Wednesday, June 26, 2013

Affirmative Action Survives to See Another Day—For Now…

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The following is a piece from James A. Beckman, author of the forthcoming 2014 title Affirmative Action: Contemporary Perspectives and Associate Professor of Legal Studies at the University of Central Florida

The dust has settled from yet another constitutional battle involving the war over affirmative action in America. The United States Supreme Court rendered the latest of a long line of decisions spanning over three decades on Monday, June 24, 2013, again placing restrictions (but not outright eliminating) the practice of affirmative action in the case of Fisher v. University of Texas at Austin. Proponents of affirmative action can take solace in the fact that the concept of affirmative action still survives—at least until the next major challenge. In ruling in Fisher, the Court declined to overturn any of its landmark cases of affirmative action—like Grutter v. Bollinger in 2003 and Regents of the University of California v. Bakke in 1978—and continued to allow universities to use race in admissions decisions so long as no other “workable race-neutral alternatives would produce the educational benefits of diversity.”

The Supreme Court in Fisher, by a 7-1 ruling, avoided the most extreme path of entirely dismantling affirmative action, and instead opting for a “middle of the road” approach, which reversed the federal Fifth Circuit Court of Appeals (which had upheld the University of Texas affirmative action admission’s plan as constitutional) as not upholding the rigorous level of judicial review needed in race classification cases as the Supreme Court has previously mandated and required to be employed by courts reviewing these cases (as the Court said in Bakke in 1978 and Grutter in 2003), and remanding the case back to the lower courts for further review. 
 
Thus, while the Court reversed the lower federal court's decision as not meeting its exacting standards under “strict scrutiny,” the majority did however again decline to strike down the general practice of affirmative action as per se unconstitutional and refused to characterize the practice as no longer being needed in society. Indeed, going into the Fishercase, proponents of affirmative action were acutely aware that it was possible that a majority on the Court could have dismantled affirmative action outright, pronounced the complete prohibition on the use of race or ethnicity in admissions decisions (or related governmental actions), and declared America’s experiment with remedial race-conscious preferences to be at an end and no longer necessary in modern society.

There was nothing overly revolutionary or radical in today’s ruling, and the Court seems to reaffirm that diversity is a compelling governmental interest and that Bakke and Grutter decisions are still good law (despite Justice Scalia and Justices Thomas’ concurring opinions to the contrary). This alone should give some comfort to supporters of affirmative action—at least in the short term. Given that the Court has basically used the Fisher ruling to reaffirm its rules set out in Grutter—and specifically that “strict scrutiny” needs to be truly meaningful scrutiny, and not (as the Court says) “strict in theory and feeble in fact,” the standard for review in future cases will certainly need to be more exacting, and states will need to show that “no workable race-neutral alternatives would produce the educational benefits of diversity.” While this is a more exacting standard of review moving forward, the Court clearly did not decide that UT’s program in using race was unconstitutional. The decision also references and upholds the standards set forth in Bakke & Grutter—so Bakke and Grutter are still good law, and diversity in higher education still can be considered a permissible compelling governmental interest. The Court signaled that race based affirmative action plans can still be considered constitutional if implemented properly (and if no workable race neutral alternatives are available). 

Thus, the ruling in Fisher was a narrow one, saving the broader battle over affirmative action (and a possible final end point) for another day. However, while holding that affirmative action survives, the Supreme Court made clear that reviewing courts have the obligation to make their own independent judgments about whether the university’s critical mass determination is a valid one. That is, strict scrutiny requires real and meaningful searching inquiries on the part of the court; not deference to the institution at issue. Further, as diversity increases on campus, it should be harder for institutions to consider race and use affirmative action at all. 

Thus, through the settling haze, the practice of affirmative action still stands, alive, but battered. The practice has withstood the Court’s restrictions and caveats in such cases as the Regents of the University of California v. Bakke in 1978, Adarand v. Pena in 1995, Gratz v. Bollingerin 2003, Grutter v. Bollinger in 2003, and now Fisher v. University of Texas at Austin in 2013.  It is battered, bruised and wobbling—like a punch happy pugilist who is recoiling from one too many uppercuts to the jaw; but yet, still it stands. Weaker, more tempered, but still in the fight.  While judicial concepts like “strict scrutiny” have been further defined and the level of review has been increased, proponents of affirmative action can take solace in the fact that the concept of affirmative action still survives—at least until the next major challenge.

One final note: The next major challenge may not be too far off in the distance. The Supreme Court has already granted review of the next affirmative action case in Schuette v. Coalition to Defend Affirmative Action by Any Means Necessary. The case will be argued at the Supreme Court in the Fall 2013 term. This case deals with the propriety and fate of state law bans on the practice of affirmative action. This case deals with the constitutionality of Michigan Proposal 2, which amended the Michiganstate constitution to prohibit (as a matter of state law) public institutions within the state from utilizing racial-preference in admissions, employment, and contracting. In the petition to the Supreme Court requesting review, Michigan Attorney General Bill Schuette stressed that he was not asking the Court to constitutionally dismantle affirmative action itself (as was a possibility leading up to the Fisher ruling), but rather whether state governments can decide to do so on their own. Thus, according to Michigan Attorney General Schuette, “this case presents the different issue whether a state has the right to accept this Court’s invitation in Grutter to bring an end to all race-based preferences.” This “invitation” is clearly a reference to Justice O’Connor’s language in Grutter that affirmative action should not be a permanent program and should have a logical end point, and that end point should be within the next quarter century from the Grutter decision (i.e., by 2028). The stage is already set for this next battle over affirmative action. Stay tuned in the Fall.  

. . .

James A. Beckman (J.D., Ohio State,  LL.M. Georgetown University) is Associate Professor of Legal Studies at the University of Central Florida, where he also serves as the inaugural chair of the Department of Legal Studies. He is the author of Comparative Legal Approaches to Homeland Security and Anti-terrorism (2007) and Affirmative Action Now: A Guide for Students, Families, and Counselors (2006); he is also the General Editor of Affirmative Action: An Encyclopedia (2004). Before his entrance into academia in 2000, he served as an attorney-advisor for the Bureau of Alcohol, Tobacco & Firearms (ATF) at its headquarters in Washington, DC.  Among other awards, he was the recipient of the United States Department of Defense Meritorious Service Medal for his legal work as an active duty judge advocate from 1994–1998, and the Department of Justice Meritorious Service Award (1999) for legal work on behalf of the Department of Justice and ATF.

   



Tuesday, June 25, 2013

Spying in America

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The following is a piece from Ronald A. Marks, author of Spying in America in the Post 9/11 World: Domestic Threat and the Need for Change:

Since 9/11, the United States has engaged in an unprecedented amount of spying within the American homeland. An enemy who recognizes no borders, recruits individuals and small groups, and is ruthless in its desire to kill civilians has prompted the effort. We have engaged our spy community, our military, and our law enforcement community to stop these attacks. The record is now up for review.

In the 12 years since the attack on the World Trade Center towers and the Pentagon, we have spent nearly half a trillion dollars on homeland security alone. The Federal government has established deep information and law enforcement relationships with the 17,600 state, local and tribal law authorities. It has reached out in unprecedented ways to the business and public for information. It has intruded into our personal lives every time we travel, every time we remove our shoes in an airport or get wanded entering a public building.

Authorities say some 50 terrorist plots have been stopped. But, the Boston Bombings this year made Americans uneasy over the effectiveness of what is being done to stop terrorism. The exposure of the super-secret, extensive, and legally approved effort by the National Security Agency (NSA) to take in and mine unprecedented volumes of information from innumerable private and public sources has stunned the country and forced the questions: are we doing too much and how much should we, the public, need to know about it?

Contained in the DNA of America’s citizens is their concern over big government. We neither like nor trust it. The U.S. Constitution, the very essence of our political identity, splits the power between three separate, co-equal branches of Federal government.  Additionally, it allows for state’s rights and specifically lays out individual freedom in the Bill of Rights. 

So the time has come to debate our actions publicly– whither America in its war on terror within America.  The challenge the U.S. Government will have making its case lie in the secret methods it has used to build up our defenses. Government officials argue for not tipping our hand to the terrorists—the traditional argument of sources and methods. And, unlike other times in our history such as the anti-communist hunts of the 1950s and 1960s, our government has gone through extraordinary measures to make sure its actions were legal and reviewed. 

In the past few weeks, prompted by an unlikely so-called whistleblower from NSA, the average American has been exposed to the issue of FISA courts, and the Patriot Act, and Presidential Executive Orders designed to check and double check surveillance programs.  The problem lies not in the court of law, but in the court of public opinion.

Americans are a tolerant people if things are explained to them; if they are vetted into the process and reasoning behind our Government protection. That public “light” has been not been shined.  The public “security” boards set up under law years ago to provide this insight and outside government protection are only now being filled and put into action. 


It is up to the U.S. Government to make its case for spying in America to its citizens. It is up to its citizens to determine how much they want or are willing to tolerate. That is what America’s Constitution calls for and what should be done.



Ronald A. Marks is senior fellow at George Washington University's Homeland Security Policy Institute, Washington, DC, and a former CIA senior official. Marks has written about intelligence and homeland security issues for the last ten years.


Monday, June 10, 2013

ABC-CLIO Solutions Helps Nevada Student with National History Day Contest

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Each year more than half a million children across the country participate in the National History Day Contest. Students are challenged to choose a historical topic related to the annual theme, and then conduct primary and secondary research. They are then asked to present this research in a creative way via performance, exhibit, documentary or website.

This year student Bennett Wallace's creative website on Valley Forge has been selected from his state to compete at the national level. Bennett used ABC-CLIO Solutions as his primary source of information in creating his website. We took a moment to ask Bennett about this project and how ABC-CLIO Solutions helped him create his winning website.


Screen shot of Bennett's webpage. Visit it here: http://94560837.nhd.weebly.com/index.html


ABC-CLIO (AC): Why did you choose this topic?


Bennett Wallace (BW): I chose Valley Forge as a topic because I had visited the Valley Forge National Park when I was 11 and learned so many interesting things there about how Valley Forge was a turning point in the war. I felt like it would fit the topic perfectly. 

AC: How did ABC-CLIO resources help your research for this project? 

BW: ABC-CLIO resources helped me so much on this project because it was quick and easy to find reliable sources from their database and they even have the MLA citation at the bottom of each source. ABC-CLIO made it easy to cite sources for my annotated bibliography. 


AC:What challenges did you face during the course of this project? How did you overcome these challenges?

BW: The challenges I had during this project were trying to keep under the word limit. There is quite a lot of information on Valley Forge and I wish I could have added more.  Another problem I faced was making the annotated bibliography. I used so many sources that it was hard to cite them all. I overcame these problems by getting rid of some pages on my website and also by using sites like EasyBib and ABC-CLIO that made making my bibliography easier. 

AC: What surprised you the most about your subject during the course of your research?

BW: The thing that surprised me most about my subject is that Valley Forge was a turning point not only in the Revolutionary War but also in George Washington's life and really our country's history.  Also, what surprised me were the conditions at Valley Forge and how harsh the winter was.  


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We also asked Bennet's teacher, Lindsey Clewell, for her perspective on the ABC-CLIO and the project:

AC: What made you decide to have your students participate in the contest? 

Lindsey Clewell (LC): I heard about National History Day from the coordinator of Social Studies for Washoe County, Sue Davis.  I thought that this sounded like an amazing opportunity for students to learn lifelong skills while researching something they are interested in.

AC: What did you find most useful about ABC-CLIO Solutions for your students while working on this project? 

LC: ABC-CLIO offers students reliable information.  In today’s world students have the tedious task of sorting through information to find out what is correct and reliable. ABC-CLIO offers a resource that students can go to and know that the information they are reading about is accurate. 

AC: What challenges did you face during the course of this project? How did you overcome these challenges? 

LC: I feel the biggest challenge of this project was teaching the students what is a reliable resource and what is not. They are used to going to Google and typing in a search term and believing everything they read is reliable. To get them digging a bit deeper into the resource and asking the questions, “Where did this source come from?” and “How do I know if this is reliable?”, was a task that is important and something that we spend a lot of time on. I also made sure to give my students websites that are reliable and offer many primary and secondary resources. This is a skill that my students will need to know throughout their lives and is one that is worth spending extra time to teach. 

AC: How does ABC-CLIO Solutions compare to other research tools you've used in the classroom?  

LC: ABC-CLIO is easy to navigate for students and this is why my students tended to gravitate to the source.  Their generation is used to getting answers fast and ABC-CLIO offered great answers in a timely manner.  My students found multiple resources relating to their topic in one place and they really enjoyed this online resource as a primary source that they used. 

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We asked Christine Hull, Director of Social Studies and Content Literacy Programs at the Nevada Department of Education, to give her feedback on how ABC-CLIO Solutions plays a role at the state level:

AC: What made you decide to have NV schools participate in the contest?

Christine Hull (CH): When I took the position I am in currently I inherited the role of History Day Coordinator for the State of Nevada. I encourage schools to participate in this contest because the process to prepare their projects aligns with Common Core as well as gives the teachers an authentic learning and assessment opportunity in their classrooms. I really believe the process is the most important part of the entire contest. The Director of National History Day, Cathy Gorn always says, History Day is every day! I truly believe that and the skills that students learn through this process truly are preparing them for their next step in education.

AC: What challenges did you face during the course of this project? How did you overcome these challenges?

CH: Our state is so diverse in geography and population. We are unable to have one state contest like every other state so the first time our entire delegation meets is in Maryland. We also run into problems reaching our districts in the eastern part of the state and something that I would really like to focus on in the future.

AC: How has ABC-CLIO Solutions helped you accomplish your overall goals for the social studies programs in NV schools?

CH: Having the ABC-CLIO Solutions available to every K-12 student in the entire state makes it so great for me to encourage teachers to use this as their starting point for research. Knowing that they can all access the same articles and resources I know that if I show an example during a webinar or face to face training that everyone has access to a trusted source of information.

AC: How has ABC-CLIO Solutions helped NV teachers to implement the Common Core State Standards?

CH: Our teachers are loving the ability to search by not only content standards but also by CCSS. Using the primary sources and articles available in ABC-CLIO Solutions gives our teachers the ability to have an updated textbook of sorts that is aligned to the types of literacy activities they are implementing in their classrooms. 


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ABC-CLIO's American History online solution




Monday, May 20, 2013

Prophylactic Mastectomy: Angelina Jolie Opens a Door on a World of Challenging Decisions

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Angelina Jolie’s brave announcement in the New York Times last week that she has undergone a prophylactic mastectomy and reconstruction because of her high hereditary risk of breast and ovarian cancer has resonated loudly with other women who come from families with high cancer rates. Being a carrier of a deleterious mutation in a BRCA1 or BRCA2 gene means that a woman faces a 56-87% risk of developing breast cancer and a 20-60% risk of developing ovarian cancer, both rates far above those faced by women in the general population. Many of the breast cancers occur at unusually early ages, so breast screening in women at high risk is recommended to begin at age 25 and women in screening programs are also advised to consider prophylactic mastectomy and prophylactic oophorectomy when they complete their childbearing.

 As the Cancer Genetics and Prevention Clinic Director of Psychology Research and Clinical Services and the author of Prophylactic Mastectomy: Insights from Women who Chose to Reduce Their Risk (Praeger, 2012), I have heard many women’s stories about how they came to the same decision Angelina made and how they have coped with the physical and psychological challenges which surgery created. The vast majority of women feel as Angelina said she did, grateful for the chance to avoid cancer and to be able to reassure her children that they would not lose her to that disease. Having lost a parent to cancer at a young age and having small children are two of the most common motivations for women to choose prophylactic mastectomy. What Angelina could not cover in her letter were the many dilemmas, challenges, decisions, problems and adaptations which a woman opting for prophylactic mastectomy faces along the way to her successful surgery and recovery. The 21 women I interviewed for the book talked openly about difficulties finding sympathetic doctors, countering well-meaning relatives who opposed the surgery, confronting innermost feelings about their breasts, figuring out how to explain this surgery to small children (one woman told her young children her surgery was like when their stuffed animals needed new stuffing!), and adjusting to a changed sexual experience and body image. The road to “saving my own life” or “feeling safe within my body” is often a bumpy one, leading to a good place, but sometimes requiring support from family, friends, and professionals along the way. Hats off to Angelina, for pointing the GPS down that road! She has made it much easier for other women to follow.





Andrea Farkas Patenaude, PhD, Director of Psychology Research and Clinical Services, Dana-Farber Cancer Institute, Author, Prophylactic Mastectomy: Insights from Women Who Chose to Reduce Their Risk (Praeger, 2012) 

Tuesday, May 7, 2013

Video Discussion with the Authors of African Americans on Television: Racing for Ratings

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David J. Leonard, PhD, is associate professor and chair in the Department of Critical Culture, Gender, and Race Studies at Washington State University. Leonard has written Screens Fade to Black: Contemporary African American Cinema.

Lisa A. Guerrero, PhD, is associate professor in the Department of Critical Culture, Gender, and Race Studies at Washington State University. Guerrero is the editor of Teaching Race in the 21st Century: College Teachers Talk about Their Fears, Risks, and Rewards.

Monday, May 6, 2013

Interview with Bruce E. Johansen, Author of Encyclopedia of the American Indian Movement

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What prompted you to write The Encyclopedia of the American Indian Movement? What "message" do you want to communicate?

Kim Kennedy White, the acquisitions editor for race and ethnicity, asked me to write an encyclopedia about the American Indian movement. Her idea excited me because I have known some of the principal people over many years.  I decided to include both AIM, as well as many allied groups that also fought for Native American rights beginning in the 1950s. People from many of these groups often made common cause.

For example, I was a member of Leonard Peltier’s first defense committee during the late 1970s, in Seattle. I also was the first to write about his case in a national venue (The Nation, September, 1977). My first book (Wasi’chu: The Continuing Indian Wars, 1979) described events during the “reign of terror” at Pine Ridge from 1973 to 1976.  I had witnessed some of the fishing-rights activities in Puget Sound as a reporter at the Seattle Times, and knew many of the participants. Kim’s invitation made me revisit all of this in a new way, as history.

What I want to communicate is the story of people deciding to demand justice and enforcement of treaty rights, and to do it in an historical context that enables everyone to understand a time that has influenced subsequent events.

What was the highlight of your research? In the course of your research, what discovery surprised you the most? What surprises readers/others the most about your research?

The highlight was learning more, as an historian, about people and events I had known or experienced, and reading other authors’ work on the same subjects. I have written, for example, about sterilization of American Indian women, and the effects of uranium on Navajo miners – both of which became objects of protests that brought them to a halt. My favorite part of writing is discovery of new information, followed by weaving of text. The book includes many personal stories that should make it more readable.

How did your research change your outlook on the American Indian Movement?

The research enriched my outlook more than changing it.

How have people reacted to your book and/or the ideas you set forth? Is it what you hoped for, or is there more work to be done?

Just about everyone I have told about this book wants to read it cover-to-cover, which is very unusual for an encyclopedia.

What's next for you?

I am writing and editing the Encyclopedia of American Indian Culture: From Canoes to Pow-wows with Kim. Also, I am writing two books in the Puget Sound area, one on the revival of the Muckleshoot Indian Tribe, another on an amazing multi-ethnic organization, El Centro de la Raza that people re-built with their own hands in an abandoned school in Seattle. Both of these books are specific applications of the kind of self-determination that developed during the time that AIM was active.  El Centro and the Muckleshoots have been allied since the fishing “wars” of the 1960s and 1970s; the Seattle area is very multi-ethnic, and many people have been given to developing Martin Luther King, Jr.’s ideas of a “beloved community” that crosses ethnic lines. Both books thus are relevant to the United States as a whole because  we are becoming more ethnically diverse every day. El Centrowas founded mainly by Latinos led by people who want to appreciate their own culture as well as everyone else’s. I’m Norwegian-American, and their historian.



Bruce E. Johansen is Jacob J. Isaacson University Research Professor In Communication and Native American Studies University of Nebraska at Omaha, having worked there since 1982, meanwhile producing 37 books, mainly in Native American studies and on environmental subjects. These include The Encyclopedia of Global Warming Science and Technology (2 vols., 2009), Global Warming in the 21st century (3 vols., 2006), and as co-editor (with Barry M. Pritzker) of the 4-volume Encyclopedia of Native American History.

Thursday, May 2, 2013

Colonial Williamsburg’s Gift to the Nation Electronic Field Trip “Founders or Traitors”

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Colonial Williamsburg’s Gift to the Nationprovides teachers with unique resources to engage students in the study of citizenship and the values that shaped our nation. The Electronic Field Trip “Founders or Traitors” explores the later part of 1776, which were “the times that try men’s souls.” Join Benjamin Franklin, John Adams, and Edward Rutledge as they meet with British admiral Lord Howe, hoping to end the American rebellion peacefully. Meet the signers of the Declaration of Independence and discover the risks they took.

·         Available online 24/7 from May 1, 2013 to May 1, 2014
·         On-demand video streaming over the Web
·         Email John Adams
·         Interactive online games
·         Downloadable resources, such as the teacher guide and program script (PDF)
·         Comprehensive lesson plans


We hope you’ll take advantage of this opportunity to bring this exciting, relevant program into your school or home!