Tag Archives: college & university

Americans, upward mobility, elitism

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Anne Applebaum at Slate thinks about a common tactic in this election season: decrying “elites” or “elitism.” Why exactly are some political figures derided for taking advantage of America’s meritocracy?

Despite pushing aside the old WASP establishment—not a single WASP remains on the Supreme Court—these modern meritocrats are clearly not admired, or at least not for their upward mobility, by many Americans. On the contrary—and as Bell might have predicted—they are resented as “elitist.” Which is at some level strange. To study hard, to do well, to improve yourself—isn’t that the American dream? The backlash against graduates of “elite” universities seems particularly odd given that the most elite American universities have made the greatest effort to broaden their student bodies.

These ideas about elites and elitism do seem tied to particular colleges and settings, like Ivy League schools. Could a political candidate attack make an effective charge of elitism versus someone who had done really well with an advanced degree from a state school?

Another problem could be anti-intellectualism. Leaders who were able to work their way through top schools may be regarded differently than leaders who worked their way up through the business or political ladder. The intellectual is not as prized in America (think of the attention “public intellectuals” receive in American life compared to other groups of people) and may not be seen as the same kind of “self-made person.” Perhaps this could be tied into Bourdieu’s ideas about the differences among those with lots of capital: there is a split between those with educational capital and those with economic capital.

The religious views of American professors

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Here is a summary of a recent sociological study that examines the religious views of American professors:

In a recent article published in Sociology of Religion, sociologists Neil Gross and Solon Simmons use data from a new, nationally representative survey of American college and university professors to test the long-running assumption that higher education leads to irreligiousness. Based on their research, they argue that “while atheism and agnosticism are much more common among professors than within the U.S. population as a whole, religious skepticism represents a minority position, even among professors teaching at elite research universities.” This has been a long-running debate amongst those who study religiosity in higher education and pay attention to trends in societal secularization.

Gross and Simmons worked with a sample size of 1,417 professors, providing an approximate representation of the more than 630,000 professors teaching full-time in universities and colleges across the United States. It should be noted that they limited their study to professors who taught in departments granting an undergraduate degree. As such, professors teaching in medical faculties and law schools were not part of the sample.

There is a lot more information here including religious beliefs by academic discipline and religious affiliation of the professors.

The conclusion of the authors is that this refutes notions that people with high levels of education (“the intelligentsia”)  are necessarily at odds with religion.

It would then be interesting to follow up with these respondents and ask how they feel their faith (or lack of faith) interacts with their research and teaching.

Searching for good colleges in the suburbs

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Newsweek recently put together a list of desirable colleges. One of the lists is the “25 most desirable suburban schools.” A couple of questions:

1. Are there people who specifically search for a college because it is located in a suburb? I can see the appeal to many of applying to a college in a big city – but I doubt being located in a suburb tops many lists of what people are looking for in a college.

2. I would take issue with whether several of these schools are suburban schools. The University of Notre Dame? It may have its own address and zip code but it is basically surrounded by South Bend. The real suburbs of the area, a place like Granger, are miles away. The University of Virginia is located in Charlottesville, roughly 70 miles from Richmond. For these two cases, this is a very loose definition of a suburb.

The majors of college football players; sociology 2nd

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The Wall Street Journal decided to examine the majors of “major-college” college football players (though the same story says the sample is “BCS week-one football starters”). The top two majors are business and sociology:

Only six of the 1,104 players whose majors we found were interested in art, music or film, but sociology-related topics (134 majors) and business (155) piqued their interest. An additional 108 students are majoring in a communications-related field, while only two apiece are studying architecture and mathematics. English, one of the more common majors among all college students, drew only four football players—two more than the number of players majoring in zoology. And only one player, Oregon’s Mark Asper, is studying Spanish, the lone foreign language major we found.

Some results were expected—79 players are majoring in athletics and health-related fields—but there were some rarities like fisheries and wildlife (Curtis Hughes, Minnesota) and recreation and leisure studies (Luke Stocker, Tennessee). Some majors seemed extra popular at specific schools, like the 16 starters at Georgia Tech who are majoring in management. (A team spokesman says it’s not easier than other majors, it’s just “really popular.”)

Let’s assume for the sake of argument that this count is somewhat representative of college football players. Three questions come to mind:

1. So are the top majors on this list considered easier by many players? I wonder what the colleges would say about this.

2. How many players end up in a career (after they stop playing football) related to/close to their major?

3. Considering some of the concerns about graduation rates at BCS schools, I want to know whether certain majors of football players have a higher proportion of players who don’t complete their degree.

Ranking universities around the world

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Ranking American colleges and universities has become a lucrative industry with a number of publications developing rankings. This quest has been extended to ranking universities around the world but there is tension between two of the important rankings and their methodologies:

Times Higher Education produced rankings for the first time this year without the collaboration of Quacquarelli Symonds Limited. Along with the Shanghai Jiao Tong University rankings, the World University Rankings that Times Higher Education and QS published together from 2004 until last year have become the most closely watched and influential university rankings in the world.

Quacquarelli Symonds has continued to produce those rankings, now called the QS World University Rankings, and is partnering with U.S. News and World Report for their publication in the United States.

The relationship between the former collaborators has deteriorated into barely veiled animosity.

While there may be some issues between those who produce the two sets of rankings, the Times Higher Education claims it has an improved methodology which emphasizes different features of a school:

Foremost among the criticisms of the previous compilation was that it relied too heavily on a reputational survey of academics, based on fewer than 4,000 responses in 2009. THE’s new methodology is based on 13 indicators in five broad performance categories—teaching (weighted 30 percent); research influence as measured in citations (32.5 percent); research, based on volume, income, and reputation (30 percent); internationalization, based on student and staff ratios (5 percent); and knowledge transfer and innovation based on industry income (2.5 percent).

Times Higher Education said that the new system was the only global ranking to devote a section to teaching. The new methodology is much more evidence-based and relies far less on subjective criteria than the old tables, said Mr. Baty. But whereas teaching was previously measured based solely on student-staff ratio, the new rankings incorporate a reputational survey.

Which rankings system is “better” will be decided by a variety of actors. Of course, the rankings will likely differ because of the different weights placed on different university traits. The newest rankings from Times Higher Education are favorable toward American schools and UC-Berkeley made quite a jump up.

Overall, these rankings can be very powerful, not just for prestige purposes but also for helping to determining the global flow of students and money. Additionally, the companies producing and publishing the rankings have a financial stake in how the rankings are perceived both by schools and the public.

An interesting social experiment: restrict social media access at a college for a week

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Social media is ever-present on college campuses. It appears that some institutions are thinking about ways to encourage thinking about using social media – by restricting it:

Professors have experimented with assigning technology fasts for their students—by discouraging gadget use for five days, for example, or rewarding extra credit for a semester without Facebook.

Harrisburg University of Science and Technology is going one step further with a “social-media blackout.” Starting Monday, the Pennsylvania institution will block Facebook, Twitter, AOL Instant Messenger, and MySpace on the campus network for a week. Faculty and staff members will be affected as well as students.

“Telling students to imagine a time before Facebook is like telling them to imagine living in a world with dinosaurs,” said Eric D. Darr, Harrisburg’s executive vice president and provost. “It’s not real. What we’re doing is trying to make it real.”

Ah, equating life with no social media with the age of dinosaurs – this is quite funny (though probably accurate).

When I first saw this headline, I thought this school might be doing this to help students to use the time they might spend on social media in other ways. To discover the world outside of Facebook. Alas, the school has other aims:

Mr. Darr said his hope is that people…would take the week to reflect on outside-the-box ways to use social media—such as for entrepreneurship or political advocacy.

So the goal in restricting social media use is to help people think about social media use? And I was hoping for a social experiment where students might discover other virtuous things to do with their time…

Discussions about student-learning outcomes among college boards

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As discussions about assessment and student-learning outcomes build on college campuses, a new report looks at what governing boards think about their discussions of student-learning outcomes:

While oversight of educational quality is a critical responsibility of college boards of trustees, a majority of trustees and chief academic officers say boards do not spend enough time discussing student-learning outcomes, and more than a third say boards do not understand how student learning is assessed, says a report issued on Thursday by the Association of Governing Boards of Universities and Colleges.

According to members, boards tend to focus on business matters. But this issue of assessment and student-learning outcomes is one that is likely to affect all levels of colleges and universities.

(A note about how the results were obtained: the survey was sent to “1,300 chief academic officers and chairs of board committees on academic affairs how boards oversee academic quality.” The response rate was only 38%.)

The inequalities in higher education

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Christopher Shea takes a look at two books that call for reforms to the university and college system, reforms which would include possible reforms for the tenure system. After considering what these books have to say, Shea suggests the real issue is how universities and colleges are being split into two groups: those with considerable resources and those with few resources:

Here we have the frightening subtext of all the recent hand-wringing about higher education: the widening inequality among institutions of various types and the prospects of the students who attend them. While the financial crisis has demoted Ivy League institutions from super-rich to merely rich, public universities are being gutted. It is not news that America is a land of haves and have-nots. It is news that colleges are themselves dividing into haves and have-nots; they are becoming engines of inequality. And that — not whether some professors can afford to wear Marc Jacobs — is the real scandal.

This is an interesting observation though it isn’t just public schools that are struggling with finances: many schools with fewer resources have had to make changes. What would Shea (or others) suggest could be done about closing this gap between schools?

Criteria in the college rating process across publications

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There are numerous publications that rate colleges. According to this story and very helpful graphic in The Chronicle of Higher Education, publications tend not to use the same criteria:

That indicates a lack of agreement among them on what defines quality. Much of the emphasis is on “input measures” such as student selectivity, faculty-student ratio, and retention of freshmen. Except for graduation rates, almost no “outcome measures,” such as whether a student comes out prepared to succeed in the work force, are used.

This suggests each publication is measuring something different as their overall scores have different inputs. This is a classic measurement issue: each publication is operationalizing “college quality” in a different way.

The suggestion about using student outcomes as a criteria is a good one. How much different would the rankings look if this were taken into account? And isn’t this what administrators, faculty, and students are really concerned about? While students and families may worry about the outcome of jobs, I’m sure faculty want to know that their students are learning and maturing.