Lin 1

Phillip Lin
HELA II
Rager 2
21 February 2015
A False Sense of Meritocracy
Life isnt fair. Get over it. College admissions consider an applicant based on race,
gender, and ethnicity, all things that the applicant cant control. Why do elite private colleges
prefer Hispanics, Native Americans, and Africans, but not Asians despite all being minorities?
Asians males are hit the hardest by this discrimination. Despite scoring higher than all their other
counterparts on standardized tests, Asians have a lower chance of getting into an elite college.
College admissions should not weigh race or anything else. Only merit should be considered in
the application process.
Harvard, Stanford, Princeton, and Yale all claim to not be racially biased in their
admission progress, but the growth of Asians do not reflect the growth of their population. In
spite of a growing population, their college population has been decreasing. According to
research published at Princeton, many elite universities shamelessly admit to having racial
preferences. African-American applicants receive...230 extra SAT points...Hispanic receive an
additional 185 points... Asian applicants lose about 50 points(Espenshade 293). This
emphasizes the racial preferences elite college use when weighing applicants based off their
ethnicity.
Asians are technically minorities. They hold a smaller population compared to other
minority groups, blacks and Hispanics. Colleges put emphasis on these two other groups except
Asians. Even standardized tests like the PSAT have special cut offs for these other minority

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groups. They have semi-finalists, commended, National Hispanic Recognition Program, and a
National Achievement Scholarship Program for blacks, but not an Asian one. College Board
doesnt give any reasons as to why those minorities receive special treatment. It is unjustified to
only prefer certain groups. All these groups fall under the category minorities, but yet not all
minority groups receive a distinct cut off.
Elite colleges have a vague admission processes. They reject those with prominent merit
capability and accept others that have other strengths. Statistics dont lie; less than 2% of
college athletes take their skills to a professional level in sports according to Tony Manfred, a
writer for Business Inside. Some athletes read like 5th graders (Ganim). According to
Willingham, a learning specialist, a basketball player at the University of North Carolina asked
for help on homework. She was shocked to find that he illiterate, but still attended the University
of North Carolina. Some athletes struggle in college because of their strong commitment of time
and energy in sports result in a lack of emphasis on education. These people are less qualified
because of their lack of emphasis on education and struggle in college. They are potentially
taking the spot of someone that could have been academically qualified. Colleges have to have
an academic prerequisite for their admissions and should not add points to athletes and
minorities..
Some may say that some people test poorly on test. Mella Baxter, a veteran teacher,
indicates that standardized test poorly reflect the intelligence of students. Standardized tests
used in isolation are not the best evidence of performance (Baxter). While standard tests are not
absolute, they are a strong indicator on the students academic strength. Standardized test are
unbiased. Everyone is allotted the same amount of time and the same tests are distributed.

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The college process focuses too much on athletics, gender, ethnicity, extracurriculars, and
luck. Having one is no guarantee you will get into college, but they inconsiderately weigh some
factors that one has no control. They should only weigh aspects that one has accomplished not
what one cannot change. While having skills in things other than academics are important, but
being a scholar comes first.

Ethos
Pathos
Logos

Grading
Criteria

Description

Points

Content
and Ideas

Organization

Voice

Clear argument
Support uses ethos, logos, and pathos
4 or more credible sources used
Antithesis addressed and refuted

1
=

x2

4/10 PEER 1 NAME - Only one in text

citation; little ethos.
/10 PEER 2 NAME - write a comment
8/10 Self grade
/10 final grade from teacher

Effective introduction and hook

Paragraphs are organized around claim

statements

Transitions are used between

paragraphs

Sequence is logical

Conclusion leaves reader with powerful final statement

The writer connects with the audience

through the intriguing focus of the topic,

1
=

x2

7/10 PEER 1 NAME - Flow of ideas

seems scattered but is centered around
thesis
/10 PEER 2 NAME - write a comment
5/10 Self grade
/10 final grade from teacher
1
=

x2

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selection of relevant details, and the use of
natural, engaging language, including the use
of vocabulary.

Diction/
Syntax/
Conventions

Publication/
Appearance

8/10 PEER 1 NAME - Could bring more

voice/persuasion by throwing in an
actual example of an above average
asian student being rejected from a
college
/10 PEER 2 NAME - write a comment
9/10 Self grade
/10 final grade from teacher

Five vocabulary words are used

naturally and effectively.

Writing is all in 3rd person .

Quotations are embedded and cited.

0-3 Errors in grammatical structure

typed and double-spaced

Times New Roman; 12 pt.

proper MLA formatting; heading that

includes student name, instructors name,
class, and date

works cited page is included.

1
=

x2

10/10 PEER 1 NAME - None

/10 PEER 2 NAME - write a comment
10/10 Self grade
/10 final grade from teacher
1
=

x2

10/10 PEER 1 NAME - None

/10 PEER 2 NAME - write a comment
10/10 Self grade
/10 final grade from teacher

Works Cited
Ganim, Sara. "Here Are The Odds That Your Kid Becomes A Professional Athlete (Hint: They're
Small)." CNN 8 Jan. 2014. CNN. Web. 19 Feb. 2015. <http://www.cnn.com/2014/01/07/us/ncaaathletes-reading-scores/index.html>.
Paulos, John. "Do SAT Scores Really Predict Sccess??" Abc News. Abc News. Web. 19 Feb.
2015. <http://abcnews.go.com/Technology/WhosCounting/story?id=98373&page=2>.
Geier, Kathleen. "Discrimination against Asian American Students in Ivy League Admissions."
The Washington Monthly. 12 Dec. 2012. Web. 19 Feb. 2015.
<http://www.washingtonmonthly.com/political-animala/2012_12/discrimination_against_asian_a041954.php>.

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Espenshade, Thomas J., and Chang Y. Chung. "The Opportunity Cost Of Admission Preferences
At Elite Universities*." Social Science Quarterly: 293-305. Princeton University. Web. 20 Feb.
2015. <https://www.princeton.edu/~tje/files/webOpportunity Cost of Admission Preferences
Espenshade Chung June 2005.pdf>.
Sander, Richard, and Stuart Taylor Jr. "Do Race Preferences Help Students?." Los Angeles
Times. 07 Oct. 2012: A.29. SIRS Issues Researcher.Web. 20 Feb. 2015.