education

A Brief History of US Student Politics

‘Hey, hey LBJ, how many kids did you kill today?’

These chants outside of the White House haunted Lyndon B. Johnson throughout his presidency. He would sit in the Oval Office with his head in his hands as the chants wafted through the walls. When his son-in-law Charles Robb sent in a tape from Vietnam, Johnson buckled against the table and looked as though he was in tears. For the loud Southern Jackson, who took great pleasure in towering over and intimidating others, this seemed like quite a big deal. 

This is not about Johnson, however. This is about the students who protested him and the Vietnam War. This is about the students who protest now and any time.

An American Education

Harvard University was founded in 1636 and is classed by many as the oldest institute of higher education in the United States. Throughout history, the Ivy League colleges (Harvard, Yale, University of Pennsylvania, Princeton, Columbia, Brown, Dartmouth and Cornell) have been considered the most elite, though others have made quite the showing. Between them, the Ivy League colleges have educated fifteen US presidents. They’ve also educated many Supreme Court Justices, Governors and members of Congress.

Throughout early American history, the Ivy League and other elite colleges were almost exclusively for white, wealthy men. Colleges for women did exist, such as the female equivalent of the Ivies, the Seven Sisters, though they came far later. Colleges for African-Americans also came later, such as Howard and Tuskegee.

Cornell began to accept women in 1870, but it took until 1983 for all of them to admit women, with Columbia being the last.

Minority men were able to attend earlier and more frequently, with Yale being the last to accept black students in 1964.

Despite more diversity in terms of the student body, Ivy League colleges see students of the wealthy 1% overrepresented. One in six Ivy students have parents from the top 1%, and they are 34% more likely to be accepted than students with the same scores but from less wealthy backgrounds. The children of these parents are also more than twice as likely to attend elite universities- the Ivies, Stanford, MIT, Duke and Chicago.

The Times They Are A-Changin’

Whilst protests and activism were not unknown prior, the 1960s saw an explosion in it.

The decade was one of great social change, perhaps the greatest since the 1860s. Firstly, there was more of a focus on youth. TV, radio and movies began to cater to teenagers. Bands like the wholesome Beach Boys and sassy Beatles saw teenage screaming along. As incomes expanded, college enrollment doubled between 1945 and 1960, doubling once again by 1970.

There was also less social and cultural hegemony than before, something that Richard Nixon and his Silent Majority sought to exploit. The Civil Rights movement was at an apex as students sat at segregated café counters and took integrated buses to register African-American voters in the Deep South. Second-wave feminism saw women demand access to birth control, abortion and equality in the workplace. As students moved away from their generally conservative homes, many became embroiled in a more progressive political atmosphere.

Perhaps most impactful in terms of lives was the Vietnam War. Action in the Asian nation had significantly escalated, particularly after the Gulf of Tonkin incident in 1964.

Students in particular were opposed to the draft. College students could receive deferments, but they were in the target conscription demographic of being young and healthy and unmarried, though the marriage deferment ended in summer 1965. One of the most notable forms of protests saw students burning their draft cards.

They were also active in the protest movement as a whole. College campuses became hotbeds of political activity. Students also joined protests and demonstrations.

There were varied reasons as to why students in particular were opposed to the war. Some echoed the popular sentiment of many that it was war thousands of miles away that did not have anything to do with America. Others believed that American soldiers were killing innocent civilians. Some thought that the money would be better spent elsewhere or that war in general was wrong.

One college that became a centre of counterculture politics was UC Berkeley. The California university became a hub of activism and protests regarding Civil Rights, free speech and Vietnam.

Most of the decade saw passionate but peaceful protests in the area, but this changed. In April 1969, students at Berkeley set up an informal encampment in People’s Park, scuppering a plan to turn it into a public space. On the 15th May 1969, police arrived to turf the squatters out. This, combined with a nearby college protest, saw around 6,000 people turn out at the park. The police eventually opened fire, killing San Jose resident James Rector as he watched from the roof. Many others were injured; one man was blinded. California Governor Ronald Reagan called in the California National Guard.

There had been a notable protest at New York’s Columbia University a year before. Black student protestors had asked white protestors to protest separately, which they did, segregating it on racial lines. Some of the students occupied the administrative Hamilton Hall, holding Acting Dean Henry S. Coleman hostage.

In another protest that year, students at Morehouse in Atlanta held the board of trustees. One of those students was a young Samuel L. Jackson.

Sixties Assassinations

Adding to the students’ cynicism were the assassinations of four famous men, all of whom were generally admired by students.

The first was John F. Kennedy in November 1963. Kennedy had been a proponent of college education and had been a point of fascination for young people, mainly due to his relative youth compared to other politicians.

The second was Malcolm X, the firebrand minister for the Nation of Islam and advocate of civil rights. He was slain in February 1965.

The third was Martin Luther King Jr, the well-known minister who advocated for civil rights via peaceful means. He was killed in April 1968.

The fourth and final one was Robert Kennedy in June 1968. He had entered the Democratic race for president as an anti-war and liberal alternative to unpopular incumbent Lyndon B. Johnson.

Death At Kent State

One of the most tragic events of the student protest movement came in May 1970.

The Sixties was over and new president Richard Nixon had promised law and order. Meanwhile, America was expanding military operations in Vietnam by entering neighbouring Cambodia. This caused immediate controversy in the anti-war movement. Several hundred students at Kent State in Ohio were protesting this. Residents and police officers had been concerned about potential repercussions in the community, and the Ohio National Guard was called.

The National Guard attempted to disperse the crowd through tear gas and other means, but this failed. Protestors began to throw rocks and other projectiles at them before being herded away. Near a hill, some of the officers started to open fire. Four students- two men and two women- were killed. Nine others were wounded, one of whom was permanently paralysed.

Images of the event, including the famous picture of a horrified teenager standing over one of the bodies, caused even more riots and protests across the nation. 100,000 people marched on Washington a few days later, leading to Richard Nixon famously talking to protestors in the middle of the night at the Lincoln Memorial.

Post-Sixties

Whilst the chaos of the 1960s gave way to a relatively more peaceful 20th century, activism and protests still remained. College Democrats and College Republicans have both been popular hubs for the partisan-minded students. Politicians regularly attend speeches and rallies, especially when they’re supported by the students.

As a rule, colleges tend to be on the left of the spectrum, in both faculty and students. Exceptions to this tend to be religious institutions like Bob Jones and Liberty University.

Issues that have arisen include the Iraq War, climate change, school shootings, race, gender, sexual assault and rape and military engagement in general.

The Current Protests

On the 7th October 2023, Israel was surprised by an attack by Hamas. People were murdered, missiles were fired and civilians taken hostage. In response, Israel had gone all out on Hamas. As a result, there have been numerous deaths and injuries in Palestine. Many people have been made homeless or have needed to evacuate from their homes. Some have flooded into neighbouring Egypt. Neither Palestine or Israel are safe.

Sympathy for the deaths of innocents have been widespread, but there is a huge difference in opinion regarding Israel. Protests have happened in major cities across the world, with the pro-Palestine side occupying most of that space. London for example has seen weekly protests since October.

The issue has become a massive one in America. Historically, the American government has been a strong supporter of Israel. Joe Biden has given assistance to Israel, but seems to want incumbent Israeli PM Benjamin Netanyahu out. Internally, there is debate amongst the legislative branch. Pro-Palestine and anti-interventionist politicians have come together to stop aid to Israel. Others wish to help it more.

It’s also been dynamite for college campuses. Coast to coast, north to south, university students have been protesting non-stop since October. The Ivy League colleges have been the centre of the protests, but other elite and notable colleges such as Stanford, Berkeley, Northeastern, NYU, Ohio State, and Emerson have seen student activism.

Students have been calling for an immediate ceasefire in the area. Regarding their own colleges, they ask for the institutions to break all ties to Israel, especially regarding financial gifts.

The protests themselves have been controversial. The shouting of ‘from the river to the sea’ is seen as a call to action against Jews, as well as the calling of a global intifada. Flickers of anti-semitism have allegedly been seen in these protests, despite the bulk of participants proclaiming they oppose Zionism, not Jews. Some Jewish students have participated in the protests, whilst others feel unsafe. Classes have been called off and students have been forced to study online.

Encampments have been put up on several campuses. Some have been cleared by police whilst others remain. These encampments are made up of tents, donated food and other communal activities, all of which are subject to rules. Whilst the protests remain mainly about Israel and Palestine, they tend to bend towards anti-capitalism and progressive ideology.

New York’s Columbia University has been the establishment most in the news. On the 17th April, a number of Columbia students started an encampment. Whilst the encampment was torn down by police the next day, it was rebuilt and protests continue. Students report difficulty getting to class. Arrests and suspensions have also been made.

Student Kyhmani James became the subject of media attention following comments regarding the murder of Zionists. He filmed a video of himself talking to the administration in an attempt to get his views across. Unfortunately for Mr. James, he has been kicked out of Columbia.

The Response

America’s 1st Amendment is very strict on the freedom of speech and assembly. That being said, law enforcement and university officials are more than a little tired of it. Students have been arrested, suspended and even expelled. Three college presidents have sat before Congress- Mary Magill of UPenn, Sally Kornbluth of MIT and Claudia Gay of Harvard. Magill resigned in December 2023, and Gay followed in January 2024 after a plagiarism scandal.

Some presidents have been tough. The University of Florida sent out a very clear letter to protestors telling them which behaviour was appropriate and what would get them kicked out. Florida State turned on the sprinklers. Northeastern University got the police to clear the encampment, saying that the use of ‘Kill the Jews’ crossed the line. Florida Governor Ron DeSantis promised to expel any protestors who joined mobs. Even Columbia, the home of the most infamous protests, allowed the police in to tear down the encampment.

It doesn’t look like this is going to go away anytime soon. What some call a win for free speech is what others call going ‘too far’. As parents look away from the Ivy League to less elite but still reputable universities, one wonders if it’s a case of rich kids with too much time on their hands and no problems of their own. Is it that or a genuine example of solidarity with Palestine? Whatever the case, America’s campuses remain on metaphorical fire.


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The Reality of Degree Regret 

It is now graduation season, when approximately 800,000 (mostly) young people up and down the country decide for once in their lives that it is worth dressing smartly and donning a cap and gown so that they can walk across a stage at their university, have their hands clasped by a ceremonial ‘academic’, and take photos with their parents. Graduation looked a little different for me as a married woman who still lives in my university city, but the concept remains the same. Graduates are encouraged to celebrate the start of their working lives by continuing in the exact same way that they have lived for the prior 21 years: by drinking, partying, and ‘doing what you love’ rather than taking responsibility for continuing your family and country’s legacy. 

However, something I have noticed this year which contrasts from previous years is that graduates are starting to be a lot more honest about the reality of degree regret. For now, this sentiment is largely contained in semi-sarcastic social media posts and anonymous surveys, but I consider it a victory that the cult of education is slowly but surely starting to be criticised. CNBC found that in the US (where just over 50% of working age people have a degree), a shocking 44% of job-seekers regret their degrees. Unsurprisingly, journalism, sociology, and liberal arts are the most regretted degrees (and lead to the lowest-paying jobs). A majority of jobseekers with degrees in these subjects said that if they could go back, they would study a different subject such as computer science or business. Even in the least regretted majors (computer science and engineering), only around 70% said that they would do the same degree if they could start again. Given that CNBC is hardly a network known to challenge prevailing narratives, we can assume that in reality the numbers are probably slightly higher.

A 2020 article detailed how Sixth Form and College students feel pressured to go to university, and 65% of graduates regret it. 47% said that they were not aware of the option of pursuing a degree apprenticeship, which demonstrates a staggering lack of information. Given how seriously educational institutions supposedly take their duty to prepare young people for their future, this appears to be a significant failure. Parental pressure is also a significant factor, as 20% said that they did not believe their parents would have been supportive had they chosen an alternative such as a degree apprenticeship, apprenticeship, or work. This is understandable given the fact that for our parent’s generation, a degree truly was a mark of prestige and a ticket to the middle class, but due to credential inflation this is no longer the case. They were wrong, but only on the matter of scale, as a survey of parents found that as many as 40% had a negative attitude towards alternative paths. 

Reading this, you may think that I am totally against the idea of a university being a place to learn gloriously useless subjects for the sake of advancing knowledge that may in some very unlikely situations become useful to mankind. Universities should be a place to conceptualise new ways the world could be, and a place where the best minds from around the world gather to genuinely push the frontiers of knowledge forward. What I object to is the idea that universities be a 3-year holiday from the real world and responsibilities towards family and community, a place to ‘find oneself’ rather than finding meaning in the outer world, a dating club, or a tool for social mobility. I do not object to taxpayer funding for research if it passes a meaningful evaluation of value for money and is not automatically covered under the cultish idea that any investment in education is inherently good.

In order to avoid the epidemic of degree regret that we are currently facing, we need to hugely reduce the numbers of students admitted for courses which are oft regretted. This is not with the aim of killing off said subjects, but enhancing the education available to those remaining as they will be surrounded by peers who genuinely share their interest and able to derive more benefit from more advanced teaching and smaller classes. Additionally, we need to stop filling the gaps in our technical workforce with immigration and increase the number of academic and vocational training placements in fields such as computer science and engineering. With regards to the negative attitudes, I described above, these will largely be fixed as the millennial generation filled with degree regret comes to occupy senior positions and reduces the stigma of not being a graduate within the workplace. By being honest about the nature of tomorrow’s job market, we can stop children from growing up thinking that walking across the stage in a gown guarantees you a lifetime of prosperity.

On a rare personal note, having my hands clasped in congratulations for having wasted three years of my life did not feel like an achievement. It felt like an embarrassment to have to admit that 4 years ago when I filled out UCAS applications to study politics; I was taken for a fool. I have not had my pre-existing biases challenged and my understanding of the world around me transformed by my degree as promised. As an 18-year-old going into university, I knew that my criticisms of the world around me were ‘wrong’, and I was hoping that and education/indoctrination would ‘fix’ me. Obviously given the fact that 3 years later I am writing for the Mallard this is not the case, and all I have realised from my time here is that there are others out there, and my thoughts never needed to be fixed.


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A Quasi-Defence of Classical British Education

A couple of weeks ago, enough to make this piece seem dated, our Prime Minister Rishi Sunak contended that all students should be taught mathematics to the age of eighteen. As one would expect with anyone holding a convicted belief in anything these days, such remarks were held to scant regard and I suspect that like most Toryism of the modern day, that with conviction with give way to that with expedience and this policy will be dropped by the waysides at the slightest pushback in parliament.

However, the criticism that has spawned from this rare moment of genuine conviction from our prime minister is probably far more interesting than his own aspirations of what would have manifest.

As a sidenote, I expect that should this compulsory maths to 18 intention go through, what will likely happen is that the ever-beleaguered adolescent must now come to grips with the ire of all office workers: Microsoft Excel, only too early for their time. It is infeasible in the least that people who struggled to get a 4 in their foundation papers for GCSE maths could go on to study integrals. Maths is unlike other subjects in that one must have a command of the knowledge foundational to the next level, it is not a matter like in history, of switching periods or method of analysis to an area you may find more interesting. There are limits for everyone be it in wit or will. I, much like everyone else reading this article, is likely aware of our own maths limitations, it’s all too human.

But the furore about what should be taught instead of maths, or anything else for that matter, is as I’ve already said far more interesting. Of course, the first conviction of the modern vision of education, a cookie-cutter idea of turning an innocent child into the taxpaying office worker to satisfy the top-heavy pension-state is very tempting. In a world of material, the person is personified by their work, after all. Teach people about taxes! Teach them about compound interest! Teach them how to start their own businesses! Teach them about how to tie their shoes! Et cetera, et cetera. 

For someone however who normally takes a very technical view towards things, I’d like to take a moment to defend the British style of education in which people choose their A Levels and focus on honing their skills in a certain area, be it in humanities or technology, as opposed to being taught what the education cynics would prefer people learnt, which is essentially accounting 101 or what the cabinet desire, learn all the maths possible until your brain turns into C++ code.

In the first place, can we please clear up the idea that education is only, or even primarily about getting people ready for work? If you are leaving school at eighteen (good choice by the way) your job is likely going to have nothing to do with what you studied, nor has it ever been like this. The two original skills we most valued in school, maths and English, were primarily about getting people up and ready to learn information by themselves. Economists do not use a “can do their own taxes” rate when measuring educational development, they measure either literacy or time in school. Most people do not learn about their own job, or about their hobby because they were taught in school. For the degree educated among us and who retain passion for their subject, how much do you really owe your subject knowledge to the university instruction and how much to your own passion and research?

Education is, no matter how wearily and poorly it does it these days, a matter of getting people to learn things for themselves and maintain some level of function in society. Before the SNP took charge of Scotland, most state schools still taught Latin and Scotland retained a reputation as one of the premier education systems of the world (that has been dashed, you may finger point at whodunnit somewhere else). No, I’m not saying Latin is what makes a good education, but I don’t think it’s useless either if people are willing to learn it and be passionate about it.

I’m not going to pretend that a society in which everyone is a “critical thinker”, or “free thinking” Twitter user is either realistic or good. The reality is that humans are by and large not critical thinkers. But I think there is something to be said of the idea that education is not about doing your taxes (have these people never heard of PAYE?) but about rounding yourself out cognitively and figuring out who you are amongst peers.

Some of the greatest in British history studied what many would consider ‘useless’ in modern standards. The traditional British education was to go to Oxford or Cambridge and study classics or the law, after which one could study whatever one wanted, or indeed get a premium job in the civil service. All this was during the period of time in which British innovation was the envy of the world. I struggle to see how if more children were taught the properties of triangles during the 1840’s how the Industrial Revolution could have been anymore revolutionary.

I think the likely final avenue here of discussion is the frequently cited immense rise of Asian cognition in the economic space and the pre-eminence of the Chinese and Japanese companies and workers in the tech sphere. To be frank I do not think either that the rising ability of these nations need pose any threat to us in this country unless we decide it does. Liz Truss reportedly after a visit to China thought we all needed to study more maths and I’ll admit, the Chinese mathematics curriculum is terrifying. Calculus in many parts of China is taught as young as twelve, but that alone need not merit fear from anyone. Firstly, China’s economic coming dominance is vastly overstated by their own figures, but more importantly an economy isn’t just data scientists and modellers. Have people ever stopped to think that maybe too many mathematicians is also a bad thing? The most fundamental feature of all economies, the ability to produce food and water, is almost never going to feature maths beyond that which we use in Excel. Nor for that matter do most electricians, plumbers, journalists, chefs, manufacturers, technicians or even IT workers need to know how to find an eigenvector. 

Our other example, Japan, is perhaps an even more damning verdict of teaching a high number of students to eighteen mathematics than the former. Japan is a great country and I have little bad to say about them as a culture, but their economy has not been saved by maths being taught to eighteen. If you think the UK productivity figures are bad than Japan’s are lamentable. Japan lags the rest of the west in productivity despite a highly technical education. In spite of this 85% of Japanese Students will take maths to eighteen with math PISA scores that dominate the free world.

It is hard to assess the economic impact, let alone geopolitical impact of teaching everyone maths. But I’m comfortable in saying that if China or Japan are our examples of high-level STEM education, I’m not going to tie myself in knots. Britain’s productivity issue probably lies elsewhere.

I’m not attempting to be biased here, I myself have studied two different STEM subjects at higher education, but for me it seems expertise and skill is unlikely to be unearthed by your schooling. In my view then, don’t make the poor children study maths or accounting; adolescence is a strain unto itself. Let people pick their own interests, and the chips fall where they may.


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