Semester

Fall

Date of Graduation

2024

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Erin McHenry-Sorber

Committee Member

Sharon Hayes

Committee Member

Azalea Hulbert

Committee Member

Nathan Sorber

Abstract

Although researchers have investigated Affirmative Action, few have attempted to understand and explain the language mechanisms shaping public opinion and policy. The purpose of this study was to explore the historical context of higher education Affirmative Action legal discourse. This study employed Critical Discourse Analysis and Critical Race Theory to analyze how language and race, as social constructs, maintain White dominance in law and higher education. The thematic concepts included power, White normativity, and diversity rhetoric. This project explored the historical evolution of the U.S. Supreme Court’s decisions on Affirmative Action policy in higher education. The study also investigated the aftermath of Students for Fair Admissions v. Harvard College (2023), which overturned Affirmative Action. The research examined the amendments to Harvard’s admissions policy and discursive practices in response to the ruling, including new mandatory essay questions and reinstating standardized tests. Future studies are needed to evaluate the impact of terminating race-conscious admissions on racial equity in higher education.

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