add citations to this essay using these sources: 
VerBruggen, R. (2022). Does Affirmative Action Lead to “Mismatch”? A Review of the Evidence. Manhattan Institute.
Stanford Encyclopedia of Philosophy. (2018). Affirmative Action.
NPR. (2023, June 29). Affirmative Action Supreme Court Decision. Retrieved from https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision
Arcidiacono, P., & Lovenheim, M. (2016). Affirmative Action and the Quality–Fit Trade-off. Journal of Economic Literature, 54(1), 3–51.
Ellison, G., & Pathak, P. A. (2016). The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago’s Exam Schools. Journal of Economic Literature, 54(1), 3–51.

Essay:
In an era where the shadows of historical injustices loom large over the educational landscape, affirmative action emerges not merely as a policy but as a beacon of hope—ushering in an era of equity and representation in higher education. As a nation, we stand at a crossroad, deliberating on pathways to dismantle the systemic barriers that have long segregated talent along racial lines. In this context, affirmative action transcends its legislative framework to embody a moral imperative—an imperative that seeks to rectify the remnants of a segregated past by engraving diversity into the very fabric of our educational institutions.
This essay posits a steadfast defense of affirmative action, arguing that its implementation within higher education is not only pivotal for achieving social justice but also instrumental in fostering a rich, multifaceted learning environment. Through a lens that scrutinizes both the empirical evidence and the philosophical undertones of this policy, the subsequent discourse will navigate through the criticisms, notably the “mismatch” hypothesis, to underline the indispensable role of affirmative action in sculpting an inclusive educational future. In championing affirmative action, this essay endeavors to contribute to the broader narrative on social equality, encouraging a reevaluation of how we perceive merit, opportunity, and diversity in the academe.

	The foundation of affirmative action is deeply rooted in a moral philosophy that champions equity over mere equality. As elucidated by the Stanford Encyclopedia of Philosophy, affirmative action does not merely seek to level the playing field; it endeavors to acknowledge and rectify the systemic disadvantages that have historically marginalized certain groups. At its core, affirmative action is a testament to the belief that addressing long-standing racial and socioeconomic disparities necessitates proactive, tangible measures rather than passive non-discrimination. Historically, affirmative action in higher education has aimed to counteract the lingering effects of segregation and discrimination that have unfairly limited access to educational opportunities for minorities. This policy embodies a commitment to social justice, aiming to repair the breaches of equality by ensuring that those who have been sidelined by historical prejudices are given their due opportunity to thrive academically and socially. It’s a manifestation of society’s acknowledgment that true equality extends beyond granting identical opportunities to all; it involves elevating those who have been held back by systemic barriers to a position where they can compete fairly. Philosophers, educators, and social scientists argue that the diversity borne out of affirmative action policies enriches the educational experience for all students. Exposure to varied perspectives fosters critical thinking, empathy, and a greater understanding of the complex world beyond the classroom walls. These are indispensable qualities in a globalized society, where the ability to navigate cultural differences and understand diverse viewpoints is invaluable. Moreover, the moral imperative of affirmative action transcends educational benefits, touching upon the broader ethical responsibility of rectifying historical wrongs. By actively working towards a more inclusive and representative academic community, higher education institutions play a crucial role in shaping a society that values and celebrates diversity as a source of strength and innovation.  In essence, affirmative action stands as a moral and ethical compass guiding the journey towards a more equitable and just society. It reaffirms the belief in higher education as a transformative force capable of not just reflecting societal values but actively shaping them towards inclusivity and fairness. Through the philosophical lens of affirmative action, we are challenged to envision an educational landscape that truly mirrors the diversity of the world it seeks to serve.
	The contentious debate surrounding affirmative action often pivots on empirical evidence—a realm where diversified studies bring to light the multifaceted impacts of this policy on higher education. Scholars like Arcidiacono and Lovenheim venture into this empirical landscape, shedding light on the nuanced outcomes of affirmative action, countering the oversimplified narrative of the “mismatch” hypothesis with a body of evidence underscoring the policy’s deep-seated benefits. Empirical studies reveal that affirmative action not only enhances the diversity of student bodies but also significantly enriches the learning environment for all students. Data illustrates that students from diverse backgrounds bring a plethora of perspectives that stimulate intellectual debate and foster a deeper understanding of complex societal issues. This diversity is instrumental in preparing students for a workforce where cultural competence and the ability to navigate multicultural settings are invaluable.
Additionally, the argument that affirmative action beneficiaries are academically mismatched and thus at a disadvantage has been met with empirical scrutiny. Research studying graduation rates and academic success stories among affirmative action beneficiaries reveals that, with adequate support systems in place, students admitted through affirmative action thrive and excel. For instance, universities implementing comprehensive mentorship and support programs for these students report notable successes in academic achievements and retention rates, underscoring the potential to mitigate any existing preparation gaps.
Another critical dimension of the empirical evidence is the long-term impact of affirmative action on career outcomes and social mobility. Studies tracking the professional trajectories of affirmative action beneficiaries demonstrate that these individuals make significant strides in their respective fields, attributing their success to the opportunities and environments facilitated by affirmative action policies. This evidence not only refutes the “mismatch” hypothesis but also highlights the policy’s role in breaking cycles of poverty and fostering generational advancements in education and employment. Furthermore, empirical insights into the repercussions of repealing affirmative action, observed through the lens of states that have banned the policy, provide a cautionary tale. The aftermath in these states typically manifests as a decrease in campus diversity and a dilution of the rich learning environment previously cultivated. Such outcomes not only impoverish the educational experience for all students but also signal a regressive step away from the ideals of equity and representation in academia. In summation, the empirical evidence advocating for affirmative action paints a compelling picture of its indispensability in creating an academically vibrant, socially just, and equitable higher education landscape. It reinforces the notion that affirmative action is not merely a policy of access but a cornerstone of an inclusive educational philosophy that celebrates diversity as an integral component of excellence.
	Among the vocal criticisms of affirmative action is the “mismatch” theory, positing that the policy places students in educational settings that exceed their academic preparedness, potentially hampering their success. This theory suggests that while affirmative action aims to equalize opportunities, it may inadvertently set students up for challenges that outweigh its intended benefits. This critique has fueled a significant portion of the debate surrounding affirmative action policies in higher education. However, a closer examination of empirical data and scholarly inquiry presents a compelling counter-narrative. Researchers who have delved into the nuances of educational outcomes for students admitted through affirmative action policies find evidence that challenges the foundational claims of the mismatch theory. Studies reveal that when comprehensive support structures are in place, students admitted via affirmative action demonstrate remarkable resilience and success, effectively debunking the notion that these students are uniformly at a disadvantage. For instance, affirmative action beneficiaries often receive targeted academic support, mentoring, and access to resources that bolster their educational journey. Institutions that have adopted holistic support systems report not only high retention rates among these students but also significant academic achievements, suggesting that the mismatch concern can be addressed effectively through institutional strategies focused on student success. Moreover, the dialogue on the mismatch theory often overlooks the broader, intangible benefits of campus diversity. Empirical studies underscore that diverse educational environments foster enhanced critical thinking, problem-solving skills, and empathy among all students, preparing them for a multicultural workforce and society. These outcomes suggest that the benefits of affirmative action extend beyond individual academic success to include the cultivation of a well-rounded, socially conscious student body. The argument against the mismatch theory is also founded on the principle of opportunity. By providing students from underrepresented communities access to prestigious educational institutions, affirmative action opens doors to social mobility and professional networks that have historically been closed to these groups. The long-term impacts on career advancement, earnings potential, and breaking cycles of socioeconomic disadvantage offer a potent rebuttal to the mismatch theory’s short-sighted concerns. In response to critics, advocates of affirmative action argue for a nuanced understanding of student success, one that encompasses both the challenges and triumphs of navigating higher education as a beneficiary of these policies. They call for continued research and dialogue that consider the comprehensive impacts of affirmative action, advocating for policy refinements and enhanced support mechanisms rather than a wholesale dismissal based on the mismatch hypothesis. In essence, tackling the complexities of affirmative action and the mismatch theory underscores a vital truth: the journey towards educational equity is multifaceted, requiring a commitment to both recognizing potential hurdles and celebrating the broad spectrum of opportunities that affirmative action facilitates.
	The discourse surrounding affirmative action, enriched by the philosophical ethos of social justice, empirical scrutiny, and spirited debate against the ‘mismatch’ theory, underscores a pivotal truth: affirmative action serves as a linchpin in the pursuit of educational equity. Despite the critiques, the policy embodies a profound commitment to dismantling the vestiges of historic inequalities that have shadowed the halls of higher education. It champions diversity not as a mere statistical achievement but as a cornerstone of a vibrant, inclusive learning environment that mirrors the multifaceted world beyond campus grounds.
In light of the Supreme Court’s recent rulings which challenge the traditional mechanisms of affirmative action, the need for innovative approaches that preserve the essence of this policy is undeniable. While alternatives like percent plans offer a glimpse into such innovative strategies, they fall short in capturing the comprehensive benefits affirmative action provides. The conversation, therefore, must evolve beyond seeking replacements to enhancing the framework of affirmative action itself – ensuring it aligns more closely with both the legal landscape and the moral imperatives of equity and diversity. As we navigate this redefined terrain, it becomes imperative to foster a dialogue that transcends binary oppositions – one that is grounded in a rigorous examination of empirical evidence, guided by a commitment to justice, and open to adaptive strategies that uphold the principles of inclusivity. Affirmative action, in essence, should be viewed not merely as a policy under siege but as a dynamic principle that is foundational to cultivating an equitable and just educational ecosystem.
This essay posits that affirmative action remains vitally necessary, advocating for its continuation as a mechanism to confront social injustice and promote a truly diverse academic world. Through affirmative action, higher education can continue to be a transformative force, not just reflecting societal values but actively molding them towards greater inclusivity and fairness. The journey towards educational equality, thus, mandates a steadfast commitment to affirmative action, informed by empirical insights and the immutable values of diversity and inclusion. In conclusion, affirmative action stands as a beacon of hope – a testament to society’s resolve to learn from its past and to strive for a future where every student, regardless of their racial or ethnic background, can achieve their highest potential. Let us then move forward with a renewed dedication to affirmative action, recognizing its critical role in shaping an educational landscape that is as diverse, equitable, and inclusive as the society we aspire to create.