Once again, education was a key part of President Obama's State of the Union Address. Public investment in education is not a new idea, but a tough sell in these economic conditions. What can we learn from the first chapter of Crossing the Finish Line? Is 'human capital' development the only persuasive argument for the importance of education?
I would like to respond to the question posed at the end of this post. Also, in my response, I will address the post above, regarding achievement gaps in HE.
ReplyDeleteHuman capital is certainly the most important outcome that motivates funding in HE, I regrettably admit. What reform bill will pass through the political system if it’s known outcome is creating a more equal opportunity for all peoples in HE? No one will support policy that does not have seemingly obtainable and concrete outcomes, and ‘multicultural education’ or ‘a democratic educational system’ are not goals worth spending on (in the eyes of our politicians, and when I say eyes I mean perspective and values). Therefore, human capital is the closest way to get government to support funding in HE, as it’s a term that ‘fits the bill’ in the political arena. That said, human capital is a good argument to rally funding in HE, but not the best, and surely not the only.
The lack of funding in HE – or lack of equal distribution of funding – is a large culprit of the achievement gap in education. But as stated in Bowen’s first chapter, as well as the chronicle’s article, funding is only an indicator of the policies and social ills of society that are more representative of the root cause of this educational achievement gap. Money is not simply the cure, we all know that. It’s the segregation of peoples in any city of our country and policies that make equal opportunity to mobilize and achieve (with or without an education) a challenge. Thus, change beyond increased and equitable funding is needed. A reform mandate from the canopy needs to be enacted, as its been demanded from the roots for so long.
As a final note, I am disappointed to see such a bleak tone taken in the chronicle’s article. There is no suggestion for change or mention of progress or even direction for HE administrators to take to address the achievement gap. Lets take this problem and not stoke the fire, but rally against it. Although Bowen’s first chapter also was filled with figures and facts that effectively inform the reader of the dire circumstance of HE in America, I believe it is justified, as it is the first chapter in a book - aimed at motivating the reader to continue reading as well as creating a purpose for the rest of the book.
Human Capital seems to be the driving force and supplementary archetype for many political affiliates in Washington. With the ever-increasing attention on S.T.E.M initiatives, America has placed a lot of attention on training a “workforce”, arguably, within a scientific scope in hopes of advancing the United States’ posture. Bowen, Chingos, & McPherson (2009) present compelling statistics surrounding the deficits we face in Higher Education. However, those statistics suggests that “formal education” can be defined narrowly without, deeply probed inquiry surrounding the purpose of “Higher Education”. More simply, attending college and attaining a degree (or multiple degrees) encompasses a more complex, and systematically interwoven experience whereby, students are thrust into the classroom, and larger campus culture. Despite the economic climate in America, “education” in every facet, is extremely important in a more educated democracy. As a reformist, perhaps our lackluster competitiveness and underrepresentation across the international frontier will encourage senior level administrators and policymakers to consider a massive movement that seeks to eradicate educational injustices and allows poor and working class American’s to graduate from institutions that provide exceptional training and vocational awareness.
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