PDF Summary:The Privileged Poor, by Anthony Abraham Jack

In The Privileged Poor, Anthony Abraham Jack reveals how elite universities often fail to provide the necessary support to help low-income students truly feel included on campus. Jack divides these students into two groups based on their high school experiences: the "Advantaged Impoverished" who attended elite prep schools, and the "Doubly Disadvantaged" from under-resourced public schools. Through vivid examples, he illustrates the stark differences in how each group navigates the cultural world of prestigious colleges.

The book critiques several university policies that inadvertently reinforce socioeconomic divides and explores how these systemic inequalities undermine lower-income students' sense of belonging. Jack advocates proactive efforts to create genuinely welcoming environments through clearer expectations and new initiatives that prioritize skill-building and community integration.

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Affluent Students' Wealth Displays Highlight Economic Constraints of Peers From Lower-Income Backgrounds

The author observes that the constant displays of wealth by affluent students—from expensive vacations to designer clothes—create a stark contrast with the economic constraints faced by those of lower-income backgrounds. This disparity in resources not only creates a sense of discomfort and alienation, but also highlights the wide variations in their lived experiences and societal realities.

Expensive Vacations, Designer Fashion, and Luxury Purchases Highlight Resource Disparities

Jack provides detailed examples of how affluent students' money manifests in their everyday conversations and behavior. Casual mentions of lavish trips, high-end clothing, and luxury purchases become a constant reminder for students with limited resources of their restricted access and the large disparity in their social realities. This disparity is further reinforced by the university's own policies, which often prioritize the needs and preferences of more affluent students.

Other Perspectives

• The mention of expensive vacations and luxury purchases might not always be a conscious effort to highlight wealth disparities but could be a reflection of their normal lifestyle and experiences.
• Universities may have programs and scholarships aimed at reducing the impact of these disparities, which can help mitigate the constant reminder of limited access.
• Universities often rely on donations and contributions from alumni, which may come from more affluent individuals, but these funds can be used to support financial aid programs and improve facilities for all students.

Outsider Struggles: Underserved Students Vs. Privileged Classmates

While the Doubly Disadvantaged and Privileged Poor each face economic constraints, their reactions and experiences differ. The author observes that students in this group often retreat from campus activities, further isolating themselves from peer networks and university resources, while Privileged Poor students usually navigate these social hierarchies with greater ease, drawing on the skills and familiarity they acquired in their prep school years.

The Doubly Disadvantaged Withdraw From Campus and Avoid Faculty Due to Isolation and Not Belonging

Jack describes how the sense of being isolated and not belonging experienced by the Multiply Disadvantaged lead to a withdrawal from the campus community and avoidance of faculty interaction. This withdrawal prevents them from accessing crucial resources and supportive relationships, impeding their educational progress and overall time at the university. In contrast, those Jack terms the "Privileged Poor" are more adept at integrating into the college community and leveraging resources to their advantage, having been previously exposed to the norms and expectations of elite spaces.

Practical Tips

• Volunteer to be a part of diversity and inclusion committees in your workplace or school to advocate for policies that support the multiply disadvantaged. Your involvement can help create more inclusive environments. For instance, you could push for the implementation of cultural competency training sessions that educate members about the challenges faced by the multiply disadvantaged.
• Create a "Faculty Interaction Challenge" where you commit to initiating a conversation with at least one faculty member each week. This could be as simple as asking a question after class, discussing a topic of interest during office hours, or even just saying hello and introducing yourself. The goal is to normalize interaction and build confidence in engaging with faculty.
• You can expand your network by initiating a "Resource Exchange" group in your local community. Start by gathering a small group of individuals from different backgrounds and organize regular meetups where each person shares what resources or skills they can offer and what they need. This could range from professional advice to personal support. By doing this, you create a microcosm of resource and support sharing that counteracts withdrawal and fosters interdependence.
• Set up a personal reward system for consistent study habits. Reward yourself with something enjoyable after completing a set amount of study time or assignments. This could be as simple as treating yourself to a favorite snack after a study session or planning a small outing after a week of maintained educational activities.
• Initiate a book swap program within your dorm or student community to exchange textbooks and literature. This not only helps to alleviate the financial burden of purchasing books but also encourages conversations and connections among students who might not otherwise interact. You could start by setting up a bookshelf in a common area where students can leave and take books as needed, promoting a sense of community and shared resources.
• Develop a barter system within your network to exchange skills and services without monetary transactions. For instance, if you're good at web design and a friend excels at marketing, offer to build their website in exchange for them creating a marketing plan for you. This mutually beneficial arrangement can help both parties leverage their strengths to achieve their goals.
• Volunteer for organizations that work closely with elite institutions. By contributing your time to these organizations, you'll gain firsthand experience with the operational norms and social etiquette of high-status environments, which can be invaluable if you aspire to move within these circles professionally or socially.

University Policies Widen Class Divides and Harm Poor Students' Belonging

This section focuses on specific university policies that inadvertently exacerbate class differences and undermine the feelings of belonging in poor students. Jack argues that prestigious schools should go beyond just offering monetary assistance, revising procedures to create a truly inclusive environment for everyone.

Community Detail Stigmatizes Disadvantaged Students Cleaning Dorms

The author criticizes Renowned University's "Community Detail" program, where students, predominantly low-income and minority, are hired to clean dorms, including the rooms of their peers. Jack argues that this program not only reinforces negative stereotypes but is a continual reminder of their outsider status.

Community Detail Enforces Stereotypes, Reminding Poor Students of Outsider Status

Jack provides detailed accounts of how Community Detail, despite its economic benefits, causes emotional distress and reinforces feelings of marginalization for low-income students. White students from low-income families express discomfort in being outed as "poor," while students of color experience the added burden of being relegated to traditionally stereotypical service roles, mirroring the historical and persistent racial disparities in the labor market.

Context

• For students of color, the roles assigned in Community Detail may reinforce racial stereotypes, as they are often seen in service positions, which can perpetuate historical inequities.
• The discomfort stems from broader societal issues of economic inequality, where wealth disparities are visible and can influence one's opportunities and social standing.
• Early experiences in stereotypical roles can influence career trajectories, limiting access to networks and opportunities that are crucial for professional advancement.
• Structural racism in hiring practices, wage gaps, and limited access to quality education and professional networks contribute to ongoing disparities.

"Scholarship Plus" Shames Students From Low-Income Backgrounds

Jack criticizes Renowned University's "Scholarship Plus" initiative, which gives complimentary tickets to campus events for students with low incomes, arguing that its implementation—separate lines and identifiable tickets—creates a sense of shame and devaluation. The author highlights the stark contrast between the school's stated commitment to inclusion and the practical reality of this policy, which inadvertently reinforces class divisions.

Separate Tickets and Lines Devalue Economically Struggling Students

The author describes how the separate ticketing system for Scholarship Plus further isolates and devalues students with limited financial means. Being publicly identified as a recipient of financial assistance reinforces feelings of being different and less valued than their affluent peers. By being treated differently, the program undermines the very goal of inclusion, reminding students of their economic disadvantage and reinforcing their feeling of being outsiders.

Context

• This system might involve different processes or lines for students receiving financial aid, which can visibly distinguish them from their peers who do not receive such aid.
• Public identification of financial aid recipients can lead to stigmatization, where students may feel embarrassed or ashamed, impacting their self-esteem and social interactions.
• The stress and anxiety from being treated differently can negatively impact students' academic performance, as they may feel less supported or motivated to excel in an environment where they feel marginalized.

Closing Dining Halls Over Spring Break Burdens Low-Income Students Who Remain on Campus

Jack critiques Renowned University's practice of shutting down every dining hall for spring break, as it severely impacts low-income students who cannot afford to travel home or go on vacation. The author argues that this policy significantly worsens their financial burden and food insecurity, leaving them feeling left out of a key aspect of college life.

Charging Poor Students for Break Meals Worsens Their Isolation and Resource Scarcity

The author gives detailed and disturbing examples of how students with limited finances are forced to ration their food, rely on unhealthy options, and even skip meals over the spring recess due to the institution's rules. While affluent students enjoy extravagant vacations, their less-privileged peers struggle to meet their basic needs. Jack argues that shutting down cafeterias over breaks effectively penalizes those who cannot afford to leave campus, perpetuating inequity and highlighting how the institution overlooks the realities faced by its neediest students.

Context

• During breaks, many campus support services, such as counseling and academic advising, may also be unavailable, leaving students without crucial resources.

Other Perspectives

• The institution might argue that it encourages students to plan ahead for breaks and may provide resources or education on how to do so affordably and healthily.
• Affluent students enjoying vacations does not inherently cause poor students to struggle; these are separate socioeconomic issues that require distinct solutions.
• There may be health and safety regulations or union agreements that require significant downtime for facilities like cafeterias, which necessitate their closure during certain periods.

Fostering an Inclusive, Welcoming Environment for Every Student

This section focuses on policy recommendations to improve inclusivity and foster a stronger sense of belonging for all students, particularly those from underprivileged backgrounds. Jack argues for a shift in focus from simply accepting diverse student bodies to actively creating an environment that ensures their full integration and success.

Universities Ought to Clarify Educational and Behavioral Norms for Enrolled Individuals

Jack emphasizes that universities ought to clearly define and explain the implicit guidelines and expectations that constitute the "hidden curriculum" in top-tier schools. This would level the playing field for learners from diverse backgrounds, enabling them to succeed both academically and socially.

Clarifying Office Hours and Instructor Expectations Levels the Playing Field

The author provides specific examples of how professors can improve inclusivity by explicitly defining the purpose of open hours and outlining what they expect of students regarding engagement. By clarifying the implicit norms, faculty can empower students to participate fully in their education and access the resources necessary for success.

Context

• When professors outline what students can discuss during office hours, it allows them to tailor their support to individual needs, whether it’s academic guidance, career advice, or personal development.
• Understanding what is expected can build students' confidence in their ability to meet those expectations, which can enhance their overall academic performance.
• Explicit communication ensures that all students, regardless of their background, have equitable access to the support and resources they need to thrive academically.

Universities Should Provide Skill-Building Job Opportunities for Students of Low Socioeconomic Status Beyond Labor Stereotypes

While jobs at college are essential for many students, Jack argues that institutions should move away from work programs that reinforce negative stereotypes and intensify social divisions. Offering alternative opportunities that foster engagement with coursework and skill-building would better support lower-income students' scholarly and career aspirations.

Student Integration Programs Preferable to Cleaning Jobs

The author advocates for programs at universities that prioritize skill development and academic integration, such as Bryn Mawr and Haverford Colleges' SaLT program. By offering roles that align with their academic pursuits and future goals, universities can empower lower-income students to build valuable experience and network with faculty and professionals.

Context

• Skill development and academic integration can have long-term benefits, including higher employability and better career outcomes for students.
• Such programs empower students by giving them a voice in their education, allowing them to contribute to curriculum development and pedagogical strategies.
• Such roles offer practical, hands-on experience that complements theoretical learning, helping students apply classroom knowledge to real-world situations.
• By participating in these programs, students can gain insights into industry standards and expectations, which can be crucial for career planning and development.

Addressing Barriers for Students With Low Income: Food Shortages During Breaks

To address the issue of food scarcity during breaks, Jack recommends keeping meal facilities accessible or offering stipends to students who cannot afford to leave campus. This tangible support would alleviate stress, promote feelings of community, and ensure that all students can maintain their physical and mental well-being throughout the academic year.

Keeping Dining Halls Open or Offering Stipends Can Relieve Stress and Loneliness

Jack concludes his book with a call to action, urging universities to step up and actively address the barriers faced by low-income students. Keeping meal services available, offering stipends, expanding SNAP eligibility to college students, or increasing Pell Grant amounts are some of the tangible steps that institutions and policymakers can take to ensure that access to an elite education is not overshadowed by the realities of hunger and exclusion.

By implementing these and other policy changes, universities can move beyond simply providing access to a degree and toward creating a truly inclusive environment that nurtures the success of all learners, no matter their background.

Context

• While financial aid can help, it often does not cover all expenses, leaving students to juggle work and study, which can detract from their educational experience.
• Regular meal times provide structure to a student’s day, which can be comforting and reduce anxiety, especially during stressful academic periods.
• Stipends can serve as a buffer for unexpected expenses, such as medical emergencies or family crises, which might otherwise derail a student's educational journey.
• Adjusting SNAP eligibility for students would require changes at the federal policy level, potentially involving legislative action to redefine qualifying criteria for student recipients.
• Over the years, the purchasing power of Pell Grants has diminished relative to rising college costs, making increases necessary to keep pace with inflation and tuition hikes.
• Addressing basic needs like food security can significantly impact students' mental health and well-being, reducing stress and improving their ability to engage academically and socially.
• Addressing these issues requires collaboration between educational institutions, government bodies, and community organizations to create systemic change.