| This research investigates Harvard University's undergraduate division and how over approximately thirty years, the composition of the student body changed from less than one percent minority to over thirty percent students of Asian-American, Mexican-American, Native American and Puerto Rican heritage. Specifically, it asks three questions: (1) What philosophy guided admissions practice and how did that philosophy and practice develop and change over this time period? (2) What events, issues and trends, both internal and external affected this philosophy and practice? (3) What were the reactions to and results of this philosophy and practice and philosophy in terms of enrollment and campus life?;Much has been written about minority recruitment, admissions and enrollment. A number of scholars have studied the trends and policy issues in minority enrollment, recruitment and retention. There is also a body of literature considering the impact of increased minority enrollment on institutions and campus life. Other work considers the efficacy of specific approaches to minority recruitment and retention. Little effort has been made, however, to chronicle the history of individual institutions and their work and struggles to increase the diversity of their student bodies.;Using primary sources housed at Harvard University, published accounts of admissions statistics, recruitment initiatives and discussion of admissions philosophy and practice as well as interviews with University administrators, faculty and alumni, this research chronicles efforts to increase the diversity of the undergraduate student at the University.;This analytic paper is divided into five chapters proceeding chronologically from Harvard's early days through 1990. Chapter One provides a broad overview of Harvard admissions from its earliest days. It also reviews the practices and philosophy of the Bender and Glimp tenures as Deans of Admissions. Chapter Two explores the increase in minority enrollment during the Peterson administration. Chapter Three considers the work of the Jewett administration to stabilize and institutionalize minority admissions and Chapter Four considers the Fitzsimmons administration through 1990. The primary focus of this chapter is the Office for Civil Rights review. The final chapter provides a discussion of my findings in the context of Arthur Levine's work on academic change. |
