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Ever since the Bakke v. University of California decision of 1978, university administrators, activists, students, and faculty have remained tenaciously committed to attaining proportional diversity on campus, mostly on the basis of dubious rationales. Justice Lewis Powell asserted—in Bakke—that achieving diversity was a compelling reason to justify “a properly devised admissions program involving the competitive consideration of race and ethnic origins.” He believed “educational pluralism” would promote a robust exchange of ideas in classrooms and across campuses.1What began as affirmative action outreach in the 1960s hardened into demands for equality of outcomes. By the 1990s, diversity became synonymous with racial preferences, and referred to a growing list of groups that administrative elites identified as victims deserving special treatment. In their disdain for the concept of merit, diversity advocates produce illiberal justifications for their policies that...