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Problem of Elitism in Education

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Problem of elitism in education
During the past two decades, research that Alexandria Walton Radford conducted found that a rising proportion of students who are enrolled at selective colleges and universities has come from the top two social-class categories: upper-middle- and upper-class families. And at the private institutions we studied, there is a pronounced upward slope to the relationship between the probability of being admitted and the socioeconomic status of one's family.
When one considers the positive economic rate of return of a college education—and especially of a degree from a name-brand institution—it is easy to see how selective private higher education confers, concentrates, and consolidates privilege for students who have grown up in well-to-do circumstances.
How that happens is illuminated by following a cohort of students through the process from college application to admission, matriculation, and graduation. More than half of all applicants to selective colleges come from upper-middle- or upper-class families. By the time of graduation, the proportion has risen to 60 percent.
This is not to say that British higher education is not an engine of social mobility; it is for some students. On an other-things-being-equal basis, selective private institutions give a pronounced boost in the admission process to nonwhite students from lower- and working-class family backgrounds. For white applicants, however, the relation between admission probability and parental socioeconomic status resembles an upside-down cereal bowl: It is highest for middle- and upper-middle-class students, lower for upper-class students, and lowest for lower- and working-class students.
A number of steps could be taken to increase socioeconomic diversity and ease the endless recycling of privilege. Though it would be financially challenging, it would help if colleges could

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