In Part I, this Article briefly describes some aspects of white immigrants’ educational experience (including extracurricular involvement and parental roles), exposing how it reflects immigrants’ lack of access to the cultural capital of native-born whites. The Article exposes some unique challenges faced by Caucasian immigrants in high school, during the college application process, and in taking advantage of college opportunities that amplify social benefits. These experiences are contrasted with those of American-born students who benefit from their families’ access to social capital that enables them to take advantage of its replication in college.
Part II addresses how some of the challenges white immigrants face in the educational context can be reduced. It then proposes some institutional programs and interventions in high school and in college. A more holistic and nuanced approach to admissions preferences is then proposed, compatible with the goals of increasing intra-group diversity per Fisher.
The Article concludes by calling for greater attention to diversity within racial categories and to commonalities among various groups that do not fit the norm. Ultimately, noting such similarities will lead to a greater visibility and inclusion of the contemporary immigrant experience. In a country where one out of four children is or has an immigrant parent, this approach will add to the richness of what it means to be an “American” for all of us, paving the way to a more integrated society and a more meaningful democracy.
Recommended CitationDagmar Rita Myslinska, Intra-group Diversity in Education: What If Abigail Fisher Were an Immigrant . . ., 34 Pace L. Rev. 736 (2014)
Available at: http://digitalcommons.pace.edu/plr/vol34/iss2/6