For many people, college can be a waste of time and money. Too many people are going to college because they believe a great American myth: college is for everyone and happiness and wealth depend on a college degree.
Despite the enormous financial burdens imposed by college tuition and room and board, along with the fact that many students take six years to “complete” a four-year program and then have trouble finding a job, the idea persists that parents who have a student at a university have bragging rights. These bragging rights come from the reputations of institutions such as Duke, Stanford, Notre Dame, and many high-caliber state universities. These are the academic elitists. They are proud of themselves and their institutions, as well they should be.
But seriously, should marginally motivated students with mediocre achievement skills go in debt to the tune of $120,000 for tuition loans and the cost of leaving the workforce for 4 to 5 years?
College works best for students with intelligence scores placing them in the top 30% of the general population. And students seeking a college education need more than high IQ numbers. Roy Baumeister, PhD, social psychology professor emeritus at Florida State University is co-author with John Tierney of Willpower: Rediscovering the Greatest Strength. According to Baumeister and Tierney, will power and self-control are necessary for success. Types of self-control include intellectual, emotional, performance, and impulse control. They are all necessary for advanced academic studies.
It takes effort and a stable early environment to teach self-control. This is why children raised by single parents may not do as well in life. Kids from two-parent homes get better grades, are healthier, and have greater emotional stability. Willpower, Rediscovering the Greatest Strength, Penguin Press, 2011.
Self-control is partly hereditary, but also requires stability and monitoring. Again, students from upper-middle class families may have an advantage here. It is possible for someone to have a high IQ score, but less self-control, and I might add—less creativity. And some may have a lower IQ score, but possess tremendous willpower and self-control. Ronald Alsop “Gotta Have It Now,” Notre Dame Magazine, Winter, 2011-12.
There are some individuals who are not only academically bright, but have high aptitude for technical and creative thinking. These folks will do very well in the university setting and go on to become professors, lawyers, physicians, engineers, and research scientists. But high school students majoring in career studies will hold their own against many college graduates and, in fact, may create more wealth than college graduates, including the professions mentioned above. And they will get there a lot sooner.
Some academically inclined students attend college to immerse themselves in the humanities. This is a good thing, but it’s not for everyone. If we go back to psychologist Abraham Maslow’s hierarchy of needs, surely getting a job comes before self-actualization.
“Right-brain,” practically-minded students can have bragging rights too, if we permit that to happen. A February, 2013 report by Jon Marcus of the Hechinger Institute (a service of CNN, Fortune, and Money) indicates that a graduate with an associate degree from a community college started work as a computer networking engineer at a local TV station making about $50,000 a year. That is 15% higher than the average starting salary for college graduates—not only from community colleges, but for bachelor’s degree holders from four-year universities.
An interesting video developed by Kevin Fleming @Telosis.com, demonstrates the 1, 2, 7 formula, which Fleming claims is as true today as it was in 1950. For every job requiring a master’s degree or above there will be two jobs requiring a bachelor’s degree and seven jobs for those with career skills.
Fleming’s research shows that the average earnings range for the associate of arts degree is $27,000 to $68,000 whereas a business manager with a bachelor’s degree falls in the range of $34,000 to $97,000. But one must also take into account skills and abilities. The most accomplished individuals with an associate of arts degree can reach $86,000, while the bottom range of bachelors’ degree manager is $56,000. And those choosing career education avoid at least $100,000 in lost wages and college debt.
As pointed out in my new book, The Elephant in the Classroom, (How Our Fear of the Truth Hurts Kids and How Every Student Can Succeed) the 25% to 30% of college graduates who can really benefit financially from that education, especially those majoring in finance, engineering, accounting, etc. are pulling up the overall average earnings for college graduates. These statistics utilize a mean average to compare university and career students, but they need to use a modal average, which would show the average income of most college graduates.
College offers many benefits that can’t be measured by financial costs, but unless the student has high academic ability, self-control, motivation and the ability to concentrate, college can be a frustrating and disappointing choice. The majority of high school students today will benefit most from career education rather than college-prep courses. Unfortunately, the myth of college for everyone prevents them from getting the career courses they need, leading to frustration and academic failure.
The paper tells that the views and structure of the article “College is a Waste of Time and Money” by Caroline Bird are truly bound to their senses having conveyed in the author’s statement “college is the dumbest investment you can make” . That should suffice to proceed without contesting the majority in the general public who would at any time be disposed to argue “that is downright true and how can a regressed economy running scarce with job creators ever address the fresh yields of the academe, the new brood of the first-time bloodthirsty job hunters?” However, while Bird commits to this type of sentiments in her period which are presently felt as well and expresses sold-out support for the abolition of college, does it ever occur to her to ponder on how the world would look with money-driven human beings who act, talk, treat, and think like some crazy engine for dough all the time? For one, having thought ahead of the possible scenarios with that and what the author would most likely feel about each of them, he is rather afraid of acquiring much trouble in coping with that kind of future Bird insists in her sphere of change and investments. Apparently, she is quite significantly concerned with the keen reality experienced via the inverse proportionality that exists between finishing college and the hard-to-settle issue of unemployment than the core essence of tertiary education itself. Perhaps we ought to guide her perception to veer off at examining and modifying the curriculum instead of rationalizing “If high-school graduates don’t want to go, or if they don’t want to go right away, they may perceive more clearly than their elders that college is not for them” in a tone of complaint. The concept of further education is never unwise and if our main problem lies on the reluctant attitude of most 18-year-olds toward college, this can be neutralized or put to balance by focusing on the manner educators are supposed to work on tools or techniques of fostering a stimulating atmosphere for the students. We can opt herein to find hope and realize that exploring beyond the conventional academic realm enables studying individuals to learn the remarkable key to versatile potentials and thereby gain opulent interest on succeeding with the targeted growth in both professional and economic goals as they stay in school prior.
Bird primarily communicates her findings that “A great majority of our nine million college students are not in school because they want to be or because they want to learn – They are there because it has become the thing to do” (1975). Of course, we have widely known the ever-prevailing behavior among youth in transition from secondary level as such since we have gone through the stage and somehow managed to comprehend all the frailties and unpleasant feelings thereof. This we can acknowledge, nevertheless, as a normal phase of life where immaturity inevitably combines with confusion and curiosity due to the so-called ‘identity crisis’ which naturally places a young person to a state of random inquisition, denial, rebellion, and repulsion of moral discipline. Whether in and out of the academe, this condition lives as a fact and may not be prevented from happening so it would be irrational to tolerate the reasoning that college alone is responsible just because the 18-year-olds are being forced into a challenge or something they are not prepared yet considering which, they must thus be allowed the freedom to decide for themselves as Bird proposes.
After conducting scholarly studies and interviews, Bird is eventually brought to conclude that “students are sad because they are not needed ... there is no room for so many newly minted 18-year-olds – ...Show more