The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions

By D. Woodruff, W. Bowen, D. Bok. 1998

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European Union Regulations on Algorithmic Decision-Making and a "Right to Explanation" (2016, background): “…factors in human decision making is well documented (e.g.,Tversky & Kahneman(1974); Danziger et al.(2011); Abrams et al.(2012)), and discriminatory decision making is pervasive in many of the sectors where algorithmic profiling might be introduced (e.g.Holmes & Horvitz(1994); Bowen & Bok (1998)).”
Shadow Education, American Style: Test Preparation, the SAT and College Enrollment (2010, background): “Given the importance of college selectivity for general mobility processes and a wide range of socioeconomic and occupational outcomes (Bowen and Bok 1998; Karabel 2005; Alon and Tienda 2005; Stevens 2007), further attention to post-secondary inequalities and the mechanisms through which they are…”
Civics Lessons: The Color and Class of Betrayal. (2004, background): “As Bowen and Bok (1998) demonstrate with youth of color who graduate from elite colleges, these are the very young adults most likely to display a commitment to give back to the community, to serve and model an ethic of community spirit.”
How robust is the evidence on the effects of college quality? Evidence from matching (2004, background): “Existing studies such as Bowen and Bok (1998), Herrnstein and Murray (1994), and Cook and Frank (1993) examine primarily elite 9 Our sample includes persons who went on to graduate study.”
Situational disengagement and persistence in the face of adversity (2007, background): “As Bowen and Bok’s (1998) analysis in The Shape of the River suggests, African American students”
The Long-Term Effects of Universal Preschool in Boston (2021, unknown): “These findings are noteworthy in light of large gaps in graduation rates and time to degree by race and income (Bowen and Bok, 2000).”
African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement (2006, background): “…(and females) manage the consequences of such injustices, with many achieving success in school and society despite these injustices (e.g., see Bowen & Bok, 1998, Cose, 2002; Fordham, 1996; Jackson & Moore, 2006; Majors & Billson, 1993; Majors & Gordon, 1994b; Perry, Steel, & Hilliard, 2003;…”
Advance to Graduate Education: The Effect of College Quality and Undergraduate Majors (2005, background): “According to General Social Survey conducted in 1989, the vast majority of the top ranked occupations require graduate or professional degrees (Bowen and Bok, 1998).”
Changes in the Returns to Education and College Quality. (2010, background): “3 See Wales (1973), James, Alsalam, and Conaty (1989), Loury and arman (1995), Behrman, Rosenzweig, and Taubman (1996), Daniel et l. (1997), Bowen and Bok (1998), Hoxby (1998), Kane (1998), Brewer et l. (1999), Monks (2000), Hilmer (2002), Black and Smith (2004, 2006), ong (2008), and Hoekstra…”
Access Without Equity (2012, background): “Baccalaureate completion rates increase with institutional selectivity, both nationally (Astin, 1985; Bowen, Chingos, & McPherson, 2009; Carnevale & Rose, 2003; Long & Kurlaender, 2009) and among students of color specifically (Bowen & Bok, 1998; Melguizo, 2010).”
Admission Preferences for Minority Students, Athletes, and Legacies at Elite Universities* (2004, background): “These are not the only NSCE schools that give admission preferences to underrepresented minority students, athletes, or legacies, but they were able to provide complete information for all three entering cohorts in our data on whether an applicant fell into any of these groups.”
Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials (2011, background): “…“elite” schools, which typically define a school as elite when it is among the top twenty-five schools nationally in terms of rank or selectivity (see Bowen & Bok, 1998; Charles, Fischer, Mooney, & Massey, 2009), evaluators drew strong distinctions between top four universities, schools that I…”