Argument against Hiring and College-Admissions Quotas - Essay Example

Argument against Hiring and College-Admissions Quotas Purpose: To provide information Audience: The government, learning s, working organizations, and the public at large Tone: argumentative, serious, persuasive, and straightforward Thesis: Argument against hiring and college-admissions Quotas Pattern of development: Exemplification Organizational approach: Emphatic order I. Effects of using quotas in hiring A. To the government i. Reduces the rate of unemployment in the government radar of the jobless ii. Ensures the minority have access to colleges deemed special iii. Encourages the inclusion of racially, sexually, religiously, and/or nationally discriminated B. To learning institutions i. Enables the racially discriminated students to enroll in certain colleges ii. Disapproves the use of college enrolment tests and requirements iii. Discriminates against able students from the majority side C. To working organizations i. Makes it possible for employees from underprivileged communities to be hired in certain companies ii. Can reduce a company’s profits by failing to hire certain talented individuals for the sake of the discriminated iii. Quotas can diminish the performance of a company due to hiring of incompetent employees from the underpinned society D. To the public i. Encourages some potential individuals to misuse the authority accorded to them by the quota stipualitons ii. It gives them a voice II. Opposition III. Conclusion I. Effects of using quotas in hiring When a particular organization, may it be an educational center or a company, is seeking to admit, promote, and/or hire a certain individual, there are specific stipulations that such an individual must encompass in order to pass the set test (Lindsay & Justiz, 2004). Of late, these organizations have resolved to apply the use of racial quotas when admitting students into a college or hiring staff in an organization. According to the available documented evidence, college admission and hiring quotas are meant to reduce or improve certain specifics within these places (Bardes, Schmidt, & Shelley, 2012). For instance, in a working environment, racial quotas aim to reduce under representation of a certain racial group of people, diminishing racial discrimination, and sometimes it acts as an evidence of racism against the marginalized groups (Bond & Smith, 2012). This paper will present an argument against airing and college-admissions quotas. Additionally, it will show that using racial quotas in admitting students in colleges and either hiring or promoting employees in an organization is intuitive and substantial. A. To the government Quotas are simply numerical requirements commonly applied when hiring an employee in a company, promoting someone within an education or working center, and/or graduating members of a specific racial cluster to another level (Gildenhuys, 2004). In some cases, it is seeable that some people discriminate against others mainly due to their racial complexity. This aspect hampers growth and interaction from many angles. For example, one may fail to enter a certain college simply because he or she comes from a certain minority group. Such an act promotes racial discrimination, which is an issue that the whole universe has been fighting for many decades (Gildenhuys, 2004). In hiring, quotas are a very significant factor to consider since they provide a basis for selecting and thereafter hiring individuals from every social, racial, and/or economic background (Mwakikagile, 2006). Agreeably, some communities color pigmentation fails to accord them certain privileges. Some colleges and organizations do not hire, admit, or promote people of a certain color such as the blacks or Indians (Lindsay & Justiz, 2004). Some cases of racial discrimination show that there are colleges where students of Indian or black decency do not get admission whereas there are some companies that cannot hire or promote such people. People from these minority groups may possess special abilities or knowledge that they can offer and make their respective organizations gain more advantages over the others (Bardes, Schmidt, & Shelley, 2012). However, since their requirements do not allow them to hire or promote people from these groups, the said minorities face difficulties in landing a job henceforth making their lives miserable. With that respect, it is arguable that application of racial quotas in college admissions and job hiring or promoting is substantial as it bridges the gap between the minority and majority in terms having access to the same job opportunities, college admissions, and job promotion (Mwakikagile, 2006). The presence of such organizations as special rights and groups makes racial quotas an issue that requires addressing by the larger community. Given that the government may determine and back these groups, failure of any organization to honor them may come with its consequences, which may include sanctions. Racial quotas are common in the United States and they became part of the Americans hiring, promoting, and admitting procedures after the government approved the Civil Rights Act in 1964 (Bond & Smith, 2012). B. To learning institutions Some students from minority groups are very bright and others when given a chance can perform marvelously (Andersen, Taylor, & Khalfani, 2007). Nevertheless, since they attend certain schools that happen to have dilapidated educational system and inadequate learning materials, they do not achieve their full potential. Research findings maintain that if these students can access schools with state of the art facilities, they can perform tremendously (Gildenhuys, 2004). Nonetheless, colleges that provide such learning opportunities have regulations, which involve passing of any set academic or admission test that are always based on construed ideas, students from minority groups fail to get admission in such schools. Thus, it is vital to note that presence of quotas does not mean that rights groups and other special rights groups as well as some government authorities seek to favor such learners (Bardes, Schmidt, & Shelley, 2012). College admission quotas are integrated as they resolve to depolarize racial discrimination and form a ground for achieving uniform academic excellence in all sides. Some times back, 1970s to be precise, labor unions made out that black people faced employment oppression, which resulted to de facto segregation mainly due to the point that there were no racial quotas in hiring (Lindsay & Justiz, 2004). As such, the US Department of Labor started enforcing quotas that aimed at achieving equality in job opportunities. After the enforcing agencies established that the existing labor procedures and tests promoted de facto segregation against employees who hailed from certain areas or group of people, they embarked on a race to introduce more counteractive rules that would see every individual get equal employment opportunities regardless of his or her racial background (Mwakikagile, 2006). C. To working organizations Such an implementation posits that quotas are crucial in maintaining and attaining a status quo in both employment centers and college admissions as they break the monotony of absorbing people of the same caliber (Andersen, Taylor, & Khalfani, 2007). As of today, a large cluster of colleges and companies have come to realize that implementing the quotas requirements is an essential aspect of reducing de facto segregation and have thus remained vigilant against racial discrimination in college admission and hiring (Gildenhuys, 2004). Presence of neutral tests in college admission and hiring promotes the aspect of equal chances of all, which is encouraging as it gives the willing applicants a feeling of inclusion. Under this spectrum, companies and colleges should even resolve to make quotas more inclusive in their daily admission, hiring, and promoting activities (Lindsay & Justiz, 2004). This is important as it helps attain a foundation where every person is able to access education of his choice and employment opportunities that befit him or her. Unlike in some special instances, quotas facilitate the enrollment of students from specific racial backgrounds get admission in certain colleges that have set requirements and tests for all students seeking admission. In this case, it is deducible that quotas are, in a way, the specifications set herein by individuals with the aim of just benefiting from their racial backgrounds (Lindsay & Justiz, 2004). Succinctly, if quotas only seek to amend a particular organization’s normal hiring, promotion, and admitting tests and requirements in the name of achieving equal places for all regardless of racial background, then suggesting that quotas are a form of seeking special status is understandable. Bear that, every employee seeking an employment opportunity in an organization as well as any student seeking admission in any certain college must pass these stipulations in order to gain access (Bardes, Schmidt, & Shelley, 2012). Therefore, using quotas to make it easy in order for certain groups of people to gain access is not only a form of segregation, but also a way of cheating into attaining individual needs. Opponents of quotas or the affirmative action point out that if an organization resolves to set in place certain tests and requirements for gouging people before joining them; it is not the work of the government or anybody for that matter to enforce special rights or accords that favor certain groups of people (Bond & Smith, 2012). Attempted efforts by the former president of the United States George W. Bush that sought to abolish affirmative action altogether were indeed exceptional and could have lifted the country at a different angle (Mwakikagile, 2006). A closer outlook into the use of quotas and preferences in selecting students and absorbing employees shows that some individuals resolve to misuse this given opportunity to secure positions within these said institutions. In a way, this is a form of favorism and it only benefits those who lack or have those specific characters (Lindsay & Justiz, 2004). Color pigmentation is a natural factor and no one has control over it. However, this should not be the case in securing jobs or college positions and following it only worsens the situation by increasing racial selection. D. To the public With that in mind, every organization including schools and companies should put in place strategic regulations, enforcement practices, rules and other aspects of programs that seek to mandate, set-aside, encourage, and/or otherwise involve the application of quotas and preferences as well as other devices in selecting persons for admission, hiring, and promotion. In a competition, nobody is a better competitor with regard to his or her race, religion, nationality, or sex (Gildenhuys, 2004). This means that every student who wishes to seek enrollment within any college must undergo the college’s set procedures and must pass in all the set tests and policies regardless of his or her race, sex, nationality, and/or religion (Mwakikagile, 2006). The presence of such tests is not a way of making it hard for some students to enroll in certain colleges but a way of helping the administration acquire their targeted level of academic qualification (Lindsay & Justiz, 2004). Thus, no government or state authority or even a special rights group for that issue should advocate for the use of quotas in order to help students from certain groups to secure positions. Having seen that quotas and preferences only encourage de facto segregation within schools and working organizations, President George W. Bush ended up attempting to abolish the so-called affirmative action altogether. He did so by maintaining that all Americans should deem any rule, regulation, and/or enforcement practice that encourages and mandates the application of preferences and quotas in hiring and admission based on sex, religion, nationality, and/or race feasible (Mwakikagile, 2006). Analysis of Bush’s attempt to abolish the use of quotas indicates that when learning institutions and working organizations apply quotas in admitting or hiring and promoting their respective personnel, some people suffer at the expense of the others. When an organization invokes quotas, it signifies that the use of grade point and high scores as well as great performance in enrolling, hiring, and promoting is overlooked (Bardes, Schmidt, & Shelley, 2012). II. Opposition Those who oppose the use of quotas argue that following the qualifications of an individual in hiring and admitting is the best ground for determining the abilities of the subject individual. Grade points, qualifications, experience, and abilities among other factors form the foundation for success in any given working or studying environment (Gildenhuys, 2004). For that, it is important to abolish the use of quotas as they only seek to secure positions for individuals with race, sex, and/or religion as the determining factor, which cannot guarantee that the subject individual will perform according to the standards set by the organization. In other words, it is vital to note that the use of quotas and preferences in hiring, promoting, and admitting students in colleges fosters the problem of reverse discrimination (Andersen, Taylor, & Khalfani, 2007). In reverse discrimination, it is the majority and the relevant or rather the qualified individuals who suffer at the expense of the minority since they tend to lose out in some significant positions. Some individuals from the majority groups have the most intuitive performance skills that every organization would wish to absorb within its functioning departments (Andersen, Taylor, & Khalfani, 2007). When it becomes lawful to employ people following the set preferences and quotas, things get hard for such companies and fail to absorb talented individuals with the relevant qualifications since they cannot accommodate the responsibility, as the law does not allow them to do so (Lindsay & Justiz, 2004). This shows that presence of quotas and preferences in hiring and promoting deters companies from absorbing and promoting the qualified personnel hence make it hard for them to attain the required performance. This is so because if companies resolve to promote people who happen to have landed their working positions following an act of a quota or a preference as opposed to qualifications and performance, the company risks losing rather gaining (Bond & Smith, 2012). Pertinently, companies and learning institutions should not follow the aspect of quotas in hiring or admitting as preferences only favors natural factors rather qualifications and other personal abilities. Quotas are simply a means used by the minority groups to assume divisive role in college admission exercise, hiring practices, and promoting programs (Mwakikagile, 2006). In simple terms, they are a form of manipulation that only campaigns for a certain cluster of people without looking into what others of the opposite group may face when enacted. Research observations show that in the US, law schools tend to allow enrollment of students from specific racial backgrounds (Bardes, Schmidt, & Shelley, 2012). This is according to a report released by the group known as the Building a Better Legal Profession in 2007 that publicized a group of top law schools that only enrolled students who hail from African-American backgrounds (Andersen, Taylor, & Khalfani, 2007). III. Conclusion The press played a major role in creating a liberal stance for those students who wanted to enroll in such law schools but were unable due to their racial background. Based on this discretion, quotas and preferences should be abolished in all learning institutions and admit students by passing all the set tests and procedures. Diversity rankings play a vital role in hiring and promoting within Indian and other Asian communities (Lindsay & Justiz, 2004). Traditionally, Indians who sat their companies within the African continent maintained or rather occupied the top management positions and only allowed Africans to work as their hand helpers in the industries. Observations by various racial analysts documented that Indians resolved to do this on racial grounds claiming that they could not perform hard tasks within the industrial manual areas but could only work as bosses (Gildenhuys, 2004). This sort of discrimination appeared to be an example of a reverse discrimination but continued to exist since they applied quotas in making up such decisions. Every authoritative body should illegalize quotas and preferences in college admission settings and within company hiring and promotions. References Andersen, M. L., Taylor, H. F., & Khalfani, A. K. (2007). Sociology: The essentials. Mason, OH: Thomson Wadsworth. Bardes, B. A., Schmidt, S. W., & Shelley, M. C. (2012). American government and politics today: The essentials, 2011-2012. Boston, MA: Wadsworth, Cengage Learning. Bond, J. R. & Smith, K. B. (2012). The promise and performance of American democracy. Boston, MA: Wadsworth Cengage Learning. Gildenhuys, J. S. H. (2004). Ethics and professionalism: The battle against public corruption. Stellenbosch: SUN Press. Lindsay, B. & Justiz, M. J. (2004). The quest for equity in higher education: Toward new paradigms in an evolving affirmative action era. Albany: State University of New York Press. Mwakikagile, G. (2006). Black conservatives in the United States. Dar es Salaam, Tanzania: New Africa Press. Read More