The college admissions bribery scandal has
exposed a dirty little secret about our system of higher education. If you have money, you can leverage it to
have your child(ren) admitted into most any American college. We should not be
shocked that money trumps morals in America. And in a system of higher
education that has historically and consistently shown to produce significant
benefits between those who have a college degree and those who don’t, every
parent would be wise to have their child admitted into that system.
For instance, college
graduates, over their lifetime, will have better
outcomes related to physical, mental, social, economical and other issues that
promise upper ward mobility. If the benefits of a college degree could be
distilled into a vaccination, it would be the greatest blockade of human
detriments and the most significant booster of health and wellness than any
other thing on earth. It both protects
you and improves you.
So, as we all are distracted on how a few
people gamed the system, what will be missed is the biggest and longest running
college education scam of all, which is, that success in higher education is in
any way related to intelligence.
Now…don’t get me wrong, it helps to be
smart when applying and graduating from college. But supreme intellect is not a
requirement. Colleges use standardized intelligent tests and other measures to gage
a person’s intelligence, but that’s because it’s what they have always done. I
could get into other deviant motives for using these entrance exams, like
ensuring certain profiles of people are impeded from entering. While there is a
percentage of those efforts happening, it’s mostly rooted in academic tradition
and the lack of appreciation on various ways to measure human “intelligence.”
Having benefited for a couple hundred
years from the current system, the majority of Americans are in no hurry to
help change the system that has been so beneficial to their children and
grand-children.
Unfortunately, the branding of higher
education is that only those people who have proven their intellectual
capabilities are admitted into their system. However, I can confidentially
report that academic success at every level, bachelor, master and PhD, does not
require high intelligence.
On what grounds might I be making this
outlandish statement? Well…the first is from my own personal experiences. In my late twenties I decided to enroll in
college after some time spent inside a psychiatric hospital, where I also
received help with my alcohol and drug addiction along with other issues.
Seeking financial help from my state’s Vocational Rehabilitation, their two-day
evaluation resulted in being told I had learning disabilities as well as being mentally
retarded.
Imagine a young twenty-something asking an organization like Voc Rehab to invest thousands of dollars for college assistance and they learn the young man was a high school dropout, currently working as a garbage
man, suicidal, recently released from a psychiatric hospital, has a history of
childhood physically and sexually abuse, diagnosed with a substance use
disorder, followed by recent testing that revealed dyslexia, ADHD, and mental
retardation. Would you investment?
The short of it, I was told that I was not
“college material” and should ride out my employment as it had great pay and a
generous retirement package. After stewing on my life for several weeks, I quit
that job and moved into the Volunteers of American where I enrolled in one college
course. I ended up living at the VOA for over two-years and gradually increased
my college credit enrollment. I kept my disabilities and story to myself until about
sixteen years later when I finally obtained a PhD and acquired an assistant
professor job in Buffalo NY. My Dean at that time, who did not know my past, asked
if I would speak with a reporter from the New York Times. It was a cat named Alan Schwarz, who was
looking for stories about higher education. He had spent several years investigating
head trauma in the NFL and looking for something new. Mr. Schwarz finally got around to asking about my own
path into college. I decided to share some of my story, which eventually found
its way into the NYTs. I later expanded on that brief story in a book
that is free and open to read.
Having a PhD gave me some confidence to
expose my past experiences into college. Earning tenure, which took ten-years, has
also offer some protections to reveal my dark past. Even as I draft this story,
negotiating with myself whether to include certain information, the nauseating
poison of shame, guilt and remorse that remains dormant in the dark, is unrelenting
when I consider exposing them to the world.
Regardless, the primary point is, if
someone like me can be successful in higher education, any human can. That message
should be the branding of higher education. Which leads to the final reason I
can confidentially state that higher education has little to do with
intelligence. I have empirical evidence.
I have scientifically tested the
hypothesis. The first test was asking underrepresented minorities
(African-Americans, Hispanic/Latinx, and American Indian/Alaska Natives) who
successfully graduated with a bachelor’s degree, one simple question – What was
the *main* reason you successfully completed college? The motivation I focused
on underrepresented minorities (URMs) is that these groups have led the college
dropout rates in the U.S. for decades.
Why focus on URMs? They have historically
maintained the lowest rates of success throughout our higher educational
systems. According to the National Student Clearinghouse Research Center 2017
report, there is a 20-point
difference between non-minority and minority dropout rates. There has been lots of research identifying
why URMs are unsuccessful and ways to avoid those pit falls. There is virally
no research on why URMs succeed. So I asked them.
The top three themes cutting across all
three group’s responses were, (1) Parents promoted education and expected their
children to go to college (37%); (2) Their own determination (33%); and (3)
Emotional and logistical supports (31%). Respondents who identified the
influence of their parents (e.g., promoted and expected an education &
provided emotional and logistical supports) as the main reason for succeeding
in college represented sixty-nine percent of the sample.
There were no responses related to higher
education’s measures of success, such as being a great test taker, having great
high school grades, playing sports or having volunteer experiences. While these
things are important, they are not required. What seems to be related to
academic success for URMs is a combination of supports and grit.
The second investigation centered on
whether URM students felt like their college campuses were welcoming, making
them feel like they belonged. When individuals feel like they do not belong
somewhere, they usually leave. The same goes for college campuses and the
students who show up there.
I produced a brief
video that shows a variety for students
explaining how when they first showed up on campus feeling out of place and
not welcome. This is followed by something happening that changed their perspectives. The video ends with statements of gratitude that they remained. Surprisingly,
after watching the video and openly discussing their internal struggles,
students who participated had a significant higher re-enrollment rate compared
to the sample of students who did not.
What this research shows is that when
students realize their feelings of being out of
place and not welcome are just like other students, and they hear other student outwardly
express those feelings, they feel less unique and less out of place, which results
in them staying and succeeding.
Given these two investigation together,
the findings could not be clearer, success in higher education does not
resemble what is most likely required to get into college and be successful in
college. While it might take a scam to
get someone into top ranked colleges, having high intellect is not require for
success once enrolled.
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