Are prestigious schools the best schools? What should parents and students look for when selecting a college?<\/p>\n\n\n\n
In his book Excellent Sheep<\/em>, William Deresiewicz claims that elite US colleges and universities are so selective and profit-oriented that they perpetuate social inequality and deprive students of high-quality learning. He argues that the solution is to make high-quality college education accessible to all American students.<\/p>\n\n\n\n Keep reading for an overview of the book, along with an exercise to review the content.<\/p>\n\n\n\n\n\n\n\n Elite colleges and universities accept on average only 6% of applicants<\/a>, but their influence stretches far beyond this small group. Deresiewicz, a former English professor at Yale, is well-known for his 2008 essay \u201cThe Disadvantages of an Elite Education.\u201d<\/a> After the article went viral, he further fleshed out its ideas in his book Excellent Sheep<\/a><\/em>. His book draws on historical research, his observations from 15 years at Ivy League schools, and his conversations with college students. Although Deresiewicz primarily addresses an audience of elite parents and students, the topics he covers\u2014from social inequality to developing self-insight\u2014are relevant to any reader.<\/p>\n\n\n\n (Shortform note: The author uses the term \u201cexcellent sheep\u201d to describe these college students. They\u2019re \u201cexcellent\u201d because they seek experiences that make them appear<\/em> accomplished, and they\u2019re \u201csheep\u201d because they don\u2019t stray from this approach even when opportunities for self-insight<\/a> arise. In this guide, we\u2019ll refer to these students as \u201cfearful followers\u201d to emphasize that selective criteria have made them so fearful of failure that they follow existing, perfectionism-driven pathways instead of charting their own.)<\/p>\n\n\n\n We\u2019ll begin by exploring Deresiewicz\u2019s vision for an ideal college education and considering how it benefits students and upholds democracy. Next, we\u2019ll contrast his vision with reality: We\u2019ll examine two ways elite colleges and universities perpetuate social inequality and deprive students of this ideal education. Finally, we\u2019ll turn to solutions by describing how governments, schools, and parents can collectively overhaul U.S. higher education\u2014and how today\u2019s students can make the most of their college years in the meantime.<\/p>\n\n\n\n \u27a1 The book Excellent Sheep is on our list of the best books on education. <\/em>See the full list.<\/em><\/a><\/p>\n\n\n\n According to Deresciewicz, an ideal college experience benefits both individuals and society. He argues that a high-quality college education is a liberal arts program that nurtures students\u2019 self-insight and equips them with the skills to uphold democracy. <\/strong>In this section, we\u2019ll define what a liberal arts education<\/a> is. Then, we\u2019ll explore how it benefits students and society.<\/p>\n\n\n\n Deresiewicz claims that the liberal arts prioritize character-building over career development<\/strong>. Their students still graduate prepared for the workforce. He cites research showing that many employers specifically seek graduates of liberal arts programs because these alumni demonstrate strong problem-solving and relational skills.<\/p>\n\n\n\n Deresiewicz argues that the liberal arts\u2019 emphasis on character development nurtures students\u2019 self-insight, which enables them to build a meaningful life.<\/strong> Liberal arts professors encourage students to engage in self-insight by providing opportunities for self-reflection<\/a> as they study the world.<\/p>\n\n\n\n The skills students develop in liberal arts programs benefit society as well. Specifically, Deresiewicz argues that liberal arts programs equip students with skills that enable them to uphold democracy. <\/strong>These skills include imagining a better future, communicating that vision, and collaborating with others to make it happen. Skills like these prepare students to contribute meaningfully to democracy because democracies thrive when citizens together envision a better society and take action to make it a reality.<\/p>\n\n\n\n Liberal arts professors develop these skills in students by cultivating their self-insight, pushing them to question their long-held beliefs, exposing them to diverse perspectives, and teaching the art of crafting strong arguments<\/a>.<\/p>\n\n\n\n Deresiewicz identifies two main problems with elite U.S. schools (prestigious, highly-selective colleges and universities). The first problem is these schools\u2019 admissions criteria<\/a>. Deresiewicz claims that admissions criteria at elite U.S. schools are so selective that they both harm students and perpetuate social inequality.<\/strong><\/p>\n\n\n\n According to Deresiewicz, elite schools use selective admissions criteria because they stay in business by marketing themselves as highly selective<\/em>.<\/strong> Doing so offers them a competitive advantage<\/a> over less-selective schools. Elite schools strive to admit qualified, upper-class students because they and their families are likely to pay full tuition and later become donors.<\/p>\n\n\n\n Furthermore, elite schools keep their acceptance rates low by attracting a high number of applicants. As a result, their admissions criteria are exceedingly selective.<\/p>\n\n\n\n Next, let\u2019s explore how these selective admissions criteria harm students.<\/p>\n\n\n\n Deresiewicz claims that, as students prepare to meet highly selective criteria, they feel intense pressure to prioritize achievement over experiences that build self-insight. <\/strong>This takes a toll on their mental health. The author criticizes parents for pressuring their children as early as middle school to be perfect so they\u2019re prepared to meet selective admissions criteria.<\/p>\n\n\n\n Even after students are admitted to U.S. elite colleges and universities, the legacy of selective criteria continues to harm them. Deresciewicz argues that college<\/strong> students continue to prioritize achievement over self-insight. <\/strong>This emphasis further degrades their mental health and makes them afraid to pursue their own interests.<\/p>\n\n\n\n Let\u2019s examine several reasons why students at elite colleges continue to prioritize achievement over self-insight.<\/p>\n\n\n\n First, students at elite colleges feel the need to prove they belong<\/strong> because, after they\u2019re admitted, they realize their peers are equally as exceptional as they are. To prove their worth, they compete with their peers: They pursue experiences that make them appear more accomplished instead of experiences with peers that develop self-insight.<\/p>\n\n\n\n The second reason college students continue to prioritize achievement is that elite schools make little effort to deprogram students\u2019 perfectionism. <\/strong>Students sign up for classes they think will be easy and avoid classes and majors that would carry a risk of failure. To them, classes and majors that prioritize career development (such as finance) seem like a safer choice. As a result, many students miss out on the benefits of liberal arts<\/a>.<\/p>\n\n\n\n After these fearful followers graduate from elite schools, their impact is widespread. Deresiewicz notes that many fearful followers become leaders, citing evidence that a disproportionate number of U.S. government and business leaders are alumni of elite schools. More concerningly, he argues that many<\/strong> fearful followers become ineffective<\/em> leaders.<\/strong><\/p>\n\n\n\n So far, we\u2019ve discussed how selective criteria shape the lives of admitted students and alumni. Next, we\u2019ll consider the students who aren\u2019t<\/em> admitted. According to Deresiewicz, elite schools\u2019 criteria are so selective and narrowly defined that mostly only upper-class students have the means to meet them. <\/strong>He argues that this exclusion of non-elite students perpetuates social inequality.<\/p>\n\n\n\n Admissions teams consider the following factors, each of which privileges upper-class students:<\/p>\n\n\n\n The exclusion of non-elite students through these high, narrow criteria negatively impacts society. Specifically, Deresiewicz argues that elite schools\u2019 exclusive admissions criteria stall social mobility<\/a>.<\/strong> He offers two main reasons for this.<\/p>\n\n\n\n First, selective criteria that exclude non-elite students reduce their access to leadership positions. Second, they limit students\u2019 opportunities for collaboration across social classes because elite colleges\u2019 student bodies are majority upper class.<\/p>\n\n\n\n Next, we\u2019ll turn to the second problem with elite colleges and universities: the low quality of their academic programs. Deresiewicz argues that elite schools provide a low-quality education because they concern themselves more with generating profits that ensure their future existence than with the art of teaching. <\/strong>In this section, we\u2019ll explore two ways elite schools prioritize profits over teaching. Then, we\u2019ll investigate how this emphasis harms students and society.<\/p>\n\n\n\n The first way<\/a> elite schools prioritize profits over teaching is by treating students like customers <\/em>instead of learners<\/em> by attracting them with unnecessary perks (such as free laundry service) that don\u2019t improve the quality<\/em> of education. After students are admitted, elite schools maintain their customer satisfaction in two ways. They praise them excessively for their exceptional abilities, and they engage in grade inflation<\/em>\u2014giving them higher grades than they deserve.<\/p>\n\n\n\n A second way elite schools prioritize profits over teaching is by overemphasizing research. Deresiewicz argues that because professor-led research brings in funding, elite schools reward professors for research more than for teaching.<\/strong><\/p>\n\n\n\n Next, let\u2019s explore how elite schools\u2019 focus on profits harms both students and society.<\/p>\n\n\n\n First, Deresiewicz argues that, because research is so time-consuming, professors are unavailable to provide students with experiences that encourage self-insight and character-building.<\/strong> They provide students with facts and conclusions instead of opportunities to develop their own<\/em> insights and conclusions.<\/p>\n\n\n\n Second, Deresiewicz argues that elite schools\u2019 treatment of students as customers reinforces harmful myths about meritocracy that perpetuate social inequality.<\/strong> The author claims that, when elite schools shower their customer-students with praise about how exceptional they are, it sends students the message that they earned<\/em> their place in the meritocracy. However, this message is a myth. The U.S. isn\u2019t<\/em> a meritocracy because, as previously noted, affluent students with merit have more access to elite schools than non-affluent students with merit. This myth of meritocracy obscures the truth that social inequality<\/em>, not lack of merit, excludes non-elite people, making it less likely that this inequality is addressed.<\/p>\n\n\n\n Next, we\u2019ll turn to Deresiewicz\u2019s ideas on how to realize his vision of an ideal college education. We\u2019ll begin by examining his solution to the first problem we discussed earlier: elite schools\u2019 selective, exclusive admissions criteria. He proposes that Americans should replace their current system of higher education with a less-exclusive one that no longer privileges upper-class children.<\/strong> In this section, we\u2019ll describe Deresiewicz\u2019s recommendations for how governments, institutions of higher education, and parents can play a role in this solution.<\/p>\n\n\n\n The author claims that high school students will have equal opportunities to access high-quality education if the government equally funds all public schools.<\/strong><\/p>\n\n\n\n Next, Deresiewicz argues that elite schools should replace their admissions criteria with criteria that no longer privilege the students of wealthy families.<\/strong> Deresiewicz recommends college admissions teams overhaul their admissions criteria using three specific methods.<\/p>\n\n\n\n Finally, Deresiewicz believes that elite parents have a role to play in improving U.S. higher education. He argues that parents of elite children should stop prioritizing the needs of their kids over those of less-affluent kids. <\/strong>He claims that, when upper-class parents try to increase their children\u2019s chances of getting into elite colleges, they make their children miserable and<\/em> give their kids an unfair advantage.<\/p>\n\n\n\n Next, let\u2019s consider solutions to the second problem with elite schools: their emphasis on profits over teaching. Deresiewicz offers recommendations for how colleges and universities, and college students themselves, can improve students\u2019 educational experience. <\/strong>In this section, we\u2019ll share his recommendations.<\/p>\n\n\n\n The author argues that elite schools should ensure that professors prioritize teaching over research. <\/strong>Shifting professors\u2019 priorities would enable them to build students\u2019 character and nurture their self-insight. The author argues that, during the tenure evaluation process, professors\u2019 teaching experience and strengths should be valued just as much as, or more than, their research experience.<\/p>\n\n\n\n Deresciewicz claims that college-age students don\u2019t need to wait for these systemic changes<\/a> to happen before they can experience a high-quality education. He urges students to actively create <\/em>a high-quality education for themselves. <\/strong>Specifically, he encourages them to undermine the priorities of elite schools by<\/strong> prioritizing learning over prestige. <\/strong>By seeking experiences that prioritize learning, they can experience the benefits of self-insight and character-building. In this section, we\u2019ll share Deresciewicz\u2019s tips for how prospective and current college students can achieve this.<\/p>\n\n\n\n First, Deresciewicz advises prospective college students to disregard rankings and prestige. Instead, he implores students to attend second-tier liberal arts colleges and liberal arts colleges that are housed within public universities. He claims these schools are more likely to value a high-quality education over reputation.<\/p>\n\n\n\n Deresciewicz\u2019s second tip for prospective college students is to shadow a current student at a college in which they\u2019re interested to preview its culture and academic programs. He encourages them to look for evidence that the school deeply values learning.<\/p>\n\n\n\n Deresciewicz argues that current college students can also actively create a high-quality education for themselves.<\/strong> In this section, we\u2019ll share three of his tips for doing so.<\/p>\n\n\n\n Take some time to review the main takeaways from Excellent Sheep.<\/em><\/p>\n\n\n\n Are prestigious schools the best schools? What should parents and students look for when selecting a college? In his book Excellent Sheep, William Deresiewicz claims that elite US colleges and universities are so selective and profit-oriented that they perpetuate social inequality and deprive students of high-quality learning. He argues that the solution is to make high-quality college education accessible to all American students. Keep reading for an overview of the book, along with an exercise to review the content.<\/p>\n","protected":false},"author":9,"featured_media":78867,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[40,15],"tags":[744],"class_list":["post-78862","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-books","category-education","tag-excellent-sheep","","tg-column-two"],"yoast_head":"\nOverview of Excellent Sheep<\/em><\/h2>\n\n\n\n
What Is a High-Quality College Education?<\/h3>\n\n\n\n
What Are the Liberal Arts?<\/h4>\n\n\n\n
How the Liberal Arts Benefit Students<\/h4>\n\n\n\n
How the Liberal Arts Uphold Democracy<\/h4>\n\n\n\n
Problem 1: Selective Admissions Criteria<\/h3>\n\n\n\n
Why Elite Schools Use Selective Admissions Criteria<\/h4>\n\n\n\n
Effect 1: Intense Pressure Harms Prospective Students<\/h4>\n\n\n\n
Effect 2: Admitted Students Become Fearful Followers<\/h4>\n\n\n\n
Reason 1: Proving They Belong<\/h5>\n\n\n\n
Reason 2: Avoiding Failure<\/h5>\n\n\n\n
Effect 3: Fearful Followers Become Ineffective Leaders<\/h4>\n\n\n\n
Effect 4: Exclusion of Non-Elite Students<\/h4>\n\n\n\n
Four Factors That Exclude Non-Elite Students<\/h5>\n\n\n\n
\n
Why the Exclusion of Non-Elite Students Perpetuates Social Inequality<\/h5>\n\n\n\n
Problem 2: Elite Schools Prioritize Profits Over Teaching<\/strong><\/h3>\n\n\n\n
Elite Schools Prioritize Profits Over Teaching<\/h4>\n\n\n\n
The Negative Effects of Elite Schools\u2019 Focus on Profits<\/h4>\n\n\n\n
Solution 1: Expand Access to Higher Education<\/h3>\n\n\n\n
Government Role: Address the Roots of Disparities in College Access<\/h4>\n\n\n\n
College and University Role: Overhaul Admissions Criteria<\/h4>\n\n\n\n
\n
Family Role: Stop Giving Your Child an Advantage<\/h4>\n\n\n\n
Solution 2: Prioritize Teaching and Learning<\/h3>\n\n\n\n
College and University Role: Prioritize Teaching<\/h4>\n\n\n\n
Student Role: Prioritize Learning Over Prestige<\/h4>\n\n\n\n
Tips for Prospective College Students<\/h5>\n\n\n\n
Tips for Current College Students<\/h5>\n\n\n\n
\n
Exercise: Review What You\u2019ve Learned From Excellent Sheep<\/em><\/h3>\n\n\n\n
\n