No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life Kindle Edition

4.6 out of 5 stars 5 customer reviews

ISBN-13: 978-0691141602
ISBN-10: 0691141606
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  • Length: 568 pages
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Editorial Reviews


Winner of the 2011 Pierre Bourdieu Book Award, Sociology of Education Section of the American Sociological Association

"Both supporters and opponents of affirmative action are likely to find ammunition in Thomas J. Espenshade's and Alexandria Walton Radford's book. . . . The authors provide a fascinating peek inside the admissions process at several unnamed universities."--Richard D. Kahlenberg, The Book, the online review at New Republic

"This is a big book, exhaustively researched and packed full of facts, numbers, and prose. . . . No Longer Separate, Not Yet Equal is a must-have reference for everyone who pays attention to race and class controversies in higher education."--Robert VerBruggen, National Review

"Ultimately, [the authors] argue that the most important step toward eliminating inequity in higher education and society is to close the achievement gap, and they call for the creation of an effort on the scale of the Manhattan Project to do it."--Angela P. Dodson, Diverse Education

"With this incisive new book, Espenshade and Walton Radford explore the dynamics of differential college access and success in extraordinary detail. . . . The book's most significant contribution may be its persuasive, data-based analysis of affirmative action. This book is a must-read for anyone interested in higher education's role in creating a more equitable society."--Diversity & Democracy

"The authors cover a broad range of elite college admission issues that go beyond race and class, offering detailed perspectives on affirmative action. Researchers of equity issues in higher education, particularly in the selective college admission process as well as college counseling professionals will find, in this thorough and extensive work of research, tools to help clear up what may seem 'mysterious or secret' in the selective college admission process."--Joe Adegboyega-Edun, NACACNet

"Espenshade and Radford have produced a highly valuable book packed with useful race-based information relating to admission, academic performance, and ethnic group interaction on elite college campuses. . . . The data offers sound arguments for the need to not only continue race-sensitive affirmative action both in college and graduate school admissions but also in the workplace."--Journal of Blacks in Higher Education

"The thoughtful work of Espenshade and Radford represented in this significant volume should be just the beginning of the next phase of the ongoing national conversation about he role of higher education in providing equality of opportunity and social mobility. This book provides a useful framework for additional research and policy development."--Jonathan Alger, Journal of College and University Law

"Espenshade and Radford have produced the most comprehensive and best study yet of admissions and race relations in America's leading colleges and universities."--Steven Brint, American Journal of Education

From the Back Cover

"This original and important book contributes to our understanding of college admissions, as well as the interracial social experiences and growing economic inequality in selective higher education today. Particularly interesting are the simulations of what racial and class compositions might be under different types of admissions criteria, including race-blind and class-sensitive conditions."--Caroline Hodges Persell, New York University

"I am impressed by the depth and breadth of this well-written and accessible book--it represents an important contribution to the literature about how race and class affect college admissions and student life."--Elizabeth A. Duffy, Head Master, The Lawrenceville School

Product Details

  • File Size: 13285 KB
  • Print Length: 568 pages
  • Publisher: Princeton University Press (October 12, 2009)
  • Publication Date: October 12, 2009
  • Sold by: Amazon Digital Services LLC
  • Language: English
  • ASIN: B003PDN9UM
  • Text-to-Speech: Enabled
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  • Word Wise: Enabled
  • Lending: Not Enabled
  • Enhanced Typesetting: Enabled
  • Amazon Best Sellers Rank: #404,789 Paid in Kindle Store (See Top 100 Paid in Kindle Store)
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Format: Hardcover
In 1954 the Supreme Court unanimously agreed to eliminate the "separate but equal" doctrine in force for nearly 60 years. It took some time to implement but the die was cast. But neither immediate nor complete equality materialized. Instead delay and subterfuge seeped into many arenas. As Douglass S. Massey noted we entered a period of "discrimination with a smile."

The authors of this carefully researched book explore race and class at our elite colleges. This fact-filled book is elegantly written and very thought-provoking. Ten long chapters, 547 pages, over 200 tables, 3 appendixes and 39 pages of references provide readers a lucid picture and resources for further study.

Accepting America's ever increasing status as a multi-cultural society, the authors pose a key question. "Are America's elite colleges admitting and successfully educating a diverse student body?" To find the answer, they explored and studied "how race and social class impact each stage from application and admission, to enrollment and student life on campus."

No Longer Separate, Not Yet Equal offers valuable insights into the intricate workings and nuances of America's elite higher education conglomerate. A world onto itself, it has held the key to success for America's privileged select few for over two hundred years. Have the walls of access begun to crack? Have students unimaginable a mere generation ago been accepted? Have they succeeded?

Clearly the answer is yes. But the game has been spotty and it is neither over nor hardly won. The rich experiences of the recent past chronicled in this book can provide insights into the reality we face and ideas that could blossom into productive change.
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Format: Hardcover
Following the passage of Proposition 209 by California voters in 1996, public institutions of higher education were prohibited from considering an applicant's race, ethnicity, or sex in admission. The percentage of African-American, Hispanic, and American Indian in the entering freshman class at UCLA dropped from 24.4 in the fall of 1997 to 17.5 in the fall of 1998, the lowest figure in 30 years.

There are only slightly more students graduating from high school today (3.3 million in 2008) than 1977 (3.2 million). However, a higher proportion go directly to college (70%, vs. 50%). There has also been a flight to higher-quality postsecondary institutions, largely the result of families believing that college rankings matter. Elite schools are becoming more selective. In 2001 Stanford had 5,000 applicants with GPAs of 4.0 or higher and 3,000 with SAT scores of 1500 or better, but only 2,200 first-year seats. Harvard rejected 25% of applicants with a perfect SAT score in 2003. The authors analyzed data from eight academic institutions (public and private research universities, and small liberal arts colleges across the U.S. - all representative of the most highly rated) as part of their National Study of College Experience (NCSE).

Asian applicants (68.1%) are 9 percentage points more likely than whites, 10 points more likely than Hispanics, and 37 points more likely than blacks to be in the top tenth of their class. Asian students (68.1%)are also the most likely to have participated in some form of academic enrichment (summer, after-school, college, weekend, online), followed by blacks (58.8%), Hispanics (55.5%), and whites (47.1%). Asians (54%) are the most likely to sign up for test preparation classes, followed by blacks (50%), whites (44%), and Hispanics (40%).
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Format: Hardcover Verified Purchase
I enjoyed reading this book. It taught me a lot about the role that race and class play in the admissions process of elite colleges in the USA. And like Mr. Blume, i was impressed with the methodological and conceptual thoroughness of the analysis.

However, on a number of issues, the authors seem to overstate the results of their analysis in order to arrive at a conclusion that is friendlier to a pro-Affirmative Action position that seems warranted. For example:

1) In Chapter 6, the authors attempt to evaluate the "mismatch hypothesis", a proposal by critics of AA such as Sander (2004) and Thomas Sowell, which argues that when, thanks to AA programs at elite colleges, African-Americans and Hispanics with low academic preparedness (e.g., low SAT scores, low GPA) are placed in competition against highly-prepared whites and Asians, they will be worse off than if they had attended a less-selective, hence less competitive college, where their class rank would be higher and where they would be more likely to graduate; against the "selectivity" hypothesis of Bowen & Bok (1998), which argues that when academically-underprepared minorities are admitted to elite colleges, whatever costs they may incur because of their AA-based admission are outweighed by the benefits, particularly the notion that they are more likely to graduate from a highly selective college.

In making this comparison, the authors conduct some very thorough regression analyses, and some interesting facts are surfaced. First, the analysis shows that both blacks and hispanics are each about 45% less likely to graduate within 6 years than are whites and asians (p.234, 238). Second, contra Bowen & Bok (1998), once numerous factors are controlled for, there is NO statistically-significant (p < .
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