Abstract
For a university to set as its goals the maintaining of “highest academic standards” and the continuing of a “tradition of service to the public” is highly laudable. It is also quite ambitious in an era in which these goals emerge in apparent opposition. For example, in California, as in some other parts of the country, the cultural diversity of the general public is increasing more rapidly than is the cultural diversity of the pool of what are, by traditional standards, high academic achievers (Figure 5.1). Confronted with different rates in the progress of these trends, authors of higher education admissions policy enter a territory where trade-offs, compro- mises, and redefined priorities are increasingly deemed essential.
Amidst the minutiae of debates about particular admissions policies, however, Berkeley must remain guided by a larger vision of its mission. In the 1990s, this mission must include taking a leadership role in the construction of a genuinely pluralistic environment in which the best students from all segments of California’s diverse population can meet and debate in an atmosphere of enlightenment and commitment. This is a vision that is well worth pursuing, and it is a particularly appropriate one for an institution which has long prided itself on maintaining the highest academic standards, while continuing its tradition of service to the public that has so generously supported it.
Committee on Admissions and Enrollment
University of California at Berkeley [1]
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Notes
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Browne-Miller, A. (1995). Academic Merit versus Fair Representation. In: Intelligence Policy. Environment, Development, and Public Policy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1865-5_6
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