Ok.. I am going to be brave and not going to use a throwaway. I find it perplexing that HN crowd who is usually arguing for a balanced analysis and seeing both viewpoints is suddenly behaving as if this data proves some injustice is currently happening in India as well as US (in the context of Indian caste system). To be clear, India has/had a caste system that was extremely oppressive. Currently though, the social a…
> It is common for affirmative action students to not do very well there. Do you have any data at all for this? > Then it is not a stretch to imagine that some of them may not be very good at their job either. It's not right to assume that someone may not be good at their current job because they may (in your mind) have benefited from some "affirmative action" program far in the past (John Doe is 20+ years into his c…
>I became painfully aware of this problem more than 40 years ago, when I was teaching at Cornell University and discovered that half the black students there were on some form of academic probation.
>These students were not stupid or uneducable. On the contrary, the average black student at Cornell at that time scored at the 75th percentile on scholastic tests. Their academic qualifications were better than those of three-quarters of all American students who took those tests.
>The average white student would have been wiped out at Cornell. But the average white student was unlikely to be admitted to Cornell, in the first place. Nor was a white student who scored at the 75th percentile.
>That was a “favor” reserved for black students. This favor turned black students who would have been successful at most American colleges and universities into failures at Cornell.
>None of this was peculiar to Cornell. Black students who scored at the 90th percentile in math had serious academic problems trying to keep up at M.I.T., where other students scored somewhere within the top 99th percentile.
>There were other fine engineering schools around the country where those same students could have learned more, when taught at a normal pace, rather than at a breakneck speed geared to students with extremely rare abilities in math.