由多元到平等:美国高等教育“AA”方案的合宪性理论反思  

Access to Equality through Diversity:Rethinking on Justification for "AA" Plan in Higher Education of U.S.

作　　者：张颖 

机构地区：[1]广州大学公法研究中心

出　　处：《法学评论》2018年第4期178-185,共8页Law Review

基　　金：广东省哲学社科"十二五"规划2015年度学科共建项目"地方社会治理绩效中的权力配置研究"(项目编号:GD15XFX08)的阶段性成果

摘　　要：美国最高法院在"费舍案"的第二次判决中,再次确认德州大学AA方案合宪,它所采用的审查标准,其基础源自"巴基案"所确立的多元性价值理论,即通过构建多元教育环境,推动个体之间深化交流、增进认同,最终提升实质平等。根据这一理论,在不同群体间实施权利差异化配置,是对整个受教育群体均有益的手段,并且在理论上对倾斜配置权利的原则构成"补正",以避免反向歧视。在我国新时代背景下,这一政策逻辑对于更新高等教育领域内针对少数民族和特殊地区考生的倾斜保护政策,具有重要的借鉴意义。Second verdict of Fisher v.University of Texas confirmed,again,that the application plan in dispute was recognized as lawful,adopting Affirmative Action fits the strict scrutiny criterions,which were firstly set in Regents of the University of California v.Bakke.Underlying strict scrutiny,Affirmative Action could be justified by diversity theory,it contends diversity would help to build an educational circumstance,where would encourage individuals,from diverse groups,including ethics and racial,to communicate and enhance identification for each one as individual,in the end,substantial equal shall be improved in such path,by communication and understanding against prejudice and discrimination.Various distributions of rights in various groups,in this theory,would benefit the whole student group,and it justifies the preferential treatment,instead of reverse discrimination.Theoretical logic of diversity path to equality,preferential treatment enrolls individuals contributing to diversity of student body and benefits them as a whole,it offers substantial and significant help for China to renew preferential treatment in higher education area.

关 键 词：多元性 倾斜保护 反向歧视 个人化 

分 类 号：D971.2[政治法律—法学] DD911