History and Structure of Selective Admissions
Folks are not privy to the inner workings of admissions, especially at elite and brand name schools. The College Admissions Scandal (aka Varsity Blues) gave us a small window into this structure, but that story will soon be forgotten. And it only touched the surface of how the system works for some and not for others.
What little the public has access about selective admissions can be found in a few historical and sociological sources, like Craig Steven Wilder's Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities and William Domhoff's Who Rules America?: The Corporate Rich, White Nationalist Republicans, and Inclusionary Democrats in the 2020s. Books that are not best sellers or readily available in public libraries.
The 400 year history of American higher education begins with selective admissions. From the 1600s to the 1860s, access was largely restricted to white, Anglo-Saxon Protestant male landowners, reflecting the societal norms of the time. A few Native American elites were forced into universities as tools of assimilation, colonization, and cultural erasure.
There were some notable exceptions. Georgetown, a Catholic college, was founded in 1789, and like other schools relied on enslaved people for labor. For others, there were for-profit trade schools for bookkeeping, engineering and technical drawing. In 1836, the first women's college, Wesleyan College, was founded.
Higher Education Segregation and the Morrill (Land-Grant Colleges) Act
In the 19th century, as the United States industrialized and urbanized, the concept of meritocracy began to take hold. However, this meritocracy was often defined narrowly, excluding women, people of color, religious minorities, and those from lower socioeconomic classes.
Elite colleges continued to favor students from wealthy families, often requiring them to pass entrance exams that tested knowledge of Latin and Greek, subjects typically studied at private preparatory schools.
Separate colleges for African Americans were established.
After the Civil War, opportunities opened up for other white males with the emergence of federal land grants that established state flagship universities. The state universities, were in fact, established on land stolen from indigenous nations.
The GI Bill and Civil Rights
The 20th century saw some progress in expanding access to higher education. The GI Bill, for example, provided educational benefits to male veterans, including many from marginalized backgrounds. However, systemic racism and sexism continued to limit opportunities for Black students and women.
Diploma mills again sprang up, in response to this large influx of government funds.
It wasn't until the Civil Rights Movement of the 1960s that significant strides were made in desegregating higher education. And the first tribal college, Diné College, was established in 1968 by the Navajo Nation.
Affirmative Action and DEIToday, while elite colleges have become more diverse, they remain elite in nature, especially in terms of social class (wealth, power, prestige). The private school pipeline, legacy admissions, active recruiting, and the financial motivations of these institutions continue to perpetuate inequalities. Students from under-resourced schools and communities may still face significant barriers to admission, even with impressive academic records.
The admissions process at elite colleges and universities has become increasingly scrutinized in recent years. Critics argue that the system favors a select group of students, often from privileged backgrounds, while excluding others with equally impressive credentials.
Feeder Schools: The Private School PipelinePrivate schools provide students with a distinct advantage in the college admissions process. These schools offer smaller class sizes, specialized resources, and extracurricular opportunities that can enhance a student's application. Private schools also have established relationships with admissions officers at top colleges, which can give their students an edge. This pipeline effectively funnels a disproportionate number of students from wealthy families into elite institutions.
Legacy AdmissionsLegacy admissions, which give preference to applicants whose parents or grandparents attended the same college, further perpetuate the advantages of wealth and privilege. Studies have shown that legacy students are significantly more likely to be admitted to top schools, even when compared to non-legacy applicants with higher test scores and GPAs. This practice raises questions about meritocracy and equal opportunity in higher education.
Active RecruitingElite colleges engage in extensive recruiting efforts to attract top students. They often target high-achieving students at selective high schools and even travel internationally to scout talent. While this practice may seem beneficial, it can also reinforce existing inequalities. Students from under-resourced schools and communities may not have the same access to information and opportunities, making it difficult for them to compete in the admissions process.
International Students
Elite universities often attract students from developing countries who pay substantial tuition fees, contributing significantly to the universities' financial stability. Critics argue that this practice exploits the global education gap, as students from wealthier countries often have better access to quality higher education within their own nations. Additionally, the "brain drain" phenomenon, where talented individuals from developing countries migrate to developed nations for education and employment, can further exacerbate economic disparities. While universities may tout the benefits of cultural exchange and global citizenship, the economic incentives and power dynamics involved in international student recruitment raise concerns about the ethical implications of this practice.
The Profit Motive
It is important to acknowledge that elite colleges are businesses. They generate significant revenue from tuition, endowments, and other sources. Admissions practices, such as legacy preferences and active recruiting, can be seen as strategies to attract wealthy students who can contribute to the institution's financial bottom line. This raises concerns about whether the primary goal of these colleges is to provide a quality education or to maximize profits.
The Admissions Lottery
While a "lottery mindset" isn't directly beneficial to elite universities in terms of increasing applications, it can indirectly impact the perception of the admissions process. As more and more qualified students apply to these institutions, the acceptance rate decreases, making it feel like a lottery. This perception can lead to several outcomes:
Increased Application Volume: Students may feel compelled to apply to a wider range of schools, including elite universities, increasing the overall application pool.
Early Decision Strategies: Students and parents may be more inclined to apply early decision to increase their chances, as it often has a higher acceptance rate.
Focus on Holistic Review: As the application pool grows, admissions officers may place greater emphasis on holistic review, considering factors beyond grades and test scores. This can benefit students with unique talents, experiences, or backgrounds.
However, it's important to note that a "lottery mindset" can also be detrimental. It can lead to increased stress and anxiety among applicants, as well as a sense of disillusionment with the college admissions process. Ultimately, while a lottery mindset may have some unintended consequences, it's essential to remember that college admissions is not solely a game of chance. Hard work, dedication, and a well-rounded application can significantly improve a student's chances of acceptance.
