“I used to think, ‘A university is a university, why does it matter if it is public or private?'” writes Baruch President S. David Wu. “Everything, as it turns out.”
I hope you all had a nice Thanksgiving holiday. One aspect of the holiday I always enjoy—although not this year—is to explain to a distant family member what I actually do for a living.
Since taking the helm at Baruch in July, I have received occasional comments wondering why I have taken a “socio-political” position for the institution rather than focusing on our research and teaching mission. While repeatedly addressing socioeconomic and broader higher ed issues seems more at home in a politician’s wheelhouse and a bit out of place for an educator and a college president, I am doing so somewhat intentionally—but why? Inspired by the Thanksgiving table conversation I didn’t get to have this year, I want to explore this a bit in this blog.
Why Does the Big Picture Matter?
Prior to taking my first public university position several years ago, I spent 28 years at a selective private institution and immersed myself in the ethos of research, teaching, and other purely academic endeavors. Quality, rigor, and academic excellence were the main focus. I used to think, “A university is a university, why does it matter if it is public or private?” Everything, as it turns out.
It was a moment of reckoning for me to realize that the students we serve truly come from all walks of life and all socioeconomic classes. In order to level the playing field so they all have a fair shot to succeed in the classroom, we need to be concerned about what they are dealing with outside the classroom—their ability to balance the struggles of family obligations, the jobs that keep them financially afloat, and for many, basic shelter and food security.
What most of our students have in common is a burning desire to succeed and an intellectual capacity that is no less than any elite college students I have encountered. To achieve career outcomes comparable to their elite college peers, we also need to build their sense of confidence, poise, and social comfort so they are able to overcome the insecurities of falling prey to conforming to the stereotypes regarding their social group. Doing so allows our diamonds in the rough the opportunity to shine because they are also equipped with grit, life experience, and an ingrained ability to adapt to and overcome adversity. Most importantly, the diversity of our students injects fresh perspectives for the workplace that become the source of creativity and innovation. The Wall Street Journal’s 2019 corporate ranking examined diversity and inclusion among S&P 500 companies and concluded that “Diverse and inclusive cultures are providing companies with a competitive edge over their peers.” If this reminds you of the source of vibrancy in America, brought by immigration and social mobility, you are starting to see the bigger picture.
In my second blog, I wrote of “reimagining higher education” and “institutional isomorphism.” I did so to argue that if we as educators choose to focus only on teaching and scholarship and ignore our larger responsibilities of igniting thought and social change, we will perpetuate the isomorphism and our system will continue to be out of step with society. And, as a result, millions will be denied access to their American Dream.
Education and the Class Divide?
A well-known study, tracking some 30 million students over a decade in nearly all U.S. colleges, found that students from families in the top 1 percent income level are 77 times more likely to attend an Ivy League school than those from the bottom quartile. The same study found that 38 elite colleges have more students who come from families in the top 1 percent than the entire bottom 60 percent combined. It is important to note that low-income students who attend top colleges perform just as well as their classmates. This is only one study among many which finds that a college education is not only a deepening line of class division—it threatens our very idea of meritocracy. The U.S. is now the least economically mobile among all developed nations—the chances today’s 35-year-old will earn more than their parents when they were 35 has plummeted to under 50 percent from over 90 percent just a generation ago. If student debt is taken into consideration, the situation becomes much worse.
If education has become a class divider—instead of being the great equalizer—something has gone wrong in our system, and it is very much our responsibility to understand why and how to fix it. Too many young adults are starting their lives under a blanket of college debt while others have the debt but no degree because they could not, for a variety of reasons, continue to attend.
Our system of higher education has developed into this isomorphism that perpetuates the divide, making the wrong assumption that academic excellence and social mobility are competing ideas that one must make a choice—the idea that admitting students from a certain social class will degrade the academic standard. Just this month, we learned that Baruch is ranked number one in the Social Mobility Index—six years in a row—and many of our academic programs are ranked top in the country, making us an “elite college” that has 37 times more students from the bottom 60 percent than the top 1 percent.
Where Do We Go from Here?
You may wonder about the connection of your daily work to these seemingly abstract, big picture ideas. But it is the daily work we do that puts us on this path and although daunting at times, staying on that path requires courage, persistence, imagination, and innovation. More importantly, it requires us to have a deep understanding of our role in our socio-political context because that has everything to do with the choices we make and the priorities we set for ourselves.
This is what I see for Baruch and the students we serve. If we are known to be something in the socio-political big picture, I hope it is for showing that academic excellence and social mobility are not competing but complementary ideas—the opportunity for high-quality education should be accessible to those who have the desire and ability, no matter their socioeconomic background. In doing so, we are taking the lead in returning higher education to what Horace Mann has described in 1848, as “the great equalizer” and “the balance wheel of the social machinery.”
39 Comments
This adds to the idea ‘the personal is political’ that the academic is political too. In the context of systemic inequity, academia is one of a few environments where young members of society acquire their knowledge base and values and, as such, it is key to changing or to perpetuating the values which our society embodies. Great blog and adaptable, I think, to an Op-Ed.
Values? From academia, not parent(s)? If so, that may be a (bigly) problem-learning values (directly or indirectly) from today’s professors.
Thank you for this energizing message!
My way to connect to the big picture is to remind myself that students must be central to EVERYTHING we do at Baruch.
David,
Please explain how the administration’s recent violation of the collective bargaining agreement facilitates “the big picture.” How does acting without consulting the union advance inclusion? How are you reimagining the College when you fail to tap the resources of student, alums, staff, faculty, donors and others in fields germane to a fiscal crisis: budgeting; financial management; HR; law; labor relations; and related fields?
Neil
Good morning Dr. Wu:
Empathy, compassion & leadership in words and actions.
Our young people’s success equals to Baruch College (CUNY) success.
Thank you Dr. Wu
Thank you, David. Like Pablo and Ted, I am energized and inspired–your work, and ours, is so important to helping create a more equitable world.
I could not agree with you more. Prior to becoming a full-time professor at the Zicklin School, I spent a very long time working in financial services at marquis companies who only recruited at “select schools.” Their mistake. I would hire many of my students in a heartbeat if I had the chance. They are hard-working, self-reliant and have a strong desire to succeed…and oh, they don’t come with an attitude either!
As a college, I think we will need to consider the ways in which our expansion of online and hybrid learning actually exacerbates the class divide among our students. The physical classroom is an equalizing space. My students this semester are struggling to go to school in their living rooms and bedrooms and bathrooms while sharing spaces with parents, siblings, grandparents and other relatives and friends.
Thank you for this message. I feel proud to be a Baruch alum, completing an MBA while working full time. While I went to a private institution for undergrad and had a wonderful experience, there was something about Baruch and the pure grit and hard work you could feel from all students that makes this school truly special. Keep doing what you’re doing and thank you for a wonderful education at an affordable price.
Baruch is a wonderful college that has a wonderful wide-range of real cultural diversity.
But I wonder how much “privilege” privileged folks and institutions other than Baruch are willing to forego in the name of equality and justice for all. I am always intrigued by the hypocracy of those who admit they are privileged but give up nothing except words.
Will privileged folks allow children from the worst school districts to attend the privileged best school districts? Nah. Will privileged folks rezone their neighborhoods so affordable owned and rental housing can be constructed there where the unprivileged could live? Nah.
Will gender segregated STEM programs open only to girls be opened to boys so that the boys can also be encouraged to pursue careers?. After all, our nation needs more STEM professionals, not just female professionals.
Will the ivies give up legacy admissions and admission of other folks who get in because of their privilege? Will the ivies allocate a portion of their endowments to helping financially strapped TBC colleges (traditionally black colleges)? After all, such actions are only just and in the best interests of the ivies to perpetuate their existence.
While we are at it, will feminists demand that: i) women be subject to the draft registration requirement; and ii) premiums for life insurance be gender neutralized so that men pay the same premiums as women)?
I doubt it. But I am open to folks who not only confess to being privileged but are also willing to and do give up some of their privilege.
Sadly, the privileged usually seek to burden other folks with the consequence of their equality and justice words, and then turn around and complain about the prejudices of the other folks who are impacted by the consequences.
Lester, it might have been helpful (maybe not) if you had defined a “privileged person”. White? Mother and Father in the household?
Unfortunately, self-defined branding is important nowadays.
So, white with mother and father is certainly a stereotype of a “privileged person, but nowadays you probably should add after “white” the word “male”. Also, subject to debate, perhaps “father” is no longer essential.
We live in a strange world.
On the other hand, perhaps a priivileged person is: i) you know one when you see them; ii) self defined.
Lester, I agree with Jack that it’d be nice to have a definition of privilege. Is it just about skin color? Is it just about socio-economic class? The issue is so complex. What about people of color who lived in poor neighborhoods and grew up with so many obstacles, but then achieved a better life for themselves and their families? Countless determined and high-achieving minorities from low-income families went to Baruch and have attained jobs at top companies, started their own businesses, and made an impact on the community. Would you consider these people now “privileged,” and if so, are should they not be empowered to choose where they want to live or send their children to school? As a minority student whose family has been financially struggling for years, I feel neither jealousy nor resentment toward the Baruch students before me who are now living successful lives. I know it’s very difficult to rise above my circumstances, but I also know that there are opportunities and resources for me to do so. I look up to these diverse alumni, who are trailblazers, leaders, activists, and experts in their respective fields.
Tara, I wish I could look into the future and see the successes I know you will have achieved (and I don’t mean necessarily, or solely, financially). You are NOT a victim, you are blessed.
My response to your comment:
Lester, I agree with Jack that it’d be nice to have a definition of privilege. Is it just about skin color? Response: No.
Is it just about socio-economic class? Response —Mostly.
The issue is so complex. Response: Yeah, but you know a privileged person when you see the person and the person should know as well that he or she is privileged.
What about people of color who lived in poor neighborhoods and grew up with so many obstacles, but then achieved a better life for themselves and their families? Countless determined and high-achieving minorities from low-income families went to Baruch and have attained jobs at top companies, started their own businesses, and made an impact on the community. Would you consider these people now “privileged,” and if so, are should they not be empowered to choose where they want to live or send their children to school? As a minority student whose family has been financially struggling for years, I feel neither jealousy nor resentment toward the Baruch students before me who are now living successful lives. I know it’s very difficult to rise above my circumstances, but I also know that there are opportunities and resources for me to do so. I look up to these diverse alumni, who are trailblazers, leaders, activists, and experts in their respective fields.
Response: Anyone who grew up with obstacles and has “made it”–good them them. It is or should be the American way. Anyone, regardless of who or what they are, who went into Baruch as an “unprivileged person” and “made it, is privileged. Privileged people should be equal opportunity “givers” and “give uppers” to help anyone who is unprivileged. The “give uppers” part is not discussed and is probably a key reason why privileged people who talk the right way but give up nothing, are viewed by many as disingenuous hypocrites, since they want other people but not themselves to give up something.
So, it’s not just about skin color and it’s mostly about socioeconomic class. Why is it not about skin color, and all about socioeconomic class (putting aside, for the discussion, the Constitution). Yeah, I know, system racism, but that is factored into socioeconomic class and people of color are favored in college admissions and hiring and promotions, at least by major corporations.
Excellent (not one mention of people of color) but………..! I have always believed in affirmative action but one based on socio-economic criteria not on the color of one’s skin (for Constitutional as well as other reasons). But, is that the way it is in real life? I doubt it-(it seems to me that) on the scale of justice, race (political) seems to outweigh socio-economic. Why? Oh, yeah, systemic racism.
Is there, really, solid evidence that diversity (whatever that is) improves corporate productivity? Hmmm!
Unfortunately, taking a social-political position is usually just a way to virtue signal. The reason Baruch has for decades been an institution which ensured it’s graduates excelled in society has been it’s determination to stick to the academics.
The issue with delving into the social-political realm is that the road to Hell is paved with like minded good intentions.
My following example is admittedly full of hyperbole and not a great analogy, but sometimes extreme examples are a good way to bring an idea into relief.
Pol Pot and the Maoist of Cambodia truly felt that their actions would result in a better society, it need to change people through forced education. Many who disagreed but survived the massacre just had to change their wrong-think and welcome the new social reality. It actually help advance one in that society in that particular time and place.
What I’m trying to get to here with the gross exaggeration is that an educational institutions only goal should be to teach it’s students to think critically. The rest will take care of itself. When I hear social-political talk becoming a distinct part of the “education,” the probable result will be less critical thinking and more group think to get the grade, to advance and collect the diploma. No wrong-think wanted here.
Look no further than another example (China’s Cultural Revolution) to see what can happen when Education and educators become propagandist.
I COMPLETELY AGREE WITH YOU. WHEN I ENTERED CITY COLLEGE IN 1956 I HAD TO TAKE A NONCREDIT COURSE THAT TAUGHT US ” SOCIAL GRACES,” WHERE THE FORK GOES, HOW TO EAT SOUP ETC.AS THE CHILD OF IMMIGRANTS, I LEARNED A GREAT DEAL.WHEN I BEGAN MY CAREER AT BARUCH THE GREAT EXPERIMETN OF “OPEN ENROLLMENT” BEGAN AND IT WAS A DELIGHT AND A PRIVILEGE TO WORK WITH THOSE STUDENTS.THE EXPERIMENT PAID OFF IN FUTURE GENERATIONS. I HOPE THE SPIRIT THAT INSPIRED ME AND MY COLLEAGUES STILL PERVADES BARUCH, TWO DECADES AFTER MY RETIREMENT. IT SEEMS TO BE A PART OF PRESIDENT WU AND I APPLAUDE HIM
Wasn’t the “great experiment” a great failure, one that was done away with fairly quickly? I have a vague recollection (most of my recollections are now vague) that I visited Baruch some years after my 1960 graduation and was dismayed/disgusted by the notices on the bulletin boards promoting remedial reading classes.
I am so very proud to be an alumnus of such an amazing university and with strong diverse students and faculty and am very proud as I read President Wu’s blogs. I am excited about what this new leadership will bring and the attention being put to key topics that much be discussed in order for all of us to collectively progress in society. Onward and upward with my full support.
Dear Dr. Wu:
I’m a British-born naturalized American citizen. I’m also the son of a Holocaust survivor. When my family arrived in this country 67 years ago, my father had $200 in his pocket. While both my parents have since passed, my sister and I benefited greatly from attending NYC public high schools. I was able to achieve my first college degree by attending a then tuition free CUNY college: Hunter College. My six years of service in the United States Air Force enabled me to earn several more degrees (including a Ph.D. and an MBA) because of the GI Bill established by FDR during World War II. In effect, my access to primarily public education at the high school and college level has provided me with the ability to ascend the socioeconomic ladder. It is also one of the reasons why I relish teaching at Baruch College. These are not “elitist” students. These are students who are hungry to ascend economically and socially. Your “Big Picture” blog is right on target.
Glad to receive this. Have shares with others.
This blog motivates me and surely many more. It would be great if President Wu can feature this article/blog on instagram with words in the picture so that more young generations could see it.
If economical mobility becomes more and more an issue, it is likely more than one thing has gone wrong in the society. A distorted education system could be one of those things. That said, it is an understatement that education is so fundamental, it impacts the social political behaviours over many generations to come.
As it is for most of its graduates, Baruch was one of the foundational experiences of my life. Even though I resented having to begin at night to earn matriculation to the Day Session, it proved to be one of the most beneficial rejections this Black boy from the 1950’s Bronx ever experienced.
Fifteen Credits later, with all A’s, I was admitted to the Day Session and, four years later, in 1961, graduated Cum Laude, with a degree in Accounting and Economics and memberships in both Honor Societies: Beta Gamma Sigma and Beta Alpha Psi. Baruch’s rigor enabled me to earn my JD, also Cum Laude, from Columbia University Law School.
That a public university has responsibilities which may not be felt as strongly – or at all – at some private universities seems to me to be inarguable. President Wu is clearly on the right track. Indeed, the most trenchant observation is his piece is captured it its shortest sentence: “Everything, as it turns out”.
I am touched and inspired by your Baruch experience, Mr. White, and many others who responded in kind. It reaffirms what I come to understand as the magic of Baruch and how fortunate we are to be part of it.
Hi Frank. Congrats from another Bronx boy who was born and raised in “Ft. Apache” (you probably know where that area is but how many others do), didn’t leave town until graduating from Baruch in 1960 and went on to receive a JD degree. I’ve had children, and now grandchildren, who had to decide which college to attend. My brother, two sisters and I never had that “privilege”- our only chance to attend college was within the City system. How fortuitous was that! I hope you and I were more than ships passing in the night during our stay at Baruch.
Why has the problem of virtual learning NOT been adressed yet. Mental and social health is not being talked about or discussed. I spent the last four months looking at little black boxes on a screen all day while my “professors” constantly talked about “institutional racism” while they ironically make everything dependant on one’s race. Higher Education is supposed to be a place of debate and critical thinking, not filled with marxist indoctrination and anti-conservative rhetoric. I have literally heard professors say that Donald Trump is a racist. This is blatant propaganda in which they pick and choose what information to relay to students.
Virtual learning is awful and has led to widespread student depression. Our lives have been stolen from us and NOBODY seems to care. Everyone I know and every student I interact with on zoom is hating their lives right now. We have absolutely no social opportunities and are confined to our rooms all day to sit and cry and have no hope for our futures. This is our “New Normal” and everyone is ok with it. Every single office I have tried to contact for academic or mental help was “unavailable due to Covid”. It is a lazy excuse for people not to do their jobs
So while thousands of people march for Black Lives Matter or celebrate Joe Biden, students cannot gather in a classroom and learn?!
2+2=5
But, but but, Robert, we must follow the science, the science that says masks don’t work, masks do work, masks don’t work but it’s the only tool we have to control people. The science that says close all schools, open K-12 (why not colleges), let the teachers decide! The science says (apparently) big stores can stay open, let the little guy “eat cake”.
Have you noticed the similarity between those who insist we follow the science with regard to Covid-19 and those who insist we follow the science with regard to climate change? Science, you say! Hmmm! No telling what passes for science these days!
Robert, my empathy for you is real but does you no good. Hang in there, fight the good fight. This, too, shall pass.
Seriously. Everyone knows that Colleges are nothing more than Marxist indoctrination centers at this point and BLM is nothing more than a communist organization using black Americans for the purpose of a socialist insurrection. They have done nothing to improve the lives of black Americans. Anyone actually paying attention, and not brainwashed by legacy media, sees what is happening.
Seriously. Everyone knows that Colleges are nothing more than Marxist indoctrination centers at this point and BLM is nothing more than a communist organization using black Americans for the purpose of a socialist insurrection. They have done nothing to improve the lives of black Americans. Anyone actually paying attention, and not brainwashed by legacy media, sees what is happening…
I agree with Ted that this piece could be turned into an excellent op-ed, perhaps using the recent Bank of America award/recognition as a “hook”, which gives Baruch so much credibility and recognition for the School’s track record in social mobility.
I have an idea and this is a radically new idea. This is something that has just recently been introduced to humans and since its introduction has lead to the increased quality of life for the entire world. My idea is: Capitalism.
Lets get the government out of the loan origination business for student loans and stop FASFA. These things drive the price of college upward by creating an artificially large demand for it. Think about when tuition rates started to rise. It was when government got involved.
As far as our children’s future. If we want to take that seriously we need to stop acting like we’re not in a cold war with the Chinese Communist Party. They have taken all our manufacturing jobs. These manufacturing jobs are the reason America had such a strong middle class. They are using slave labor, which is against WTO rules, but these international ‘governing’ bodies never make China actually play by the rules. Nikey, Coca-Cola, and Apple (along with others) love it, but it is bad for the citizens in China that are being enslaved and it is bad for Americans. Literally a lose lose for working class people on both sides, but a win for the elites.
Yes! We are in an even greater cold war and are heading towards a dystopia. Our schools, politicians, tech monopolies, media, and hollywood have degraded our societies values and stripped our generations youth of critical thinking. They are all openly supportive of the greatest threat to freedom the world has ever seen.
Baruch CAN make a meaningful change but would rather discuss race relations.
How can Baruch make a change? Inform students of the CCP’s human rights violations.
Educate people on the dangers and tactics of marxism.
Stop being a part of the problem.
Unfortunately, no matter how much we try to discuss or bring awareness to the objective reality of our world, nobody will ever acknowledge it.
They’re too scared of being called “racist” lol. The Marxists have scared these supposed “intellectuals” into submission by giving anyone who disagrees with them that label. What’s crazy is this has been in the communist playbook since forever. They demonize anyone who doesn’t think like them. They’re ideological supremacists, and this form of supremacy has become the norm on college campuses. These professors don’t understand that they’re laying the foundation for fascism.
It’s almost as if they know nothing of the events of the 20th century or the ideology that has cost over 100 million people their lives via government sanctioned murder, slavery, and starvation.
The fascist: Democrats, ANTIFA, liberals, leftists, democratic socialists, progressives… Whatever name the communists are going by now have great marketing. Cant lie. They know how to get you to stop thinking logically and start thinking emotionally. They don’t care if they have to lie to do it either.
College is a joke. I used to hold my professors in such high regard, but now I cant. These professors are not smart people. That’s why they spend their whole lives in academia. They cant make it in the real world.
Dr. Wu (in conclusion)-“the opportunity for high-quality education should be accessible to those who have the DESIRE and ABILITY (emphasis added), no matter their socioeconomic background”. No problem with that, no mention of race. As for the rest, ?
Dear President S. David Wu, Thank you so much for your beautifully written， insightful article! We will fully support you on your wonderful journey at Baruch to achieve these noble goals to equalize the society and to offer quality education for all social-economical classes and immigrants in US!
While Baruch’s student outcomes have desirable sociopolitical consequences, that does not mean it should function internally as a sociopolitical or social welfare institution. To the extent it provides quality, rigorous education Baruch’s students will earn favorable results for themselves. It is difficult for a Baruch president to avoid harmful CUNY politicization.