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Is Duke a meritocracy or an aristocracy?
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Topic Started: Dec 19 2015, 07:42 AM (214 Views)
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Quasimodo
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Dec 19 2015, 07:42 AM
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http://www.americanthinker.com/articles/2015/12/college_admissions_aristocracy_or_meritocracy.html
December 19, 2015 College admissions: aristocracy or meritocracy?
Affirmative action is before the Supreme Court yet again. This time it is the University of Texas in the hot seat; soon it might be Harvard defending itself against credible charges that its admission policies discriminate against Asian applicants.
The essence of these cases is whether everyone is to be treated the same in college admissions or if some people are to be treated differently.
We know what the Constitution says on this matter as far as government entities are concerned: everyone is to be treated the same.
This is not what is happening on elite college campuses, many of them private. Some students are preferred over other applicants because of their race. Others gain a similar competitive advantage by virtue of being born to alumni or wealthy donors.
Both forms of preference could be considered aristocratic. An aristocracy is a system in which some people are born into different life circumstances than others, and receive certain advantages (and sometimes, responsibilities) based on this fact.
When privilege or preference is based on something you can’t control, such as the circumstances of your birth or whose genes you carry, then that is the definition of an aristocracy: an inherited place in life.
A meritocracy, on the other hand, is a system where everyone is equal and opportunities are earned through merit. Merit could be defined as ability, effort and/or achievement.
The crucial difference is this: You’re either born into it or it is earned.
Since colleges serve a crucial sorting function in American life, what happens there is extended into American society at large. Is America a meritocracy, as we were all taught and would like to believe, or is it just another aristocracy? Increasingly, we seem to be going down the European aristocratic road, with predictably decadent and degenerating results visible to all insightful observers of our distant ruling class.
In a meritocracy, entrance is open to everyone based on ability, effort and ingenuity. You can control your own destiny based on what you do. This is considered the American Way. This open door of opportunity has led to fantastic individual achievements that are the envy of the world. This willingness to strive derives from the promise that, with hard work and talent, you can rise and your prospects aren’t limited or constrained by your humble origins.
Nothing destroys motivation and a belief in the fairness of the system like an entrenched aristocracy.
Elite colleges like to portray themselves as meritocracies. This convenient fiction generates tremendous respect for their graduates. There is indeed a certain segment of the class that is admitted meritocratically, and this portion lends credibility to the endeavors of the rest.
Allowing an aristocracy to coexist at the same institution, however, undermines the integrity of the entire process and throws the credentials of all graduates into question. It’s time to end the charade of pretending that grades and test scores matter equally for all applicants. The aristocratic alumni from elite schools are borrowing part of their status as graduates -- and the accompanying assumptions of their competence -- from the meritocrats who earned entrance based on their achievements, rather than the mere circumstances of their birth.
Of course, awareness of functioning double standards also casts legitimate doubt on the actual achievements of members of preferred categories -- yet another serious problem with maintaining two sets of books.
Eliminating aristocratic preferences based on race also means eliminating aristocratic legacy preferences for the children of alumni and the children of the rich and well connected. Fair is fair. It’s the same thing: awarding people things based on the luck of whomever they happen to be related to. (Case in point: Is there anyone who thinks that Malia Obama is not going to be admitted to every school she applies to, regardless of her academic transcript?)
It’s time to end the aristocracy in higher education. It hurts everyone.
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Quasimodo
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Dec 19 2015, 08:03 AM
Post #2
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http://admissions.duke.edu/application/overview
Application Overview
Who We Look For
Duke offers a multitude of opportunities to its undergraduates. We’re looking for students ready to respond to those opportunities intelligently, creatively and enthusiastically. We like ambition and curiosity, talent and persistence, energy and humanity.
When we read an application and then discuss an application in our Admissions Committee, we consider both the academic and the personal qualities of each student.
[Really? Considering that an Asian student with perfect test scores and who plays the violin and volunteers with the Boy Scouts, would not be admissible solely because he belongs to the wrong "group", I can't really believe that "personal qualities" have much if anything to do with getting admitted (at least, for Asians)]
We think about what a student has accomplished within the context of the opportunities and challenges he or she has faced. And we seek those students who will bring a variety of experiences, backgrounds, interests and opinions to the campus. We especially appreciate students who love thinking hard about things and who like to make a difference in the world.
Because the admissions process is so personal and contextual, it's impossible to predict a candidate's chances of admission by looking at academic qualifications alone. We're guided initially by our assessment of six primary factors:
The rigor of a candidate's academic program Academic performance as measured by grades in academic courses Letters of recommendation from two teachers and a counselor Extracurricular activities The quality of thought and expression in the application essay Standardized test scores
[I can't think that any of the above, save for letters of recommendation, would be determinative for admitting someone under affirmative action (who will have been shortchanged in his inner-city academic program). Is this list dishonest in holding out the prospect of admission to everyone Duke based solely on one's personal accomplishments, as outlined above?]
Students we accept haven't just gone through the motions—they've put heart and soul into the areas that interest them. Frankly, students we do not admit often have these qualities as well. That's why Admissions Committee members spend countless hours reading and evaluating applications each year. Ultimately, we consider applicants within the context of their particular circumstances and the applicant pool as a whole, and do our best to determine which students will make the best match with Duke.
[Which means, there is an "out" which permits admission of persons based on their race; and the denial of admission to other people, based solely on their race; quite beyond any personal accomplishments or attributes of the individual applicant. It's all about keeping up the statistics, about which Brodhead so proudly boasts every year. ]
KEY CHARACTERISTICS WE SEEK
A sense of engagement -- with ideas, with other people, with a community An inclination to take full advantage of the talents and abilities you've been given An interest in being challenged; a healthy ambition The ability and desire to make a difference Creativity, curiosity and a sense of fun An openness to opportunities
[So will you be denied if you have all of the above, plus perfect SAT scores? Yes, if you are from the wrong group (it's happened).] Ergo, the above list, in fact, this entire Overview, is dishonest in holding out the prospect of admission to Duke without mentioning that admission to students from certain groups (Asians) is deliberately limited.]
MINIMUM REQUIREMENTS
We do NOT require minimum scores on the SAT or ACT, GPA, or class rank for consideration or admission.
[So those who graduate from Duke, and receive a Duke degree with the assumption that Duke has high academic standards, are riding on the shoulders of those who have been admitted because of their good academic performance.]
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Quasimodo
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Dec 19 2015, 08:08 AM
Post #3
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DUKE IN YOUR AREA
Every year our admissions officers travel to locations throughout the United States and the world to give high school students and their families an inside look at the Duke experience. At our programs, you can find out about Duke's academic offerings and student life, as well as the admissions process and financial assistance options. Learn more about Duke in your area.
Before College
We've compiled some tips that will assist you in preparing for the college selection process and for college itself:
Enroll in the best available and most challenging courses. We recommend four years of English and at least three years of mathematics, natural sciences, foreign language, and social studies. We generally expect students to enroll in five academic courses per year, and if a student does not take four years in a particular subject area, it should be replaced with an academic course of equal rigor.
[How many of the Affirmative action admissions have completed the above? If not, why list this in the Overview? And what was the level of academic rigor in those courses? Considering that 80% of high school seniors who apply to the City College of New York are deficient in math, English, and science, does the completion of the above courses, per se, mean competency? Or is that what is measured by tests? (But of course, test results are racist, so even though their purpose is to measure what has been learned, their results may not be considered--as noted above in the Overiew.)]
For students applying to the Pratt School of Engineering, we require coursework in calculus and strongly recommend physics. We also encourage students to enroll in advanced-level work in as many areas as reasonable, regardless of your intended major. For some students, this will include AP or IB courses, whereas for others it will include honors, accelerated, or college courses.
Get involved in the school or local community. Not only are extracurricular activities a great way for you to balance your academic life, but they are also a means by which you can identify your passions and interests. Understanding what is important to you can help give the Admissions Committee an idea of your potential impact on our campus.
[When this became noted, Asian students in California tried to undertake as many extracurricular activities as possible. It didn't matter, they still weren't admitted. Some families have even changed their surnames to sound more 'American' and hence not give away the fact that the applicant is Asian. But no matter how qualified, they still will be denied admission based on their race. ]
Investigate the standardized tests most colleges and universities require for admission. Buy a study guide and begin taking practice SAT and ACT tests. We recommend that a student take an official SAT or ACT in the springtime of the junior year.
Develop a list of important college characteristics. Knowing what to look for when reading through college websites and brochures, or knowing what to ask when speaking with a college representative, will save time and result in a more thoughtful college choice. Think about tangibles (academic programs offered, size, location) and intangibles (intellectual and student culture).
Investigate the websites of your favorite schools. This is an easy and inexpensive way for you to get an overall sense of a school's community, setting, and academic programs. Browsing student blogs and social media will also give you a firsthand look at student life.
Get to know your guidance counselor. Guidance counselors are extremely important people during the application process. They serve not only as recommenders but also as invaluable resources to help you select the college that best suits your needs, drawing on their knowledge of a wide range of schools and experience with many students.
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