Valuation Of Diversity Research Articles

Economic valuation of forest conservation: insight from a current systematic literature review

Forest conservation is vital for biodiversity, climate regulation and livelihoods. However, valuing its economic benefits is challenging. This review assesses and synthesizes current methodologies and findings on the economic valuation of forest conservation, focusing on non-market benefits and diverse valuation approaches. The study was reviewed from 2018 to 2023 using Scopus, Web of Science (WoS), and EconBiz, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Analyzing 37 articles, three themes were identified: Community and Socioeconomic Aspects (15 articles), Economic Valuation Techniques (16 articles), and Policy Implications (6 articles). Contingent valuation and choice modelling were found to be predominant, especially in tropical forests of developing countries, where higher WTP values than other regions highlight their importance in supporting conservation efforts. Though challenges such as data disparities and limitations persist, recent advancements, such as the use of remote sensing and ecosystem service modelling, have improved the precision of forest conservation valuations. Standardized methodologies and better data integration are required to improve the accuracy and comparability of economic valuations, ensuring more reliable data for policy-making and resource allocation in forest conservation. This review aids researchers, policymakers, and practitioners in enhancing forest conservation strategies through robust economic valuation.

Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities.

The inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teaching in context of high diversity. This research-action aims to enhance students' status among their peers and promote equal-status participation in academic activities in such classes. The research perspective focuses on valuing diversity within classes and emphasizing students' linguistic competence through cooperative activities. The tested inclusive program places value on linguistic diversity and proposes multilingual cooperative activities that involve students' family languages and require the contributions of all students. The research was conducted over the course of a school year, involving 3rd-4th grade students. It compared the evolution students' status among peers (being chosen as a groupmate for play and work) from the beginning to the end of the school year in four classes with the inclusive program (N = 77) and four control classes without the inclusive program (N = 62). The results indicated expected changes in status: status increased in classes with the inclusive program, while it decreased in classes without the program. Moreover, the intervention specifically supported the status of vulnerable pupils. In classes with the inclusive program, students with initially low status experienced the greatest improvement, whereas in control classes, there was no correlation between initial status and changes in status. At the beginning of the school year, across all classes, students with low status participated passively, experiencing higher levels of exclusion and displaying more discrete behavior, highlighting potential initial status-problems issues. This pattern persisted in control classes without the inclusive program, where low-status students were more likely to remain passive, while initially high- status students were more likely to become leaders. In contrast, with the inclusive program, the relationship between status and participation diminished by the end of the year. These findings suggest that the inclusive program contributed to reducing status-related problems and promoting more equal-status participation.

Aprendizaje colaborativo internacional en línea como estrategia para el desarrollo de competencias transversales en la educación superior, una experiencia desde la carrera de fonoaudiología

IntroductionIt is in the interest of higher education institutions that future students develop transversal for their professional performance. Due to the complex and multifactorial structure of collaborative online international learning, the aim of the study was to find out what competencies can be developed through participation in collaborative online international learning activities and what are the characteristics of these competencies. Material and methodsQualitative study of students' perception of collaborative online international learning activities using discourse content analysis. Thirty-five students of speech therapy participated, 23 from the National University of Córdoba (Argentina) and 12 from the Catholic University of Temuco (Chile). In each of the 6 educational activities, a question was asked about the perception of the students regarding the development of transversal in the activity. Results210 responses were collected and eight categories were obtained: valuation of diversity and difference, intercultural and technical communication, intercultural professional exchange, self-confidence, training and personal development, significant learning, collaborative work and extended effect. The competencies were analyzed by associating them with the Tuning project. ConclusionCollaborative online international learning activities, due to the use of collaborative intercultural learning, would allow the development of 9 Tuning project competencies, associated with intercultural competence, collaborative work, disciplinary professional learning and self-efficacy. The results are discussed with comparable findings from other studies. The collaborative online international learning strategy, due to its low cost and high execution opportunity, would allow increasing the possibilities of internationalization experiences and the development of transversal skills relevant to current higher education.

The EJAtlas and the Making of the World Movement for Environmental Justice. A “Sociology of Absences”?

The EJAtlas is an archive of environmental conflicts. It is a collective endeavor. Both academics and activists contribute to it. It will reach 4,000 entries by 2023 allowing much new research on comparative political ecology and making visible the global countermovement for environmental justice. Growth in social metabolism (flows of energy and materials) and the abundance of environmental conflicts are seen as two sides of the same coin. Revealing the enormous circularity gap or “entropy hole” at the center of the industrial economy, the EJAtlas explores the geographies of resistance and the social protagonists of “ecological distribution conflicts” across the world. Environmental defenders display diverse valuation languages. Although the local complaints depend on local social and political cultures, there are common patterns of felt grievances and environmental activism at the frontiers of commodity extraction and waste disposal.

From the Chair

Thank you for being a subscriber of the Business Valuation Review (BVR). This long-standing publication of the American Society of Appraisers has been in existence since Spring 1982 and was previously titled Business Valuation News until 1985. It has historically been published four times a year and is a journal of diverse valuation topics that range from the traditional to the controversial to the very esoteric. Authors are typically esteemed practitioners or academics.Over the past ten years or so, we at the ASA have struggled with the idea of continuing BVR in its traditional print publication or permanently move to an online-only electronic format or continue the hybrid formula we currently utilize of print and online. A handful of years ago, to keep current with the times, we moved to strictly electronic delivery of the publication. However, member feedback led us to revert back to print while keeping our online edition.But where do we go from here? Should we maintain the publication in print? Should the format retain its academic and clinical stature? Or do we mix things up and possibly change the publication to something more commercial and general?ASA surveyed the membership for their feedback toward the end of 2022. The results of that survey have led us to put together a task force to make decisions on our publication. The task force will be charged with the following:Eventually all things in life need a tune-up or perhaps an entire transformation. Going forward, we at the ASA want what is best for our members and the readers of BVR. If you have any feedback or suggestions, please email me at erin@erin-hollis.com. I believe BVR is ASA's legacy to the business valuation industry. It's not an easy read and it's not for everyone, but it's a tradition our business valuation members are proud of.

Dropping the GRE, keeping the GRE, or GRE-optional admissions? Considering tradeoffs and fairness

In considering whether to retain the GRE in graduate school admissions, admissions committees often pursue two objectives: (a) performance in graduate school (e.g., admitting individuals who will perform better in classes and research), and (b) diversity/fairness (e.g., equal selection rates between demographic groups). Drawing upon HR research (adverse impact research), we address four issues in using the GRE. First, we review the tension created between two robust findings: (a) validity of the GRE for predicting graduate school performance (rooted in the principle of standardization and a half-century of educational and psychometric research), and (b) the achievement gap in test scores between demographic groups (rooted in several centuries of systemic racism). This empirical tension can often produce a local diversity-performance tradeoff for admissions committees. Second, we use Pareto-optimal tradeoff curves to formalize potential diversity-performance tradeoffs, guiding how much weight to assign the GRE in admissions. Whether dropping the GRE produces suboptimal admissions depends upon one’s relative valuation of diversity versus performance. Third, we review three distinct notions of test fairness—equality, test equity, and performance equity—which have differing implications for dropping the GRE. Finally, we consider test fairness under GRE-optional admissions, noting the missing data problem when GRE is an incomplete variable. Supplemental data for this article is available online at

DNA fingerprinting, fixation-index (Fst), and admixture mapping of selected Bambara groundnut (Vigna subterranea [L.] Verdc.) accessions using ISSR markers system

As a new crop in Malaysia, forty-four Bambara groundnut (Vigna subterranea L. verdc.) genotypes were sampled from eleven distinct populations of different origins to explore the genetic structure, genetic inconsistency, and fixation index. The Bambara groundnut, an African underutilized legume, has the capacity to boost food and nutrition security while simultaneously addressing environmental sustainability, food availability, and economic inequalities. A set of 32 ISSRs were screened out of 96 primers based on very sharp, clear, and reproducible bands which detected a total of 510 loci with an average of 97.64% polymorphism. The average calculated value of PIC = 0.243, RP = 5.30, H = 0.285, and MI = 0.675 representing the efficiency of primer set for genetic differentiation among the genotypes. The ISSR primers revealed the number of alleles (Na = 1.97), the effective number of alleles (Ne = 1.38), Nei's genetic diversity (h = 0.248), and a moderate level of gene flow (Nm = 2.26) across the genotypes studied. The estimated Shannon’s information index (I = 0.395) indicates a high level of genetic variation exists among the accessions. Based on Nei’s genetic dissimilarity a UPMGA phylogenetic tree was constructed and grouped the entire genotypes into 3 major clusters and 6 subclusters. PCA analysis revealed that first principal component extracted maximum variation (PC1 = 13.92%) than second principal component (PC2 = 12.59%). Bayesian model-based STRUCTURE analysis assembled the genotypes into 3 (best ΔK = 3) genetic groups. The fixation-index (Fst) analysis narrated a very great genetic diversity (Fst = 0.19 to 0.40) exists within the accessions of these 3 clusters. This investigation specifies the effectiveness of the ISSR primers system for the molecular portrayal of V. subterranea genotypes that could be used for genetic diversity valuation, detection, and tagging of potential genotypes with quick, precise, and authentic measures for this crop improvement through effective breeding schemes.

Predicting Support for Affirmative Action in Educational Admissions

The present study examines predictors of support for ethnicity-based affirmative action (AA) in college admissions. There is considerable work focused on predicting support for AA policies in employment, but there is comparative dearth of knowledge about reactions to AA in education. This work applies existing models of support for AA that include beliefs about AA policies (fairness, merit, diversity valuation, and prevalence of discrimination) and individual characteristics (sex, political orientation, and self-interest). White (n = 413) and Hispanic (n = 343) college students completed measures of the model predictors and reactions to a general AA policy and several specific policies (e.g., recruitment of minority applicants, different standards for admission). Regarding the general policy, those who more strongly valued diversity in educational setting and believed discrimination still existed indicated stronger support for general AA policy. Surprisingly, fairness, merit, gender, and political orientation did not uniquely predict support in either sample. Self-interest related to greater support for Hispanic participants only. Across specific policy applications, diversity valuation and recognition of ongoing discrimination were the also most consistent predictors. Findings highlight that models of support for AA in hiring may not be wholly applicable in predicting support for AA in educational admissions.

“Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts

ABSTRACT The premise of the present paper is that an intercultural approach to multilingualism in schools generates inclusion and a construction of cultural and linguistic identity that respects the diversity of society and classrooms. Students, teachers, and families participated in an action research project conducted in four schools with the presence of varied home languages. One of the objectives of the project is to foster intercultural education by introducing home languages in the school through identity texts. The process was documented through questionnaires, interviews with families and educators, and classroom observations. Results show that the texts and the curricular activities designed around them have provided spaces for the recognition and valuation of diversity. The self-esteem of alloglot students has improved and the collaborative relationship between school and families has increased. Conclusions point at the potential of multilingualism as a way to enrich the curriculum and to promote equality from diversity in the school context.

Sistemas de pensamientos propios: Un aprendizaje desde la Universidad Comunitaria Intercultural

Los sistemas de pensamientos propios, de pueblos indígenas y afrodescendientes son vigentes en la actualidad, frecuentemente invisibilizados por la ausencia del rigor científico, aunque desde las propias formas de producirlos mantengan rigurosidad. Abordar el tema de construcción de conocimientos propios, resulta controvertido y polémico dentro del campo académico, no obstante, los planteamientos posteriores tienen la finalidad de establecer, conveniencia de transformar las sociedades del conocimiento en espacios más diversificados, abiertos e incluyentes, donde pueda coexistir y utilizarse lo científico como lo tradicional. Desde la experiencia de la universidad comunitaria intercultural se realizan planteamientos de construcción colectiva; de creación, recreación y prácticas de saberes y conocimientos, de los pueblos. A largo de toda la discusión se presentan reflexiones y replanteamientos para actuar en la Educación Superior, escenario de instauración de sociedades del conocimiento. Finalizando con afirmaciones y convicciones de que la educación superior intercultural debe ser para la conservación de las culturas; valoración de la diversidad; y legitimar los sistemas de pensamientos propios.

A protocol analysis of use of forward and backward reasoning during valuation problem solving

PurposeBehavioural studies of valuers have suggested that valuers rely on a number of cognitive strategies involving reasoning and intuition when undertaking a valuation task. However, there are few studies of the actual reasoning mechanisms in valuation. In other fields, much attention has been paid to forward and backward reasoning, as this shows the choices and decisions that are made in undertaking a complex task. This paper studied this during a valuation task. The purpose of this paper is twofold: first, to develop a methodological approach for empirical research on valuers’ reasoning, and, second, to report expert-novice differences on valuers’ use of forward and backward reasoning during a valuation problem solving.Design/methodology/approachThe study utilised a verbal protocol analysis (VPA) to elicit think-aloud data from a purposive sample of a group of valuers of different levels of expertise undertaking a commercial-valuation task. Through a content analysis interpretive strategy, the transcripts were analysed into different cognitive segments identifying the forward and backward reasoning strategies.FindingsThe findings showed that valuers accomplished the valuation task by dividing the overall problem into sub-problems. These sub-problems are thereafter solved by integrating available data with existing knowledge by relying more on forward reasoning than backward reasoning. However, there were effects associated with the level of expertise in the way the processes of forward and backward reasoning are used, with the expert and intermediate valuers being more thorough and comprehensive in their reasoning process than the novices.Research limitations/implicationsThis study explores the possibility that forward and backward reasoning play an important role in commercial valuation problem solving using a limited sample of valuers. Given this, data cannot be generalised to all valuation practice settings but may motivate future research that examines the effectiveness of forward and backward reasoning in diverse valuation practice settings and develops a holistic model of valuation reasoning.Practical implicationsThe findings of this study are applicable to valuation practice. Future training efforts need to evaluate the usefulness of teaching problem solving and explicitly recognise forward and backward reasoning, along with other problem-solving strategies uncovered in this study, as standard training strategies for influencing the quality of valuation decisions.Originality/valueBy adopting VPA, this study employs an insightful and rich dataset which allows an interpretation of thoughts of valuers into cognitive reasoning strategies that provide a deeper level of understanding of how valuers solve valuation problem; this has not been possible in previous related valuation studies.

Discursos, silencios, violencias y prácticas educativas en torno a estudiantes con orientaciones sexuales e identidades de género diversas

La escuela, institución heredera de la tradición moderna, busca homogenizar a los y las estudiantes a través de los discursos, los silencios y demás prácticas de disciplinamiento que se constituyen en formas de violencia y dispositivos de poder contra las subjetividades que no corresponden a los modelos hegemónicos. En esta perspectiva, el objetivo del presente artículo es exponer estas violencias que en pleno siglo xxi siguen enfrentando los y las estudiantes con orientaciones sexuales e identidades de género diversas en los sistemas educativos, con el fin deabrir el debate en torno a la necesaria transformación de la escuela en un escenario de reconocimiento, respeto y valoración de la diversidad que posibilite, como lo establece la Ley General de Educación de Colombia y los posteriores desarrollos jurídicos, el ejercicio de la ciudadanía y la convivencia entre todos y todas; sin más límites que los definidos por los derechos de los y las otras y el marco legal.

Percepción del profesorado de orientación educativa de la atención a la diversidad en centros de primaria y secundaria en Asturias (España)//Perception of educational guidance teachers about diversity in elementary and secondary schools in Asturias (Spain)

RESUMEN El objetivo de este estudio es conocer la perspectiva del profesorado de Orientación Educativa respecto a cómo se responde a la diversidad en los centros educativos que imparten las enseñanzas correspondientes a la enseñanza básica, Educación Primaria (EP) y Educación Secundaria Obligatoria (ESO), identificar las diferencias que existen y analizar fortalezas y debilidades en función de la etapa. Se ha realizado un estudio descriptivo mediante encuesta, aplicando un cuestionario de elaboración propia que incluye aspectos referidos a variables sociodemográficas y al contexto de centro, una escala Likert, compuesta por 43 ítems, que tiene por objeto la evaluación de la atención a la diversidad en los centros y una serie de preguntas abiertas para conocer los aspectos que favorecen y dificultan la atención a la diversidad y propuestas de mejora. En la investigación han participado un total de 143 orientadores de la Comunidad Autónoma del Principado de Asturias. Los resultados ponen de manifiesto una valoración media de la atención a la diversidad ligeramente positiva, aunque con un amplio margen de mejora. La comparación entre las etapas evidencia que existen diferencias significativas en la valoración global y en los elementos referidos a las actitudes, la formación del profesorado, la organización y la contextualización de los documentos del centro para atender a la diversidad. Estas valoraciones alcanzan puntuaciones medias superiores en la ESO y los informantes perciben más fortalezas en esta etapa que en la EP.ABSTRACT The aim of this paper is to analyze the school counselors' perspective on how the schools respond to diversity in Primary Education (PE) and Compulsory Secondary Education (CSE) in order to identify differences and analyze strengths and weaknesses according to educational stages. A descriptive study has been conducted through a survey. Different instruments have been applied for data collection: an "ad hoc" questionnaire, which includes aspects related to sociodemographic variables, issues related to the context of the schools, a Likert scale composed of 43 items that aims to evaluate diversity (measures of attention to diversity) in the schools and a set of open questions to know which aspects favor and hinder the real application of the measures of attention to the diversity and the proposals of improvement. The research involved 143 school counselors from the Autonomous Community of the Principality of Asturias. The results show a slight positive average valuation of diversity, although with a wide margin of improvement. The comparison between the stages shows that there are significant differences in the overall assessment and elements related to attitudes, teacher training, organization and contextualization of the schools’ documents to address diversity. These assessments reach higher average scores in the CSE stage and teachers perceive more strenghts at this stage than in Primary Education stage.

Historical cost vs fair value in forest accounting: the case of Lithuania

The accounting methods based on two concepts-accounting at historical cost and accounting at fair value-are responsible for the provision of information about the enterprise's assets in the financial statements. Taking into consideration the specifics of the national financial accounting regulation, the forests managed by the forestry enterprises can also be measured by using either of these two accounting methods. However, in terms of accounting, both of them pose certain problems or ambiguity. The purpose of the research is to evaluate the strengths and weaknesses of forest accounting methods based on fair value and historical cost and the practice of their use in Lithuanian forestry enterprises. The study examines scholarly literature and deploys the theoretical methods of comparative analysis, critical evaluation, systematisation, generalisation. The empirical research involved document content analysis, questionnaire survey. The article deals with the issues of the use of accounting methods for forestry accounting: traditional cost-based accounting methods do not reflect the biological forest transformation, hinders identifying the forest development costs and the end of their capitalisation, the method of a systematic derecognition. On the other hand, the essential complication of the use of the fair value method is that the forest largely lacks an active market with quoted prices. Thus, its fair value is determined on the basis of rather subjective assumptions by means of diverse valuation methods, resulting in unreliable and unverifiable information. The results of the research carried out into the forestry accounting policy observed in the Lithuania's private forestry enterprises revealed that forest accounting by cost is exclusively carried out by all the enterprises under investigation. Nevertheless, the method itself was interpreted quite differently. The article presents the modified forestry accounting methods by cost, which allow reducing the identified shortcomings.

From Marginal to Mainstream and Vice Versa: Leaders’ Valuation of Diversity While in the Minority versus Majority

AbstractThis study examined tolerance and appreciation for differences within a group among leaders of numerically distinct factions (majority vs. minority), whose size remained stable or changed over time (majority ↔ minority). Appreciation or valuing differences in and of themselves was significantly higher among minority than majority leaders when their positions remained stable but not when their positions changed. Appreciation for differences decreased significantly when minority leaders became majority leaders. Tolerance or willingness to put up with differences even when evaluating them negatively increased significantly among both minority and majority leaders once their positions changed. Although this increased tolerance may be temporarily beneficial, in the long run, it could be detrimental to the group as it leads to a cessation of interactions between a minority and a majority. Findings could inform policies to advance functioning of the groups whose minority and majority factions may reverse positions by design (e.g., political parties winning or losing elections) or via demographic changes (e.g., ethnic or racial minorities becoming majorities and vice versa).

Heterogeneous Valuation of Quality Dimensions of Railway Freight Service by Chinese Shippers: Choice-Based Conjoint Analysis

This paper operationalizes and tests approaches to identify market segments for rail freight services and measures the importance that customers attach to rail service attributes (i.e., transport cost, time, frequency, reliability, and safety). The approach is based on choice-based conjoint analysis in which heterogeneity is captured by means of latent-class analysis. The research is novel in several respects. First, it addresses the diverse valuation of service preferences by shippers who use rail transport. Second, besides estimates for rail users who contract for transport services, the analysis also arrives at new estimates for forwarders as immediate clients for rail services. Third, in addition to the conventional random utility maximization (RUM) model, the paper discusses trials with a random regret minimization (RRM) model and a hybrid RUM-RRM model. Finally, the research produces unique values for China, one of the largest rail transport markets in the world.

On the Consumer Value of Diversity: An Application to Italian Fish

This article investigates the consumer value of diversity both conceptually and empirically. It proposes a measure of diversity value based on a benefit function. It shows that the consumer value of diversity can arise from complementarity and/or convexity effects among consumer goods. The usefulness of the approach is illustrated by an application to fish in Italy. The investigation illustrates the role played by both convexity and complementarity in the valuation of diversity. The empirical evidence shows the importance of dynamics. It also documents how the value of diversity varies depending on the bundles considered.

Cidadania, relações étnico-raciais e educação: desafios e potencialidades do ensino de ciências

Em meio às discussões sobre direitos humanos, cidadania e educação, o presente artigo procura contribuir para o entendimento de desafios e potencialidades do ensino de Ciências no contexto de uma formação para a cidadania plena. O objetivo do texto é articular cidadania, a educação das relações étnico-raciais e o ensino de Ciências, tirando dessa articulação considerações, temáticas e questões relativas a formas pelas quais o ensino de Ciências pode promover a educação das relações étnico-raciais, entendida enquanto direito humano fundamental. Partindo de referências teórico-metodológicas e de dados empíricos coletados em duas pesquisas, foram identificados cinco grupos de temáticas e questões que podem ser abordadas no ensino de Ciências a fim de promover relações étnico-raciais éticas entre estudantes. Esses grupos são: a) impacto das Ciências Naturais na vida social e racismo; b) superação de estereótipos, valorização da diversidade e Ciências Naturais; c) África e seus descendentes e o desenvolvimento científico mundial; d) Ciências, mídia e relações étnico-raciais, e) conhecimentos tradicionais de matriz africana e afro-brasileira e Ciências. Para além de proclamar direitos, ressalta-se a necessidade de viabilizar sua efetivação e promover processos de formação de professores comprometidos com a educação de cidadãos críticos e engajados em lutas por equidade social. Por meio da análise empreendida, esperamos contribuir para o fomento do debate e da pesquisa sobre o papel do ensino de Ciências na formação de cidadãos, tendo em vista a construção de relações sociais positivas e o engajamento em lutas por eliminação de quaisquer formas de desigualdade social e de discriminação.

Separate or mixed production of timber, livestock and biodiversity in the Caspian Forest

The temperate deciduous forest on the northern slopes of the Alborz Mountains has a high biological diversity and many endemic species. Huge areas are still old-growth forest but logging and grazing have degraded large parts of the forest. These degraded areas have low timber and forage yields and a species composition that differs from its natural state. In this study we present an analytical and a numerical solution to the forest management problem by optimizing the benefits of livestock production, timber harvest and biodiversity conservation. We focus on the ecological interactions rather than on administrative restrictions. Our findings are based both, on theoretical considerations and field investigations of ecological and economic parameters in Azerbaijan and Iran. The results of the numerical optimization suggest that it is optimal to separate timber and livestock production if biodiversity is not valued. Livestock rearing is preferable at high discount rates whereas timber production becomes more profitable at low discount rates. If the valuation of diversity exceeds a certain threshold a combination of timber production and livestock rearing is socially optimal since it yields a high biological diversity.

Diversity, Merit, Fairness, and Discrimination Beliefs as Predictors of Support for Affirmative‐Action Policy Actions1

This paper explores support for hiring policies associated with affirmative action (AA) using a model including beliefs regarding the fairness of AA, merit, value of diversity, prevalence of discrimination, personal self‐interest, and demographic characteristics. Participants (n = 212) evaluated 8 hiring policies ranging from the use of strong preferential treatment to race‐blind policies. Beliefs affected support for policies differently. For example, diversity valuation predicted support for policies involving preferences and recruitment, but predicted opposition to race‐blind approaches, whereas support for the merit principle predicted opposition to preferences and support for race‐blind approaches. Results suggest that established predictors of attitudes toward AA do not necessarily predict support for specific forms of AA.