Technology and Accessibility to Higher Education

The democratization of higher(prenominal) commandment has been a goal of American society ever since the 1964 civilized Rights Act. Affirmative action, pedantic standards weighting based on socioeconomic background, and other moves were taken to ensure the un only iftoned(a)ing of access to higher education for all Americans. The end of desegregation met with different degrees of achievement in some states than others, wish Mississippi where failure to fetch an integration plan lead to U.S. Justice Department intervention. Yet, in light of today's realities, the simple truth is that affirmative action, weighting academic standards, and other actions like remedial placement that are meant to take aim the disparate playing field between blacks and whites are no longer necessary. Take, for example, the fact that non-white minorities are the most rapidly increment pctage of the American population. Hispanics and African Americans will be the largest populations in American society decades from now. Socioeconomic opportunities and educational opportunities continue to happen a generation of successful, educated, black members of society who are spawning more of the same. Even in Mississippi, long a stronghold of racism and segregation, college admissions st

This fall, the University of Mississippi's main campus, where James Meredith scratch line broke the color barrier in 1962, enrolled a bear witness 1,387 black students, who now represent more than 12 percent of its total student body.

Hebel, S. (Oct 27, 2000). A pivotal movement for desegregation. The report of Higher Education, 47(9), (A26-A29) 1-9.

Still, we see that institutions do not deny access.

What those who advance weighting academic standards, remedial placement, and affirmative action to open access misunderstand is that it is not a race termination save an economic issue. Those who argue in advance of these kinds of methods to open access fail to understand that access is open but only so some schools have adequate resources to gap a quality education and only so many people can afford them. This economic barrier affects whites and blacks equally so there is no racial barrier but instead economic ones that operate across-the-board. Those who argue in favor of such methods, however, often confuse resources with racism and use statistics like the following as a case for them "A crap of all students attending historically black colleges own computers whereas half of all college students nationwide own computers" (Carr 1). This statistic is out of context and sloping but these individuals exclude expert observations like this one from secretary of Commerce, Norman Y. Mineta, "Despite shortcomings, historically black colleges are strong positioned to catch up with other institutions" (Carr 1).

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