CANR

• The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students Harvard University Press (Cambridge, MA), 2019
• Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price Princeton University Press (Princeton, NJ), 2024

1. Class dismissed : when colleges ignore inequality and students pay the price LCCN 2024001870 Type of material Book Personal name Jack, Anthony Abraham, author. Main title Class dismissed : when colleges ignore inequality and students pay the price / Anthony Abraham Jack. Published/Produced Princeton ; Oxford : Princeton University Press, [2024] Projected pub date 2408 Description 1 online resource ISBN 9780691237473 (e-book) (hardback) Item not available at the Library. Why not? 2. The privileged poor : how elite colleges are failing disadvantaged students LCCN 2018037298 Type of material Book Personal name Jack, Anthony Abraham, author. Main title The privileged poor : how elite colleges are failing disadvantaged students / Anthony Abraham Jack. Published/Produced Cambridge, Massachusetts : Harvard University Press, 2019. Description 276 pages ; 22 cm ISBN 9780674976894 (alk. paper) CALL NUMBER LC210.5 .J33 2019 CABIN BRANCH Copy 1 Request in Jefferson or Adams Building Reading Rooms - STORED OFFSITE

• Anthony Abraham Jack website - https://anthonyabrahamjack.com/

  Anthony Abraham Jack (Ph.D., Harvard University, 2016) is the Inaugural Faculty Director of the Boston University Newbury Center and Associate Professor of Higher Education Leadership at Boston University.

  His research documents the overlooked diversity among lower-income undergraduates: the Doubly Disadvantaged­—those who enter college from local, typically distressed public high schools—and Privileged Poor­—those who do so from boarding, day, and preparatory high schools. His scholarship appears in the Common Reader, Du Bois Review, Social Problems, Sociological Forum, and Sociology of Education and has earned awards from the American Sociological Association, American Educational Studies Association, Association for the Study of Higher Education, Eastern Sociological Society, and the Society for the Study of Social Problems. Tony held fellowships from the Ford Foundation and the National Science Foundation and was a 2015 National Academy of Education/Spencer Foundation Dissertation Fellow. In 2016, The National Center for Institutional Diversity at the University of Michigan named him an Emerging Diversity Scholar. In May 2020, Muhlenberg College awarded him an honorary doctorate for his work in transforming higher education.

  The New York Times, Boston Globe, The Atlantic, The New Yorker, The Chronicle of Higher Education, The Huffington Post, The Nation, American Conservative Magazine, The National Review, Commentary Magazine, The Washington Post, Financial Times, Times Higher Education, Vice, Vox, and NPR have featured his research and writing as well as biographical profiles of his experiences as a first-generation college student. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students is his first book. It is available in English and Chinese. His second book project, Class Dismissed: When College Ignore Inequality and Students Pay the Price, is due out in August 2024.

• Boston University website - https://www.bu.edu/articles/2023/sociologist-and-scholar-anthony-abraham-jack-hopes-to-create-a-more-welcoming-campus/

  Sociologist and Scholar Anthony Abraham Jack’s Mission: Create a More Welcoming Campus
  The incoming Wheelock College associate professor and Newbury Center faculty director wants to make higher education more accessible to first-gen students
  June 26, 2023
  1
  Alene Bouranova Michael D. Spencer
  Sociologist. Keynote. First-Gen. Knitter.

  Those are the identifiers Anthony Abraham Jack uses to introduce himself to the world. There are a litany of others he could add to the list: Researcher. Educator. Honorary Degree Recipient. Student Advocate. Home Chef. Award-Winning Author. But according to Jack, those are the four titles that matter most. (Peruse his socials if you’re interested in his knitting and food journeys, he says.)

  He now has two more for consideration. Jack, a well-known higher-education researcher and author of the groundbreaking The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students (Harvard University Press, 2019), will start at Boston University in the fall, after working for the past seven years at Harvard. His new roles: associate professor of higher education leadership in the Wheelock College of Education & Human Development department of education leadership and policy studies and faculty director of BU’s Newbury Center—which serves and celebrates first-generation (first-gen) students on campus.

  Maria Dykema Erb will continue as the Newbury Center director. She and Jack will run the center jointly and report to Victoria Sahani, associate provost for community and inclusion.

  Jean Morrison, University provost and chief academic officer, announced Jack’s hiring in a letter sent to faculty and staff Monday. “I am delighted that we have recruited Dr. Jack to Boston University,” Morrison says. “His scholarly work is leading our understanding of how first-generation students navigate higher education, with all of the challenges that many of the embedded systems create. The work he will do with the Newbury Center will establish BU as a national leader in understanding access and equity in higher education.”

  Photo: Anthony Abraham Jack, a Black man wearing glasses, a white and ten striped shirt, and jeans, looks tot he right as he knits with light blue yarn.
  One of Jack’s favorite pastimes? Knitting. “It allows me to center myself when there’s a whole bunch of stuff going on around me,” he says.
  “Dr. Jack’s potential to contribute to our programs at Wheelock is significant,” says David Chard, Wheelock dean. “His scholarship focuses on elite universities that have made an effort to make higher education accessible to first-generation students, but have not always understood the specific needs of these students, particularly if they are poor or scholars of color. His work has both added to our knowledge about marginalized college students and transformed policies and practices on university campuses.”

  As a former first-gen college student himself, Jack says, “I lived the experiences that the people whom I learn from are going through. My life goal is not just to address problems in higher ed, but rather to use my research to provide a framework for universities to live up to the missions they love to put in Latin on their seals and diplomas.”

  As a sociologist, he continues, “I study education, but I’m fundamentally interested in how inequality and poverty shape young people’s life chances. I study universities because I believe that they are, quite frankly, the greatest shot at not only creating mobility, but creating a more equal society.”

  BU Today sat down with Jack to discuss his work to make college accessible and welcoming to all and what he hopes to accomplish at BU—both in the classroom and at the Newbury Center.

  Q&A
  with Anthony Abraham Jack
  BU Today: You often talk about the hidden curriculum that permeates college campuses. Can you share what that means and why it’s important to make it unhidden?
  Anthony Abraham Jack: The hidden curriculum is that system of unwritten rules and unset expectations that you might hear about at the dinner table when your father is a professor and your mother is a doctor. Office hours, internships, shadowing—these are shorthand things that everyone seems to know about from their very first day on campus, because their parents were able to socialize them in the way of universities, effectively giving them an 18-year head start. That makes certain students feel less-than and othered for not knowing.

  In my work, especially in my first book [The Privileged Poor], I talk about both the symbolic and structural resources that shape how students move to college campuses: the cultural capital and the almighty dollar. Certain students know to go to office hours to communicate their needs [in a class], whereas other people are taught not to make a fuss and to leave people in authority positions alone. But universities operate as if everyone learns the same lessons growing up. And the way in which so many support services operate is by playing catcher: whether it’s career or mental health services, we wait for students who come in, instead of meeting them where they are.

  So what happens when we make our expectations explicit, and we don’t rely on assumptions about what students know? To me, that’s really important. Because if we are going to diversify our campuses and have a greater range of students, that means we cannot just keep teaching to, and supporting, a subset of a population. One of the biggest beneficiaries of my research has actually been international students. When you think about the hidden curriculum, you can be a wealthy student from a different country [but still face some of the same issues as first-gen students]. When expectations on campus are made explicit, all of a sudden things like language barriers, cultural norms, and anxiety around navigating a new place can partly go away. When we better support the individuals that we didn’t necessarily have in mind when creating policies, we are addressing the entrenched inequalities that make campuses separate and unequal.

  When we better support the individuals that we didn’t necessarily have in mind when creating policies, we are addressing the entrenched inequalities that make campuses separate and unequal.
  Anthony Abraham Jack
  What are some of the things you’ve worked to implement within higher ed that have been especially meaningful to you?
  I focus on food insecurity in college students often because so many universities—even universities that require students to be on a residential meal plan—shut down during holiday breaks. When I’ve traveled the country as a keynote speaker [and talked about this], college presidents have literally stood up after my keynote and said, “This policy has to stop, and it’s going to stop right now,” because they have, in a very public and immediate way, learned about a gross injustice and source of inequality on their campus and have committed to addressing it. One of the greatest joys that I’ve ever had was walking into a Harvard dining hall during spring break that was so full of students, there was a line out the door, because they had opened the dining halls for the first time during spring break. To be a young scholar and have your research have a direct impact like that—in that thousands of college students are no longer marking hungry days on their calendars—is tremendous.

  [Per Jack’s research on financial aid] Smith College President Kathleen McCartney sent me an email one morning before breaking big news about Smith’s financial-aid process. She said, “Tony, I just wanted to thank you and to let you know that the board has voted that our financial aid policy will be no-loan, and your research was integral to that conversation.” I am trying to give universities a language and a framework with which to understand inequality on their campuses and inspire policy change. So, seeing my research used and expanded upon to create stronger, wider safety nets for students is beyond me. That’s something I will never take for granted.

  At BU, you’ll be joining the Newbury Center as the faculty director when you start this fall. What are you hoping to accomplish in that position?
  One of the things that was particularly interesting for me about coming to BU is that the Newbury Center has the potential to not just be a support for students at BU, but actually be a support for research on the experience of first-generation college students, as well as research that addresses the inequality in higher education. And what I want to do is to build out that arm of the Newbury Center, with a focus on scholars who are first-generation and write about first-gen students.

  What [inaugural director] Maria Dykema Erb has already done in her short tenure with the center is establish it as not just a home for students, but rather a true partner and advocate for them. What I want to do is allow the Newbury Center to grow and to add to its portfolio research that speaks beyond the individual case of a student and beyond one university. I fundamentally believe that when you address the inequalities that disproportionately fall upon the shoulders of first-generation and low-income college students, you make the university better for all students.

  The Newbury Center has the potential to not just be a support for students at BU, but actually be a support for research on the experience of first-generation college students, as well as research that addresses the inequality in higher education.
  Anthony Abraham Jack
  You’ll also have teaching responsibilities at Wheelock. Can you talk about the class that you’re planning to teach?
  I’m bringing over my class, C.R.E.A.M., from Harvard. C.R.E.A.M. stands for “Cash Rules Everything Around Me,” and it’s a survey course of cultural inequality in higher education. It looks at how social class shapes students’ experiences and their paths to and through higher education. We start with for-profit colleges, then we take a look at financial aid. And then we take a deep dive into undergraduate life at both public and private universities.

  Finally, what is it that you enjoy the most about being an educator?
  Connecting with students. With undergraduates, you’re exposing them to new ways of thinking and being and helping them to figure out who they are. You’re not telling them what to think, but you are pushing them to be able to defend themselves with data and information, whether you agree with their position or not. You’re engaging them and showing them that they are worthy of having a seat at the table and being part of the conversation. With graduate students, you’re pushing them to hone their craft. You are teaching them to move from being a consumer of knowledge to being a producer of knowledge. And that journey is a hard one, but a beautiful one.

• National Head Start Association website - https://nhsa.org/alumni-spotlight-dr-jack/

  Alumni Spotlight: Dr. Anthony Abraham Jack
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  Dr. Anthony Abraham Jack, a.k.a. Dr. Jack, speaks openly about how his life took quite the journey to bring him to where he is today. Dr. Jack brought us back to the beginning of that journey, sharing how his experiences as a child in Head Start changed the trajectory of his remarkable path in life.

  NHSA: Dr. Jack, can you tell us a little bit about yourself and the work you do?
  Dr. Jack: Sure. I grew up in Miami, Florida and I was a first generation college student at Amherst College, where I graduated in 2007. Then, in 2016, I received a PhD in Sociology from Harvard. Today, I am a junior fellow at the Harvard Society of Fellows, assistant professor at the Harvard Graduate School of Education, and assistant professor at the Radcliffe Institute for Advanced Study. My research focuses on the overlooked diversity among lower-income undergraduates: the doubly-disadvantaged­—those who enter college from local, typically distressed public high schools—and the privileged poor­—those who do so from boarding, day, and preparatory high schools.

  NHSA: That’s the focus of your new book, too — The Privileged Poor. Can you tell us a little bit about that and what the book tour is like?
  Dr. Jack: Yeah it’s cool, you know, because as a first gen student, I didn’t do the whole college tour thing. So now I get to do that, visit college campuses across the country. The Privileged Poor, is about the struggles of less privileged students, which continue long after they’ve arrived on campus. It documents how university policies and cultures can exacerbate preexisting inequalities, and reveals why these policies hit some students harder than others. The idea is that if we truly want our top colleges to be engines of opportunity, university policies and campus cultures will have to change.

  NHSA: It seems to align with Head Start’s mission of supporting vulnerable children, too, but from the higher education perspective. Where did you attend Head Start?
  Dr. Jack: I grew up in Miami and attended Head Start in Coconut Grove at the Frankie Shannon Rolle Center. I remember my mom worked as a secretary, or maybe volunteered in some way, at the Center for a short period of time. I remember going with her to meetings at night. And one thing I liked about going to school at that resource center is that it was also a place in my community where people could rent out space when they wanted to host events in my neighborhood.

  NHSA: That idea of community is so important to Head Start. You write about how students carry all the outside factors of their lives with them into their learning environments. Head Start recognizes that, too, and takes a whole child, whole family approach, connecting parents to job services, connecting families to health services, and really trying to bring the whole community into the experience. Do you see this community approach as beneficial?
  Dr. Jack: Yes. I just want to echo that because that kind of wraparound service is what middle class families already have. Because of where a middle class family lives, their community parks and pools are invested in, their community resources are there, their schools have more resources. If a child has special needs and needs an IEP, it’s not necessarily easy to get one, but those resources are there to wraparound the child.

  So, the way in which I think a program like Head Start, especially when done intentionally to bring families into the mix, can make a change is by getting not just students, but families to think about asking for help. We want to demystify the idea of reaching out for support and resources. Making it in mobility is not just about an individual effort where we should just hunker down and do everything on our own. Connections matter and connections to people whose job it is to help us matter.

  And so the ability for us to start at an extremely early age, to get people to, quite frankly, feel as entitled to resources and support as their more affluent peers, is something that I think should be a goal. Because there are resources out there that we should tap into and those resources could really change the course of someone’s life.

  NHSA: Any other messages you want to share with the Head Start community, Dr. Jack?
  Dr. Jack: I just want to reiterate that point that I want to change the way we think about asking for help. I want people to see seeking out support as an integral part of one’s personal and social growth. The ability to seek help is a sign of strength and maturity because what it’s saying is that you are approaching the limits of your own understanding, but you are smart enough to seek out someone who can shepherd you through new learning and new growth.

• Boston University website - https://www.bu.edu/wheelock/profile/anthony-abraham-jack/

  Anthony Abraham Jack
  Faculty Director, Newbury Center
  Associate Professor
  Office
  WED 237
  Email
  aajack@bu.edu
  Program
  Higher Education Administration
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  AnthonyAbrahamJack.com

  Dr. Anthony Abraham Jack is the inaugural faculty director of the Newbury Center and associate professor of higher education leadership at Boston University.

  Dr. Jack’s research documents the overlooked diversity among lower-income undergraduates: the Doubly Disadvantaged—those who enter college from local, typically distressed public high schools—and the Privileged Poor, or those who do so from boarding, day, and preparatory high schools. His scholarship appears in the Common Reader, Du Bois Review, Social Problems, Sociological Forum, and Sociology of Education and has earned awards from the American Sociological Association, American Educational Studies Association, Association for the Study of Higher Education, Eastern Sociological Society, and the Society for the Study of Social Problems.

  Dr. Jack held fellowships from the Ford Foundation and the National Science Foundation and was a 2015 National Academy of Education/Spencer Foundation Dissertation Fellow. In 2016, the National Center for Institutional Diversity at the University of Michigan named him an Emerging Diversity Scholar. In 2020, Muhlenberg College awarded him an honorary doctorate for his work in transforming higher education.

  The New York Times, the Boston Globe, the Atlantic, the New Yorker, Chronicle of Higher Education, Huffington Post, the Nation, American Conservative Magazine, National Review, the Washington Post, Vice, Vox, and NPR have featured his research and writing as well as biographical profiles of his experiences as a first-generation college student. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students is his first book. His second book project, When Campus Closed: How Elite Colleges Are Still Failing Disadvantaged Students, is due out in 2024.

• contexts - https://contexts.org/blog/q-a-tony-jack/

  Class Dismissed: Q&A with Anthony Abraham Jack
  by Elena van Stee | August 13, 2024

  We are thrilled to welcome Anthony Abraham Jack to the Contexts blog to celebrate the publication of his new book, Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price. In this post, blog editor Elena van Stee chats with Tony about the unequal world college students inhabited before, during, and since the COVID-19 pandemic. They also discuss Tony’s dedication to making his research findings accessible to broad audiences. You can watch the full interview above and find lightly edited excerpts from their conversation below.

  Elena van Stee: To start, I want to pose a question to you that I know you’ve posed to many students throughout this study: I want you to return to the morning of March 10, 2020. Where were you when you received the notification that Harvard was asking students to leave campus? And what was your reaction?

  Anthony Abraham Jack: I was on campus because that’s where I lived at the time. I was a faculty fellow in one of the undergraduate houses. And I just remember waking up and seeing that email, and I was just like, “It’s here.” I was just trying to figure out what the hell was going on. What was going to happen? What provisions were actually going to be provided for students? Yeah, it was a hard day because I knew it was the right decision, but I also knew it was going to be hard for so many who are already dealing with so much.

  EVS: How did your initial concern turn into this formal research project?

  AAJ: I was actually going to be working on a book about work among college students—and then COVID hit. So it was a pivot, actually. With the backing of the Harvard Radcliffe Institute and Harvard & The Legacy of Slavery, I was able to interview Black, White, Latino, Native, Asian, and mixed students. I just set out to interview as many students as possible, and my team and I interviewed 125 undergraduates. Sometimes the interview had to be done over two or three sessions; we really just dug into their experience. It was eye-opening and disheartening to sit with students for hours on end and hear about their experiences. It was important for me that this book is not just about COVID-19 but about the very inequalities that COVID-19 exacerbated and that universities were ignoring. So much of this book was about, “Okay, take me through the year or two before COVID hit. Take me to that moment and bring me up to the present day.” I wanted to understand how the inequalities outside the college gates pierce the “college bubble”—a term that I think we should retire.

  EVS: The narrative of Class Dismissed is really beautiful; it reads like a story—and that brings me to another question I wanted to ask you, which is: who’s your audience? The narrative strikes me as not-your-average-interview-study.

  AAJ: Should I take that as a compliment?

  EVS: Oh, it’s the highest compliment.

  AAJ: Sometimes I get in trouble for this, but articles and books are different. When I write an article, I know I’m speaking to other academics—specifically, social scientists interested in inequality. When I’m writing a book, my first audience, to be honest, is the students. I’ll never forget the early moments of sharing my work, when students would say, “Your work is the first thing that I’ve read about me that didn’t make me feel bad,” or “Your work helped me come to terms with what was going on in my life,” or “You gave me a vocabulary to talk about my experience.” I will always and forever, when I write about education, put students as the first and primary audience.

  “I think we should write books to be consumed. …It’s not just about translating the work; it’s about speaking about complex issues in a way that enables people to engage with them.”I think we should write books to be consumed. That means we should be able to communicate with anybody who might pick up a book. Communicating means that you take that extra step to think about the audience. It’s not just about translating the work; it’s about speaking about complex issues in a way that enables people to engage with them. That, to me, is incredibly important. I have a general rule: If my mama can’t read it, I don’t want to write it. And some people may say, “Oh, that’s so simplistic. That’s childish.” I’m like, “No, writing simply and accessibly is much more difficult than relying on jargon and shorthand to get your point across.”
  When I wrote this book, I had three people in mind. First, I had the student whose experiences I was chronicling. Second, I had in mind the people in that student’s life who can have a direct impact—whether that’s a professor, a college president, or a dean. Of course, the third group is consumers. That person who’s in the airport and happens to pick up the book, or that person who’s a little bit nerdy who always liked sociology in college and still keeps up with new things—those readers are just as important to me.

  And the last thing I will say is this: I love LeVar Burton Reads. I’m so sad that the podcast ended. But after all those seasons, I was introduced to writers who, in such a short period of time, could create an entire world, with not a single word wasted. I discovered that podcast during the pandemic lockdowns, and I now have an entire shelf of books in my house dedicated to the authors I was introduced to through it. I just feel that I’m still growing as a scholar, and hopefully, I can continue to evolve as a communicator and as a writer.

  Anthony Abraham Jack is an Associate Professor of Higher Education Leadership at Boston University Wheelock College of Education and Human Development and Inaugural Faculty Director of the Boston University Newbury Center. He is the author of Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price and The Privileged Poor: How Elite College Are Failing Disadvantaged Students. Elena G. van Stee is a graduate student in the Department of Sociology at the University of Pennsylvania. The blog editor for Contexts, she studies culture and inequality, focusing on families, higher education, and the transition to adulthood.

[STAR]Jack, Anthony Abraham. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students. Harvard Univ. Mar. 2019. 281p. notes. index. ISBN 9780674976894. $27.95; ebk. ISBN 9780674239661. ED

Jack (Harvard Graduate Sch. of Education) makes a clear point: while elite universities have taken an important step to recruit, admit, and provide full financial aid for talented low-income students, institutions must be more sensitive to the cultural challenges these students face on campus. Those from disadvantaged homes and neighborhoods lack the experience to assert themselves and make full use of the resources of their schools. The author contrasts the fragile situation of some students ("Doubly Disadvantaged") by explaining how those from similar poverty-ridden backgrounds who attend top prep schools (the "Privileged Poor") acquire social skills that better prepare them for success. Jack incorporates extensive interviews with students confronting uncertainty and social isolation into the scholarship on social and economic inequality. Although Jack focuses on black and Latinx students, his broader emphasis is on social class rather than race, and he shows that low-income white students encounter similar obstacles. Jack presents a moving picture of the challenges with which low-income students grapple and offers elite institutions advice for improving their efforts.

VERDICT This lucid, well-researched, and sympathetic study will engage readers interested in higher education and those concerned with the impact of economic inequality in America.--Elizabeth Hayford, formerly with Associated Coll. of the Midwest, Evanston, IL

Copyright: COPYRIGHT 2019 Library Journals, LLC
http://www.libraryjournal.com/lj/reviews/xpress/884170-289/xpress_reviews-first_look_at_new.html.csp
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Hayford, Elizabeth. "Jack, Anthony Abraham. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students." Xpress Reviews, 22 Feb. 2019. Gale General OneFile, link.gale.com/apps/doc/A578440649/ITOF?u=schlager&sid=bookmark-ITOF&xid=93b8d6c6. Accessed 24 Aug. 2024.

The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students

Anthony Abraham Jack

Cambridge, Mass.: Harvard University Press, 2019, 288 pp.

In The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, Anthony Abraham Jack provides two critiques of selective private universities: (1) selective private universities are terrible at facilitating low-income students' success on campus, which stems from a combination of out-of-touch peers, faculty ignorance, and insensitive school policies; and (2) even when selective private universities implement programs to gain more low-income students, the programs often fall short of this goal. Jack's critiques are perceptive, and many recent grads will likely see parallels between Jack's observations and what they witnessed as undergrads, as I can attest with my experiences at UC Berkeley.

The Privileged Poor describes how selective private schools implement tuition-exemption programs to gain more low-income students. To eliminate costs as barriers to entry, universities such as Princeton and Stanford exempt students from paying tuition if their families earn less than $125,000-$160,000. On their school website, Princeton even proudly displays that 61 percent of students receive aid.

But these numbers are not as optimistic as they appear. In Princeton, families that earn between $160,000 to $250,000 are still exempt from a portion of their tuition. Essentially, "60 percent of students receive aid" means that 40 percent of students are so wealthy that they do not need any form of aid whatsoever.

According to the author, in an unnamed "renowned" university with similar statistics, only around 20 percent of students are truly low income. Yet, when we inspect the demographics of that 20 percent further, the numbers are even more troubling. Of these students, 50 percent are the "privileged poor,"--that is, low-income students who received scholarships to prep or boarding schools that paved their way into selective private schools. The other 50 percent are the "doubly disadvantaged"--students who went from underperforming high schools directly into selective private schools.

Similarly, UC Berkeley boasts of establishing a transfer program that prioritizes community college students. This approach seems like a promising way to increase the number of low-income students on campus since more than half of California community college students are low-income students and students of color. Yet, only 26.4 percent of UC Berkeley's 2019 transfers are "underrepresented minorities," a term often used interchangeably with low-income students of color.

In a school that loves to discuss the injustices of inequality, the student demographics are still largely skewed toward the wealthy. My former professor and one-time secretary of labor Robert Reich once asked everyone in the class where they went to high school. Was it a prep or boarding school, a high-performing public school in a high-income area, or an underperforming public school in a low-income area? About 50 percent of students attended a prep or boarding school, 30 percent a high-performing public school, and 20 percent an underperforming public school. The demographics of the class reflected the fact that UC Berkeley only accepts 7.4 percent of students from the bottom 20 percent of income distribution but 54 percent from the top 20 percent.

Jack explains that such statistics are the result of colleges "hedging their bets," or ensuring admitted students will do well on campus. The unnamed "renowned" university in the book recognizes that the privileged poor understand and behave in similar ways as their wealthy peers, which facilitates success in university. On the other hand, the "doubly disadvantaged"--low-income students who went to underperforming high schools--often experience culture shock upon entering an elite university. The doubly disadvantaged students are less likely to assimilate and take advantage of their resources and therefore perform worse. Thus, schools recmit half of their low-income students from the same schools as their high-income peers even though that group makes up a small percentage of the low-income population.

The idea of hedging bets also explains why, despite the transfer program's ability to accept more low-income students of color, UC Berkeley still accepts a larger quantity of students from demographics that are already highly represented. Those students, they know, will have more success given UC Berkeley's established environment.

Jack's discussion of hedging bets also shines a light on the barriers to entry low-income students face even when tuition is free. Many private schools that have free tuition policies still have very skewed demographics. High-income students are projected to assimilate and perform better in university, and the school naturally wants students to excel. Not to mention, high-income students have the resources to achieve higher SAT/ACT scores, which universities also use as indicators of future academic success. Free public college may encourage more low-income students to apply to university, but selective schools will still favor high-income students.

So, what needs to happen for selective universities to achieve a truly diverse student body? Students, faculty, and school administrators need to create the type of environment that low-income students can excel in so universities will no longer need to "hedge bets."

Low-income students fail nonacademically and academically when they are not properly navigating a university environment shaped by the wealthy. Jack observes that low-income students often fail to navigate social expectations with students and faculty, which he dubs the "hidden curriculum." The wealthy students wear expensive brands like Moncler, use "summer" as both a verb and a noun, and talk about the exotic vacations that they take during the school year, all of which low-income students find unrelatable. Professors expect students to attend office hours to build connections, which affects everything from students' grades to letters of recommendation. Yet wealthy students often feel more comfortable making such connections. In terms of the insensitive policies the unnamed school implemented, Jack describes how the school closed down cafeterias during spring break, leaving low-income students who couldn't afford to fly home scrounging for food. The school also made cleaning the highest paying job on campus, inadvertently encouraging low-income students to clean wealthy students' dorms. Cleaning jobs ultimately put low-income students in an inferior position and perpetuated racial stereotypes.

At UC Berkeley, the K-12 education gap is exacerbated by students, faculty, and school policy. Students often ask each other their SAT scores to gauge who "lucked out" getting accepted and who deserved to be admitted--ignoring how those who could afford SAT classes actually got better scores. A low-income classmate in a freshman biology class failed his first midterm because he did not have a solid foundation in biology. The teacher failed him with no concern for why he failed. A first-year low-income transfer student who had no grasp of citations and plagiarism was also failed from an upper-level course. And since UC Berkeley is such a large school, many majors limit the number of students through CPA cutoffs. Low-income students often do not make the cut and study subjects that they are not passionate about, which hinders their academic performance.

Overall, Jack does an excellent job of cross-referencing interviews with the privileged poor and doubly disadvantaged to argue that the campus culture of selective private universities serves the wealthy rather than the poor, which is why schools have a bias for wealthy students and the privileged poor in admissions. The book makes evident school administrators' astounding lack of awareness of--or lack of care for--the socioeconomic tension on campus. Administrators seem driven to fill diversity quotas or think they do low-income students a favor by admitting them. Those implications are hard, but necessary, to swallow. For low-income students to excel, "access" has to be synonymous with "acceptance."

However, the book would have been more effective if the author were less repetitive and delved into other facets of socioeconomic tension. For example, wealthy students in both selective private and public universities often pretend to be low income. When those students effortlessly achieve high grades, students who are actually low income deem their failure as a result of their own shortcomings rather their socioeconomic gaps. Painting wealthy students with a broad brush oversimplifies wealthy students and the ways they negatively impact low-income students.

Secondly, the author criticizes programs that recruit low-income students to prep or boarding schools, accusing them of siphoning money out of already bereft public schools and hurting the kids left behind. "Funneling poor youth into private schools is not social policy," he writes. In reality, there is no evidence that underperforming public schools would perform better if low-income students in prep and boarding schools return with their funding. Often, underperforming schools are segregated as a result of segregated housing. As Richard Rothstein eloquently put it in his book The Color of Law: A Forgotten History of How Our Government Segregated America, "Social and economic disadvantage depresses student performance; concentrating disadvantaged students in racially and economically homogeneous schools depresses it further." Funneling more low-income students of color into private schools is not only important to vindicating the promise of Brown v. Board of Education, but it is important for students' academic performance. Not to mention, bringing more students back to already overcrowded schools does not benefit any student.

Jack blames parents who want to give their children a better education for "leaving other students behind" and encourages them to remain in an underperforming environment with no concrete solutions or timeline for improvement. If Jack believes putting low-income students in prep and boarding schools means leaving other low-income students behind, does he also believe putting low-income students in elite universities means leaving other low-income students in state schools and community colleges behind? Does he want to eliminate low-income student representation in elite universities as he does in prep and boarding schools?

If higher representation of low-income students in prep and boarding schools leads to higher representation of prepared low-income students in elite universities, then access to private schools is crucial.

Finally, the author fails to make a strong case for why low-income students need to attend selective schools, despite their struggles. The premise of the book assumes the readers believe low-income students should be represented in selective universities. To some, the equity argument may be apparent. But to others, it's counterintuitive to accept low-income students who tend to perform worse academically and have a hard time assimilating. Those students would perform better at less selective schools, the argument goes.

Despite foreseeable struggles, however, it is important for low-income students to attend selective universities to receive a boost in society and access to resources usually limited to the wealthy, and Jack should make that point clear. Socioeconomic diversity in selective universities is undoubtedly a critical element of upward mobility in the United States. Additionally, as a matter of principle, no school should be open only to students lucky enough to be born into wealth.

Jack has written an incredibly worthwhile book that every school administrator should read. He shines light on numerous improvements universities can make for low-income students to feel welcomed and excel. Many improvements, such as leaving cafeterias open for low-income students during spring break, are easy. Other improvements, such as preventing wealthy students from alienating low-income students through their preferred topics of discussion, are much harder. Jack's broader K-12 solutions, however, contradict anti-segregationist principles and could harm low-income students' ability to break into and excel at elite schools, which is evidently important to him.

Catherine Straus

Cato Institute

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Straus, Catherine. "The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students." The Cato Journal, vol. 40, no. 1, winter 2020, pp. 249+. Gale General OneFile, link.gale.com/apps/doc/A643563980/ITOF?u=schlager&sid=bookmark-ITOF&xid=81415ad1. Accessed 24 Aug. 2024.

Jack, Anthony Abraham. The privileged poor: how elite colleges are failing disadvantaged students. Harvard, 2019. 276p index ISBN 9780674976894 cloth, $27.95; ISBN 9780674239661 ebook, contact publisher for price

(cc) 57-2012

LC210

MARC

The term "elite colleges" has historically indicated both "colleges for the elites" and prestigious institutions. Today, wanting to hold on to their prestige while also shedding their reputations for exclusivity, elites schools aim to admit students from a wider range of racial/ethnic origins and class backgrounds. Policy makers also see attendance at top schools as a route to upward mobility for lower income students, but without considering how students from non-elite backgrounds adapt to these traditionally elite settings. Jack (Harvard Univ.) attempts to address this issue through interviews with two sets of students at a school he designates "Renowned University." One set consists of "the Privileged Poor": lower income students who have had the opportunity to participate in college preparatory programs. The other set consists of "the Doubly Disadvantaged": students from low-income backgrounds who have had no opportunity to prepare for elite college life. While he finds substantial variation in both groups, he argues that both still tend to face challenges once at college, necessitating a move beyond diversifying admission toward greater inclusion. Despite the book's insight into the challenges of diversification, it remains unclear how much elite colleges can and should do to accommodate students from every background. Summing Up: ** Recommended. General readers.--C. L. Bankston, Tulane University

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Bankston, C.L. "Jack, Anthony Abraham. The privileged poor: how elite colleges are failing disadvantaged students." CHOICE: Current Reviews for Academic Libraries, vol. 57, no. 6, Feb. 2020, p. 676. Gale General OneFile, link.gale.com/apps/doc/A613618872/ITOF?u=schlager&sid=bookmark-ITOF&xid=fbc8ad98. Accessed 24 Aug. 2024.

Anthony Abraham Jack is an Assistant Professor of Education at the Harvard Graduate School of Education. His research focuses on the diverse experiences of first-generation, low-income students at elite universities. His book The Privileged Poor examined the contrasting experiences of low-income students that graduated from affluent feeder high schools, and the doubly disadvantaged, low-income students coming from underfunded, troubled high schools. His work has been featured in The New York Times, The Washington Post, NPR, The National Review, and numerous other publications. He is currently a junior fellow at the Harvard Society of Fellows and holds the Shutzer Assistant Professorship at the Radcliffe Institute for Advanced Study.

This interview was conducted by Coby Garcia, transcribed by Laila Nasher, and edited for length and clarity.

Harvard Political Review: What personal experiences in your life have led you to research the problem that selective colleges face when admitting students from diverse economic backgrounds?

Dr. Anthony Abraham Jack: I entered Amherst College after it adopted its no-loan financial aid policy. At that time, Amherst was one and a half times my mother's annual salary. A lot of [the college experience] was getting used to being around so many wealthy Black and Latino students. I didn't think anything about it. It wasn't until I worked for the admissions office; I was a diversity intern at Amherst College. I kept hearing programs like Prep For Prep, Cranbrook, Upward Bound, Teak, and all these different kinds of programs. And we just bring in a whole bunch of low-income students of color who went to prep schools.

When I got to graduate school, I realized that no one was writing about the fact that so many students of color, who are low income, come from boarding, day, and preparatory high schools. When I discovered that they assume certain things about their lower-income students: they assume that we knew what office hours are, they assume that we had an understanding of many things that make up the hidden curriculum. I said: this is wrong.

And so that's what inspired my approach to sociology, not only to expand our theoretical understanding of a very important social problem but also inform our very practical underground solutions to address and ameliorate some of the inequalities that have been plaguing students for generations.

HPR: Can you identify a clear commonality among those who you determined to be the privileged poor?

Jack: Their ease of privilege and how it exhibits in certain ways, or rather their familiarity with the ease of privilege. They know how to interact with wealth and whiteness in a way that their lower-income peers do not. So whether it means venturing to people's second homes, Hermes bracelets, birthdays, or something more practical as going to office hours to explore an internship. They were more familiar and even comfortable with those things than the lower-income peers who did not go to prep schools.

HPR: What are the defining features of low-income high schools that the dubious disadvantaged attend?

Jack: You are subjectively low income in the sense that compared to your peers, the university is saying that you have not hit a threshold of certain class status. But it's also objective in the sense that most of the students who I interview come from households that make less than $40,000 a year.

When I mean by the poor, troubled, or underfunded school, the commonalities are more of what you will see as the consequences of concentrated poverty such as over overcrowded schools and lack of resources. As one student told me, her four years before college were filled with peers fighting, setting trash cans on fire, and skipping school. It's a consequence of poor neighborhoods growing poorer by lack of investment, the outsourcing of jobs, the kind of things that William Julius Wilson talks about in The Truly Disadvantaged. We're talking about high levels of segregated ratio, and socio-economic segregation that leads us to have a desperately unequal and depressingly stratified secondary school experience for lower-income students.

HPR: You stated in an interview with the Center of Ethics and Education that 50% of poor black students and 33% of four Latinx students at selective colleges are boarding or preparatory high schools. Were you surprised by that statistic?

Jack: No, I wasn't surprised by the statistics. I was shocked that so many people did not know about this basic on-ramp to elite colleges that prep schools provide. Here's the problem: Everybody has such a stereotypical image of what it means to be poor and black or poor and brown. That they are so quick to tell the story of isolation, culture shock, difference, that they ignore this well-funded, well-established system of plucking and placing the best and the brightest poor students into private schools. So Harvard and Yale can pat themselves on the back saying, we have the most first gens, but where are you getting your first gens from?

HPR: How did you come to your conclusions about specific groups of students and their experiences, especially the experiences of the privileged poor? Could you explain how you avoided making generalizations about groups of students?

Jack: I'm a sociologist. You have to listen to the data; There is a general pattern that I observed among individuals who had similar sets of circumstances that were previously ignored. That's scientific inquiry, that's the power of research is to teach us something new about the world that can be tested. The theory is a formulation of the world that can be empirically tested.

As a first-generation college student, and I draw on W.E.B DuBois here, I hold myself to a higher standard of writing about the population, because not only am I a member, but I care about that community. So I had to make sure that not only am I giving you the narratives, I gave you the numbers and statistics about what different their neighborhood and community were. I grounded it in the narratives of the students who opened their hearts to me.

HPR: There are many programs, such as Questbridge, that offer full rides to low-income students, many of whom come from public schools. Many criticize these types of programs, suggesting that they cause low-income students to have to compete with other low-income students. What do you think about these programs?

Jack: I think that's the wrong way to think about them because Questbridge is more about guarantee placement, once you go through their system than anything else. It's almost like saying that the Coca-Cola scholarship or the Gates scholarship is somehow bad because you're competing against other people. Well, that's kind of the point of applying for anything competitive, you're applying against everybody else.

To me, that's the wrong way of thinking about it. My biggest thing about full-ride programs is if it only stops at a full ride. What happens the day after convocation? What happens when you move in and your roommate has a building named after her? What happens when you're on campus during spring break and everything's closed? Full-ride scholarships are about the financial burden, not the social one. The biggest worry is when we think that a full ride is enough. I want us to move beyond the belief that a full ride is enough.

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"The Privileged Poor: An Interview with Anthony Abraham Jack." UWIRE Text, 10 Mar. 2022, p. 1. Gale General OneFile, link.gale.com/apps/doc/A696288622/ITOF?u=schlager&sid=bookmark-ITOF&xid=434aea9a. Accessed 24 Aug. 2024.

Byline: Laura Pappano

The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students

By Anthony Abraham Jack

Harvard. 276 pp. $27.95

---

Their joyous YouTube videos go viral: poor kids getting accepted into Ivy League colleges. We see them crying, dancing, screaming, and we assume these young people have won "a golden ticket," as sociologist Anthony Abraham Jack puts it.

But the reality for these high achievers is often something quite different. For a kid from a disadvantaged home or community, landing at an exclusive college can be dislocating, oppressive, even suffocating. In his book, "The Privileged Poor," Jack reveals how top colleges often fail these heavily recruited students once they're on campus.

The universities compete for low-income kids, students of color and first-generation students. "But then, once the students are there," Jack writes, the colleges "maintain policies that not only remind those students of their disadvantage, but even serve to highlight it."

In many respects, the institutions reflect the wealth inequality that spans the nation and demonstrate an inability to properly address it. The kids may be top students, but the culture of money and luxury brands that infests the campuses leaves them feeling like lower-class outcasts rather than full members of the community. "Money," writes Jack, "remains a requirement for full citizenship in college, despite institutional declarations to the contrary."

Jack conducted more than 250 hours of interviews over two years with 103 students at an elite college in the northeastern United States, which he does not identify but refers to as "Renowned University." He bases his research on this one institution, he said, because "the conditions I have identified are common to selective colleges across the country." He contends that his anonymous approach allowed him freer access to students and institutional research. His interviews turn up rich detail and troubling insights. What Jack discovered challenges us to think carefully about the campus lives of poor students and the responsibility elite institutions have for not only their education but also their social and economic mobility.

The students confront subtle and blatant eye-openers. Here are kids who have faced multiple evictions and homelessness mingling with the children of one-percenters who sport $895 Burberry raincoats and Longchamp bags, and who call in interior decorators to do a dorm room makeover when the existing decor doesn't pass muster. "In another dorm across campus," Jack writes, "a student offers one of her roommates $500 to let her have the single room of the two-room triple so that she does not have to share."

Jack, who was once a Head Start kid in the distressed Miami community of Coconut Grove and is now an assistant professor at the Harvard Graduate School of Education, offers a key distinction in assessing the experiences of poor kids on elite campuses. Not all lower-income students are the same, he points out. Their different experiences preparing for college influence their success once they arrive. Jack distinguishes between what he calls the Privileged Poor, those who went to prep schools before college, and the Doubly Disadvantaged, those who have not.

"The Privileged Poor know a hybrid reality," Jack writes. "They know the dangers of distressed communities and worry about the people they love who still call those places home. They also know the joys of burying their feet deep in foreign sands while studying a second language, and they know which fork to use when being served a multicourse dinner at the Biltmore or the home of an alumnus. But this new knowledge doesn't replace the old; it sits alongside it."

By contrast, Doubly Disadvantaged students have a steeper climb in college. "These students experience a huge jump ... in everything from social expectations to cultural norms," Jack explains. "In college, the people and customs are different. So are the rules that dominate social and academic life. The Doubly Disadvantaged come to see college not as a land of unbridled opportunity, but rather as one littered with new lessons of social and economic constraint and new reminders of the vast gulf between the world they came from and this new world that they don't fully belong to."

The interviews reveal the students' heartbreaking vulnerability. One student eagerly accepts a cast-off velvet Ralph Lauren bathrobe from his wealthy roommate. For a moment, he considers that the rich kid's private parts "were all over the thing but I was like, 'It's Ralph Lauren.' I didn't know Ralph Lauren was good, but I knew it was fancy. It felt hella good."

The low-income students often can't escape reminders of their inferior status. Because they need the money, the poor kids grab higher-paying student jobs cleaning dorm bathrooms. The students report "having to pick up soiled tampons and used condoms, mop sticky floors, sweep up dead cockroaches and rats, scoop vomit from sinks, and pull out hair stuck in clogged drains."

But the experience profoundly highlights the gap between the haves and have-nots. One student who did dorm cleaning duties saw her experience through the eyes of the rich kids. "It's like having a maid, a student maid!" she said. "The ones who don't have to work can just chill and be here. I have to do this. ... To have to get on your hands and knees and scrub their toilets, it says a lot about the divides here between who has to work and who doesn't. To be like, 'I have to clean your sh-- because I can't afford to go to school.'"

"The Privileged Poor" breaks new ground on social and educational questions of great import. Jack believes that some progress has been made in improving the plight of lower-income students - but that much more needs to be done. Colleges must recognize these students' needs and craft remedies that reflect that understanding. For one, ensuring that students have access to enough food at all times of the year is essential. "All poor students, for example," Jack writes, "must scrounge for food in a land of plenty when cafeterias are closed during spring break."

---

Pappano is an education journalist, a writer-in-residence at Wellesley Centers for Women and the founder of the New Haven Student Journalism Project.

Copyright: COPYRIGHT 2019 The Washington Post
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Pappano, Laura. "Book World: For many poor students, the Ivy League is culture shock." Washington Post, 1 Mar. 2019. Gale General OneFile, link.gale.com/apps/doc/A576414451/ITOF?u=schlager&sid=bookmark-ITOF&xid=bc9684a8. Accessed 24 Aug. 2024.

Jack, Anthony Abraham CLASS DISMISSED Princeton Univ. (NonFiction None) $29.95 8, 13 ISBN: 9780691237466

A scholarly investigation of diverse college students' experiences when campuses closed during the pandemic.

As a first-generation college student, Jack, a professor of higher education leadership and the author of The Privileged Poor, knows just how difficult it can be to be a Black, working-class undergraduate, both from his personal experience and his scholarly research. When college campuses shut down in 2020, the author--with the help of research assistants--began the process of interviewing 125 "Asian, Black, Latino, Mixed, Native, and White" Harvard undergraduates about their pandemic-related hiatuses. The trends that emerged from this research highlighted the disparities between students of different races and classes during this troubling time. For example, Jack found that while wealthy students used their time off campus to travel and participate in career-boosting, unpaid internships, working-class students scrambled to supplement vital lost income and to balance academic work with unpaid labor, sometimes while coping with dangerous home lives. In another example, the author uncovers how wealth did not always mitigate harm: While wealthy white students enjoyed outdoor spaces during the pandemic, students of color often lived in fear of leaving their homes, regardless of their economic privilege. Jack's findings troubled colleges' celebrations of the unprecedented diversity of incoming classes, begging the question, "Do colleges know how to support a diverse class of students, or do they just know how to foot the bill for one?" Jack's findings are sobering, well supported, and trenchantly reported. His sampling is particularly impressive, encompassing students from a variety of race and class combinations rarely seen in educational research. For example, he writes that he and his research assistants "interviewed nearly all the students at Harvard who identified as Native." His compassionate, conversational tone renders this a compulsively readable, powerfully argued book.

A stunning analysis of the effects of Covid-era campus closings on diverse student populations.

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"Jack, Anthony Abraham: CLASS DISMISSED." Kirkus Reviews, 1 July 2024, p. NA. Gale General OneFile, link.gale.com/apps/doc/A799332937/ITOF?u=schlager&sid=bookmark-ITOF&xid=51b1d1de. Accessed 24 Aug. 2024.

Hayford, Elizabeth. "Jack, Anthony Abraham. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students." Xpress Reviews, 22 Feb. 2019. Gale General OneFile, link.gale.com/apps/doc/A578440649/ITOF?u=schlager&sid=bookmark-ITOF&xid=93b8d6c6. Accessed 24 Aug. 2024. Straus, Catherine. "The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students." The Cato Journal, vol. 40, no. 1, winter 2020, pp. 249+. Gale General OneFile, link.gale.com/apps/doc/A643563980/ITOF?u=schlager&sid=bookmark-ITOF&xid=81415ad1. Accessed 24 Aug. 2024. "The Privileged Poor: An Interview with Anthony Abraham Jack." UWIRE Text, 10 Mar. 2022, p. 1. Gale General OneFile, link.gale.com/apps/doc/A696288622/ITOF?u=schlager&sid=bookmark-ITOF&xid=434aea9a. Accessed 24 Aug. 2024. Bankston, C.L. "Jack, Anthony Abraham. The privileged poor: how elite colleges are failing disadvantaged students." CHOICE: Current Reviews for Academic Libraries, vol. 57, no. 6, Feb. 2020, p. 676. Gale General OneFile, link.gale.com/apps/doc/A613618872/ITOF?u=schlager&sid=bookmark-ITOF&xid=fbc8ad98. Accessed 24 Aug. 2024. Pappano, Laura. "Book World: For many poor students, the Ivy League is culture shock." Washington Post, 1 Mar. 2019. Gale General OneFile, link.gale.com/apps/doc/A576414451/ITOF?u=schlager&sid=bookmark-ITOF&xid=bc9684a8. Accessed 24 Aug. 2024. "Jack, Anthony Abraham: CLASS DISMISSED." Kirkus Reviews, 1 July 2024, p. NA. Gale General OneFile, link.gale.com/apps/doc/A799332937/ITOF?u=schlager&sid=bookmark-ITOF&xid=51b1d1de. Accessed 24 Aug. 2024.

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