From: allin
The Supreme Court decision on Affirmative Action has led to significant shifts in university admissions, notably at MIT, prompting discussions on meritocracy and the purpose of higher education [00:15:04].
MIT Data Post-Decision
Following the Supreme Court decision on Affirmative Action, MIT released data showing changes in its student body composition [00:15:12].
- Asian-American enrollment increased from 41% to 47% [00:15:28].
- These gains corresponded to a decline in the percentage of Black and Latino students [00:15:36].
- This shift is widely interpreted as a move towards a meritocracy in admissions [00:16:07].
Meritocracy and Admissions Criteria
Proponents of the shift argue that admissions should be color-blind [00:19:01].
- Focus on Merit: The belief is that genetics or “accidents of birth” should not determine access to education [00:19:12], but rather hard work and skills [00:20:10].
- Ending Discrimination: The previous affirmative action regime was seen by some as unfairly discriminating against Asian-Americans by engineering class proportions, forcing some students to lose out on opportunities [00:20:23]. The Supreme Court decision on Affirmative Action aimed to fix this form of discrimination [00:21:23].
Socioeconomic Background vs. Race
While race-based admissions are out, there’s discussion about the role of socioeconomic background:
- Socioeconomic Disadvantage: Some argue that students from disadvantaged socioeconomic backgrounds should receive a “leg up” in admissions, independent of race [00:21:56].
- Raw Talent: A student achieving a 1400 SAT score from a dangerous inner-city or rural district with limited educational resources might possess more “raw talent” than a student with a 1450 from a privileged background with tutors and excellent schools [00:22:09].
- Race as a Heuristic: Race has sometimes been used as a heuristic for conditional background, but it’s not always indicative of socioeconomic disadvantage [00:22:56]. Incorporating socioeconomic background directly into the application process is seen as more appropriate [00:23:22].
Critique of the Higher Education System
Beyond admissions criteria, there’s a broader critique of the existing Higher education system critique and student loan issues itself [02:32:00].
- “Credentialism”: Some argue that schools like Harvard are primarily “pure credentials” rather than places for specific specializations like MIT or Caltech [00:18:16].
- Valuing Skills: The system often fails to adequately value “fundamentally important skills” needed for humanity’s evolution [00:24:25].
- Elitist Culture: There’s a call to break the “elitist culture” around certain schools that cost exorbitant amounts (e.g., $60-80,000 a year) and falsely claim to graduate the “best kids” [00:24:41].
- DEI Ideology: Some “top schools” are seen as “infected with the whole woke DEI ideology,” which may hinder genuine learning [00:26:50]. These are often described as not being “top schools” anymore, lacking the smartest or hardest-working students [00:27:00]. This links to the broader Trump vs Harvard and the DEI controversy context.
- Non-Traditional Schools: Employers are encouraged to hire from a wider range of schools, including non-traditional institutions, where students may be “hungrier” and more “earnest” [00:24:49]. Programs like co-ops (e.g., University of Waterloo) are lauded for providing valuable hands-on experience [00:29:01].
- Decoupled Performance: College or university affiliation is increasingly seen as decoupled from actual workplace performance and ability to succeed in a meritocratic environment [00:33:48]. Students from highly credentialed schools may struggle more with failure in the real world compared to those who faced challenges earlier [00:34:25].
- Commoditized Education: Core education is largely commoditized in the digital era, with many high-quality courses available for free online (e.g., MIT’s macroeconomics course) [00:35:33]. Hands-on experience, often through internships or integrated programs, makes a significant difference [00:35:42].