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The Shape of the River With a New introduction by the authors Edition

4.3 4.3 out of 5 stars 24 ratings

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The landmark New York Times bestseller that demonstrates the benefits of race-conscious admissions in higher education

This is the book that has forever changed the debate on affirmative action in America.
The Shape of the River is the most far-reaching and comprehensive study of its kind. It brings a wealth of empirical evidence to bear on how race-sensitive admissions policies actually work and clearly defines the effects they have had on over 45,000 students of different races. Its conclusions mark a turning point in national discussions of affirmative action--anything less than factual evidence will no longer suffice in any serious debate of this vital question.

Glenn Loury's new foreword revisits the basic logic behind race-sensitive policies, asserting that since individuals use race to conceptualize themselves, we must be conscious of race as we try to create rules for a just society. Loury underscores the need for confronting opinion with fact so we can better see the distinction between the "morality of color-blindness" and the "morality of racial justice."

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Editorial Reviews

Review

"Winner of the 2001 Grawemeyer Award in Education"

"Winner of the 1999 Award for Best Professional/Scholarly Book in Government and Political Science, Association of American Publishers"

"The most ambitious and authoritative study to date of the effects of affirmative action in higher education, . . . a serious (though accessible) work of research, . . . an important corrective to conservative propaganda masquerading as social science."
---Ellis Cose, Newsweek

"A compelling new book . . . demonstrates why affirmative action programs can be good for the country. . . . The authors prove with facts, not anecdotes, that affirmative action works. . . . With the presidential commission having fallen flat in trying to advance the national discussion on race, it may be the smaller-scale efforts, like the Bowen and Bok book, that better lay the groundwork for long-term change." ―
Los Angeles Times

"No study of this magnitude has been attempted before. Its findings provide a strong rationale for opposing current efforts to demolish race-sensitive policies in colleges across the country. . . . The evidence collected flatly refutes many of the misimpressions of affirmative-action opponents." ―
The New York Times

"
The Shape of the River is the most comprehensive study ever done of affirmative action in higher education, and it demands the attention of anyone who cares about American universities."---David Gergen, U.S. News and World Report

"
The Shape of the River . . . offers much more comprehensive statistics and much more sophisticated analysis than has been available before. Impressionistic and anecdotal evidence will no longer suffice: any respectable discussion of the consequences of affirmative action in universities must now either acknowledge its findings or challenge them, and any challenge must match the standards of breadth and statistical professionalism that Bowen, Bok, and their colleagues have achieved."---Ronald Dworkin, New York Review of Books

"What is good for business in this case is good for society too--good for us all. This report may, at last, make that fact evident even to the most obtuse."
---Garry Wills, The Plain Dealer

"On the strength of [the authors'] credentials the reader can expect much, and much is delivered....
The Shape of the River is a monumental achievement. Its foundation is so solidly anchored to a bedrock of data that it will be relied upon as a navigational beacon for years to come."---Robert E. Thatch, Science

Review

"Written by two of the most respected figures in higher education, The Shape of the River offers to the public what has long been needed: a large dose of crucial, unvarnished fact about affirmative action. Mining new and sensitive information, Bowen and Bok present an analysis that is careful, clear, comprehensive, and, above all, candid. No work tells us nearly as much as this one about the social costs and benefits of affirmative action in our colleges and universities. A brilliant scholarly performance, The Shape of the River should be essential reading for anyone seeking a dependable guide through the morass of competing claims that obscure from public attention the questions that need to be posed and the answers that need to be assessed."―Randall Kennedy, Harvard Law School

"This important book is a calm, expert, analytical study of race-sensitive college admissions, and what happens afterwards. There is nothing else in the same league. It tells us many things we didn't know, because until now there was no way to know them. The deepest question is: can we make social policy in this area on the basis of fact and reason, or will it all dissolve in ideological certainty?"
―Robert M. Solow, Massachusetts Institute of Technology, Nobel Laureate in Economics

"Instead of relying on preconceived notions and conventional wisdom about race in college and university admissions, Bill Bowen and Derek Bok use facts to examine the record. The result is an invaluable resource for those interested in American higher education and more generally, race in America. It shows that merit and diverse student bodies can be complementary goals and that individuals who have benefited from the policy have gone on to excel as contributing members to the life of our country."
―Senator Bill Bradley

"With its persuasive evidence about the positive effects of higher education on the social, civic, and economic lives of African Americans,
The Shape of the River is a real eye-opener. William Bowen and Derek Bok have brought erudition and hands-on experience to the debate over race-sensitive admissions. For all readers struggling to reconcile principles of fairness with the needs of the society, this book offers even-handed appraisals and a wealth of new and compelling facts."―Anne Armstrong, Former Ambassador to Great Britain and Chairman of the Board of Trustees of the Center for Strategic and International Studies

"This is a fascinating 'must read' book. The authors use a newly constructed database to elucidate the role that highly selective undergraduate colleges play in shaping individual life courses of black Americans and in contributing to the texture and robustness of our society. The issue of race-sensitive admissions is elegantly framed while the reader comes to appreciate the subtleties of the college educational experience . . . an exciting read!"
―John Reed, Chairman and CEO, Citicorp

Product details

  • Publisher ‏ : ‎ Princeton University Press; With a New introduction by the authors edition (January 4, 2000)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 536 pages
  • ISBN-10 ‏ : ‎ 0691050198
  • ISBN-13 ‏ : ‎ 978-0691050195
  • Item Weight ‏ : ‎ 1.75 pounds
  • Dimensions ‏ : ‎ 6.06 x 1.35 x 9.06 inches
  • Customer Reviews:
    4.3 4.3 out of 5 stars 24 ratings

About the author

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William G. Bowen
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William G. Bowen is the author of more than twenty books, including The Shape of the River and Equity and Excellence in American Higher Education. He lives in Princeton, New Jersey.

Customer reviews

4.3 out of 5 stars
4.3 out of 5
24 global ratings

Top reviews from the United States

Reviewed in the United States on August 17, 2010
The book is VERY dense and long winded at times, but needs to be. I think this and D'Souza's "The End of Racism" for example should be required reading, one after the other, in an AP social studies class or PoliSci one. Its a very detailed analysis of the actual empirical results of decades of this policy, and is very convincing.

I think all liberals should have to read D'Souza or similar, and all conservatives this book.
10 people found this helpful
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Reviewed in the United States on December 7, 2016
Bill Bowen was a great man and his books, like this one, will have influence for a century or more.
One person found this helpful
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Reviewed in the United States on May 11, 2018
Wonderful read
Reviewed in the United States on September 9, 2017
Excellent
Reviewed in the United States on August 28, 2014
Must read.
Reviewed in the United States on November 3, 2003
The Shape of The River continues the same liberal deception and dogma we have come to expect in the debate over affirmative action, and this helps racists of all stripes- liberal and conservative ones. See Sowell on the data.
1) The authors skew their results towards elite private colleges, that most black students don't attend. Their sample has 24 private institutions and only 4 state institutions. But in fact only 9% of blacks attend private institutions. In addition they are selective in their sample of actual black students. Two thirds of those sampled have one or more parents with college degrees- something not typical of the black college going population as a whole. With such a selective sampling it is no wonder the authors got the "results" they wanted.
2) The authors lump together blacks admitted with no special preferences with those admitted under lower standards, rather than separating them out so as to disguise the impact of AA. But in fact, as numerous other studies show, where black students are similar to their white counterparts, their graduation
rates have been similar. In other words they are cutting the mustard, just like everybody else. But where there are those admitted under lower standards, then there is a wide gap in graduation rates.
3) Several other studies contradict the author's conclusions and for some strange reason they will not make their base data public so that others can analyze it. As shown above, they lump together blacks enjoying no special preferences with those admitted under such- disguising the impact of preferences. Their refusal to release base data (like any normal academic study would), suggests something fishy at work.
Some have used various items in the book to argue for the declining intelligence of the black population, based on the fact of high IQ black women having fewer children. But this is bogus. In fact the intelligence scores of blacks (along with other initially low IQ whites) have been rising for decades. As Thomas Sowell points out, it is the "norming" of IQ tests from their earlier baselines so that increases are reshuffled to yield a "normal average" of 100, that has concealed black
progress. When progress is measured from the original baselines, in fact, whole nations have experienced rising IQs, undermining the racist assumptions of so called "decline".
Some whites would like to assume that black folks can't learn anything unless they get some sort of "special help" or conversely, that black progress is due to "preferences." Either way, the presumption is something doled out by white people.
But back in the Jim Crow era, when blacks were blatantly and systematically denied opportunities open to whites, blacks were making progress without any "special" help or "preferences". All black PUBLIC schools like Dunbar High in Washington DC consistently produced test scores for decades above the white average. As far back as the First World War, black soldiers from northern states, places like New York, Pennsylvania, Illinois, and Ohio scored higher on mental tests than white soldiers from southern regions like Georgia, Arkansas, Kentucky, and Mississippi.
By the way, the academic performance gap between Asians and whites is even bigger than the gap between blacks and whites according to Thernstroms' new book "No excuses". So white performance ain't anything to write home about either. People should remember this the next time they so easily point fingers at black people-- whether to condemn them, or "help" them with yet more deceptive and dubious "preferences."
34 people found this helpful
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Reviewed in the United States on January 8, 2018
This study--if it can be so called without reviewing the data--is useful to two groups: objectively minded educational researchers who want to understand the liberal rationale for continuing affirmative action policy in college admissions and of course those who have an agenda to promote. One would be better served in gaining a macro-level understanding of the impact of this policy by reading "The Black-White Test Score Gap," which preceded this work in publication. Affirmative action policy as originally conceived was well intended, but then so are many paths that lead us to Hades. It is in the implementation of the policy that this otherwise noble aim falls sadly short. I have been a public school educator and advocate for four decades, and have worked with some of the best and brightest minority students at the high school level in four states, and also taught them as college freshmen. What this work does not squarely address is the countless number of these students who fail miserably because they do not possess the requisite skill set and level of motivation to succeed. Far too many drop out of our more competitive state universities and some private universities and colleges before the end of their freshman year simply because they lack the drive and determination to succeed, or because they've been told too often that they are "young, gifted, and Black (Brown)" when in reality they are ill-prepared to face the rigors of college. Moreover, their acceptance despite often lower GPAs and class rank, as well as lower test scores, breeds resentment in many White and Asian students who have striven harder under similar socio-economic conditions. In the end, the desire for greater campus diversity serves no one's best interests, least of all society at large. At a minimum. affirmative action policy, including separate distinctions for Black and Hispanic achievers on the PSAT, is a disincentive to greater academic achievement by the very groups it is meant to serve, particularly at the high school level. It also discriminates against Asian American students who have English as a Second or Foreign Language and, of course, does not actively target lower SES White students. Whether warranted or not, those who succeed on merit often harbor doubts about the capabilities of their Black and Brown peers, solely because of this policy while many of those served by it graduate ill-equipped to enter the professions for which they have been trained.
14 people found this helpful
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