The Myth of Meritocracy
This pervasive myth assumes that higher education is a level playing field where students succeed purely based on their individual merit and hard work. However, this overlooks how socioeconomic background, cultural capital, and systemic inequalities significantly impact educational outcomes.
The Access Myth
This is the belief that simply increasing access to higher education will solve social inequality and lack of economic mobility. While education can create opportunities, it is not a silver bullet for addressing broader structural issues of poverty and labor conditions. Access for the rich is absolutely there, through legacy admissions. The Varsity Blues (aka College Admissions Scandal) also showed how people could get into elite colleges if they were willing to pay for it.
The Myth of Neutral Education
There's an assumption that education can be politically and ideologically neutral. However, all educational systems reflect certain values, power structures and cultural assumptions. The idea of a purely objective curriculum is itself a myth.
This pervasive myth assumes that higher education is a level playing field where students succeed purely based on their individual merit and hard work. However, this overlooks how socioeconomic background, cultural capital, and systemic inequalities significantly impact educational outcomes.
The Access Myth
This is the belief that simply increasing access to higher education will solve social inequality and lack of economic mobility. While education can create opportunities, it is not a silver bullet for addressing broader structural issues of poverty and labor conditions. Access for the rich is absolutely there, through legacy admissions. The Varsity Blues (aka College Admissions Scandal) also showed how people could get into elite colleges if they were willing to pay for it.
The Myth of Neutral Education
There's an assumption that education can be politically and ideologically neutral. However, all educational systems reflect certain values, power structures and cultural assumptions. The idea of a purely objective curriculum is itself a myth.
The Myth of Free Speech and Assembly
Universities are not bastions of free speech, and student protesters this year learned that the hard way, being detained, arrested, and expelled for their efforts. Universities like UCLA have done even more to constrain protests, limiting assembly to tiny free speech zones. Presidents are afraid to challenge trustees, and with some notable exceptions, teachers and staff are unwilling to speak truth to power. Students, too, are afraid that their grades may be affected if they challenge their professors.
The Myth of the University as a Benevolent University 
Often, universities are portrayed as benevolent institutions solely focused on the betterment of society. In
reality, higher education institutions are deeply embedded in and
influenced by broader societal forces and economic pressures, including
pressure from university trustees and major donors. Also, elite universities have for centuries used their power and resources to take land from those with less power.
The Myth of the Rational Student:
The assumption that students are rational actors who make informed decisions about their education often ignores the impact of social,
economic, and cultural factors. In addition to marketing and advertising, many students are influenced by family expectations, peer pressure, and societal norms, which can shape their
choices.
The Economic Imperative Myth
This is the belief that the sole purpose of higher education is to prepare students for the job market and increase their earning potential. This myth is understandable given the vast number of underemployed college graduates.
This myth prioritizes economic outcomes over other valuable benefits of a college education, such as personal growth, critical thinking skills, and civic engagement.And it can lead to a decline in the quality of education, as colleges prioritize marketable programs, even if they don't align with students' skills, abilities, or interests.
Overemphasizing economic outcomes can exacerbate existing inequalities. Students from low-income backgrounds may feel pressured to choose majors perceived to be financially lucrative, even if they are not their first choice. This can limit their educational and career opportunities in the long run.
Advocates for a broader view of higher education argue that colleges should prioritize a well-rounded education that prepares students for a variety of life paths. This includes developing critical thinking skills, fostering creativity, and promoting social justice.
