Review: The Privileged Poor

The Privileged Poor

The Privileged Poor explores the stark disparities in the experiences of students from disadvantaged backgrounds in elite universities. The author, Anthony Abraham Jack, distinguishes between two groups: the "Doubly Disadvantaged," who come from low-income backgrounds and have attended under-resourced public schools, and the "Privileged Poor," who also come from low-income backgrounds but have had the advantage of attending elite preparatory schools. This prior exposure to affluent environments somewhat prepares the Privileged Poor for the culture and expectations of elite colleges, unlike the Doubly Disadvantaged who experience significant culture shock.

Jack delves into how these backgrounds affect students' integration into campus life, their interactions with faculty, and their ability to utilize resources. It highlights the challenges both groups face, including feeling alienated from their peers, struggling to connect with faculty, and the impact of their home life troubles on their college experience. Jack also examines the role of college administrators and educators in bridging the gap between lower-income and upper-income students through fostering understanding, dialog, and a sense of belonging among all students.

• Different Experiences: The transition to college life is markedly different for the Doubly Disadvantaged and the Privileged Poor, with the latter group being somewhat more prepared to navigate the elite space due to their high school experiences.
• Privileged Struggle: Familiarity with the norms and expectations of elite environments does not shield the Privileged Poor from the challenges posed by their socio-economic backgrounds, including family and community issues that can affect their college life.
• Faculty Interaction: A significant barrier for the Doubly Disadvantaged is engaging with faculty; they often view office hours and direct interaction with professors as daunting, unlike their Privileged Poor and affluent peers who are more adept at utilizing these resources for academic and professional advancement.
• Role of Institutions: Jack underscores the importance of colleges in promoting inclusivity and understanding among students from diverse backgrounds. Initiatives should focus on educating all students about the diversity of experiences and encouraging engagement with faculty and campus resources.
• Beyond Academics: Building relationships with faculty and peers is crucial for all students, providing not just academic support but also emotional and professional guidance. Colleges need to make explicit the unwritten rules of engagement and support to level the playing field for all students.
  

This book comprehensively examines the experiences of students from disadvantaged backgrounds, referred to as "Doubly Disadvantaged," in comparison with their privileged counterparts, termed "Privileged Poor," during their university years. The focus is on the challenges faced by the Doubly Disadvantaged, which are often overlooked by college officials and faculty. Most importantly, the book highlights the crucial actions necessary to create an inclusive environment, ensuring that all students can benefit from every resource provided by their university, regardless of their financial status and background.

• What specific actions can be taken to promote understanding, dialog, and a sense of belonging among all students?

• Reflecting on your interactions with students, how can you make your office hours and classroom more accessible and less daunting to students who may feel alienated or intimidated by faculty?

• What changes can you advocate for in your department or institution to better support students from diverse socio-economic backgrounds and ensure they can fully benefit from their college experience?

Jack, Anthony Abraham. The Privileged Poor: How Elite Colleges are failing Disadvantaged Students