AP® United States Government and Politics review sheet from Aim for Five (aimforfive.com/gov/units/3/3-13)
Unit 3 · Topic 3.13
3.13 Affirmative Action
Affirmative action refers to policies meant to widen opportunities in education and jobs for groups that have faced discrimination. Supporters argue it remedies past discrimination and builds diversity; opponents argue that treating applicants differently by race is itself discrimination. The Supreme Court allowed race as one factor in admissions in Bakke (1978) and Grutter (2003), then ruled in Students for Fair Admissions v. Harvard (2023) that the race-conscious admissions programs at Harvard and the University of North Carolina were unlawful.
Key terms
- affirmative action
- equal protection clause
- racial quotas
- Regents of the University of California v. Bakke
- Grutter v. Bollinger
- Students for Fair Admissions v. Harvard
What affirmative action means
Affirmative action policies take steps to increase participation by groups that have faced discrimination based on race, ethnicity, sex, disability or age. Debates have centered on race and sex. In college admissions, this meant considering race as one factor in deciding whom to admit. Because public universities are state actors and most private universities take federal money, these policies are judged under the Fourteenth Amendment's Equal Protection Clause and Title VI of the Civil Rights Act of 1964. Racial classifications get strict scrutiny (3.10).
The main arguments
| Supporters argue | Opponents argue |
|---|---|
| It helps remedy the lasting effects of past and present discrimination | The Constitution and civil rights laws require treating every individual without regard to race |
| A diverse student body improves education for everyone and prepares leaders for a diverse society | Race-based preferences disadvantage individual applicants who did nothing wrong |
| Considering race as one factor among many isn't the same as a quota | Racial categories are broad and can rely on stereotypes about what applicants think or have experienced |
| Ending it would reduce minority enrollment at selective schools | Opportunity can be widened by other means, such as economic background |
Regents of the University of California v. Bakke (1978)
The medical school at UC Davis set aside 16 of its 100 seats each year for minority applicants. Allan Bakke, a white applicant, was rejected twice even though his scores were higher than those of some students admitted through the special program.
The Court was deeply divided and produced no single majority opinion. The controlling result came from Justice Lewis Powell: rigid racial quotas are unlawful, so Bakke had to be admitted, but universities may consider race as one factor among many to achieve a diverse student body.
Grutter v. Bollinger and Gratz v. Bollinger (2003)
Two cases involving the University of Michigan were decided the same day. In Grutter, the Court upheld the law school's admissions program 5–4. Justice Sandra Day O'Connor's majority opinion said student diversity is a compelling interest and the school's individualized, holistic review of each applicant was narrowly tailored. She added that the Court expected race-conscious admissions to be unnecessary 25 years later.
In Gratz, the Court struck down the undergraduate program 6–3 because it automatically gave every underrepresented minority applicant a fixed number of points, which worked too much like a quota.
Students for Fair Admissions v. Harvard (2023)
An organization called Students for Fair Admissions sued Harvard and the University of North Carolina, arguing their admissions programs discriminated against applicants, especially Asian American applicants. The Court ruled against both schools, 6–3 in the UNC case and 6–2 in the Harvard case (one justice sat out the Harvard case). UNC, a public university, violated the Equal Protection Clause. Harvard, a private university that takes federal money, violated Title VI of the Civil Rights Act, which the Court applies using the same standard.
The majority reasoned that the schools' diversity goals couldn't be measured well enough for courts to review, that their programs used race as a negative for some applicants and relied on racial stereotypes, and that they had no logical end point. Universities may still consider an applicant's discussion of how race affected their life, such as through an essay, as long as the applicant is treated as an individual and not on the basis of race. The dissenters argued that the ruling ignored ongoing inequality and abandoned decades of precedent.
Effect: the decision effectively ended race-conscious admissions at most colleges. Several states, including California (1996) and Michigan (2006), had already banned affirmative action by ballot measure.
Worked examples
Try each one yourself first, then open the solution.
- Example 1
Applying the affirmative action cases
A public university's 2026 admissions policy adds a fixed bonus to the scores of applicants from certain racial groups. Using the cases in this topic, explain whether the policy is likely constitutional.
Show the solutionHide the solution
- Step 1: Identify the type of policy: a fixed, automatic bonus based on race.
- Step 2: Apply earlier precedent: Gratz (2003) struck down an automatic points system, and Bakke (1978) struck down quotas, so the policy failed even under the older, more permissive standard.
- Step 3: Apply current law: after Students for Fair Admissions (2023), considering an applicant's race as such in admissions violates the Equal Protection Clause.
- Step 4: Conclude: the policy would almost certainly be struck down.
Answer: Likely unconstitutional. An automatic race-based bonus failed under Gratz, and Students for Fair Admissions held that race-conscious admissions violate the Equal Protection Clause.
Common mistakes
- Saying Bakke banned affirmative action. It banned quotas but allowed race as one factor.
- Saying SFFA bans applicants from mentioning race. Applicants may discuss how race affected their lives; schools can't give weight to race itself.
- Presenting only one side. Questions may ask for arguments on both sides; state each fairly.
On the exam
- None of these cases is required, but this topic expects you to trace how the Court's view changed over time and explain the equal protection reasoning.
- In free-response answers, tie affirmative action to the Equal Protection Clause and strict scrutiny.
Connected topics
Videos
Check yourself
4 questions on 3.13 Affirmative Action. Pick an answer to see if you got it, and why.
In Regents of the University of California v. Bakke (1978), the Court struck down a medical school program that set aside a fixed number of seats for minority applicants, but said race could be one factor among many in admissions. In Grutter v. Bollinger (2003), the Court upheld a law school's admissions program that considered race as part of a review of each applicant. In Students for Fair Admissions v. Harvard (2023), decided together with a companion case against the University of North Carolina, the Court ruled that the race-conscious admissions programs at Harvard and the University of North Carolina were unlawful.
Supporters of race-conscious admissions argued that the Equal Protection Clause allows schools to consider race to build a diverse student body and address the effects of past discrimination. Opponents argued that the Equal Protection Clause requires treating each applicant as an individual, without regard to race.
Summary written for this practice set
Which statement best describes the trend in the cases summarized in the passage?
Both sides of the debate described in the passage rely on arguments about
A state medical school sets aside 16 of its 100 seats for applicants from certain minority groups, and white applicants can compete only for the other 84. Based on Regents of the University of California v. Bakke (1978), a court would most likely rule that the plan
After Students for Fair Admissions v. Harvard (2023), which admissions practice would a college be most likely to keep using?
0 of 4 answered