This collection contains materials related to both the opinion held by the Supreme Court and the debate within the UC over
the legitimacy of it’s complaint. There was no definitive consensus among scholars as to the strength of weaknesses of the
University’s case ye the arguments presented during the amicus filings covered a wide spectrum of concepts. Despite the controversial
nature of these issues and the continuing legal debate of affirmative action programs in the United States, most, if not all,
of the fundamental legal arguments for and agains affirmative action were explored in Bakke vs. UC decisions. The collection
is contained in a single box collected from materials obtained through the collection Colleción Tloque Nahuaque.The collection
is arranged in a single series.
Series I: Bakke vs. UC Regents. The series contains numerous correspondences between UC scholars and representatives, lawyers from the Mexican American
Legal Defence and Education Fund, (MALDEF) and organizations within the UC, all voicing their opinions on the case including
a series of mail grams imploring the UC not to appeal the case based on the weakness of its merits.
After several unsuccessful applications to the University of California’s medical school at Davis, Allan Bakke applied to
the school in 1974 receiving a 549 out of 600 on his application. Under a special program, UC Davis held 16 of its 100 available
places in each class through a process administered by what was called The Special Task Force for Miority and Disadvantaged
Students. According to Allan Baake students competed amongst themselves and were not held to the same grade point averages.
Shortly thereafter, Bakke filed suit, challenging that the University's admissions policy was unconstitutional on the grounds
that the school's consideration of race denied him his right to equal protection of the law. Bakke was able to show that his
grades and test scores were higher than those admitted through the special admissions program, though nearly fifty other white
candidates who had been denied had superior numerical indicators. Reinforcing, yet complicating Bakke’s case, a few white
students with scores lower than Bakke's had been admitted to the class.
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