Domingo Morel Ordre des livres

Focusing on the historical and political factors behind community-centered affirmative action programs for students of color, the book examines the impact of protest, including violent actions, on maintaining college access initiatives. Through the case study of the Talent Development program, it highlights the emergence of hidden restrictions in response to the college expansion of the 1960s, revealing significant challenges faced by students of color. The work critiques conventional wisdom about college access in the U.S., offering a deeper understanding of its origins and implications.

In this work, Domingo Morel investigates the efforts of state governments in the 1960s to establish college access programs for disadvantaged students. Through historical analysis and both qualitative and quantitative methods, the book challenges traditional views by illustrating how the urban uprisings of that era created the political environment necessary for these initiatives. A case study demonstrates the crucial role of protest, including violent protest, in both the establishment and maintenance of college access programs. This research broadens the understanding of how protest influences policymaking and highlights the connection between these programs and the larger narrative of affirmative action in the U.S. Unlike conventional affirmative action approaches that focus on identifying high-achieving students of color for elite institutions, these programs adopt a community-centered perspective aimed at developing scholars within local public colleges. Additionally, the book uncovers hidden restrictions that arose in response to the college expansion efforts of the 1960s, which have significantly impacted students of color. These restrictions, including secondary admissions processes and stricter credentialing requirements, remain largely unexamined and serve as barriers to achieving the promise of higher education in addressing inequality.