Lutz, AmyBennett, Pamela R.Wang, Rebecca2019-10-232019-10-232019Citation Information Lutz, Amy; Bennett, Pamela R.; and Wang, Rebecca. "How Affirmative Action Context Shapes Collegiate Outcomes at America’s Selective Colleges and Universities." Journal of Law and Social Policy 31. (2019): 71-91. https://digitalcommons.osgoode.yorku.ca/jlsp/vol31/iss1/4https://digitalcommons.osgoode.yorku.ca/jlsp/vol31/iss1/4?utm_source=digitalcommons.osgoode.yorku.ca%2Fjlsp%2Fvol31%2Fiss1%2F4&utm_medium=PDF&utm_campaign=PDFCoverPageshttp://hdl.handle.net/11603/15962During the 1990s and early 2000s, the affirmative action context in the United States changed. Affirmative action in higher education was banned in several states, and the Supreme Court ruled in Grutter (2003) that affirmative action, while constitutional, should be implemented via holistic evaluation of applicants. In this article, we use two datasets to examine how affirmative action context relates to academic outcomes at selective colleges and universities in the United States before and after the Grutter decision and in states with and without bans on affirmative action. Underrepresented minority students earned higher grades in the period after the Grutter decision than before it, indicating that the holistic evaluation method required by Grutter may enhance educational outcomes for these students. In contrast, we find no support for the idea, proposed by critics of the policy, that banning affirmative action leads to better collegiate outcomes for Black and Latino students at selective institutions.22 pagesen-USThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.affirmative action contextholistic evaluationacademic outcomesUnderrepresented minority studentsText