Some people have suggested that AA is not as important an issue as access to high quality primary educations - I agree with this completely. However adcoms need to make decisions TODAY about who is most qualified. This is where AA comes in to the picture.
First and foremost, URM and non URM applicants do not enter the medical school application process on a level playing field. The situation Ryo-Ohki describes in which rich black applicants are getting in over poor white applicants is an inaccurate description of reality.
Black and URM medical school applicants on average, have substantially less economic and social resources than white or asian applicants. For Medical School applicants in 2001, black applicants had a median parent income of $50,000 whereas white and asian applicants had median parent incomes of $80,000. Breaking the asian category down further, Indian, Pakistani, Filipino, and Japanese applicants had median parental incomes of approximately $100,000. Also only 51.4 percent of black applicants had fathers who completed college whereas 70 or 78 percent of white or asian applicants had fathers who completed college.
Finally, achieving high grades in college can be achieved much more easily if one has a strong pre-college educational foundation ? in this area, only 3% of black high school seniors are proficient in science or math, whereas 20-23% of white high school seniors and 26% of asian high school seniors are proficient in science or math according to the National Assessment of Education Progress. This should keep GPA statistics in perspective - for example, a 3.1 science GPA with a limited science background might be much more impressive than a 3.5 with a much more extensive science background.
www.aamc.org/publications/factsandfigures.htm
Originally posted by Ryo-Ohki
...If so, please provide us with some of this "simple research" that shows that Affirmative Action does not provide a way for less academically qualified URMs to be admitted over more academically qualified non-URMs.
Institutionalized racism also plays a substantial part - if society deems blacks to be genetically/culturally inferior, then it is quite natural for blacks to subconsciously adopt societal notions about black inferiority. The impact this has upon students is quite profound - Claude Steele has done quite a bit of research on this. To summarize, Steele took a group of black and white Stanford students and asked them to take a section of a GRE exam and told them that the test measured "ability." The black students did much worse than the white students. Steele, then took another group of black and white Stanford students and administered the same test to them, except that he told them that the test was a "problem solving task" and not a test of ability. Black students performed just as well as the white students. In other words, disparities in test performance were entirely attributable to the situation in which the test was administered. Stereotypes about black inferiority play a large role in affecting black performance on standardized examinations.
http://www.umich.edu/~urel/admissio...ert/steele.html
Does AA contribute to this "stereotype threat"? Possibly. But the real problem is our obsession with tests such as the SAT and the MCAT as measures of "ability." If the outcome of a test for an URM can change substantially based upon the social environment in which one takes the exam, what does that say about a tests' ability to measure academic merit?