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About The Gevirtz School
UC Santa Barbara’s Gevirtz School
Policy Goes to School Series
Realizing Bakke’s Legacy:
Equal Opportunity and Access to Higher Education
Friday, May 16, 2008
8:30am – 2:00pm
Marking the 30th anniversary of the Supreme Court’s landmark Regents of the University of California v. Bakke decision, this symposium will explore the complex set of legal and educational policy circumstances established by this historic court decision that continue to simultaneously frame, narrow, and confound our understanding of access and equity in higher education. Because the Regents of the University of California were defendants in this case, it is particularly fitting that UC Santa Barbara mark the anniversary of this Supreme Court decision and consider its national and local impact, while also looking towards the future. The event will draw together educators, researchers, students, policy makers, and other stakeholders to discuss expanding equal opportunity in higher education in California and around the nation.
Agenda
8:30 – 9:00am Continental Breakfast
9:00 – 9:15am Welcome
Jane Close Conoley, Dean, The Gevirtz School, UC Santa Barbara
9:15 – 9:30am Overview: Realizing Bakke’s Legacy
Patricia Marin, Assistant Researcher, The Gevirtz School, UC Santa Barbara
9:30 – 10:15am Keynote: Beyond Bakke: New Directions for Minority Access to Higher Education
Goodwin Liu, Assistant Professor of Law and Co-Director of the Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity, UC Berkeley School of Law
10:15 – 10:30am Break
10:30 – 11:30am Bakke’s Legal and Philosophical Lineage: The Impact on Higher Education Policy
- Introduction: Yasmine Dominguez-Whitehead, Assistant Student Leadership Coordinator, Office of Residential Life and Doctoral Student, Educational Leadership and Organizations, The Gevirtz School, UC Santa Barbara
- Angelo N. Ancheta, Assistant Professor, Santa Clara University School of Law
- Michele S. Moses, Associate Professor, University of Colorado at Boulder
- George Lipsitz, Professor, Black Studies and Sociology, UC Santa Barbara
- Respondent: Melvin L. Oliver, SAGE Sara Miller McCune Dean of Social Sciences, UC Santa Barbara
11:30am – 12:30pm Impacts on the K-20 Pipeline: Informing Educational Policy
- Introduction: Candice Brooks, Counselor & African diasporic Cultural Resource Center Coordinator and Doctoral Student, Joint Doctoral Program in Educational Leadership, The Gevirtz School, UC Santa Barbara
- John T. Yun, Assistant Professor, The Gevirtz School, UC Santa Barbara
- Catherine L. Horn, Assistant Professor, University of Houston
- Stella M. Flores, Assistant Professor, Vanderbilt University
- Respondent: Richard Duran, Professor, The Gevirtz School, UC Santa Barbara
12:30 – 1:30pm Luncheon Panel: Access and Diversity in Higher Education: Policy and Practice at UCSB
- Introduction: Donna Coyne, Associate Director of Admissions and Doctoral Student, Educational Leadership and Organizations, The Gevirtz School, UC Santa Barbara
- Britt A. Ortiz, Director, Early Academic Outreach, UC Santa Barbara
- Yolanda Garcia, Assistant Vice Chancellor, Student Academic Support Services, UC Santa Barbara
- Gale M. Morrison, Dean, Graduate Division and Professor, The Gevirtz School, UC Santa Barbara
1:30pm Closing Remarks
Jane Close Conoley, Dean, The Gevirtz School, UC Santa Barbara
Dessert & Meet the Authors/Book Signing
Realizing Bakke’s Legacy: Affirmative Action, Equal Opportunity, and Access to Higher Education
Biographies
Keynote Speaker
Goodwin Liu is assistant professor and co-director (with Christopher Edley, Jr.) of the Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity at UC Berkeley Law School. Among his many writings is “The Causation Fallacy: Bakke and the Basic Arithmetic of Selective Admissions” in the Michigan Law Review (2002). Before joining the Boalt faculty in 2003, Liu was an appellate litigator at O’Melveny & Myers in Washington, DC. He clerked for U.S. Supreme Court Justice Ruth Bader Ginsburg during the October 2000 term and for Judge David Tatel of the U.S. Court of Appeals for the DC Circuit from 1998 to 1999. He also served as special assistant to the deputy secretary of the U.S. Department of Education from 1999 to 2000, and as senior program officer for higher education at the Corporation for National Service (AmeriCorps) from 1993 to 1995. Liu, a Rhodes Scholar, serves on the board of directors of the American Constitution Society in Washington, the ACLU of Northern California, and Chinese for Affirmative Action in San Francisco.
Symposium Participants
Angelo N. Ancheta is an assistant professor of law at the Santa Clara University School of Law. He has also been a faculty member at the Harvard Law School, the NYU School of Law, and the UCLA School of Law, and, from 2000 to 2004, he was the legal director for The Civil Rights Project at Harvard University. His research and teaching focus on constitutional law, voting rights, and immigrants’ rights. He has written extensively in the area of civil rights and affirmative action law, and among his most recent publications are the books Scientific Evidence and Equal Protection of the Law (Rutgers University Press, 2006) and Race, Rights, and the Asian American Experience (Rutgers University Press, 1998; 2nd ed. 2006). Before teaching, Mr. Ancheta was a legal services and civil rights attorney in California, specializing in immigration law, civil rights, and appellate advocacy. He continues to practice appellate advocacy and has represented national organizations as amici curiae in U.S. Supreme Court appeals involving affirmative action in higher education and voluntary desegregation in K–12 education. He received his A.B. in 1983 and his J.D. in 1986 from UCLA, where he was Chief Managing Editor of the UCLA Law Review, and his M.P.A. in 2000 from Harvard University.
Candice Brooks is a Counselor and Coordinator of the African diasporic Cultural Resource Center for the Educational Opportunity Program at UC Santa Barbara. She is currently a first-year student in the Joint Doctoral Program in Educational Leadership in the Gevirtz School. Prior to UC Santa Barbara, she worked with the Office of Admissions and Center for Fraternity and Sorority Life at The Pennsylvania State University. She is a member of the National Association of Student Personnel Administrators and California Council for Cultural Centers in Higher Education. She received a B.A. in African and African American studies at the University of Virginia and an M.Ed. in higher education administration and leadership at The Pennsylvania State University. Her research interests include ethno-cultural influences on leadership, higher education access, affordability, and retention of marginalized communities, and social justice and equity issues of accountability in higher education.
Donna Coyne has been in the Office of Admissions for 11 years holding a number of positions including Admissions Counselor, Comprehensive Review Coordinator, Business Officer and most recently became the Associate Director for Application Services. She is currently serving on several campus committees, including the Campus Planning Committee and Staff Assembly Executive Committee. She received her B.A. in History and M.A. in Education, both from UC Santa Barbara, and is currently a Ph.D. student in Educational Leadership and Organizations in the Gevirtz School.
Yasmine Dominguez-Whitehead is an Assistant Student Leadership Coordinator for the Office of Residential Life at UC Santa Barbara. She promotes leadership opportunities for students living within the residence halls and serves as an adviser for the Residence Halls Association. She is also a Ph.D. student in the Gevirtz School at UC Santa Barbara. Her research interests include organizational environments for student affairs professionals, student leadership, retention for underrepresented students, and higher education reform in newly democratic nations.
Richard Duran is a professor in the Gevirtz School at UC Santa Barbara. His research interests include educational measurement and assessment, cultural psychology, family school involvement, and design and implementation of P-20 pathways leading to higher education. Since joining the Gevirtz School faculty in 1984, he has carried out a research program investigating learning and culture itself as socially constructed. In recent years he has been assisting the California Enlace and Pathways program of the UC Office of Academic Preparation, working towards improving the planning and preparation for college by students from underrepresented backgrounds in higher education.
Stella M. Flores is an assistant professor of public policy and higher education at Vanderbilt University. Her research investigates the impact of state and federal policies on college access for low-income and underrepresented student populations. She has written on the role of alternative admissions plans in college admissions, demographic changes in higher education, Latino students and community colleges, and the impact of in-state resident tuition policies on the college enrollment of undocumented immigrant students. Flores received her Ed.D. from Harvard University. She is co-author of Percent Plans in College Admissions: A Comparative Analysis of Three States’ Experiences (with C. L. Horn, 2003) published by The Civil Rights Project at Harvard University, coeditor of Legacies of Brown: Multiracial Equity in American Education (with D. J. Carter and R. J. Reddick, Harvard Education Press, 2004), and Community Colleges and Latino Educational Opportunity (with C. L. Horn and G. Orfield, Jossey Bass, 2006). Her research has been funded by the Spencer Foundation, the National Association of Student Financial Aid Administrators, the Association for the Study in Higher Education, Lumina Foundation for Education, and Time Warner, Inc.
Yolanda Garcia is the Assistant Vice-Chancellor of Student Academic Support Services for UC Santa Barbara’s Division of Student Affairs. As a senior administrator, she has supervised Directors of the Educational Opportunity Program, the Office of International Students and Scholars, the Counseling Center, Career Services, the Orfalea Family Children’s Center, Disabled Students Program as well as the Campus Learning Assistance Services department. Her career path spans over 36 years starting as an EOP counselor and moving upward to her current position as a member of senior management. Dr. Garcia has been involved in issues affecting low-income first generation college and ethnic students throughout her career. Early in her career, Dr. Garcia served on the California Postsecondary Education Commission’s Equity Advisory Committee, responsible for working with this state agency in crafting policy affecting issues of access, retention, and graduation rates. She was a Fellow under the auspices of the Hispanic Association of Colleges and Universities and the Educational Testing Service, and has served on an advisory board to the Alliance for Equity in Higher Education based in Washington, DC.
Catherine L. Horn is an assistant professor of educational psychology at the University of Houston. Her work, discussed by national and regional media outlets, addresses issues related to high-stakes testing, higher education access, affirmative action, and diversity. She has written on the effectiveness of alternative admissions policies in creating racially and ethnically diverse student bodies. She received her Ph.D. from Boston College. Horn is coeditor of Realizing Bakke’s Legacy: Affirmative Action, Equal Opportunity, and Access to Higher Education (with P. Marin, Stylus, 2008), Higher Education and the Color Line (with G. Orfield and P. Marin, Harvard Education Press, 2005), and Community Colleges and Latino Educational Opportunity (with S. M. Flores and G. Orfield, Jossey Bass, 2006). She also coedited (with P. Gándara and G. Orfield) a special volume of Educational Policy (2005) and Expanding Opportunity in Higher Education (SUNY Press, 2006), both of which analyze the educational access and equity crisis in California. Horn is the associate editor of the Review of Higher Education. Her work has been cited in numerous amicus curiae briefs submitted to the U.S. Supreme Court in the Gratz and Grutter cases and cited in Justice Ginsburg’s dissenting opinion.
George Lipsitz is Professor of Black Studies and Sociology at UC Santa Barbara. His research examines social movements, the racialization of opportunities and life chances, and links between social structure and expressive culture. He is the author of eight books including The Possessive Investment in Whiteness, A Life in the Struggle, and Footsteps in the Dark. He has been active in struggles for fair housing and educational equity.
Patricia Marin is a researcher and lecturer in the Gevirtz School at UC Santa Barbara. She studies issues of inclusion and equity in higher education for underrepresented students. In particular, her work examines issues of diversity, affirmative action, and college access. Before joining the Gevirtz School, she worked for The Civil Rights Project (CRP) at Harvard University and the American Council on Education in Washington, DC. She is coeditor of Realizing Bakke’s Legacy: Affirmative Action, Equal Opportunity, and Access to Higher Education (with C. L. Horn, Stylus, 2008), Higher Education and the Color Line (with G. Orfield and C. L. Horn, Harvard Education Press, 2005), and Moving Beyond Gratz and Grutter: The Next Generation of Research (with M. Moses, 2006), a special issue of Educational Researcher, which received the Outstanding Publication Award of the American Educational Research Association’s Division J (Higher Education). Her Ph.D., from the University of Maryland, College Park, is in higher education policy. She received her M.Ed. in higher education and student affairs administration from the University of Vermont and her B.A. in Spanish from the University of Pennsylvania.
Gale M. Morrison is Dean of the Graduate Division at UC Santa Barbara and a professor of education in Counseling/Clinical/School Psychology. She received her Ph.D. in special education from UC Riverside. When not serving in administration, she participates in a NASP-approved school psychology credential program and trains doctoral students in an APA-approved Counseling/Clinical/School Psychology program. She recently completed a research project funded by the U.S. Department of Education, Office of Special Education Programs (field-initiated research award). This research examined the risk and resilience patterns for upper elementary students with and without disabilities who were experiencing discipline problems at school. Dr. Morrison has published work on resiliency with special needs children, as well as work on school safety and violence. Her work has been funded by the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, and the California Department of Education.
Michele S. Moses is associate professor of educational foundations, policy, and practice at the University of Colorado at Boulder and is affiliated with the Education and the Public Interest Center. She specializes in philosophy and education policy studies. Her research centers on issues of educational equality and social justice within policies related to race, class, and gender, such as affirmative action. Her work has appeared in journals such as the American Educational Research Journal, Educational Researcher, Journal of Social Philosophy, Journal of Philosophy of Education, Philosophy and Public Policy Quarterly, and Educational Policy. In addition, she is the author of Embracing Race: Why We Need Race-Conscious Education Policy (Teachers College Press, 2002). In an effort to gain a deeper understanding of the roots of the political debates about such race-conscious policies as affirmative action that profoundly affect meaningful opportunities for higher education, she is examining the nature of persistent moral disagreement about controversial education policies in the United States, as well as the relationship between moral disagreement and theories of justice. She recently was awarded the Early Career Award by the American Educational Research Association’s Committee on Scholars of Color in Education and was a Fulbright New Century Scholar.
Melvin L. Oliver is the SAGE Sara Miller McCune Dean of Social Sciences and Professor of Sociology at UC Santa Barbara. Previously, Dr. Oliver was Vice President of the Asset Building and Community Development Program at the Ford Foundation, and a UCLA faculty member for eighteen years. An expert on racial/urban inequality and poverty, Dr. Oliver is the co-author of Black Wealth/White Wealth: A New Perspective on Racial Inequality. He earned his B.A. at William Penn College and M.A. and Ph.D. at Washington University in sociology. Dr. Oliver serves on the Boards of DBASSE (National Research Council), Leadership for a Changing World, National Poverty Center (University of Michigan), PolicyLink, McCune Foundation, and the Urban Institute; is a Sociological Research Association member; and has served on the Council of the American Sociological Association.
Britt A. Ortiz is the Director of the Early Academic Outreach Department at UC Santa Barbara. He received a B.A. in Sociology and Psychology from UCSB and an M.A. in Educational Leadership and Policy Studies from CSU, Northridge. Mr. Ortiz has specialized in early outreach, recruitment, and retention services over the past 22 years and has worked in all four
systems of California higher education. He has presented at over 30 national, state, and regional higher education conferences on early outreach, recruitment and retention services, parent engagement, diversity, EAOP College Site Coordinator Model and Summer Algebra Academies. In 2000 Mr. Ortiz received the “Innovator Award” from the Western Association for College Admission Counseling (WACAC) for the development of the CSUN On-Site Admissions Program that was eventually adopted by several CSU campuses and generated thousands of new admits to the CSU system. Mr. Ortiz is also the Vice President/Co-Owner of Borg Unlimited, Inc., a product development company dedicated to the successful commercialization of inventions and innovative products.
John T. Yun is an assistant professor in the Gevirtz School and director of the Center for Educational Leadership and Effective Schools (CELES) at UC Santa Barbara. His research focuses on issues of equity in education, specifically: patterns of school segregation, the effects of school context on educational outcomes, the importance of integrating evaluation into everyday school practice, and the educative/counter-educative impacts of high-stakes testing. His work has been featured in journals such as the American Journal of Education, Educational Evaluation and Policy Analysis, Educational Researcher, and Sociology of Education. It has also been widely cited by researchers around the country and used in multiple amicus curiae briefs in the Gratz and Grutter cases, as well as in several school desegregation cases argued before the U.S. Supreme Court. He is coeditor of The Complex World of Teaching (with E. Mintz, Harvard Educational Review, 1999), winner of the 2000 AESA Critics Choice Award, and a former solicitations editor at the Harvard Educational Review. He received his Ed.D. in administration, planning, and social policy research from Harvard University in 2003.