Perhaps you’ve already seen this, but I found this column interesting. I wondered what your thoughts are on this.
Kimberly
Dear Kimberly,
Thank you for the article – the Korean found it interesting as well. The full article is worth reproducing here, because it does present an issue that many Asian Americans consider to be significant.
SAT SCORES aren’t everything. But they can tell some fascinating stories.
Take 1,623, for instance. That’s the average score of Asian-Americans, a group that Daniel Golden - editor at large of Bloomberg News and author of “The Price of Admission’’ - has labeled “The New Jews.’’ After all, much like Jews a century ago, Asian-Americans tend to earn good grades and high scores. And now they too face serious discrimination in the college admissions process.
Notably, 1,623 - out of a possible 2,400 - not only separates Asians from other minorities (Hispanics and blacks average 1,364 and 1,276 on the SAT, respectively). The score also puts them ahead of Caucasians, who average 1,581. And the consequences of this are stark.
Princeton sociologist Thomas Espenshade, who reviewed data from 10 elite colleges, writes in “No Longer Separate, Not Yet Equal’’ that Asian applicants typically need an extra 140 points to compete with white students. In fact, according to Princeton lecturer Russell Nieli, there may be an “Asian ceiling’’ at Princeton, a number above which the admissions office refuses to venture.
Emily Aronson, a Princeton spokeswoman, insists “the university does not admit students in categories. In the admission process, no particular factor is assigned a fixed weight and there is no formula for weighing the various aspects of the application.’’
A few years ago, however, when I worked as a reader for Yale’s Office of Undergraduate Admissions, it became immediately clear to me that Asians - who constitute 5 percent of the US population - faced an uphill slog. They tended to get excellent scores, take advantage of AP offerings, and shine in extracurricular activities. Frequently, they also had hard-knock stories: families that had immigrated to America under difficult circumstances, parents working as kitchen assistants and store clerks, and households in which no English was spoken.
But would Yale be willing to make 50 percent of its freshman class Asian? Probably not.Indeed, as Princeton’s Nieli suggests, most elite universities appear determined to keep their Asian-American totals in a narrow range. Yale’s class of 2013 is 15.5 percent Asian-American, compared with 16.1 percent at Dartmouth, 19.1 percent at Harvard, and 17.6 percent at Princeton.
Do Colleges Redline Asian-Americans? (Boston Globe)“There are a lot of poor Asians, immigrant kids,’’ says University of Oregon physics professor Stephen Hsu, who has written about the admissions process. “But generally that story doesn’t do as much as it would for a non-Asian student. Statistically, it’s true that Asians generally have to get higher scores than others to get in.’’
In a country built on individual liberty and promise, that feels deeply unfair. If a teenager spends much time studying, excels at an instrument or sport, and garners wonderful teacher recommendations, should he be punished for being part of a high-achieving group? Are his accomplishments diminished by the fact that people he has never met - but who look somewhat like him - also work hard?
“When you look at the private Ivy Leagues, some of them are looking at Asian-American applicants with a different eye than they are white applicants,’’ says Oiyan Poon, the 2007 president of the University of California Students Association. “I do strongly believe in diversity, but I don’t agree with increasing white numbers over historically oppressed populations like Asian-Americans, a group that has been denied civil rights and property rights.’’ But Poon, now a research associate at the University of Massachusetts Boston, warns that there are downsides to having huge numbers of Asian-Americans on a campus.
In California, where passage of a 1996 referendum banned government institutions from discriminating on the basis of race, Asians make up about 40 percent of public university students, though they account for only 13 percent of residents. “Some Asian-American students feel that they lost something by going to school at a place where almost half of their classmates look like themselves - a campus like UCLA. The students said they didn’t feel as well prepared in intercultural skills for the real world.’’
But what do you do if you’re an elite college facing tremendous numbers of qualified Asian applicants? At the 2006 meeting of the National Association for College Admission Counseling, a panel entitled “Too Asian?’’ looked at the growing tendency of teachers, college counselors, and admissions officers to see Asians as a unit, rather than as individuals.
Hsu argues it’s time to tackle this issue, rather than defer it, as Asians’ superior performance will likely persist. “This doesn’t seem to be changing. You can see the same thing with Jews. They’ve outperformed other ethnic groups for the past 100 years.’’
Which leaves us with two vexing questions: Are we willing to trade personal empowerment for a more palatable group dynamic? And when - if ever - should we give credit where credit is due?
As the article described, Asian Americans present a dilemma to colleges. In practically every objective admission criterion colleges tend to examine, Asian Americans destroy the field. At this point, even the Asian American stereotype of “math genius but not well-rounded student” is outdated. Asian Americans parents have long since figured out and adjusted their educational emphasis to what the elite colleges demand. The new generation of Asian American college applicants are modeled after Dr. Jim Yong Kim, the current president of Dartmouth College. They are class presidents and varsity quarterbacks on top of being valedictorians.
Dr. Jim Yong Kim, a.k.a. "Every Korean Mother's Dream"
You might be surprised, because the Korean actually does think it is a good thing.
First of all, allow the Korean to first state his preferred end result: meritocracy must be an important element in college admissions. The meritocracy must involve clearly stated criteria such as test scores, quality of extracurricular activities, quality of letters of recommendation, and so on. And the Korean is not advocating that college campuses mirror exactly the local or national racial mix. There must be some sort of middle ground. The Korean does not know where the proper middle ground is. But the middle ground is probably not the 55 percent Asian American campus as it is in University of California, Irvine.
To explain why the Korean thinks so, allow the Korean to quote John Dewey: “Education is not a preparation for life; education is life itself.” Because the Korean experienced two drastically different educational systems (Korean and American,) the truth of Dewey’s quote resonates even stronger with him. In fact, many of Korean educational system’s flaws (despite its numerous strengths) can be traced to this: Korea treats its schools as a place where students prepare for the real world, as opposed to treating it as the real world in and of itself. Thus, learning knowledge is emphasized, while learning social skills gets a short shrift.
The same principle must apply to colleges. College is not a meal ticket given for a certain set of “good behaviors”. It is a place where one receives education. And if colleges do not adequately reflect the “life itself” as Dewey said, they cannot provide adequate education.
Education that solely relies upon what is taught in the classrooms is incomplete at best.
(Not that Columbia University, pictured here, has anything to do with that.)
(Not that Columbia University, pictured here, has anything to do with that.)
Obviously, the differences that need to be represented cannot only be racial. Colleges (especially elite ones) must strive to replicate to some degree – not exactly, mind you – the larger American society in every manner. It needs to have geographical representation, wealth representation, sexual orientation representation, you name it. The more difference elite college students encounter, the better education they will receive.
The Korean draws this conclusion from his own experience. He is firmly convinced that University of California, Berkeley is the place that made him the person that he is today. Berkeley did so by providing a very diverse student body. For the first time in his life, the Korean met someone from Decatur, Alabama – the home of the second largest Wal-Mart in the world, according to him. A former amateur boxer who started college at age 25. A blind person who ended up becoming a school tour guide by memorizing the script in Braille and walking backwards with her cane pointing the other direction. A future NFL starting quarterback. An heiress who has a building on campus named after her family. Meeting and interacting with them gave the Korean a much more nuanced appreciation of the country and the world in which he lived.
The greatest college in the world.
One day, the Korean went to the beach with his friends. After dark, we set a bonfire, sat around it and talked. Because the fire was hot on his face, the Korean spoke with his two hands cupped around the lower part of his face, without thinking much about it. But whenever the Korean talked, the Korean’s friend waved his hand at the Korean, as if he was brushing something aside. The Korean did not understand. After a few seconds, finally another friend explained: “Justin can’t read your lips if you cover your face like that.”
It was a minor episode at the time, but somehow it stayed in the Korean’s mind. It was such a little thing that the Korean himself did not even perceive, but that little thing blocked out the entire communication for Justin. You would think that someone who moved from one country to another at age 16 would be able to appreciate the differences in radically different people. But the moment that stays with the Korean’s head had nothing to do with his experience of adjusting wholesale to a completely different culture. It had to do with his experience of something that was nearly imperceptible at the time but somehow resonated greater and greater until it became a personal philosophy-defining moment.
This is what education should be. Ideal education would provide everyone with this type of moment. Boston Globe columnist Kara Miller’s last question is a perfectly fair one: “When - if ever - should we give credit where credit is due?” The Korean does not know exactly where that line should be. But that is hardly a reason for not having a line. With help of research and experts, we engage in dicey line drawing all the time. (For example, why is the speed limit on some highways 65 mph, not 60 mph or 70 mph?) The line should be drawn at the point where Asian Americans students, like all other students, receive a meaningful education in living in a highly diverse society. And if meritocracy must take a less-than-100 percent role in the determination of who gets a chance to be educated in one of hundreds of elite universities in America, that’s how it should be.
After the jump, a couple of quick hitters that did not exactly fit anywhere.
Got a question or a comment for the Korean? Email away at askakorean@gmail.com.
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