Duke University Students Are Angry. They Say Duke Study Says African Americans Tend To Pick Easy Majors

By Team BLAM

Wow, this story is interesting. African American students at Duke University are hot because of their interpretation of a study  done by Duke researchers that they feel implies that a significant number of African American students pick “easy” majors that require less study time and have less stringent grading standards.

Peter Arcidiacono, an economics professor at Duke who wrote the paper said “I view the lack of (minority) representation in the sciences to be a problem, and I include my own field of economics,” “I’d like to see programs that are successful in increasing that representation.”

Check out the below excerpt from BlackAmericaWeb  and drop us a comment with what your thoughts are on this controversial issue.  Can you see both sides?

 An unpublished study by Duke University researchers that says black students are more likely to switch to less difficult majors has upset some students, who say the research is emblematic of more entrenched racial problems.

The study, which opponents of affirmative action are using in a case they want the U.S. Supreme Court to consider, concludes black students match the GPA of whites over time partially because they switch to majors that require less study time and have less stringent grading standards. Opponents of affirmative action cite the study in a case they want the U.S. Supreme Court to consider.

About three dozen students held a silent protest Sunday outside a speech by black political strategist Donna Brazile that was part of the school’s annual Martin Luther King Jr. observance. Members of the Black Student Alliance have met with the provost to express their unhappiness with the study and other issues on the Durham, N.C., campus.

“I don’t know what needs to happen to make Duke wake up,” said Nana Asante, a senior psychology major and president of the Black Student Alliance.

The reaction from black students has surprised one of the researchers, who said he wanted to show the need to find ways to keep minorities in difficult majors such as the natural sciences, economics and engineering.

Peter Arcidiacono, an economics professor at Duke, wrote the paper in May 2011 along with a graduate student and sociology professor Ken Spenner. Both Spenner and Arcidiacono are white. The paper has been under review since June at the Journal of Public Economics.

The statistics would likely reflect trends at other schools, Arcidiacono said. The study notes that national science organizations have spent millions to increase the ranks of black science students.

“It’s not just a Duke issue. It’s a national issue,” he said.

The researchers analyzed data from surveys of more than 1,500 Duke students before college and during the first, second and fourth college years. Blacks and whites initially expressed a similar interest in tougher fields of study such as science and engineering, but 68 percent of blacks ultimately choose humanities and social science majors, compared with less than 55 percent of whites. The research found similar trends for legacy students — those whose parents are alumni.

The study’s claim that majors such as natural sciences required more study time was based on students’ responses to survey questions about how many hours they spent each week on studying and homework. The study found that those fields required 50 percent more study time than social sciences and humanities courses.

“I view the lack of (minority) representation in the sciences to be a problem, and I include my own field of economics,” Arcidiacono said. “I’d like to see programs that are successful in increasing that representation.”

Black students at Duke haven’t taken that impression from the study, which came to light when the Chronicle of Higher Education wrote about it earlier this month. Affirmative action opponents cite the study in briefs involving a challenge of the undergraduate admissions policy at the University of Texas at Austin.

“What kind of image does this present not only of the academic undertakings of black students at Duke, but also of the merit and legitimacy of our degrees?” Asante asked. “And then, of course, it’s calling into question … the legitimacy of how we even got to Duke in the first place.”