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Abstract

Advocates of race-conscious admissions and attendance policies at the K-12 and postsecondary levels have recently emphasized the argument that public education authorities have a "compelling interest" in maintaining racially, ethnically, and economically diverse learning environments. Unlike earlier calls for integration, which rested on constitutional guarantees of equal protection, the diversity argument emphasizes educational benefits and thus is sensitive to differences in educational contexts. One problem with framing educational equity issues in terms of diversity is that sometimes, diversity is understood in ways that do not enhance educational quality or opportunity. The case that diversity enhances the quality of education must be made in a manner specific to the K-12 context, with reference to the states' constitutional guarantees of public education. This article explores the connections between the diversity arguments currently being made in higher education and K-12 contexts, drawing evidence from federal case law and recent desegregation-related policies in Connecticut.

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Diversity or Desegregation? Implications of Arguments for Diversity in K-12 and Higher Education

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