^^^
May 3, 2004 The Privilege of College
[asfo_del]
I graduated from Brown - it's been almost twenty years now - and I feel that I was sold an elaborate con. Some con artists resort to very small-time tricks, like trying to confuse a store clerk into giving them back the wrong change, but high-stakes confidence games, the ones that yield the biggest returns, are ones in which the swindler is able to convince the victim that they have her best interests at heart, and that, while their help may be expensive, it's well worth it in the long run because it will be life-changing.
Universities are non-profit, so there isn't anyone in particular who benefits from the millions of dollars in tuition extracted every year from anxious parents who only want the best for their kids and hopeful kids who are willing to take on staggering debts at a tender age with the assurance that it will all be worthwhile in the end, but there are countless individuals who have some stake in maintaining the process intact. The university's main currency is its reputation. The reputation is what attracts prospective students, and it's what gives the diploma its value: nobody wants to see it tarnished, and everybody wants to see it supported and boosted. It's in every stakeholder's best interest to sing the praises of the institution and to attract as much money, prestige, talent and good press as possible. That leaves the naive, unsuspecting, desperate-to-be-accepted prospective students looking at a lifetime of indebtedness, and their parents' helpless, fat bank account stuffed with a lifetime of savings, with absolutely no access to any cautionary tales. They are only bombarded with incessant cheerleading about the wonderful promise that their six figure investment in a prestigious education is sure to bring them. The only question left open to them is which expensive institution they should turn over their cash to, not whether they should be doing it all, nor whether a less expensive institution might fit their needs just as well.
An education is one of the most valuable things a person can acquire, but knowledge and insight are gained in bits and pieces that may be imperceptible at the time, through moments of clarity, sudden breakthroughs, or realizations brought about by a long term accumulation of facts and ideas, so it's hard for anyone to pinpoint whether a given institution, a given teacher or professor, or any particular course makes any difference in bringing about the more or less educated person each of us becomes. Which is one of the reasons why the value of a high priced education at an acclaimed university is suspect.
And that's putting the best possible spin on the issue, assuming that the reason one would choose an exclusive and expensive college is because one is seeking the best possible education. The other reason for making such an costly choice, the belief that by so doing one is assured of a secure future and a fat paycheck, is built on even shakier assumptions.
The economist Alan B. Krueger, who is a Princeton professor, did a study in which he compared the earnings of Ivy League graduates with those of others who had been accepted at Ivy League colleges but chose to enroll elsewhere, and found their earnings to be about the same, thereby arriving at the conclusion that it's the person, not the institution, who determines her own future. I would probably posit that privilege is even more entrenched than this study implies: a person's socioeconomic class is almost entirely determined by the accident of her birth. It would be interesting to see a study that tracks underprivileged students who have been allowed access to an elite education to find out for how many that privilege proved only temporary, at least financially.
The fact remains that even when it doesn't pay off financially, there's a huge privilege in getting an education, and that privilege rises with the degree of formative influence provided by a given educational opportunity. And while there are ways to attain it that don't involve going to an outrageously expensive school, the opportunity to do so still hinges on circumstance. Insightful, knowledgeable, and creative parents can homeschool their kids, but having such parents is itself a privilege that is acquired by accident of birth. There are millions of kids stuck in inferior, underfunded, and neglected primary and secondary schools, whose parents and grandparents were themselves relegated to the same or worse substandard opportunities, who will never even think of applying to any college, and who, even if they did think of it, would be unable to attend college because they are academically unprepared and economically stuck.
I recently read a book written by woman who had been homeless throughout much of her childhood and attended Harvard [it's called Learning Joy From Dogs Without Collars]. Her story was picked up by many news outlets - Homeless to Harvard! - and touted as a example of America as the land of opportunity, as if one highly unusual occurrence is somehow proof that an opportunity that is reserved by a large margin only to the wealthiest could by some kind of magic be available to all. She found that for all the talk of diversity on Harvard's campus, poverty was an invisible, ignored difference that profoundly separated her from her classmates, the vast majority of whom were extremely wealthy by any relative standard.
An article that appeared in the New York Times on April 22, 2004 says that the median family income of Harvard students is about $150,000. According to the Census Bureau, only 5% of U.S. households have annual incomes of $150,000 or more. [As is the custom of the mainstream media, the article does not mention this statistic. It also states that 20% of households earn more than $100,000, while according to the Census Bureau, if my junior high school math has not failed me, only 15% of households have incomes of $100,000 or more. The article also gives the median household income as $53,000 while the Census puts it at $42,400.] The same article states that 55% of students attending the 250 most selective colleges have parents in the highest 25% income bracket, while less than 12% have a family income that is in the bottom 25%. And it's been getting worse, which is the thrust of the article. Apparently, in 1985, only 46% of students at these colleges came from the richest 25% of families. I find that focus a little off kilter. I mean, is 46% significantly better than 55%? That private universities, and even sought-after public ones, are shamefully unequal and elitist institutions is nothing new, in spite of their public relations campaigns and empty gestures of hand-wringing and mea culpas, like adding programs that celebrate or promote diversity while still not giving access to any significant numbers of the traditionally excluded.
The more elite the college, the worse the statistics become: According to a Village Voice article, at the 146 most prestigious colleges, 74% of the students come from the top 25% of the nation's socioeconomic scale and only 3% come from the bottom 25%.
The socioeconomic scale is an interesting measure because it looks not only at income but also at the educational attainment and occupations of the parents. Very little attention is paid to the other sentry that guards the entrance to elite colleges besides money, which is academic achievement. People generally assume that it's okay to discriminate on that basis, partly because there's an assumption that it is under the student's control, which in many cases, of course, it isn't. The New York Times says that "getting into the right college has become an obsession in many upper-income high schools," and wealthy parents will go to any length to make sure their kids have the preparation that will aid in their admission. Many other kids have no such opportunities.
But even if opportunities were somehow equal, why is it okay to discriminate against kids who are less academically gifted? Doesn't everybody deserve the same education? If we lived in a truly egalitarian society, which of course we are very far from, why would such distinctions matter? Why should they even be made? I don't ever want to be in a position where someone deems me better than someone else, any more than I want to be in a position where I am deemed inferior. As damaging as such distinctions are to those who are excluded, they are also damaging to those who are let in. The inflated egos of my fellow Ivy-anointed classmates were equaled only by our collective cluelessness. On the campus, which was sort of like a country club, only more expensive, there was no sign of poverty, no need to struggle, and no real responsibilities, just constant cheerleading by an institution that had most of us so thoroughly sold on its superinflated sense of its own importance that we believed it when it said that its approval made us important and special too.
<---><---><---><---><--->
^^^
May 1, 2004
   A Quote from August Spies
[Richard]
Just to show that, despite my complaints about old-fashioned workerists being fixed on old, 19th century ideas, I certainly still do appreciate the history of proletarian struggle, here’s a great quote that I found from August Spies, one of the organizers who gave their lives for the original demo that many people don’t even realize is being commemorated around the world today. (They may not recognize the name August Spies, but they’ll certainly recognize what he’s talking about...)
The factory, the ignominious regulations, the surveillance, the spy system, the servility and lack of manhood among the workers and the arrogant arbitrary behavior of the boss and his associates-all this made an impression upon me that I have never been able to divest myself of. At first I could not understand why the workers, among them many old men with bent backs, silently and without a sign of protest bore every insult the caprice of the foreman or boss would heap upon them. I was not then aware of the fact that the opportunity to work was a privilege, a favor, and that it was in the power of those who were in the possession of the factories and instruments of labor to deny or grant this privilege. I did not then understand how difficult it was to find a purchaser for one's labor. I did not know then that there were thousands and thousands of idle human bodies in the market, ready to hire out upon most any conditions, actually begging for employment. I became conscious of this very soon, however, and I knew then why these people were so servile, why they suffered the humiliating dictates and capricious whims of their employers. Personally I had no great difficulty in -getting along." I had so many advantages over my co-workers. I would most likely have succeeded in becoming a respectable business man myself, if I had been possessed of that unscrupulous egotism which characterizes the successful business man, and if my aspirations had been that of the avaricious Hamster (the latter belongs to the family of rats, and his "pursuit in life" is to steal and accumulate; in some of their depositories the contents of whole granaries have often been found; their greatest delight seems to be possession, for they steal a great deal more than they can consume; in fact they steal, like most of our respectable citizens, regardless of their capacity of consumption). My philosophy has always been that the object of life can only consist in the enjoyment of life, and that the rational application of this principle is true morality.
-- From the Autobiography of August Spies . "Happy" Mayday.
(/(\(/(\(/(\(/(\(/(\(/(\(/(\
[Continue to April Archive]