Media Centers: Failing Underprivileged Students' Basic Needs

University media centers are currently failing underprivileged students in a variety of ways. Firstly, there is a lack of financial support for these students, who often have to take on multiple jobs to make ends meet, leaving little time for studying. This is further exacerbated by the high costs of higher education, including tuition fees, accommodation, and other living expenses. Additionally, underprivileged students often face cultural barriers when entering elite universities, as the student body and curriculum are largely shaped by wealth and privilege. The privileged poor, a term coined by Harvard professor Anthony Abraham Jack, refers to students from low-income backgrounds who were able to attend prestigious prep schools that serve as a pipeline to Ivy League universities. This group makes up a disproportionate number of low-income students at elite colleges, leaving the majority of underprivileged students behind. Furthermore, the very structure of higher education can work against underprivileged students. The recentering of universities as teaching hospitals for news has resulted in increased pressure on student journalists and their advisers, with administrative efforts to subordinate campus journalism to public relations. This inhibits the free exchange of ideas and information on campus, which is essential for intellectual exploration and debate.

Lack of access to science and math prerequisites

University media centers are currently failing underprivileged students due to a lack of access to science and math prerequisites. This is a significant issue as individuals from low-income families are underrepresented in scientific careers and have limited access to the necessary science and math prerequisites at every academic level.

Firstly, data shows that while half of all individuals from high-income families have a bachelor's degree by age 25, only one in ten individuals from low-income families do. This disparity can be attributed in part to the fact that many high schools, particularly those with higher numbers of low-income and minority students, do not offer the full range of core courses in math and science. For example, nationwide, between 10-25% of high schools do not offer more than one of the typical sequence of high school math and science courses such as algebra I and II, geometry, biology, and chemistry. As a result, low-income students are less likely to take a science-oriented core curriculum and meet readiness benchmarks on college entrance exams.

Furthermore, many high school graduates from low-income families go on to attend community colleges rather than four-year colleges, further limiting their access to the necessary prerequisites for scientific careers. This is exacerbated by the fact that community colleges often have limited resources and may not offer the same range of courses as four-year institutions.

Additionally, low-income students often face financial barriers to accessing higher education and the necessary prerequisites. The cost of textbooks, tuition, and other fees can be prohibitive, preventing many low-income students from pursuing the necessary science and math courses. This is further compounded by the fact that low-income students often have to work while studying, leaving them with less time and energy to focus on their studies.

Moreover, low-income students may also face social and cultural barriers to accessing science and math prerequisites. They may feel out of place in a university setting or struggle to navigate the higher education system due to a lack of familiarity. This can be intimidating and discouraging, leading to lower enrollment and completion rates in science and math courses.

Finally, low-income students may also face a lack of support and mentorship in pursuing scientific careers. They may not have role models or guidance in navigating the path to a career in science or math. This can make it more difficult to persist in the face of challenges and may contribute to the underrepresentation of low-income individuals in these fields.

Overall, the lack of access to science and math prerequisites is a significant barrier that prevents underprivileged students from pursuing careers in science and math, contributing to systemic inequalities and limiting social mobility. Addressing this issue requires increasing access to educational resources, providing financial support, and creating inclusive and supportive learning environments that empower all students to pursue their academic goals.

Low-income students are less likely to take science-oriented core curricula

Secondly, insufficient funding in low-income schools can contribute to the gap. Schools with a high proportion of low-income students often receive less funding, which can result in a lack of investment in science programs and resources. This can lead to outdated equipment, limited lab facilities, and a lack of qualified science teachers.

Finally, inadequate teacher training can also play a role. Teachers in low-income schools may not have the necessary training or resources to effectively teach science courses. They may lack expertise in the subject matter, or they may not have access to professional development opportunities that could enhance their teaching skills. This can result in low-income students receiving a lower quality science education, making them less likely to pursue science-oriented curricula.

Furthermore, low-income students often face challenges beyond financial constraints. They may lack personal or professional mentors to guide them through the complexities of higher education. The absence of family support can make it difficult for them to navigate the college application process, choose the right college, and complete financial aid forms. This lack of guidance and support can hinder their ability to pursue science-oriented core curricula.

To address these issues, colleges and universities can implement several strategies. They can provide academic advising and tutoring services specifically targeted towards low-income students, helping them navigate the challenges of higher education. Additionally, colleges can adopt an "intrusive advising" model, proactively offering solutions to students instead of waiting for them to seek assistance. By providing these additional layers of support, universities can help increase the likelihood of low-income students succeeding in science-oriented core curricula.

Students from underprivileged backgrounds are not prepared for the culture shock of elite universities

University media centers are failing underprivileged students in several ways. Firstly, there is a lack of diversity in student bodies, with a disproportionate number of students from privileged backgrounds attending elite universities. This is due to various factors, including the high cost of attendance, the lack of financial aid, and the use of standardized tests for admissions, which favor students from higher-income families. Additionally, the culture of elite universities can be a shock to underprivileged students, who may feel isolated and struggle to navigate the social and academic expectations. The curriculum and teaching methods may also be inaccessible or irrelevant to underprivileged students, further contributing to their feelings of exclusion.

Students from underprivileged backgrounds often experience a culture shock when they enroll in elite universities. This culture shock can manifest in several ways and have significant impacts on the students' academic success and overall well-being.

Firstly, underprivileged students may feel a sense of isolation and alienation when they arrive on campus. The student body at elite universities is predominantly white and wealthy, and students from underprivileged backgrounds may feel like they do not fit in. This sense of isolation can be exacerbated by the lack of diversity in extracurricular activities and social organizations.

Secondly, underprivileged students may struggle to navigate the hidden curriculum of elite universities. The hidden curriculum refers to the unsaid rules and expectations of academic and social life. For example, the concept of "office hours" may be unfamiliar to students who have not attended elite preparatory schools. As a result, they may miss out on valuable opportunities to build relationships with faculty, which can impact their academic success and future career prospects.

Furthermore, underprivileged students may also face practical disadvantages that create barriers to their academic success. They may not have the same access to resources, such as textbooks, computers, or study spaces, as their privileged peers. Additionally, the teaching methods and curriculum at elite universities may not be designed with underprivileged students in mind, making it difficult for them to relate to the material or apply it to their own experiences.

The culture shock experienced by underprivileged students at elite universities can have significant consequences for their academic performance and overall well-being. Many students may struggle to adapt to the new environment, feeling overwhelmed and unable to keep up with their peers. This can lead to lower grades, increased stress, and even mental health issues.

To support underprivileged students and help them navigate the culture shock of elite universities, several measures can be implemented:

• Elite universities can work to increase diversity and inclusion on campus by offering more financial aid and scholarships to underprivileged students.
• Universities can also provide more comprehensive support services, such as mentoring programs, cultural sensitivity training, and academic resources specifically tailored to the needs of underprivileged students.
• Additionally, faculty and staff can be trained to recognize and address the unique challenges faced by underprivileged students, ensuring that they feel welcomed and supported throughout their academic journey.
• Universities can also reevaluate their curricula and teaching methods to ensure that they are accessible, relevant, and inclusive of diverse perspectives and experiences.
• Finally, creating safe spaces and support groups for underprivileged students can help them build a sense of community and belonging, reducing the sense of isolation and alienation.

By addressing these issues, elite universities can become more accessible and inclusive for students from underprivileged backgrounds, ensuring that all students have the opportunity to succeed and thrive in their academic pursuits.

The hidden curriculum of elite universities creates barriers to academic success for underprivileged students

Elite universities are failing underprivileged students in a number of ways. Firstly, there is a disparity between the number of underprivileged students attending less selective colleges and those attending more selective colleges. According to a report by the Pew Research Center, the rise in undergraduates from low-income backgrounds has been most pronounced in public two-year colleges and the least selective four-year colleges and universities. At more selective institutions, the majority of students continue to be from middle- and higher-income families. This is partly due to the fact that selective colleges tend to recruit from prestigious prep schools that serve as a pipeline to the Ivy League, rather than from local, distressed public high schools. As a result, underprivileged students who do gain admission to elite universities often find themselves in a completely foreign environment, facing barriers to academic success.

One of the main barriers faced by underprivileged students at elite universities is the "hidden curriculum". This refers to the unsaid rules and expectations that permeate higher education. For example, professors may refer to "office hours" without explaining what they are or how to use them. Underprivileged students may also struggle with navigating the social side of academic life, including interacting with wealthy peers and faculty members. They may feel isolated and uncomfortable talking about their families or backgrounds. Additionally, they may not understand the importance of building networks and taking advantage of opportunities such as internships or fellowships. As a result, they may fall behind their more privileged peers in terms of academic and career success.

Another barrier for underprivileged students at elite universities is the financial strain of attending college. While financial aid is available, it may not always be sufficient to cover all expenses, especially during breaks when meals may not be provided. Underprivileged students may also have to work multiple jobs to support themselves and their families, leaving less time for studying and other academic pursuits. They may also struggle to navigate the bureaucratic processes of applying for financial aid or government assistance programs. As a result, they may face food insecurity and other challenges that hinder their academic success.

Furthermore, elite universities often have a culture shaped by wealth and privilege, which can be intimidating for underprivileged students. They may feel pressure to fit in with their wealthy peers and hide their economic status, which can take a toll on their mental health and well-being. Additionally, elite universities may not have the necessary support systems in place to help underprivileged students navigate these challenges. While some universities have made efforts to diversify their student bodies, more needs to be done to ensure that underprivileged students have the resources and support they need to succeed academically.

Overall, the hidden curriculum of elite universities, including unspoken rules and expectations, social norms, and financial strains, creates significant barriers to academic success for underprivileged students. To address these issues, elite universities need to provide more comprehensive support services, increase diversity and inclusion efforts, and ensure that all students have equal opportunities to succeed, regardless of their background.

Underprivileged students are less likely to have the support network required to succeed at elite universities

University media centres are not the only entities failing underprivileged students. In fact, elite universities have been criticised for failing to support their underprivileged students adequately.

The issue of underprivileged students lacking support networks at elite universities is a complex one. While these institutions have made efforts to enrol more students from low-income backgrounds, their approaches often fall short, and fail to address the challenges these students face on campus.

One of the main issues is the lack of a support network for underprivileged students once they arrive on campus. While elite universities may have diversified their student bodies, the culture on these campuses remains shaped by wealth and privilege. This creates a disconnect between the students from underprivileged backgrounds and their wealthier peers, who are more familiar with the hidden rules and expectations of elite university life.

The term "privileged poor" has been used to describe students from low-income neighbourhoods who gain scholarships to prestigious prep schools that serve as pipelines to Ivy League and other elite universities. These students make up a significant proportion of the low-income students at elite universities. However, the majority of low-income students do not have access to these prep schools and are thus at a further disadvantage when it comes to navigating the elite university system.

The "doubly disadvantaged," a term coined by Harvard professor Anthony Abraham Jack, refers to students who are not only economically poor but also attend under-resourced local public schools. These students often experience culture shock and isolation when they arrive on elite university campuses. They are unfamiliar with the hidden curriculum—the unspoken rules and expectations that govern elite university life. This lack of institutional knowledge can hinder their academic success and overall university experience.

To address this issue, elite universities need to implement creative and thoughtful solutions. For example, keeping dining halls and dorms open during holiday breaks can help accommodate students who cannot afford to travel home or go on expensive trips. Additionally, universities should work to dismantle structural exclusionary practices, such as policies that inadvertently highlight the class differences between students. By recognising and addressing these issues, elite universities can begin to create a more inclusive and supportive environment for underprivileged students.

Frequently asked questions