and must have an acceptably diverse workforce. BACKGROUND To understand the role and/or goals of affirmative actions programs we should define what the broad definition of what affirmative action is and what caused its development. The phase "affirmative a

mpare these results to better understand the effectiveness of public schools. Their results suggest a large imbalance in the educational quality received by whites and other races. The most noticeable imbalance in the three fundamentals of learning was the most important, reading. When students cannot read well, they usually cannot succeed in other subject areas. With the background of affirmative action and its programs established we should evaluate some of the problems with affirmative action and if affirmative action programs work. Opponents against affirmative action programs often believe that the system currently in place is a misuse of the original intent of affirmative action. The programs as they apply now are detrimental to the operation of the job market, to white males, and to the groups it is supposed to benefit. They further contend affirmative action causes reverse discrimination. It is not good practice for Opponents "pro" affirmative action to use it as a way!

the history of discrimination in the United States, certain groups are viewed as disadvantage in the current marketplace. Thus affirmative action laws impose temporary requirements to correct underutilization of these groups (e.g., goals and timetables for increasing the number of minorities and women in a facility)" (Gutman, 1993, p.9). Prior to these laws and the Title VII law, the U.S workforce was primarily dominated by white males. Although, still somewhat white male dominated, quotas that were designed through affirmative action programs have helped achieve some representation of women and minorities in the current work force. Some remedies brought about through affirmative action programs include goal setting, quotas, and timetables. GOALS AND QUOTAS The term goal "refers to specific outcomes which, when achieved, will result in equal employment opportunity and equitable representation" (Hall & Albrecht, 1979, p.47-78). Goals and hiring quotas vary somewhat in their fu!

in areas that are heavily populated by women and minorities similar to that of recruiting programs. Through outreach programs like the ones mentioned above, goals can be attained to achieve equity and representation without forgoing higher educated and skilled applicants. PROGRAM JUSTICATION These programs can be justified because discrimination is still apparent in the United States today. A 1990 study by the University of Chicago's National Opinion Research Center found that the majority of white Americans still believe blacks to be inferior. For example, 53% of non-black respondents said they thought blacks were less intelligent than whites, 62% said they thought blacks were less patriotic, 62% said they thought blacks were lazier, and 78% said they thought blacks "preferred to live off welfare." The National Assessment of Educational Progress, a series of national standardize tests, evaluates students on their proficiency in reading, writing and science. They divide and co!

e "good 'o boys networks". Found in many of the historically white male dominated professions, for example, Firefighters, police, school superintendents, and college professors. Coming from a public sector background (Disabled Army War Veteran, Bureau of Prisons office administrator, Department of Veterans Affairs administrator, and to many federal internships to count) I support the seniority system in those places where affirmative action is still in place. Workplace should reflect the diversity of the community it serves, seniority is a fair system of labor management relations. Seniority gives employees for the personnel problems and private preferences of an employer. However, seniority is a widely used exception to strict merit system only if the workplace is democratic and applied with affirmative action the workplace can become more inclusive. Where affirmative action is repealed, seniority loses some of its legitimacy. I argue that only loses some of its legitimacy be!

to make up for past

Some common words found in the essay are:
Educational Progress, Hall Albrecht, Title VII, African Americans, affirmative action, Veterans Affairs, INTRODUCTION Considering, Finally Affirmative, America American, UC Berkeley, Barbara Bergmann, action programs, affirmative action programs, women minorities, opponents affirmative, opponents affirmative action, people color, title vii, preferential treatment, hall albrecht 1979, seniority system, outreach programs, public sector, white male dominated, affirmative action program,
Approximate Word count = 3008
Approximate Pages = 12 (250 words per page double spaced)