with students who would differ from his conservative views if they had good reasons to do so. He would have done his job.

The Weekly Wrap: July 20-26

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The Weekly Wrap: July 20-26

Reading While Retired

I received a number of unexpected responses when I asked people how they found more time to read in a recent Facebook page post. One of the top responses was “retirement.”

That makes sense when you think about it. Work and work-related activities take a huge chunk out of our days. I retired last fall, and I read more. I enjoy getting a second cup of coffee and leisurely reading rather than logging onto a Zoom call or heading out for a meeting. And we’ve all heard how reading can keep us cognitively sharp!

This made me wonder if booksellers and publishers have “retirees” on their radar. I don’t see that in most of the newsletters I read. Not only do we have more time to read. We also have more time to shop for books!

My hunch is that most are less interested in the trendy than writers who tell a good story or help them make sense of their lives and our changing society. But I have not studied this systematically. Google’s AI tells me:

“Retirees’ reading interests are quite diverse, often including historical fiction, mysteries, classics, and books that explore themes of aging, relationships, and personal growth. They also enjoy literature that sparks conversation and engagement, like those often selected for book clubs.”

That tracks with my impressions. And I’m left wondering whether this is an untapped, or at least, unheeded market.

Five Articles Worth Reading

Among the classics of literature are books written in languages other than English. In “A Question of Purpose,” Gary Saul Morson considers the challenge of translating Russian works and argues that the most important factor is the purpose of the translation. He also contends that some of the recent well-received translations “are a disaster.”

I’ve seen recent ads featuring a star basketball “reading” but in reality playing a videogame. But there are athletes who read. “‘Literature has completely changed my life’: footballer Héctor Bellerín’s reading list” chronicles the soccer player’s impressive reading habits. But speaking of translations, he needed to read Emily Brontë’s Wuthering Heights in Spanish. Frankly, I’m impressed with someone reading that in any language.

Universities have been in crisis in recent years. This precedes the most recent administration’s attacks, which I believe are only worsening the situation. “Eight Books That Explain the University Crisis” is a helpful list to understand what has been happening in higher education over the last fifty years. While universities can’t do everything, they are a cultural “pillar” that must not be lost but strengthened and renewed.

You might have accessed this blog on social media. But for some people, social media occupies an outsized and unhealthy space in their lives. “Living a Life of Appstinence” is a conversation with Gabriela Nguyen about the Appstinence collective she leads and her 5D Method for getting off social media.

Finally, many of us know of bookstores for which one of their most endearing qualities is the bookstore cat or dog. Elizabeth Egan embarked on a cross-country journey to chronicle this phenomenon. In her photo-rich essay, “More Purring, More Buying? Why Bookstores Showcase Their Pets,” we learn the pets go far beyond just cats and dogs!

Quote of the Week

Poet Robert Graves was born on July 24, 1895. He commented:

“There’s no money in poetry, but then there’s no poetry in money, either.”

Some contemporary poets have confirmed the truth of his observation!

Miscellaneous Musings

Book clubs are perennially popular ways for gathering people. In recent years, various kinds of reading parties have gathered folks. Bookriot featured an article yesterday on “Everything You Need for a Reading Picnic.” With our torrid summers, I wonder whether spring or fall are better seasons to try this idea.

Well, I’ve taken the plunge–not into a pool–but into Ron Chernow’s Mark Twain. I’m a hundred pages in with over 900 to go. Like everything else I’ve read of Chernow’s, it’s an engrossing read. Look for my review of it in about a month!

An article by Danika Ellis caught my eye yesterday. “All 50 of the Most Read Books on Goodreads This Week are by White Authors” wonders why more people aren’t reading works by people of color. I would agree with her that there are some incredible writers. But for those of us who are white, it means some intentional effort to learn about them–but one I’ve found well worth the effort.

Next Week’s Reviews

Monday: Frank Thielman, Paul: Apostle of Grace

Tuesday: Hans Madueme, Does Science Make God Irrelevant

Wednesday: Carlos Eire, The Life of Saint Teresa of Avila

Thursday: Sandra L. Richter, Abigail and the Waterfall (a children’s book!)

Friday: The Month in Reviews: July 2025

So, that’s The Weekly Wrap for July 20-26!

Find past editions of The Weekly Wrap under The Weekly Wrap heading on this page

Review: Habits of Hope

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Cover image for "Habits of Hope" edited by Todd C. Ream et al.

Habits of Hope, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, editors, foreword by Amos Yong. IVP Academic (ISBN: 9781514010709) 2024.

Summary: Essays by educators on six key practices and how they may cultivate hope among faculty and students.

The pressures on those who teach in higher educational contexts have continued to ratchet up. The Covid pandemic intensified the pressure on professors and stresses in the lives of students. More recently, educational institutions have come under scrutiny and fire from federal and state governments that have included the suspension of research grants. Many educators are tired and discouraged.

The contributors to this volume don’t address how to ameliorate the larger cultural and institutional challenges. Instead, they focus on the practices at the heart of their work with students. Beginning with Jurgen Moltmann’s Theology of Hope, the editors root the theme of this volume in Christian hope. The opening essay by Kevin C. Grove, CSC draws on his experience as a member of the Congregation of the Holy Cross and their motto: Hail the Cross, Our Only Hope and talks about how the cross frames hopeful teaching at the University of Notre Dame.

Then, subsequent essays focus on hope in the following teaching practices:

Integration. Philip Ryken outlines some of the policies and practices at Wheaton that foster faculty development and student efforts to integrate faith and discipline.

Conversation. Cherie Harder, president of the Trinity Forum, discusses the value of discussing important questions in a disciplined and charitable manner. She advocates keeping it real, giving it time, listening, asking questions, avoiding invective, ditching your phone, reading widely, and practicing epistemic humility.

Diversity. Recognizing the controversial character of diversity initiatives, Kimberly Battle-Waters Denu emphasizes the theological and ecclesiological roots of diversity as a Christian practice and how that enriches the educational experience.

Reading. Hans Boersma, in one of the more abstruse essays argues for reading well as part of the process of “deification,” becoming more like God. The hope in understanding in our reading is that all the logoi we read participates in the Logos, the word God has spoken through his Son.

Writing. Jessica Hooten Wilson describes her own love of writing as a child and how we write out of the belief that there is something worth expressing, be it stories, history, or poetry. She shares some of her own practices with students including feedback on drafts rather than grades, written reflections, and reading other writers on writing.

Teaching. David I. Smith explores the how of teaching as more important to the nature of teaching than what is taught. He discusses how community within the classroom may work out practically.

As you might intuit, the context in which these educators work is the Christian college context. Yet educators in the public context might incorporate many of the elements of these practices in their teaching. In particular, Cherie Harder’s conversational practices are vital to Christians seeking to foster public square conversations in public universities. Everything Jessica Hooten Wilson writes about writing is applicable to any Christian working with students on their writing.

Hope is in short supply on campus these days. Yet the investment in the rising generation has always been an exercise in hope. No matter what else is going on, as long as there are students and teachers, there is opportunity for Christians to practice hope. This slim volume helps point the way.

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Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.

Review: Cultivating Mentors

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Cultivating Mentors, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, eds., foreword by Mark R. Schwehn. Downers Grove: IVP Academic, 2022.

Summary: A collection of articles on the theological foundations, goals, and practices of mentoring in Christian higher education with a particular focus on generational dynamics.

Higher education institutions interested in both academic excellence and faculty and staff retention are paying increased attention to mentoring, particularly of junior faculty and staff. This is especially true of the Christian college context out of which the contributors of this volume write but many of their observations and recommended practices have applicability in the secular academy as well.

The collection opens with a foreword by Mark R. Schwehn, one of the most thoughtful commentators on academic life. He observes that in the present moment the differences between mentors and mentees offers the opportunities for mutual learning around technology and various forms of diversity. In the present era, concerns about mentoring in the context of diversity and inclusion are vital in welcoming increasingly diverse faculties .

The editors then offer an introductory essay laying out the emphases of this collection: attention to characteristics of the rising generation as they relate to mentoring, what the Christian tradition offers in terms of mentoring and the academic vocation, and the ideas and practices that follow for mentoring in scholarly contexts.

David Kinnaman, utilizing Barna research, stresses mentoring as a crucial formation process, addressing mentoring solutions for mental health, for trauma, mentoring toward vocational discipleship, and relational mentoring.

Tim Clydesdale writes on leading integrated lives and the role mentoring can play in navigating personal and professional commitments. He focuses on vocation and stresses reflection, practice, and community and the role these play in the “summoning” of vocation.

Margaret Diddams observes that in mentoring, the focus on the individual needs to be complemented with focus on the organization of which they are part and how they might flourish within that context. She examines three models of mentoring in the organizational context and their strengths and weaknesses: the institutional, the interactionist, and the inclusion models, concluding that an approach that draws on all of these may be best.

Edgardo Colón-Emeric focuses on the increasingly diverse academy and how we mentor toward a new we. He highlights the pilgrimage of pain and hope that is the mestizaje experience in transcultural engagement.

Rebecca C. Hong considers the transition that we are in the midst of from boomers to zoomers with a focus on the increasing human-centeredness of work, including the end of the office, home as work place, and the challenges of burnout, languishing, and the great resignation that have been consequences of the pandemic. She then returns to a focus on human-centered work design that values persons, nurturing flexibility, creativity, and innovation.

Tim Elmore explores generational differences and the intentional practices involved in mentoring with shortened attention spans, the dangers of being isolated behind screens, the prevalence of mental health issues, the changing landscape of technology, and the consumer experience. He argues for the cultivation of resourcefulness and resilience with mentees and suggests different forms of mentoring and crucial experiences that foster these qualities.

Beck A. Taylor discusses lifecycle mentoring across one’s academic career reflecting on his own journey from his undergraduate preparation, graduate school mentorship, his early academic career, his move into administration, and his path to university presidency. Beyond personal character, he believes rising leaders are marked by mission orientation, service to others, professional intentionality, and openness to mentorship.

Stacy A. Hammons concludes with a summary of key threads and important practices. She summarizes key challenges and five propositions addressing a theology of formation and calling, organizational change for effective mentoring, the recognition of the needs of Millenials and Gen Zers entering the academy, the needs of professionals transitioning to academic roles, and seriously addressing issues of diversity.

I appreciate the comprehensive and culturally relevant mix of articles in this collection addressing the theology of mentoring around vocation and formation, the institutional setting, the academic lifecycle, the particular characteristics and needs of those entering academic professions, and the vital issue of diversity. I think something more on the qualities of the effective mentor, and perhaps a bit more on what mentees should expect to invest in a good mentoring relationship would be helpful. Beck Taylor’s essay discusses this to some degree, but my own sense is the effective relationships occur when both come as active learners and listeners. I also think that material on finding mentors when one’s institution has not structured such opportunities could be valuable. However, this is an excellent, far-reaching discussion that points people to other writing while offering a number of practical recommendations on both the personal and institutional level.

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Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher.