The Case for Diversity

Our research finds that universities discuss diversity more in instrumental (i.e., the value it provides) than moral terms, a practice which coincides with the preferences of White (but not minority) Americans. Parents and admissions officers expect universities’ instrumental language to privilege White students, and it is indeed correlated with real-world disparities in White-minority student graduation rates. Experimental evidence suggests that these real-world disparities may in part be explained by the ways in which instrumental rationales affect teachers’ pedagogical strategies and White Americans’ tolerance for harming racial minorities.

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