‘The first thing I thought about were the inequities that are going to continue to happen- not just for Latino students but for Black and Indigenous students as well.’
PROVIDENCE — On June 29, 2023, the Supreme Court issued a landmark ruling stating that colleges and universities can no longer consider race as a factor in their admissions processes. This decision effectively overturned decades of precedent that had aimed to promote diversity and provide opportunities for disadvantaged minority students in higher education. The ruling has significant implications not only for individual institutions but also for the broader landscape of higher education in the United States.
At the core of the Supreme Court’s decision was a fundamental question: How would this change impact college admissions rates, particularly for the 2024 academic year? This concern was particularly pressing given the potential consequences for student demographics and the diversity of campus communities across the nation. Many advocates for affirmative action expressed fears that the elimination of race as a consideration would lead to a decline in the enrollment of underrepresented minority students, reversing years of progress toward inclusivity.
Fast forward to a year later, as most of the Fall 2024 admissions data has been processed, and we are beginning to see the initial effects of this ruling. Early indicators suggest trends that are critical for understanding the future of diversity in higher education. Some institutions have reported a decrease in applications from minority students, while others have managed to maintain or even increase their diversity through alternative strategies, such as holistic admissions processes that emphasize socioeconomic status, community involvement, and personal experiences.
The data not only shed light on immediate enrollment changes but also raises questions about the long-term implications for educational equity in the Rhode Island. For example, colleges may need to reevaluate their recruitment efforts, targeting underrepresented communities more intentionally and investing in outreach programs that encourage minority students to apply. Additionally, the conversation around diversity and inclusion on campuses will undoubtedly evolve as institutions grapple with the new legal landscape.
Moreover, this ruling could catalyze broader discussions about how higher education institutions define merit and success. As they adapt to these changes, colleges and universities may explore new frameworks for evaluating applicants that align with their commitment to creating diverse learning environments while adhering to legal guidelines.
Brown University’s enrollment for the 2024-2025 school year is not yet available. However, according to their Common Data Set, Brown enrolled 327 more first-year degree-seeking students for the 2023-2024 academic year than the previous year. While not statistically significant, there were also about 22 more first-year students who identified as a person of color. It is important to note that Brown asks for racial/ethnic designations for students who are United States citizens, students who are only residents of the U.S. and students who have completed high school or a GED equivalent within the US. This includes students who are undocumented immigrants.
Johnson and Wales University in Providence saw an increase in their first-year enrollment rates last year in both online and in-person classes compared to the year before. While not statistically significant, in-person classes at the undergraduate level increased by 50 and online enrollment increased by 98. First-year graduate enrollment decreased by 19 people in person and decreased by 20 people online. In general, this increased in-person enrollment by 17 and online enrollment by 116.
According to Rachel Nunes LaFleur, the Senior Communications and Media Relations Specialist for Johnson and Wales, “Johnson & Wales University is pleased to report that more than 44 percent of first-year students identify as a Black, Indigenous or a person of color, an increase of 9.1 percentage points over last year’s first-year student enrollment.”
She goes on to say that the “university attributes the change to its welcoming and inclusive culture, its longstanding focus on career and industry-focused degree programs and its diligence around supporting students during the challenging FAFSA process this year. Additionally, over the last two years, the university has significantly increased its commitment to need-based financial aid.” The ethnic breakdown for the 2024-2025 school year is not available yet.
Meredith Twombly, the Vice President of Undergraduate Enrollment Management says that “at Johnson & Wales University we have a student body that represents the broader demographics of the diverse communities where our campuses are located, and we are pleased to see that diversity continue to grow this year.”
Providence College reported that the Supreme Court’s decision did not have an impact on their enrollment rates. Owen Bligh, the Dean of Admission and member of the Providence College Class of 2010, says that the “Supreme Court decision removed the ability for colleges and universities to consider the race and ethnicity of an applicant in our review process. Without the ability to consider this key bit of information, it did require us to expand our recruitment efforts in the hopes of connecting with students who may not otherwise learn about Providence College. It did not, however, have an impact on the number of students we admitted to ultimately reach our goal of enrolling 1230 students.”
Bligh goes on to say that there were changes made to the application review process, as there was more attention given to the lived experiences of applicants.
The admissions data from Providence College shows that 8.7% of applicants to the Class of 2028 did not report their race or ethnicity on the Common App. This is a 32% growth in the percentage of students not sharing this information compared to the previous year’s applicant pool, which historically is around 6 or 7 percent. For those who did share, 26.8% of the applicant pool were students of diverse racial and ethnic backgrounds. This compares to 24.7% of last year’s applicant pools. There has been a 6.2% increase in the number of students from diverse racial and ethnic backgrounds enrolling in the Class of 2028. As a percentage of the class, 14.8% of the Class of 2028 are students of diverse racial and ethnic backgrounds compared to 14.5% of the Class of 2027.
Providence College has enrolled its largest class in its history this year with approximately 1,230 incoming first-year students. There has been a 9.6% decrease in the enrollment of Black students, including Black students who identify with two or more races, a 16.6% increase in the enrollment of Asian students, including Asian students who identify with two or more races, and a 6.9% increase in the enrollment of Hispanic students. This percentage was reported separately from race so this percentage may include Asian, Black, Native American, Pacific Islander, or White students.
Jim Vincent, former president of the Providence branch of the NAACP, sees the SCOTUS decision as “ill-advised and detrimental to not only Black, Brown, Native and Southeast Asian students, specifically, but to all students and society, generally.” During his studies at Dartmouth College and the University of Pennsylvania, Vincent witnessed “first hand, the learning benefits of racially diverse student body on all students as well as society within companies, institutions, and agencies at the senior staff and board levels.”
Vincent goes on to explain that he is seeing what he calls “a reversal of earned opportunity”: “What I see is a reversal of earned opportunity. The same opportunity that their parents and even grandparents had since 1968 which helped lift tens of thousands of families out of poverty producing proud tax producers,” he said. “Let’s not kid ourselves. Elite institutions have never been a strict meritocracy! Factors such as legacy, political ties, sports and geography have always been major factors of admissions not just grades and test scores.”
Vincent is referring to the Civil Rights Act of 1968. The Civil Rights Act of 1968, also known as the Fair Housing Act, is a federal law that prohibits discrimination in housing based on race, color, religion, sex, national origin, disability, and familial status. The law was signed into law by President Lyndon Johnson on April 11, 1968. The Civil Rights Act of 1968 was a follow-up to the Civil Rights Act of 1964, which ended racial segregation in schools, workplaces, and public accommodations.
The Fair Housing Act makes it illegal to refuse to sell, rent to, or negotiate with someone based on their protected class and to administer federal housing and urban development programs in a way that doesn’t promote fair housing. The Fair Housing Act also established procedures for filing complaints of discrimination, including filing a complaint with the Department of Housing and Urban Development (HUD), filing a lawsuit in federal or state courts and requesting criminal proceedings from the Department of Justice.
Considering the slight rise of enrollment level of students of color, Vincent said that “RI Colleges and Universities need to come up with new strategies so that negatively affected groups maintain their same proportion of the student body if not more. The true ‘quality’” of colleges and universities would be well served with racial diversity. Going forward, the positive impact on a society growing more non-white each day would be enormous.”
Awilda Reinoso Lopez, a Brown University alum and Policy Associate for the Latino Policy Institute, says that for the Latino population, there is an emphasis on education as an instilled value. “Especially for myself: I am a daughter of immigrants, my parents came to this country for a better life, for a chance at the ‘American Dream.’ ” Once the affirmative action ruling happened, the first thing I thought about were the inequities that are going to continue to happen- not just for Latino students but for Black and Indigenous students as well, who do not have, per say, the opportunities presented to other groups [of people].”
The Latino population in the United States is about 65.2 million of July 1, 2023, making them the nation’s largest racial or ethnic minority, about 19.5% of the total population. In Rhode Island, about 17.6% of the population of about 1,097,379 identified as Hispanic or Latino in July 2022. That’s up by nearly 24,500 people, or a 13% jump, from the 2020 Census. This makes Latinos the largest minority group in both Rhode Island and the United States.
Lopez says that prior to the affirmative action decision, Latinos were enrolling in higher education regularly. After the decision, she read multiple reports showing both Black and Latino enrollment declining. “Even though [colleges and universities] said they would do whatever they can through partnering up with community organizations to stay committed to diversity and equal rights efforts, the data shows a different story.”
This begs the question: Where is the gap? In addition to the affirmative action decision, there are also multiple potential barriers to attending a college or university, including but not limited to cost of attendance, financial aid available, program and/or degree availability, and the projected future of the job market. More research is certainly needed to discover what the gap is.
It goes without saying that enrollment rates vary every year, influenced by a myriad of factors including demographic shifts, economic conditions, and policy changes. While the current fluctuations may not be statistically significant for this academic year, the observed increases in enrollment rates could signal a broader trend on the horizon. As populations grow and migrate, we can expect to see not only changes in the number of students but also greater ethnic and cultural diversity within educational institutions.
The implications of these shifts are profound. An increase in enrollment, particularly from diverse ethnic backgrounds, can enrich the educational environment, fostering a culture of inclusion and understanding, experts argue. This diversity brings with it a wealth of perspectives and experiences, which can enhance classroom discussions and collaborative projects, they say. However, it also presents challenges, such as the need for culturally responsive teaching practices and resources that reflect the backgrounds of all students.
As communities evolve and new populations settle, schools will face the task of adapting their curricula and support services to meet the needs of an increasingly diverse student body. This may involve providing additional language support for non-native speakers, implementing multicultural education programs, and training teachers to address the varied cultural contexts of their students. Schools that proactively embrace this diversity can cultivate a more equitable learning environment, ultimately benefiting all students by preparing them for a globalized society, according to the experts.
Moreover, this trend of increasing enrollment and diversity can influence policy discussions at local and state levels. Educational leaders and policymakers may need to assess funding models, resource allocation, and community engagement strategies to ensure that all students receive equitable opportunities for success.
While the current enrollment increases may not be statistically significant, and it may be too early to predict enrollment trends, they herald a potential shift towards greater diversity in our educational systems. As populations grow and immigrate, the experts say, schools must be prepared to embrace these changes, ensuring that they create inclusive environments that celebrate and support all students. By doing so, they will not only enhance the educational experience but also contribute to a more cohesive and understanding society.
