The first question Dr. Madon asks us in LE every semester (and yes, I’ve had her all three semesters, thank God) is “Would you rather be\u00a0really\u00a0good at one thing or\u00a0sort of\u00a0good at a lot of things?” Inevitably, there are always a number of people on either side of that debate. A few cite college dropouts like Steve Jobs as evidence that you don’t have to be good at too many things, while others argue that a well-rounded education is necessary for combating ignorance. The difference is the positive connotation in being good at many things has been supported by our education system since the mid-90s, while being talented in one field is scarcely mentioned, or even avoided. Why is that?<\/p>\n
Obviously, the prospect of going to college lurks ominously in the minds of many IMSA students. From the start, the application process comes in waves of terror and regret. First comes the financial commitment that is out of reach for the majority of us: upwards of $30,000 a year for most universities that are popular among IMSA students. In addition, the exclusivity of these institutions has skyrocketed over the years, which adds to the stress, all the while being burdened with problem sets and nutritionally crippled by diets consisting of Ramen and Mountain Dew.<\/p>\n
This brings us to the phenomenon of \u201ccollege whoring\u201d: the idea that students should pursue activities they are not interested in simply because they are appealing to schools. When students participate in this, they imply their real passions are not enough to make them stand out, and multiple leadership positions ultimately take priority over other opportunities. However, despite individual nuances, college-whoring is a societal problem, intensified by both by an inefficient educational system and increasing selectivity for colleges.<\/p>\n
American society is becoming increasingly reliant on college for future success. Yoanna Ivanova (\u201917) says, \u201cWe need a college now, to survive, to get a job. And that puts more pressure on students to do things that look good on a resume.\u201d Current trends reinforce that claim. According to Catherine Rampell of the New York Times, in 2012, 33.5 percent of college graduates had at least a bachelor\u2019s degree. This represents a steep increase from the 21.9% recorded in 1975. A large part of this degree inflation is due to increased competition for jobs, meaning dependency on a college degree as criteria for acceptance.<\/p>\n
The overwhelming influence of college on student lifestyles has put an impetus on being \u201cmultifaceted\u201d and \u201cwell-rounded\u201d, even though some colleges urge students to excel in one field. That mindset especially pervades elite STEM schools like IMSA. Lisa Lin (\u201917) says: \u201cI\u2019ve noticed a significantly larger amount of college whoring here than at my old school, specifically because the environment here is so competitive\u2026 I tell myself it\u2019s okay to be just me, but then I come here and there\u2019s a constant need to join all the clubs I can.\u201d\u00a0This is not a self-created problem, but a symptom of a larger systemic fault.<\/p>\n
Moreover, parents expect students to excel in all facets of their academic career. Sophomore year, with little flexibility in scheduling, most students take an MI, Literary Explorations, MSI, Physics, Biology, and Chemistry. In every class – regardless of those which are relevant to their dream career – they struggle to receive grades that fit their parents’ high standards. One oft-uttered phrase goes something along the lines of, \u201cLook, this might not matter to you when you\u2019re older, but colleges really value well-rounded students!\u201d In reality, colleges such as Harvard University look for students who are deeply invested in a narrow range of topics. Right off the bat, colleges ask applicants to identify their passion. Do you care deeply about anything – Intellectual? Extracurricular? Personal? If so, what role does your\u00a0education play in developing that passion?<\/p>\n
The fact that college applications ask for unique skills suggests two things: first, there is a perception that, even if a certain activity makes a student stand out, it is not valuable without a position of authority. That, in turn, is propagated by the second implication: there remains a fatal mistake in the curricular structure of our schools. It rewards students who do well, regardless of what subjects they are actually interested in. Such a culture extends to extracurricular life. It\u2019s as if the American system is taunting students who want to be special, saying \u201cJust kidding about individuality! You have\u00a0to be special with everything!\u201d<\/p>\n
An education system that discourages this phenomenon should specialize\u00a0curriculum early in order to support differing skills among young scholars. This is the case in the United Kingdom, for instance, where students don\u2019t have to deal with the competitive extracurricular culture of their American counterparts. Referencing the difference between American and British education, University of Manchester graduate Adi Kurian states, \u201cAt 16 years old, following GCSEs, students will move towards\u2026core subjects\u2026and then go on to study one of these subjects at university level.\u201d Consequently, British high schoolers are not hindered by the desire for well-roundedness that their American counterparts have. Nor is the English method of specialization overly specific, as those 3 or 4 core courses still provide leeway for people who can’t commit to one study. The British system incentivizes students\u2019 pursuit of true interests, thereby making it preferable for\u00a0those who want to stand out.<\/p>\n
It\u2019s not right\u00a0to chalk college whoring down to the individual. Rather, it’s an issue rooted in American academia. In order to stop it, and in order to combat the myth of well-roundedness, we need to look at the problems with our educational priorities and create a system that allows us to narrow down on a field of interest, as opposed to juggling multiple curricula that we won\u2019t want to explore in the future. The impact won\u2019t just be outstanding accomplishments and higher satisfaction on our part, but less sleepless nights trying to master every subject.<\/p>\n","protected":false},"excerpt":{"rendered":"
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