Can We Make Intercollegiate Debate More Diverse?

Abstract

In his presidential address to the Speech Communication Association (SCA) in 1993 David Zarefsky, scholar and former debater, announced that the public sphere must be revitalized by welcoming a more diverse population. He stated, day is past when race, gender, class, religion, or any other demographic variable can be allowed to deny anyone the chance to be involved in meaningful public (1994, p. 312). Academic debate is heralded as an educational activity that prepares our students for future careers, leadership positions and participation in the public sphere. When we glance at the faces of the students who participate in this important activity, it is obvious that women and minorities are missing the chance to learn public discourse in intercollegiate debate. Demographic studies indicate that those who participate in debate do not represent the number of women and minorities who attend colleges and universities. As intercollegiate debate rapidly approaches the 21st century, more educators are concerned in knowing how far we have come in making our debate community more diverse and representative. What can be done in the future? The purpose of this paper is to share the demographics that pertain to women and minorities at five national CEDA (Cross Examination Association) tournaments from 1991-1995, examine barriers that prevent diversity and representativeness, describe actions taken, and propose solutions for the future. LITERATURE REVIEW 1980s Previous research indicates that women and minorities in the 1980s were significantly underrepresented. Participation of women in policy debate at the National Debate Tournament (NDT) ranged from 14.52% in 1983 to 19.36% in 1981 (Logue, 1993, p. 2). Friedley & Manchester (1985, p. 4) found that the 1984 NDT included 85% male participants and 15% female participants. There are no known records of minority participation at the NDT in the 1980s. Medcalf (1984, p. 2) reported that only 28.5% of the debaters at CEDA (Cross Examination Debate Association) regional tournaments were women; Logue (1986, p. 2) reported that women debaters at regional tournaments made up only 34.6% and 35.4% of the competitors; only 26% of debaters at the national CEDA tournament were women. Only one study could be found that looked at the participation of minorities in CEDA debate in the 1980s. Logue (1987, p. 3) found 6.5% of competitors at East Coast CEDA tournaments were African-American students. The 6.5% did not indicate a vast difference from the 10% African-American university and college student population, but there was still a discrepancy in the participation of African-American students in academic debate. In summary the 1980 studies in NDT and CEDA indicate that academic debate did not reflect the representation of women (53% women and 47% men) or minorities at universities and colleges in the United States (Touchton & Davis, 1991, p. 12). 1990s: The 1992 Report on the 46th National Debate Tournament and the 1993 Report on the 47th National Debate Tournament indicate that participation of women was 16% and 19% respectively, (Logue, 1993, p. 2), only a small increase from the 1980s numbers and still far from representing the 55% of women in undergraduate education. Logue also reports in her 1993 (p. 3) study that the ADA (American Debate Association) has few women participants but their numbers are better than NDT. The ADA numbers are similar to CEDA in the 1980s, listing 22% women in varsity, 27% in junior varsity, and 50% in novice. Study of minority participation in academic debate has received little attention. Research that has been conducted suggests similar findings to Logue's study in 1987. Loge (1991, p. 80) found that out of a total of 692 debaters from 64 schools surveyed, 5.78% were African-American students. Logue (1993, pp. 3-4) found that out of 138 debaters at an ADA tournament at Kings College in 1993 there was only one African-American (. …