What people say about Color and Money-

"Anyone interested in the inequities of the selective college admissions process will find Color and Money clear-eyed, hard-hitting, enlightening, and informative."--Rachel Toor, author of Admissions Confidential: An Insider's Account of the Elite College Selection Process.
"For those concerned about why the march toward social justice in America has faltered badly for nearly forty years, Peter Schmidt's Color and Money is a highly instructive--and greatly disturbing--guidepost." --Richard Kluger, author of Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality.
"An indispensible guide to the debate over affirmative action in the United States."--Michael Lind, author of The Next American Nation.
"This book is a must read for anyone concerned with access to higher education, especially to the nation’s elite universities, as well as with larger questions of social policy and social justice."--Terry MacTaggart, Former Chancellor, University of Maine System
"Books on the highly-charged issue of affirmative action are usually one-sided and inflammatory. Peter Schmidt's Color and Money is a wonderful exception. It provides an honest and fair examination that is also passionate and illuminating."--Richard D. Kahlenberg, Senior Fellow, The Century Foundation, and author of The Remedy: Class, Race, and Affirmative Action

Peter Schmidt is available as a speaker

Peter Schmidt is available to speak at colleges, bookstores, schools, churches, and at gatherings of education associations. His past speaking engagements are listed at the bottom of this Web site. If interested in having him appear, e-mail him at schmidt_peter@msn.com. He also is available as an expert source for journalists covering affirmative action. Those on a tight deadline should email him at peter.schmidt@chronicle.com.

Hear interviews with Peter Schmidt

Jack Lessenberry of Michigan Public Radio talked to Peter Schmidt about Color and Money in August. You can hear the interview here. Reading the book inspired Jack to write an essay on it, which you can read here. You also can hear Peter Schmidt talk about his book on the NPR program Justice Talking and in a Chronicle of Higher Education podcast.

Color and Money Is a College Course!

Many college professors are now using Color and Money in their classes, but Jack Dougherty, the director of the educational studies program at Trinity College in Connecticut, has gone a big step beyond. He has decided to name a freshman seminar "Color and Money" and to structure the class around the book. He has graciously agreed to share his syllabus, available here, for faculty members at other colleges who may have the same idea.


Tuesday, May 12, 2009

How Researchers Classify Biracial Subjects Skews Study Results

The manner in which researchers classify biracial subjects can seriously skew their results, according to a study presented last month at the American Educational Research Association's annual conference and discussed in depth in a Chronicle of Higher Education article.

The authors of the study are Karen Kurotsuchi Inkelas, an associate professor of college-student personnel at the University of Maryland at College Park; Matthew Soldner, a doctoral student at Maryland; and Katalin Szelényi, an assistant professor of education at the University of Massachusetts at Boston. They conducted their analysis using data on more than 22,000 undergraduate students at 49 colleges gathered as part of the 2007 National Study of Living-Learning Programs, which uses a survey instrument that lets students identify with as many races and ethnicities as they please.

The researchers crunched their numbers using three commonly used approaches to classifying biracial and multiracial students.With one approach, they classified subjects who belong to two or more racial or ethnic groups as simply being “biracial” or “multiracial.” With a second approach, subjects who identity with two groups are classified as belonging to the least prevalent one, so that a student who reports being both white and black is designated as black.

Under a third approach, used by the federal Office of Management and Budget, they gave biracial research subjects dual classifications reflecting their backgrounds, such as “white-black” or “white-Hispanic.” For the sake of keeping the number of categories manageable, they disregarded data from any biracial subset that accounts for less than 1 percent of the total sample studied, with the result being that all dual classifications that did not have "white" on one side of the hyphen were excluded from their analysis.

The researchers found that their choice of classification scheme had a profound impact on their results, with some schemes painting a much bleaker picture than others for certain racial or ethnic groups. In using the second approach, for example, and classifying students who had identified themselves as white and Native American as being Native American, they drastically overestimated the percentage of Native American students who were receiving merit-based aid.

Because each classification scheme had strengths and weaknesses, the researchers concluded “there is no single solution to this empirical dilemma."