After all, experts are regularly consulted on matters of importance in their field, and a great deal of worth is placed on their opinions, e.g., engineers on building. More liberal faculty . . . Thus, it is reasonable to conclude that the respondents were biased by their political views, and consequently, that their answers do not constitute objective evidence. Approached objectively, the data shows that the number of respondents who disagreed that diversity was beneficial in the classroom was equal to, and in some instances greater than, the number of respondents who agreed. The raw data consists of answers to various multiple-choice questions on diversity and higher education.
All questions offer answers on a scale of one to five, one being the lowest and five the highest.
Consequently, the total number of unfavorable responses was comparable to, if not greater than, that of the favorable responses. However, a comparison of the numbers reveals the opposite to be true. However, the inconsistency of the responses suggests that the respondents understood them to be asking different questions. The evidence and rationale presented by Maruyama and Moreno fall short of the stated objective to demonstrate the intrinsic academic worth of racial and ethnic diversity. If anything, the study confirms a willingness on the part of politically motivated researchers to misrepresent the facts and draw unwarranted conclusions.