How Higher Education Can Win Back America

Anti-elitism is deeply ingrained in American culture, so much so that even the founding fathers considered it a longstanding issue. In 1813, Thomas Jefferson cautioned against an “artificial aristocracy founded on wealth and birth, without either virtue or talents,” describing it as a harmful force in governance that required measures to curb its influence. Like James Madison and Benjamin Franklin, Jefferson worried that such elites prioritized preserving their privileges over serving the Republic’s greater good.https://wordpress.com/

The solution Jefferson, Madison, and Franklin championed to combat hereditary privilege was education. Jefferson even founded a university with the goal of identifying and nurturing students of intelligence and determination, regardless of their economic standing. He envisioned a new leadership class selected for their abilities rather than their wealth.

Throughout much of the 19th and early 20th centuries, education was widely seen as a driver of social mobility and innovation. In the 1830s, Alexis de Tocqueville noted that the absence of entrenched hereditary systems in the United States made education an essential tool for social and economic advancement. He described it as something that “fortifies, expands, and embellishes intelligence,” giving it immense value.

This perspective inspired countless immigrants during the 20th century, who viewed higher education as a gateway to better economic and social prospects.

Today, however, this system faces criticism for reinforcing inequality. While attending a prestigious university can significantly improve the economic outcomes for low-income students, the majority of students at such institutions come from wealthy families. These families have access to top-tier schools, private tutors, and programs designed to enhance college applications, giving their children an undeniable advantage.

Even though some universities have eliminated tuition for students from low-income families, only about 5% of students at selective colleges come from the bottom 20% of the income distribution—a figure that has barely changed in a century. This perpetuation of privilege has eroded trust in elite education, with policies like legacy admissions further alienating the public.

But the current system isn’t unchangeable. While college shouldn’t be the only path to success, every young adult should have access to further education—be it through apprenticeships, trade schools, two-year colleges, or universities. Prestigious institutions could improve by broadening their definition of merit and actively seeking talented students from underrepresented areas.

Currently, students are sorted early in life, with those from affluent families benefiting from smoother pathways to success. Yet, with quality teaching and exposure to intensive learning experiences, students from diverse backgrounds could develop the skills and passion that elite universities value.

Programs like the Teagle Foundation’s Knowledge for Freedom initiative illustrate what’s possible. This program invites underserved high school students to explore enduring questions about purpose and civic responsibility through seminars on college campuses. Participants discover that the Great Books address universal issues that resonate with all students, not just the privileged.

The power of entrenched elites can be challenged through opportunities for social mobility. Education has the potential to transform lives—we just need to make it more accessible.

The National Education Equity Lab exemplifies this effort, partnering with universities to provide free college courses to students in Title I high schools. Through video lectures and support from classroom teachers and teaching assistants, students explore subjects ranging from literature and psychology to computer science and engineering. About 80% pass the courses, earning college credits from top institutions like Harvard, Stanford, and Howard.

As an instructor in this program, I taught a humanities course on modern classics. Students from rural and urban areas, many encountering these ideas for the first time, were eager and motivated. One of my former students, now at Barnard College, shared that the experience gave her the confidence to pursue higher education and inspire others to do the same. Admissions offices should prioritize identifying and supporting students like her to help them realize their full potential.

Contrary to criticism, good college classes do more than just criticize privilege—they empower students to achieve transformative success. By doing so, they inspire more people to change their lives through education.

While society will always have elites and anti-elitists, a constitutional democracy thrives only when individuals are free to transcend their circumstances. Education remains a vital tool for reducing entrenched inequality and fostering opportunity.

Like the founders, we can oppose elitism without being anti-education. To move forward, we must create new pathways that expand opportunities for all, regardless of where they live or their family backgrounds.