On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge
Summary
TLDRThe speaker, a Harvard professor, shares his journey from a poor, segregated Miami community to academia, highlighting the challenges faced by underprivileged students in elite institutions. He discusses the 'hidden curriculum' of unspoken expectations and the cultural divide between 'privileged poor' students from private schools and 'doubly disadvantaged' ones from public schools. The speech also addresses issues like food insecurity and the need for true inclusion beyond mere access to education.
Takeaways
- 🏫 The speaker's journey from a poor, segregated Miami neighborhood to becoming a Harvard professor illustrates the power of education to overcome adversity.
- 👨👧👦 The speaker's family background, with a middle school security guard for a father and a janitor for a brother, highlights the importance of hard work and the impact of socioeconomic status on educational opportunities.
- 🏛️ The speaker points out the disconnect between diversity recruitment in colleges and the actual inclusion of students once they arrive on campus, emphasizing that access does not equate to inclusion.
- 📊 The speaker's research reveals that colleges often recruit from a narrow pool of schools, leading to a disproportionate number of 'privileged poor' students from private schools.
- 🤝 The concept of the 'hidden curriculum' is introduced, which includes unwritten rules and expectations that can disadvantage students who are not familiar with these norms.
- 📚 The speaker explains how engaging with professors during office hours can significantly impact a student's GPA, but this expectation is often unspoken and can be a barrier for some students.
- 🏆 The importance of cultural capital is underscored, as it can provide students with the unspoken knowledge and behaviors that are valued in mainstream institutions.
- 🌐 The speaker's personal experience and that of others demonstrate the cultural shock and challenges faced by students from underprivileged backgrounds when navigating college life.
- 🍽️ The script addresses the issue of food insecurity among college students, particularly during times when campuses close, leaving some students without access to meals.
- 🏆 The speaker argues for a shift from mere access to true inclusion in educational institutions, using data to support the need for systemic changes to support diverse student populations.
- 🤔 The script concludes with a call to question what else institutions take for granted, suggesting that a deeper examination of systemic biases and assumptions is necessary for true inclusivity.
Q & A
What was the speaker's first impression of Amherst College campus?
-The speaker's first impression of Amherst College was that it was a fresh and different world, with the experience being marked by the sight of a chipmunk that was mistaken for a rat by his brother.
What does the speaker identify as the 'privileged poor' in the context of college students?
-The 'privileged poor' refers to students from private schools who have cultural capital and are more likely to be accepted into colleges due to the cultural behaviors and ways of being that are valued in mainstream institutions.
What challenges do 'doubly disadvantaged' students face when entering college?
-Doubly disadvantaged students, who typically come from distressed public schools, face challenges such as not having the same cultural capital as their privileged peers, which can hinder their integration into the college environment and their ability to navigate the unwritten rules of academia.
What is the 'hidden curriculum' mentioned in the script?
-The 'hidden curriculum' refers to the system of unwritten rules and unspoken expectations within an academic institution, such as the importance of engaging with professors during office hours, which can significantly impact a student's academic success.
How does the speaker suggest that office hours can impact a student's final grade?
-The speaker suggests that there is a correlation between visiting office hours and an increase in final grades, with each visit corresponding to a 1.25% bump in the final grade for that course.
What cultural shock did Valeria, a lower-income student from the Midwest, experience in college?
-Valeria experienced a cultural shock as her previous education had emphasized maintaining order over making connections, and she entered college with the belief that advancement should be based solely on hard work.
How does the speaker describe the experience of 'privileged poor' students like Aragon?
-Aragon, as a 'privileged poor' student, had attended a New England boarding school where she was taught by PhDs and was encouraged to engage with faculty, giving her a sense of entitlement to interact with professors in college.
What is the issue with the assumption that all students can leave campus during spring break?
-The issue is that not all students can afford to leave campus or have a home to return to, leading to a lack of food and security for those who remain, which can be particularly challenging for lower-income students.
How did the speaker describe the situation of food insecurity among college students?
-The speaker described the situation as critical, with two out of every five undergraduates in America being food insecure, often having to resort to desperate measures to make ends meet.
What is the speaker's call to action for institutions to improve diversity and inclusion?
-The speaker calls for a shift from mere access to true inclusion, using data to identify and address issues like the hidden curriculum and food insecurity, and to challenge the unwritten rules and structural barriers that hinder the success of diverse students.
What is the significance of the speaker's personal story in the script?
-The speaker's personal story serves as a testament to the possibility of overcoming adversity and achieving success despite coming from a poor, segregated community, and it underscores the importance of moving beyond mere access to education to ensure true inclusion and support for all students.
Outlines
🏫 Overcoming Barriers to Inclusion in Higher Education
The speaker reflects on their journey from a poor, segregated Miami community to becoming a Harvard professor, highlighting the challenges faced by underprivileged students in higher education. They discuss the concept of 'access vs. inclusion', emphasizing that mere admission is not enough; institutions must also support diverse students once they arrive on campus. The speaker introduces the idea of 'privileged poor', who have cultural capital from private schools, in contrast to 'doubly disadvantaged' students from distressed public schools. They also touch on the 'hidden curriculum', a set of unwritten rules and expectations that can hinder students who are not familiar with the academic culture, such as the importance of office hours for building relationships with professors.
🤔 The Hidden Curriculum and Cultural Capital
This paragraph delves into the cultural divide between students from different socioeconomic backgrounds and how it affects their college experience. The speaker uses the example of 'office hours' to illustrate the gap in understanding and expectations between students who are accustomed to engaging with faculty and those who are not. The narrative includes personal anecdotes and experiences of students like 'a goon', who attended a boarding school and felt entitled to interact with professors, contrasting with students from underprivileged backgrounds who may not have the same cultural capital. The speaker also addresses the broader implications of these disparities in the workplace, where relationships and visibility can impact career advancement.
🍽️ Food Insecurity and the Struggle for Inclusion
The final paragraph addresses the issue of food insecurity among college students, particularly during periods when campuses are closed, such as spring break. The speaker shares stories of students resorting to online dating for meals or struggling with the lack of resources on campus. They emphasize the need for institutions to move beyond mere access to education and actively work towards inclusion, considering the social and structural barriers that students face. The speaker calls for a deeper understanding and acknowledgment of the unwritten rules and systemic hurdles that can prevent diverse students from fully participating in and benefiting from higher education.
Mindmap
Keywords
💡Amherst College
💡Cultural Capital
💡Privileged Poor
💡Doubly Disadvantaged
💡Hidden Curriculum
💡Office Hours
💡Recommendation Letters
💡Food Insecurity
💡Spring Break
💡Inclusion
💡Diversity Recruitment
Highlights
First-time experience at Amherst College with family, highlighting the contrast between urban and rural environments.
The speaker's background as a Harvard professor from a low-income, non-college-educated family.
The reality of poverty creating a divide between the haves and have-nots in education.
Colleges' focus on diversity recruitment but lack of attention to inclusion post-arrival.
Research revealing the disproportionate source of colleges' diverse student bodies from boarding and prep schools.
The concept of 'privileged poor' students having an advantage due to cultural capital.
The existence of a 'hidden curriculum' in colleges, including unwritten rules and expectations.
The importance of engaging with faculty for academic success and support.
Cultural shock experienced by lower-income students from different educational backgrounds.
The misconception among students about the purpose of office hours and their actual benefits.
The speaker's personal journey learning to navigate the academic environment for success.
The impact of college policies on lower-income students, such as campus closures during breaks.
The struggle of food insecurity among college students and its implications on their academic focus.
The speaker's call to action for moving from access to inclusion in educational institutions.
The need for data-driven approaches to address and improve diversity and inclusion efforts.
The acknowledgment of the challenges faced by diverse groups in navigating institutional norms.
The conclusion emphasizing the importance of recognizing and addressing what is taken for granted in educational settings.
Transcripts
I remember the first time I stepped foot
on the Amherst College campus it was
with my mother and brother we drove up
from Miami the flights were too
expensive and besides we were all afraid
of flying anyway we pulled dr. Pratt
door got out of the car took deep
breaths a fresh country air but then my
brother starts to laugh he saw a little
critter run across the yard he said Tony
y'all pay how much for school here and
y'all got rats yeah it was a chipmunk we
had never seen a real one before his
joke barely hid his excitement it did
nothing for his nerves we were in
another world
so yeah me here a Harvard professor in
an opera house it's a testament to the
fact that even under impe dreams come
true
I'm the proud son of a middle school
security guard the brother of a janitor
both hard-working but neither
college-educated
I'm from a poor segregated community in
Miami that even my local newspaper
called a place time for God they're
often more struggles and celebrations
high school was the finish line when I
was growing up there were only three Ivy
League schools Harvard Yale and
Princeton and the only reason why
Princeton makes the list is because of
the Fresh Prince of bel-air but such is
the pernicious power of poverty it
isolates and it separates it creates two
worlds occupied by the haves and the
have Nevers so much so that people
equate poor students like myself making
it into college as having made it the
golden ticket not to Willy Wonka's
chocolate factory but to those bastions
of power and privilege yet getting in is
only half the battle
colleges like many organizations have
invested millions in diversity
recruitment but have thought less about
what to do when students arrive on
campus access ain't inclusion
part of the reason why is because
colleges get their new diversity from
old sources my research is the first to
show that colleges get half of their
poor black students from boarding in Bay
schools one-third of Latinos are - I
call these students the privileged poor
colleges like poor students from private
schools because they have cultural
capital those taken for granted ways of
being that are valued in mainstream
institutions the other poor black and
Latino students at in local typically
distressed public schools they don't
enter with the same cultural capital I
call these students that doubly
disadvantaged it was my interviews with
a hundred and three undergraduates that
show how poverty and inequality stopped
those who made it you see
when students into college whether a
community college or an Ivy League
institution they encounter a hidden
curriculum a system of unwritten rules
and unset expectation professors throw
around class terms like office hours yet
they only say when they are they never
say what they are
you see colleges expect students to be
comfortable engaging faculty I mean this
is the road to recommendation letters
it's the road to emotional support when
times gets rough connect you and faculty
is even valuable for your GPA one
research project showed that each visit
to office hours corresponds with a 1.2
5% bump in your final grade for that
course yet this expectation goes unsaid
there's no manuals of do's and dont's
wins the house and unspoken if
undergraduates want something they will
come operates as the gold ticket the
college corollary to the squeaky wheel
gets the grease
imagine the culture shock then that the
doubly disadvantaged experience it was
otherworldly for valaria a lower-income
student from the Midwest her teachers
spent more time maintaining order than
making connections she into college
believing in the American Dream she
believed that her advancement should be
about the work it was how her father saw
the world
it was also how he told her to see it as
well
mija you don't want to get ahead by
kissing ass right you want it based on
hard work it'll take longer mija but
you'll feel more proud let us not be
quick to label this father's advice as
bad in 2016 a dean from dean college
reached out to me she wanted to know how
could she increase academic engagement
among her lower income students I said
let's start with something basic let's
define office hours
something I said resonated with her when
she finally asked her students why they
didn't visit
her in office hours they said miss we
thought that was your time to do your
work in your office undisturbed it's a
reasonable assumption to make something
was lost in translation that had nothing
to do with English proficiency but let
us remember the privileged poor those
alumni of prep schools where contact
with faculty is not only encouraged but
built into the structure of the place
students like a goon a reflective latina
a goon hails from a troubled
neighborhood but attended a New England
boarding school she was taught in high
school by PhDs
PhDs were also dorm parents she entered
college feeling entitled to talk to a
professor and say hey I want to meet
with you my high school told me I can do
that it's actually my right even when
her professor was away from campus she
had no qualms calling him for virtual
office hours despite friends surprised
looks undergraduates from America's
forgotten neighborhoods and ignored
schools are truly disadvantaged if
colleges continue to privilege privilege
we cannot assume that all students have
had a chance to practice let alone
master these skills before they arrive
on campus and as office hours in college
become open-door policies at work this
process can continue we wonder why we
can hire diverse applicants but we can't
seem to promote them recommendation
letters in college are dependent upon
relationships with faculty just as
promotion at work is dependent upon
relationships with superiors for me I
watch the gull of a crowd and learn how
to navigate office hours similar to a
goon I got those letters of
recommendation 1 even coming from the
college president I learned that is not
just what you know and who you know but
also about who knows you and how well
they do
but I am not so naive the stumbling
blocks to inclusion are not merely
social colleges take for granted not
just what students know but also what
they can't afford sometimes the very
policies that colleges implement hurt
they hurt all lower-income students the
privileged poor and the doubly
disadvantaged alike colleges decision to
shut down during spring break assuming
that all people can leave for fun in the
Sun is a case in point but what if you
can't go home well what if you don't
have a home to go to what about for you
if hurt in home are synonymous campus
for better or for worse is your refuge
yet professors flee and friends leave
buildings close they even turn down the
heat in the dorms you walk past the
cafeteria and the lights are out in the
chairs they're stacked on top of the
tables you walk past the cafeteria and
the lights are out you literally can
still tho see the plates and trays the
forks and knives through the fence that
bar you from entry it comes as no
surprise why poor students like ariana
call spring break the real hunger games
but just how close it comes to living in
the districts is downright depressing
when campus is closed students come back
food and security not knowing where
their next meal is coming from sometimes
desperate times call for desperate
measures I attended a conference for
first-generation college students
and I met a young woman she was white
witty and wore her hair in a pixie
haircut she had on a blue Columbia
University sweatshirt she she stood
brave in a room to discuss how she spent
her last spring break at one of the most
wealthiest colleges in the country she
increased her online dating activity the
week before spring break to secure dates
the following week banking on gender
norms of older men paying for the first
meal she treated OkCupid as if it was
door - she treated tinder as if it was
GrubHub out-priced and overextended she
offered her time this makes no sense but
this is a reality for many students
across the country two out of every five
undergraduates in America are food
insecure instead of investing time
learning linear algebra many invest
their times making ends meet you know
the question of if diversity is worth it
it's ever-present and not just at
colleges but I organizations of all
stripes the answer is yes it is but we
should not be surprised when certain new
groups struggle these unwritten rules
and injuries hurdles don't just trip
them up it keeps them on the outs we
must move from access to inclusion and
data will help in this endeavor I've
shared with you just two issues that
undercut diversity efforts the hidden
curriculum and food and security there
are many more both social and structural
in nature so I'll leave y'all with this
what else do we take for granted thank
you
[Applause]
[Music]
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