Rethinking American Meritocracy

This chapter examines the significant transformation in American meritocracy initiated by a Harvard president who shifted the focus from lineage to academic abilities. It critiques the reliance on standardized testing and IQ, revealing how socioeconomic status shapes educational outcomes and reinforces social disparities. The discussion calls for a broader understanding of intelligence, emphasizing the value of non-cognitive skills and the need to address entrenched inequalities in the educational system.