Affirmative action is a policy where disadvantaged individuals are given opportunities in the education and employment fields by considering their colour, race, sex, religion or national origin. Distinctively, Reverse discrimination is a policy that favors individuals of a vulnerable group who were previously discriminated, to the drawback of a majority group.
I propose using affirmative action in leveling the playing field. Affirmative action does not disadvantage the majority group completely. The policy gives opportunities to the minority group, thus leveling the playing field. According to (Hurtado, 2005), using affirmative action creates diversity. A diversified company or organization is likely to be more prosperous because, creating diversity in the working place or school can attract new customers and ideas. Also, having employees and students from different cultures will enable the school or company curb cultural and language barriers. Hiring diverse employees enables solve some problems. Most of the employees who get the opportunity of showing their skills will always want to advance and therefore, they will work for the betterment of the company. One group can only benefit by the determent of another group when using reverse discrimination policy. This is where by, members of the majority group will only be given an opportunity in the absence of individuals from the disadvantaged group as discussed in (Affirmative Action Versus Reverse Discrimination, 2019).
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In summary, the use of affirmative action is the best way of leveling the playing field. Affirmative action also proofs that, one group cannot only benefit by the determent of another group because it provides equal opportunities for both parties.
References
Affirmative Action versus Reverse Discrimination. (2019, September 20). https://www.learner.org/series/the-constitution-that-delicate-balance/program-12-affirmative-action-versus-reverse-discrimination/.
Hurtado, A. (2005). Toward a more equitable society: Moving forward in the struggle for affirmative action. The Review of Higher Education, 28(2), 273-284.
