In Friday’s NYT, Neal Gabler delves into the educational differences of the 1%:
- “our educational 1 percent suck up a disproportionate share of academic opportunities”
- “Who are these academic 1 percenters? To a large extent, they are the children of the economic 1 percent — children of privilege who have been given every chance to excel and often do. They attend private schools and summer camps, take music lessons, get extensive SAT tutoring, land prestigious internships, take trips overseas and generally do what the less affluent cannot afford to do.”
- “Superachievers get the lion’s share of slots in the Ivy League, Stanford, the Massachusetts Institute of Technology and other outstanding universities. As a result, they dominate the Rhodes, Marshall and other prestigious scholarships. They get catapulted into the most selective professional and graduate schools. And they land the highest-paying jobs, becoming, if not the next generation’s 1 percent, at least its 5 percent.”
Even though I grew up in the bottom 10% (economically) and spent the last two years of high school on food stamps and other welfare programs, I somehow managed to grab myself one of these 1% educations. Pluck, luck, what the fuck? I still don’t know how. I graduated from Yale (BA in English) and from UPenn’s Wharton’s MBA program. I landed a great internship or three. But what I think Gabler misses is the fact that every population of contestants, no matter how rarified, still stratifies as people look for advantage over each other. At Yale, getting in was no longer an achievement that mattered because everyone there got in. Instead, the student body moved on to new contests.
Some of these contests were generations in the making. A classmate was George Bush’s godson. There were third- and fourth-generation Yalies in my class. These people tended to prove the suggestion philosopher Michael Oakeshott’s point “that it takes several generations to make a career. Interests, habits and lore accrue in families and shape those born into them” (from a relevant-to-this-discussion David Brooks article praising Romney). There were of course scads of Andover/Exeter grads (who formed new cliques), sons and daughters of very rich people, and so on. Those contests were won before any of us even got to Yale. And then once we were all there, new opportunities for differentiation abounded. Singing/performing/writing competitions, sports competitions (several of my fellow crew team members rowed in the Olympics), academic competitions (Rhodes, etc.), secret societies, and so on.
Even certain academic experiences contained competitive hurdles. There’s an intensive program for first-year students that’s been built for students from very solid academic backgrounds (while I struggled to address gaps in my education, the private school kids were reading and discussing Virgil, Homer and Plato for like the third time). When it came time to declare majors, private-school kids overindexed in majors like Economics, Politics and Ethics. The official website for EP&E states that it’s “an honors major, to which application and formal acceptance is required.” Public-school schmucks like me generally didn’t apply.
Wharton was no different. My wife (who also graduated from Wharton) fiercely competed for a spot at Bain & C0. But even among Wharton students going to Bain, students competed for location. San Francisco was thought to be the most difficult office to get an offer from, so Bain SF people looked upon Bain Bumblefuck (Dallas, Atlanta, etc.) folks with a mix of camaraderie and superiority.
In short, the sub-stratification never ends. Once you establish a pecking order and tell certain people they’re the top 10%, those winners look around and start jockeying for ways to arrange themselves into a new hierarchy. It’s a fundamental human tendency.
So back to the NYT article … Gabler goes on to enumerate the ways in which this endless competition is problematic, including this one: ”1 percent education may make students risk-averse. Though educators are fond of saying you learn from failure, with today’s stakes, the best students know you cannot really afford to fail. You can’t even afford minor missteps. That is one of the lessons of 1 percent education: 1 percenters must always succeed.”
I’d agree with this point. It seems too many of my Yale classmates made conservative career choices, choosing the sure monetary rewards of medicine, law, and Fortune 500 business over entrepreneurship, arts, or social work. Miriam Naficy’s The Fast Track was their bible. If they weren’t pre-med, and they weren’t able to land the internship at Skadden or score above 170 on the LSAT, they wanted to work in banking or consulting.
I’m as guilty of risk aversity as the rest of my classmates. If I’d had any guts at all, I’d have followed my passion and started my own game company after Wharton rather than seek the safety of working on the games business for one of the largest companies in the world (Microsoft).
The times article concludes (big quote, because so much of it is great):
“In the end, 1 percent education is as much a vision of life as it is a standard of academic achievement — a recrudescence of social Darwinism disguised as meritocracy. Where the gap at the country’s best schools was once about money — who could afford to attend? — now there is the pretense that it is mostly about intelligence and skill. Many 99 percenters are awed by the accomplishments of 1 percenters, especially as the gap between rich and poor in SAT scores and college completion widens. Whatever this does to education, it also undermines the underpinnings of the social contract. The danger isn’t just that people who are born on third base wind up thinking they hit a triple; the danger is that everyone else thinks those folks hit triples. One percent education perpetuates a psychology of social imbalance that is the very antitheses of John Dewey’s dream.”
I’m pretty sure I hit the triple, starting from extreme poverty and landing in the 1% (there, that’s a bit of autobiographical detail that maybe someone wiser would have left out). But the charges of narcissism and social Darwinism ring true, and I’m not sure what to do about it. As a new parent I want to instill the right sorts of values and avoid raising the sort of narcissistic, privileged boy that fails to develop any larger mission or ambition for his life. My son’s been napping here on my lap as I wrote the last few paragraphs of this post. At just two weeks old, he’s all potential. How do we avoid Tiger-momming and Helicoptering this little human into a financially-rewarding but ultimately unfulfilling life?