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With a rightward shift on the U.S. Supreme Court and legal challenges reshaping higher-education admissions, the outlook for affirmative action policies appears uncertain. The paper uses this moment to support robust classroom conversations that advance justice and interrogate the assumptions behind meritocracy. It equips social-justice-oriented educators with critical tools to discuss historical and contemporary narratives surrounding the debate.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-affirmative-action-in-the-classroom-locating-justice-and-interrogating-meritocracy/600000/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-affirmative-action-in-the-classroom-locating-justice-and-interrogating-meritocracy/600000.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What approach does the study use to examine local newspaper coverage?","Question",{"text":112,"@type":113},"It relies on the Narrative Policy Framework (NPF) to systematically study narrative elements and strategies used by policy actors, focusing on editorials and op-eds in local newspapers before adoption of the legislation.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},600000,1792089840,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":121,"read_time":136},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| \u003Cbr>| Teaching Affirmative Action in the Classroom: Locating Justice and Interrogating Meritocracy |\n| --- | --- |\n\nHoang Vu Tran, Florida Atlantic University  \nAbstract  \nAffirmative action in education is once again in the media and cultural spotlight. The Trump administration, along with a decidedly rightward shift on the Supreme Court, signal a bleak outlook for affirmative action policies in higher education. However, as educators, we can also use this historical moment to have robust and critical conversations in our classrooms centered on advancing justice and interrogating the polemics of meritocracy–a concept that undergirds much of the affirmative action narrative. This paper seeks to provide social justice-oriented educators with the critical tools necessary to have meaningful classroom conversations about the historical and contemporary narrative of the affirmative action debate.  \nKeywords: Meritocracy, College Access, Affirmative Action  \nIntroduction  \nAffirmative action as an admissions practice lives on after the Supreme Court ’s decision in Fisher v. University of Texas (2016) . However, the sustainability of race positive considerationsin education continues to hang in the balance against a never-ending headwind of anti-affirmative action legal assaults. While the Fisher dispute lingered for years in the court system waiting for its final verdict, two other complaints against race positive admissions were filed against Harvard and the University of North Carolina at Chapel Hill (Project on Fair, 2015) . Notwithstanding the shelf life of the Fisher decision, the outlook for affirmative action in admissions policy looks bleak. The Trump administration has played a significant role in constructing a Supreme Court and Federal Circuit Courts that looks to turn decidedly rightward, thus further emboldening anti-affirmative action crusaders to challenge affirmative action practices. Nevertheless, the vitality of the affirmative action debate in our classrooms should not singularly be tied to changing political and judicial headwinds. Critical questions educators must confront in our classroom is not just whether or not we talk about affirmative action, but how. Reflective of the research literature and public discourse on affirmative action, how we talk about affirmative action reveals itself to be as controversial as the topic itself. In the research literature, topics surveyed have ranged from the applicability of “strict scrutiny” as a legal standard to whether or not affirmative action “harms” minorities (See Anderson, 2002; Bhagwat, 2002; Taylor & Sander, 2012) . Our public discourse has similarly diverged without much clarity. For instance, opponents of affirmative action have argued Asian Americans must score hundreds of points  \nmore than other minority applicants to receive admissions (Asian American Coalition, 2016) . Additionally, white applicants have claimed reverse racism at the alleged unfair double review standards (Regents of the Univ. of California v. Bakke, 1978; Grutter v. Bollinger, 2003; Fisher v. Univ. of Texas, 2013) . The inability of the academic literature to agree on how we talk about affirmative action has surely contributed to our disjointed and often antagonistic public discourse. While similar education reforms are spreading globally, the way in which they translate into local policy practices is based on constant and active reinterpretation and modification by local political actors (Verger, 2014). Nevertheless, scholarly attention on narratives in education policy, and especially narratives about charter schools in local contexts, has been limited. This study aims to fill this gap by relying on the recently developed Narrative Policy Framework (NPF) approach, which offers guidelines to systematically study the narrative elements and strategies that policy actors use to influence policy debates (Jones & McBeth, 2010) . Focusing on editorials and op-eds in local newspapers, this st","cbCaiuH9g31xnjsI","https://ap.wps.com/l/cbCaiuH9g31xnjsI","pdf",298805,18,"English","# Introduction\n## Affirmative action after Fisher v. University of Texas\n## Classroom conversations: what and how\n## Research gap and narrative policy framework\n## Method and questions","[{\"question\":\"What approach does the study use to examine local newspaper coverage?\",\"answer\":\"It relies on the Narrative Policy Framework (NPF) to systematically study narrative elements and strategies used by policy actors, focusing on editorials and op-eds in local newspapers before adoption of the legislation.\"}]","Teaching Affirmative Action in the Classroom - Locating Justice and Interrogating Meritocracy | PDF",45]