The Privileged Poor

1. Elite colleges now admit more low-income students, but access doesn't equal inclusion

Access alone is not enough for fostering inclusion and generating mobility.

Increased diversity. Elite colleges have made significant strides in admitting more low-income students through need-blind admissions and no-loan financial aid policies. This has led to a more economically diverse student body, with some institutions doubling their percentage of Pell Grant-eligible students.

Persisting challenges. However, simply admitting disadvantaged students does not automatically lead to their full inclusion in campus life. Many low-income students face social, cultural, and financial barriers that impact their sense of belonging and ability to take advantage of college resources. These challenges can include:

• Feeling out of place among wealthy peers
• Struggling to navigate unwritten social norms
• Lacking funds for social activities or basic necessities
• Experiencing imposter syndrome or self-doubt

2. The Privileged Poor vs. Doubly Disadvantaged: Two distinct paths to elite education

"I believe we should congratulate these colleges and universities on their willingness to innovate. Yet we cannot stop there. We must inquire further."

Privileged Poor. This group consists of low-income students who attended elite private high schools, often through scholarship programs. They enter college with:

• Familiarity with elite environments and social norms
• Experience interacting with wealthy peers and authority figures
• Knowledge of how to navigate academic institutions

Doubly Disadvantaged. These students come from low-income backgrounds and attended under-resourced public schools. They typically face:

• Culture shock upon entering an elite college environment
• Difficulty understanding unspoken expectations and customs
• Less comfort in engaging with faculty and utilizing campus resources

This distinction highlights the importance of considering students' pre-college experiences and not treating all low-income students as a homogeneous group.

3. Cultural capital shapes students' comfort in engaging with faculty and resources

"The hidden curriculum at a college like Renowned is that students are expected to ask for help, whether it be assistance with homework or emotional support."

Comfort with authority. Students from affluent backgrounds and the Privileged Poor often feel at ease approaching professors, attending office hours, and seeking help. This stems from their prior experiences and understanding of academic norms.

Barriers for the Doubly Disadvantaged. Many of these students:

• Feel uncomfortable or unworthy of professors' time
• Misunderstand the purpose of office hours
• View asking for help as a sign of weakness or "sucking up"

Consequences. This disparity in engagement can lead to:

• Unequal access to mentorship and networking opportunities
• Differences in academic performance and personal growth
• Reduced likelihood of receiving recommendations for jobs or graduate school

4. University policies can unintentionally exacerbate class differences on campus

"Renowned has dedicated significant sums of money to financial aid so as to open its campus to all students, not just those from rich families. But once students arrive on campus, those from less-privileged families still often feel excluded."

Well-intentioned programs. Universities often implement programs aimed at supporting low-income students, but these can sometimes backfire:

• Community Detail: A work-study program where students clean dorms, often reinforcing class divides
• Scholarship Plus: Provides free event tickets but requires students to use separate lines, highlighting their financial status

Structural exclusion. These policies, while meant to help, can:

• Emphasize socioeconomic differences
• Make low-income students feel like second-class citizens
• Create emotional burdens and reinforce feelings of not belonging

Need for reform. Institutions should critically examine their policies and practices to ensure they promote true inclusion rather than inadvertently marginalizing the very students they aim to support.

5. Food insecurity during breaks highlights stark inequalities among students

"Spring break is the real Hunger Games," Valeria (DD,L) quipped, and the odds are never in poor students' favor.

Closed cafeterias. Many colleges, including elite institutions, close their dining halls during spring break, assuming all students leave campus. This policy disproportionately affects low-income students who:

• Cannot afford to travel home or go on vacation
• Lack the funds to eat out for every meal
• May not have a safe or welcoming home to return to

Survival strategies. Students report:

• Rationing food and eating unhealthy, cheap options
• Visiting food pantries or relying on food banks
• Going hungry or fainting from lack of nutrition

Institutional blindness. This issue highlights how colleges often overlook the basic needs of their most vulnerable students, even as they promote diversity and inclusion in admissions.

6. Race and class intersect to create unique challenges for minority students

"Community Detail contributes to a toxic mindset, which is insensitivity to other students."

Double burden. Low-income minority students often face both racial and class-based challenges:

• Stereotypes about their academic abilities
• Assumptions about their socioeconomic status
• Pressure to represent their race or background

Historical context. Programs like Community Detail can evoke painful historical associations:

• Reminiscent of segregation-era racial dynamics
• Echoing family histories of domestic work or manual labor

Psychological impact. These experiences can lead to:

• Increased stress and anxiety
• Feelings of alienation and not belonging
• Imposter syndrome and self-doubt

7. Institutions must adapt to truly support diverse student populations

"Diversity should not be celebrated the day a college publishes its admissions statistics only to be put on the back burner once the next crop of students arrives on campus."

Beyond admissions. Colleges need to:

• Examine and revise policies that may unintentionally marginalize students
• Provide comprehensive support services addressing academic, social, and financial needs
• Train faculty and staff on issues of diversity, equity, and inclusion

Cultural shift. True inclusion requires:

• Challenging ingrained institutional norms and practices
• Creating spaces where all students feel valued and represented
• Actively seeking input from diverse student populations

Continuous effort. Fostering an inclusive campus is an ongoing process that requires:

• Regular assessment of campus climate and student experiences
• Willingness to make changes based on feedback
• Long-term commitment to equity and social justice

8. Early exposure to elite environments significantly impacts college experiences

"The Privileged Poor provide compelling evidence for this. The Privileged Poor students at Renowned whom we met in this book moved through college in ways similar to their wealthy peers."

Preparatory advantage. Students who attend elite private high schools gain:

• Familiarity with academic expectations at top colleges
• Experience interacting with wealthy peers and authority figures
• Knowledge of unwritten social and cultural norms

Skills transfer. These experiences translate directly to college, allowing the Privileged Poor to:

• Navigate social situations with ease
• Advocate for themselves academically
• Build relationships with faculty and administrators

Policy implications. This suggests that:

• Exposure to elite academic environments can level the playing field
• Programs that provide such exposure earlier could benefit more students
• Simply providing financial aid is not enough to ensure success in college

9. Hidden curriculum and unwritten rules create barriers for disadvantaged students

"The best way to understand what disadvantaged students experience at an elite university is to hear about it in their own words."

Invisible expectations. Many aspects of college life are never explicitly stated but are crucial for success:

• How to interact with professors during office hours
• The importance of networking and building relationships
• Unspoken social norms and cultural references

Consequences. Students unfamiliar with these rules may:

• Miss out on valuable opportunities for mentorship and support
• Feel constantly out of place or behind their peers
• Struggle academically despite having the necessary intellect and drive

Need for transparency. Institutions should:

• Make expectations and resources clear to all students
• Provide guidance on navigating academic and social aspects of college life
• Create spaces for students to ask questions and learn about unwritten rules

10. Structural changes in both K-12 and higher education are necessary for equity

"We need national policy changes to help students across the country, not just at particular colleges with the resources to establish support systems like food banks."

K-12 reform. Improving public education is crucial:

• Increased funding for under-resourced schools
• Programs that expose students to college-level expectations
• Comprehensive college counseling and preparation

Higher education changes. Colleges must:

• Revise policies that disadvantage low-income students
• Provide comprehensive support services beyond financial aid
• Train faculty and staff on issues of equity and inclusion

Systemic approach. True equity requires:

• Addressing root causes of educational disparities
• Collaboration between K-12 schools, colleges, and policymakers
• Long-term commitment to dismantling structural barriers to education

Last updated: November 19, 2024