black students as tokens representing other black people so that the resulting ethnic mix “improves” the educational environment for others, it is seen by many as virtuous. If affirmative action programs focused on improving the lot of capable individuals by eliminating discrimination in hiring and admissions decisions they would be a worthy endeavor. Instead the emphasis is on how many tokens of how many different groups can be added to the mix to produce the right percentages to qualify as “diverse.”
The problem with such programs is that when someone is helped by assigning value to physical characteristics, others are necessarily disadvantaged. Discrimination is discrimination, and when people are judged and rewarded differentially because of their ancestry, not because of something they have done or achieved, a sort of injustice has been done. And anyone who holds an individualistic or any other humanistic outlook cannot but oppose such essentially illiberal behavior.
Some defenders of ethnic preferences in hiring and university admissions claim they are justified because non-white and non-asian-descended people are poorly prepared by horrid public schools1 and therefore perform poorly on conventional measures of ability. Clearly this is true. But this does not justify giving preferences to less qualified people just because they have been subjected to a lousy school system pervaded by bigotry. When people of one color are expected to perform up to a certain standard in order to demonstrate their ability to do a job or complete a course of study, so should all others. Any other means of choosing workers or students are discriminatory on their face.
To avoid this line of argument, other affirmative action supporters contend that conventional means of judging academic ability, SATs and such other old standbys, do not, in fact, predict either ability or future performance. If this is true, then such testing should be thrown out for all people since it is not a useful tool for evaluating differences between people or establishing whether someone is qualified for some job or educational program. Few recommend this, however, and advocates of ethnic favoritism instead propose to “race norm” such tests, so that people of latin ancestry, for instance, do not need to attain the same score as someone who is white in order to “qualify” on the basis of some exam. This method of discriminating between people based on their ancestry is, however, no better than any other, and holds no logical water. If a certain test is not a valid means of comparing a person of asian descent and a black american, it does not then become acceptable when used to compare individuals of the same ethnicity. Either hiring and admissions exams are valid assessment tools or they are not, and schools and employers should not pick and choose when to use them in order to promote what passes for “diversity.” Doing so simply substitutes one form of discrimination for another.
Historical Inequity and Reparations
In addition to other arguments by its supporters, some of the justification for affirmative action from the start has been that it is an inequitable, but necessary, remedy for the disadvantages black people were subjected to in the past. Advocates of this position assign the blame for the problems experienced by black americans on historical discrimination and the “legacy of slavery.” The thinking goes that there would be more integration and diversity today if slavery and other forms of now-outlawed discrimination had not existed in the past, and therefore the descendants of those who were once enslaved deserve special advantages now to make up for earlier mistreatment of their ancestors. Some of those who believe in this line of reasoning have taken their arguments even further, however, and propose that black american descendants of slaves should be given cash payouts as a reparation for the fact that their forbears were held in bondage.
There are a number of problems with such proposals. Most important, of course, is that none of the people who actua