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Mastering the “Hidden Curriculum”

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Mastering the “Hidden Curriculum” JOHNJOHN HARVARD’SHARVARD’S JOURNAL Mastering the “Hidden Curriculum” sentially a village in the shadow of a great metropolis….I was enough of a How some colleges help first-generation and low-income students succeed realist not to fret about having missed summer camp, or travel abroad, or a A new student heard a classmate men- mother, containing a dollar bill, reminded casual familiarity with the language of tion choosing a gift from a bridal registry her. Over time, she recalled, wealth.…The agenda for self-cultivation for a friend. “What the hell is a bridal reg- I came to accept during my fresh- that had been set for my classmates by istry?” she wondered. As she tried to choose man year that many of the gaps in my their teachers and parents was some- courses, she had to visit the library to ex- knowledge and understanding were thing I’d have to develop for myself. plore what unfamiliar subjects were, before simply limits of class and cultural That was at Princeton in 1972, as Sonia registering—painfully aware that fellow background, not lack of aptitude or Sotomayor depicted her student self in her freshmen “had gone to high schools that application as I’d feared. That accep- memoir, My Beloved World. Develop herself she sounded more like mini-colleges, with li- tance, though, didn’t make me feel less clearly did: she is now an associate justice brary buildings of their own and sophisti- self-conscious and unschooled in the of the U.S. Supreme Court. cated electives” and AP courses that enabled company of classmates who’d had the Four decades later, at Princeton or almost them “to leapfrog ahead” of her introductory benefit of much more worldly expe- any other elite college, Sotomayor’s experi- selections. “Maybe I just wasn’t as smart as rience. Until I arrived…I had no idea ence likely would have unfolded similarly. they were?” She certainly wasn’t as mon- how circumscribed my life had been, Having diversified their student bodies by eyed, as the weekly letter from her grand- confined to a community that was es- race, gender, ethnicity, and nationality since 18 November - December 2017 Photographs by Peter Vanderwarker Reprinted from Harvard Magazine. For more information, contact Harvard Magazine, Inc. at 617-495-5746 THE OLD MADE NEW. Winthrop House, renovated and expanded, welcomed undergraduates back this fall. Those who still read books have a gorgeously refreshed library in which to do so. House amenities include this new rooftop terrace, and an extended terrace in the refurbished Gore Hall courtyard. The contractors have moved on to Lowell House, where the renewal will take two years (students are in swing spaces now; see Brevia, page 34, on the diaspora). Consult harvardmag.com/ new-winthrop-17 for a full Winthrop tour. scholarships to, say, Exeter, from those who did not (see Rachel L. Gable “Aiding the ‘Doubly Disad- the 1960s, highly selective universities began vantaged,’” September-Oc- scrambling to address the one glaring omis- tober 2016, page 11). But be- sion that remains. After largely outsourcing ginning undergraduates who the education of low-income and first-gen- attended the weakest public eration students to public institutions, they schools, urban and rural— have made stronger efforts during the past lacking AP courses or calcu- decade to enroll academically strong stu- lus, science labs or instruc- dents whose family incomes and K-12 prepa- tion in writing—may now ration resemble Sotomayor’s—far from the find even greater disparities resources available in America’s best sub- than Sotomayor encountered. urban systems and prep schools. And most That is another reflection of recently, these elite institutions have begun widening American socioeco- to recognize that gaining admission is only nomic inequality in the inter- MAGAZINE/JC HARVARD the first challenge many such students face. vening decades (see “The College Chasm,” Gable surveyed Harvard and Georgetown Although first-generation and low-in- page 50). sophomores about their academic prepara- come status often overlap, not all FLI un- The best evidence that Sotomayor’s anec- tion compared to peers’. First-generation dergraduates (to use Princeton’s acronym) dotes resonate today comes from Rachel L. students were more than twice as likely to have come from under-resourced secondary Gable, Ed.D. ’16, in her doctoral dissertation, feel less prepared than continuing-genera- schools. Anthony Jack, a Junior Fellow who “Pathways to Thriving: First- and Continu- tion students (with college-educated fam- will join the Harvard Graduate School of ing-Generation College Student Experienc- ily members). And by their senior year, af- Education faculty, distinguishes those who es at Two Elite Universities.” Forty years ter encountering higher-level concentration attended superb magnet schools or won after Sotomayor’s affirmative-action cohort, courses and independent work, that gap wid- ened: 57 percent of first-gen students felt less prepared than peers, versus just 20 percent IN THIS ISSUE among the continuing-generation cohort. How, then, do colleges that admit such 21 Harvard Portrait 30 News Briefs students help them thrive once they arrive 22 Public Health’s Past and Future 32 A Classicist’s Dylan on campus—for many, their first trip away 26 Yesterday’s News 33 Brevia from family and home? Some institutions 28 “Disappointing” Endowment 36 The Undergraduate offer late-summer orientations. Others have Returns—and a Protracted 38 A Rugged Start multiweek academic immersions—accom- Restructuring 40 “Too Normal” for a Goalie panied by guidance about university norms Harvard Magazine 19 Reprinted from Harvard Magazine. For more information, contact Harvard Magazine, Inc. at 617-495-5746 JOHN HARVARD'S JOURNAL such as office hours and seeking academic to attend First-Year Scholars at Yale (FSY): tellectual acumen” but lack the preparation help, and discussions about being a first- a five-week summer experience on campus that comes with attending “Andover or Dal- gen or low-income student surrounded by combining coursework with introductions ton.” Conversations with undergraduates wealthier peers and legacies. Increasingly, to the community and its resources that and alumni from first-gen and low-income turned out to be “a really big deal.” backgrounds identified two focal points for Now a junior and a residential counselor such students’ success: familiarization with for the 2017 FSY cohort, this summer López college life to minimize “culture shock,” and saw some of what he learned reflected in classes to bridge the academic gap between them: “It’s very tempting for them to ‘pres- their high-school and college courses. ent’ themselves and not be honest” about Jeremiah Quinlan, dean of undergradu- their backgrounds as they try to adapt to ate admissions, described the transition to their new circumstances—an adjustment college as a challenge for every student, all that can “take a lot of energy, emotional and of whom therefore undergo orientation. A mental.” Embedding in FSY, he said, enables subset of 160 or so students take ONEX- participants to share what a student in 2013, YS off-campus, to prepare for quantitative the inaugural year, called “an invisible kind courses, and atop the pyramid is FSY, which of identity.” enrolls 60. For John Kauffman, another residential President Peter Salovey and Quinlan, who counselor, the academic menu—a for-cred- both took office in 2013, have directed a shift it, summer-school version of the freshman in Yale’s “standard demographics,” increas- writing class, plus advising on quantita- ing the share of matriculants eligible for Pell tive studies—“was by far the most impor- grants by about five percentage points. “We tant aspect” of FSY. In his rural high school, cannot make these changes without sup- outside Chicago, there was “no one to ask” porting the students once they get here,” Burgwell about Ivy League expectations (few stu- Quinlan continued. Once applicants are ac- dents had ever enrolled), and long writing Howard April Ruiz COURTESY OF BURGWELL HOWARD assignments were three pages (with little, such programs precede matriculation and if any, revision). Freshman fall, he elected to continue through the undergraduate years. pursue Directed Studies, Yale’s reading- and This past summer, Harvard Magazine vis- writing-intensive Western Civ. immersion. ited such efforts at Yale, Georgetown, and Absent FSY’s course in “what it meant to Princeton. The following account reflects write a college-level paper,” Kauffman, now reporting in the period between Harvard’s a junior, said, “I would not have been able decision last winter not to initiate such a to survive D.S.” program (see harvardmag.com/firstgen-17) Sophomore Hannah Nikole Almonte, and College dean Rakesh Khurana’s Au- born in the Philippines and raised in Califor- gust note to upperclassmen disclosing a nia, came to New Haven already confident 2018 pilot pre-orientation program aimed about her reading and writing. For her, the at “building community and fostering a workshops and “dean’s time” (conversations sense of belonging among students from about issues the students would encounter historically marginalized communities.” A and resources available to them) were the September Harvard summit on “academ- central FSY experience: learning to “deal MCKINLEY PAUL ic inclusion” in higher education, reported with people from a different socioeconom- cepted, he and his staff review “the highest at harvardmag.com/inclusion-17, also ad- ic background” and “how to have conversa- [financial] need students who went to high dressed these issues. tions in suites” as a freshman. This past sum- schools with lesser course offerings” to de- mer, she served as a tutor for ONEXYS, the termine whom to invite to FSY. “A place I could see myself in” online quantitative-reasoning course Yale Would they come? Howard noted practi- “the academic part was not that much has added to FSY—effectively doubling stu- cal obstacles: the students are being asked of a worry,” said José López.
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