David Brooks, a contributing writer at The Atlantic and author of How to Know a Person, dives into the history and future of meritocracy in the U.S. He discusses how recent Supreme Court rulings are reshaping university admissions and explores the flaws in standardized testing. Brooks critiques the overemphasis on IQ and lineage in elite schools, advocating for recognition of emotional intelligence and non-cognitive skills. With insights into personal growth and transformative education, he calls for a more inclusive understanding of success in today's society.
The evolution of meritocracy in the U.S. shows a shift from privilege based on lineage to a focus on intelligence and academic achievement, yet still perpetuates socio-economic inequities.
There is a critical need to reform college admissions by incorporating diverse skill assessments beyond standardized testing to create a more equitable educational environment.
Deep dives
Historical Context of American Meritocracy
The concept of meritocracy in America has evolved significantly from the late 19th century through the early 20th century. Initially, success was often attributed to social breeding, particularly favoring white, Protestant male descendants of Mayflower families, rather than academic excellence. This system favored legacy admissions in elite institutions like Harvard, where familial connections outweighed academic merit. This dominance of bloodlines began to shift with changes in societal values around the 1930s, reflecting a broader struggle over the definition of merit and the qualities considered valuable for leadership.
Shift from Bloodlines to Brainpower
James Conant's presidency at Harvard marked a pivotal moment in redefining merit in academia, prioritizing intelligence over lineage. Conant's emphasis on IQ and academic achievement aimed to create more equal opportunities and reflect the cognitive capacities necessary for modern economic competition. However, this shift also led to changes in family dynamics, pushing parents to invest heavily in their children's education, resulting in a performance-driven culture where standardized testing became central. Consequently, the socio-economic divide expanded, as children from affluent families began to dominate the landscape of higher education due to their access to resources, tools, and educational advantages.
Inequities in Current Educational Systems
The current educational framework perpetuates inequity, with standardized testing creating a distinct division among students based on socio-economic status. By as early as the eighth grade, disparities manifest with affluent students performing substantially better than their less-privileged counterparts, who often feel marginalized and less valued. This early stratification leads to long-term consequences, including lower college enrollment rates among disadvantaged groups and an overall feeling of disenfranchisement. The trend reinforces a social hierarchy that sidelines those not meeting standardized metrics of success, fostering feelings of inadequacy among students labeled as 'not smart.'
Rethinking Merit and College Admissions
There is a pressing need to reform college admissions practices to foster a more inclusive and equitable system that moves beyond traditional metrics. Current measures such as SAT scores can often obscure the true potential of candidates, particularly those from diverse backgrounds who excel in non-academic areas. Renowned educational frameworks that emphasize project-based learning demonstrate the effectiveness of assessing a broader range of skills, including teamwork and creativity, which are often absent from standard evaluations. By redefining merit to include emotional intelligence, practical experience, and diverse skill sets, universities can cultivate more well-rounded individuals who contribute significantly to society.