Fisher v. University of Texas (on behalf of the Civil Rights Clinic)

13defining diversity.” (opinion <strong>of</strong> Kennedy, J., concurring)).The Court in Grutter explained: “numerous studiesshow that student body diversity promotes learningoutcomes and better prepares students for anincreasingly diverse workforce and society, and betterprepares them as pr<strong>of</strong>essionals.” 539 U.S. at 333.Likewise, Justice Powell in Bakke approvingly citedPrinceton <strong>University</strong>’s president as to the benefits <strong>of</strong>a “robust exchange <strong>of</strong> ideas” in a diverse environment.438 U.S. at 312 n. 48. Contrary to the amicusbrief <strong>of</strong> “Former Federal Civil Rights Officials”, theexpression <strong>of</strong> diverse views does not result from thestereotyping by pr<strong>of</strong>essors <strong>of</strong> students, but rather, theself-initiated expression and interaction <strong>of</strong> students.Nor can it be satisfied by asking students to surf theinternet, as they suggest. Rather:[The] learning occurs informally. It occursthrough interactions among students <strong>of</strong> bothsexes; <strong>of</strong> different races, religions, and backgrounds;who come from cities and rural areas,from various states and countries; who have awide variety <strong>of</strong> interests, talents, and perspectives;and who are able, directly or indirectly, tolearn from their differences and stimulate oneanother to reexamine even their most deeplyheld assumptions about themselves and theirworld. . . . ‘People do not learn very much whenthey are surrounded only by the likes <strong>of</strong> themselves.’. . . For many . . . the unplanned, casualencounters with roommates, fellow sufferers inan organic chemistry class, student workers inthe library, teammates on a basketball squad, orother participants in class affairs or student gov-