College Access Counseling

My firm, College Access Counseling, Ltd., works with adults and organizations who counsel and support first-generation and minority students on the way to college. I teach the ins and outs of the college process, helping them build social and cultural capital for their students. Click here for more information. I also write for NACAC's blog, Admitted. You can read my entries as well as some of my colleagues', here. Click here to read one of my entries in the New York Times's blog, The Choice.

July 28, 2008

What's Your Pedigree?

A recent series of postings on the NACAC e-list chewed over the propriety of a white South African in the U.S. checking "African American" on the college application "ethnicity" box. It was determined that she could possibly call herself a White African American, which manages to be insulting and logically twisted on so many levels it's hard to know where to start. Further discussion revealed that counselors have also had to deal with issues of apparently white students "actually" being black (by virtue of the "one drop" rule, I suppose--seems almost medieval though). Others noted the various dilemmas of those living abroad who aren't sure what ethnic box to check, some less legit than others. I recall from my Amherst admission days the well-to-do Jewish students living in Argentina (mostly descendants of refugees from Nazi Germany) who wanted to call themselves "Hispanic."

I'm a naturally suspicious person, so I see most of these inquirers as trying to get permission to game the system, that is, presenting themselves as African American or Hispanic in order to reap the benefits colleges bestow on those groups as a result of their histories and conditions in the United States. In the ultra-competitive environment of college admission, this sneaky attempt to piggyback on well-intentioned college admission policies seems only natural if repulsive. But rather than blame the hopeful perpetrators, perhaps we should look at the system that encourages this behavior.

In 19th-century New Orleans a highly complex system of classification sorted African Americans into categories depending on the supposed ratio of white to black blood they possessed. There were quadroons (one quarter white) and octaroons (one-eighth white) and others with varying degrees on either side. This system translated into, or rather, paralleled, an equally complex social/class system that tried to assign everyone into a very specific slot within New Orleans society. (Wealthy white men often had two families--their legitimate ones, with wife and children living in the American sector of the city, and their "illegitimate" ones in the French Quarter, with perhaps an octaroon wife and their mutual children, who were often well-cared for and educated.) Naturally, this complexity created a vast web of social interaction and relation nearly impossible to sustain.

We seem to have reached a similar point in our attempt to classify the racial characteristics of an increasingly interactive population. When one has to ask a question like "How black is she?" perhaps it's time to revisit the whole concept of racial classification (at least in the area of college admission) and replace it with a social/class based system that may be more useful.

Although the question "How black/Hispanic is he?" (and its variant, "Is she black/Hispanic enough?") seems crude, it is often simply another way of asking, "Does this applicant embody the characteristics we expect to see when we see a black/Hispanic applicant?" To upack the question even more: "Is this candidate sufficiently disadvantaged/culturally different/needy to meet our criteria for creating a diverse class?" Of course, this line of questioning is based on stereotypes when you work at a highly competitive college. Even though you do it with the best of intentions, you are asking these students to conform to the idea that black and Hispanic students are disadvantaged, etc.

As long as students who have checked the box "African American" or "Hispanic" (or any other similar boxes) conform to the idea we need to have of them, there aren't usually problems. Difficulties arise when, for example, a black student raised at a New England boarding school by two black faculty members has a below average academic record and a lackluster involvement in any other activities. What should take precedence, her race or her accomplishments? Should someone who's had every advantage but not really done much with them be given a boost because of her race? Conversely, how should one respond to the comment of an (African American) admission officer who contends that a straight-A, high testing lacrosse player "isn't black enough?"

I believe these absurdities could be drastically reduced if we asked every student to live up to or exceed the best standards of his or her environment, regardless of race or ethnicity. Instead of asking for an essentially meaningless characteristic (skin color in relation to academic potential), it's far more relevant and useful to ask for a student's economic/social background. Doing so can provide much more important information when trying to assess how a student will do in the college environment. Quality of education, determination in the face of adversity, willingness to persevere, and leadership can fill out a great deal of a student's application. We already try to put students in conext, why not expand that idea? Relying on ethnicity as a prime factor only encourages us to deal in stereotypes that lead to fatuous conclusions.

So to all you "white African Americans" and others of similar ilk-- we're on to your game. Stop trying to take advantage of our colleges' good nature! And colleges, look into dropping the simplistic race/ethnicity check boxes and replacing them with deeper and farther-ranging questions that can help you better assess a student's potential membership in your community. It's more complicated but in the end will probably be more compelling. In this age of globalization and increasing interaction among races and ethnicities, there seems to be less and less justification for keeping rigid divisions in place.

2 comments:

Nelson said...

I am the International College Counselor at a Jewish School in Venezuela, where a fantastic group of very Latin-Hispanic salsa and reggaeton-dancing kids of the Jewish faith apply to US colleges every year. In their applications, they put LATIN-HISPANIC. Why? Ask them what they are and they can't think of anything else. There are some that fit the stereotype "hispanic" description, but then there are other red-headed ones that would dissapoint the admissions staff that want to parade Jennifer Lopez and Cheech Marin down the college halls. You guys have it all wrong by focusing on race. Go ahead and ask the straight question: "are you underpriveledged because of race, social class, sex, or religion." We are not trying to play any little "game" in the application process by having a hispanic kid put hispanic in his application. If you want the Jewish kids specifically to put anything else than what they are here (Hispanic), you would have to create a category called the "International Homeless Jew." That would make the classification-obsessed biggot inside most adult anglo-saxon-protestant Americans very happy. Muchas Gracias y Shalom para usted!

Jean said...

Very interesting! Divisions along the line of race are becoming more and more blurred in our society today. I believe that we should be focusing on opening doors of opportunity to students of lower socio-economic backgrounds, regardless of color of their skin. It is important to give college access to students from low performing high schools, urban areas with low high school graduation rates and first generation students who lack the tools and support necessary to be successful in college. Focusing on the color of a student's skin distracts us from the importance of achieving opportunity in higher education for all.

Blog Archive

Books About College, Teens, and American Culture

  • A History of American Higher Education
  • A Hope in the Unseen
  • Admission
  • Affluenza: The All-Consuming Epidemic
  • African Americans and College Choice
  • Born to Buy: The Commercialized Child and the New Consumer Culture
  • Boys Adrift: The Five Factors Driving the Growing Epidemic of Unmotivated Boys and Underachieving Young Men
  • Branded: The Buying and Selling of Teenagers
  • Campus Life
  • Class
  • College Access & Opportunity Guide
  • College Admissions and the Public Interest
  • College Admissions Together: It Takes a Family
  • College Gold: The Step by Step Guide for Paying for College
  • College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready
  • College Unranked: Ending the College Admissions Frenzy
  • Colleges that Change Lives
  • Consumed
  • Contradictions of School Reform: Educational Costs of Standardized Testing
  • Doing School: How We are Creating a Generation of Stressed-out, Materialistic, and Miseducated Students
  • First in the Family
  • Fiske Guide to Colleges
  • Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make
  • Harvard, Schmarvard
  • Higher Learning, Greater Good: The Private & Social Benefits of Higher Education
  • Huck's Raft: A History of American Childhood
  • I Am Charlotte Simmons
  • Increasing Access to College:
  • Less Stress, More Success: A New Approach to Guiding Your Teen Through College Admission and Beyond
  • Leveling the Playing Field: Justice, Politics, and College Admissions
  • Life: The Movie: How Entertainment Conquered America
  • Limbo: Blue-Collar Roots, White-Collar Dreams
  • Looking Beyond the Ivy League
  • Panicked Parents' Guide to College Admissions
  • Privilege: Harvard and the Education of the Ruling Class
  • Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes
  • Race and Class Matters at an Elite College
  • Rescuing Your Teenager From Depression
  • Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education
  • Sophomore Guide to College & Career: Preparing for life After High School
  • Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change It
  • Status Anxiety
  • Taking Time Off
  • Tearing Down the Gates: Confronting the Class Divide in American Education
  • The Big Test: The Secret History of the American Meritocracy
  • The Bond: Three Young Men Learn to Forgive & Reconnect with Their Fathers
  • The Case Against Standardized Testing: Raising the Scores, Ruining the Schools
  • The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton
  • The Culture of Narcissism
  • The Gatekeepers: Inside the Admissions Process of a Premier College
  • The Image: A Guide to Pseudo-Events in American Life
  • The Little College Handbook: A First Generation's Guide to Getting in and Staying In
  • The Naked Roommate: And 107 Other Issues You Might Run Into in College
  • The Pact: Three Young Men Make a Promise and Fulfull a Dream
  • The Pressured Child: Helping Your Child Find Success in School and Life
  • The Price of Admission: How America's Ruling Class Buys Its Way into Elite Colleges--and Who Gets Left Outside the Gates
  • The Price of Privilege: How Parental Pressure and Material Advantage are Creating a Generation of Disconnected and Unhappy Kids
  • The Rise and Fall of the American Teenager
  • The Secret Lives of Overachievers
  • The Unintended Consequences of High Stakes Testing
  • Universities in the Marketplace: The Commercialization of Higher Education
  • What Color Is Your Parachute? for Teens