Meritocracy's Mirage: How Scholarly Excellence May Conceal Inequities and Inequalities?

At its core, meritocracy in education purports that every individual, regardless of background or circumstance, should have an equal chance to succeed based on their talents, hard work, and determination. This concept aligns with democratic principles, emphasizing fairness and equality of opportunity.

I recalled, it was last spring. After leaving my club in the bustling downtown area around 6:00 pm, I made my way towards a renowned Chicago neighborhood, the lights from the iconic skyscrapers illuminating my path. Donning my Navy issued Pearl Pendleton Jacket and a waterproof hat, I braved the typical April drizzle. The reflections of the city's vibrancy danced on the wet streets as I approached the building. Upon entry, I found myself amidst a gathering celebrating young achievers: a scholarship awardees' assembly. This event was poised to honor the principles of meritocratic education. The belief was unambiguous - these were students who had achieved prominence because of their talent, commitment, and industriousness.

However, the scene inside portrayed a somewhat contrasting tale. Amid the chatter and excitement, I couldn't help but notice the luxury that many students exuded. Their upscale attire, refined accessories, and the stark surprise of spotting a Chanel 2.55 bag in the grip of a scholarship winner were telltale signs of privilege *). The majority of these students, I learned, had been raised abroad, outside of Indonesia, and had honed their academic skills in foreign universities. Their tales were less about overcoming adversity and more about leveraging international exposure and opportunities.

This wasn’t the modest gathering of ardent learners I had imagined. It was a testament to the disparities inherent in our so-called meritocratic system. But isn't the foundation of meritocracy rooted in the belief of equal opportunity for all? Dr. Harry Passow’s insights on the obstacles children face in education came to mind. From income disparities to cultural differences, from linguistic barriers to unequal access due to geographical isolation - the very essence of meritocracy seemed to unravel before my eyes. The chasm between those with privilege and those without seemed to be growing, even in spaces meant to celebrate pure academic achievement.

With the glittering event fading behind me, I was left pondering. Then what truly defines meritocracy in education? Is it merely the academic prowess of an individual, or does it encompass the totality of their journey, their struggles, and the systemic barriers they've overcome? As I thought of those children disadvantaged by their backgrounds, by factors beyond their control, it became clear that for meritocracy to hold its genuine meaning, the system must recognize and address these disparities. The path to true meritocracy, it seemed, lay not just in celebrating academic achievements but in ensuring that every child, regardless of their background, has an equal shot at achieving them.

Ten Obstacles to Success in School

The luminary insights of Dr. Harry Passow (1916-1996) serve as a guiding light in the expansive world of education. From the detailed dynamics of gifted education to the broader scope of curriculum reform, his work resonates with educators globally. But it's perhaps his meticulous identification of the 10 major obstacles students face in schooling that remains particularly compelling. **)

1. Child may be disadvantaged if they come from a family which is poor. Exploring the socio-economic dynamics of education, we uncover the many challenges faced by children from impoverished backgrounds. These children often find themselves at the periphery, battling not just academic challenges but also socio-economic ones. The lack of access to basic educational resources, such as books or private tutoring, is only the beginning. The often-overlooked aspects include the constant anxiety about food and shelter, the lack of early childhood educational opportunities, and the transient nature of their education due to frequently changing schools. This constant change, driven by economic hardships, often results in these students trailing their peers. Their struggles are amplified by a potential digital divide, limited exposure to educational role models, and the persistent psychological toll poverty exacts.
2. Child may be disadvantaged if they have only limited opportunities for developing their mental abilities and language. When we consider the early developmental stages of a child, it becomes evident how crucial linguistic and cognitive stimulations are. In environments where these are scant, children grapple with linguistic barriers and a shortage of cognitive challenges. They might lack access to a rich variety of words, limiting their early linguistic growth. Missing too might be the varied social interactions that kindle cognitive growth. Further complicating their journey is the limited access to educational media, books, and activities that stimulate creativity and critical thinking. Often, parents, due to their own limited educational exposure, find it challenging to bridge this gap, leaving these children with a steeper hill to climb.
3. Child may be disadvantaged if there are sharp differences between the values of their home and neighborhood and those of the school and the classroom. Education isn't just about academic learning; it's also about navigating the detailed cultural landscape of schools. For children experiencing a vast gap between their home values and school culture, the journey becomes all the more detailed. Feelings of alienation might become a daily ordeal, as the school's curriculum might seem distant and unrelatable. The child, in trying to strike a balance, might experience an internal tug-of-war, torn between the dual identities of home and school. This rift can often deter parents, who might feel out of place, from actively engaging in school activities, furthering the child's feelings of isolation.
4. Child may be disadvantaged if they are a member of a racial or ethnic minority group or a lower caste. When a child belongs to a racial or ethnic minority or hails from a lower caste, they are often unwittingly thrust into a whirlpool of biases and prejudices. From subtle microaggressions to glaring acts of discrimination, their daily academic life is punctuated with challenges. Such students might find it challenging to see themselves in the curriculum or the teaching material, perpetuating feelings of invisibility. Additionally, they might be victims of lowered expectations from educators or peers, limiting their academic growth and self-confidence.
5. Child may be disadvantaged if their native language isn’t the medium of instruction. In the global village that the world has become, linguistic diversity is a treasure. But, for children whose first language isn't the medium of instruction, it poses a myriad of challenges. Grappling with a new language while also trying to absorb academic content is an uphill battle. Not only does it hinder comprehension, but it can also result in feelings of inadequacy and a diminished self-worth.
6. Child may be disadvantaged if they are isolated from the majority of children due to geographical, physical, or social reasons. Geographical isolation, be it due to living in remote areas or belonging to nomadic communities, adds a layer of challenges. Physical disabilities can amplify this sense of isolation. With schools often lacking the infrastructure to accommodate and teach these students effectively, the education journey becomes riddled with barriers. Social reasons, such as belonging to ostracized groups, can further accentuate these feelings of separation.
7. Child may be disadvantaged if they are in poor health, emotionally disturbed, or mentally handicapped. The correlation between health and education is profound. A child grappling with chronic health issues, emotional disturbances, or mental challenges finds it exponentially challenging to focus on academics. Without specialized interventions and understanding from educators and peers, their struggles might remain invisible, but the impact on their academic and emotional growth is palpable.
8. Child may be disadvantaged if their parents are indifferent or hostile to education. The foundation of a child's education often rests on the shoulders of their parents. When parents, due to their own experiences or beliefs, are indifferent or even hostile to education, it sends a demotivating message. Such children might lack the home support structure that many of their peers have, resulting in reduced academic engagement and a sense of isolation.
9. Child may be disadvantaged if they attend a school which is inadequately equipped or staffed. The infrastructure of a school, both in terms of physical amenities and teaching staff, plays a significant role in a child's education. In schools that are under-resourced, students might lack access to updated teaching materials, extracurricular opportunities, or even basic facilities. Coupled with potentially untrained or less motivated staff, their educational journey becomes even more challenging.
10. Child may be disadvantaged if their self-concept is such that they do not consider themselves to be capable of success in school. The psychology of education delves deep into the importance of a student's self-concept. When a child, due to a myriad of reasons, internalizes a belief that they aren't capable of academic success, it becomes a self-fulfilling prophecy. They might withdraw from active participation, experience anxiety during evaluations, and might even shun academic challenges. Reinforcing positive self-beliefs becomes paramount to reversing this trajectory.

Reflecting on Dr. Passow's observations in the June 1972 edition of the Unesco Courier, "Ten Obstacles to Success in School," I was struck by the realization that to genuinely champion meritocracy in education, we must first identify and tackle these barriers. Only by doing so can we hope for a system where everyone, irrespective of their background or challenges, stands an equal chance at success. Thinking of my homeland, the disparities are all too evident and profound.

The Reality of Income Disparity and Wealth Inequality

Unequal Access to Educational Resources: In many societies, the quality of education is directly proportional to its cost. High-quality schools, supplementary educational materials, extracurriculars, and tutoring are often expensive. This economic reality creates a tangible divide, where individuals from wealthier backgrounds can readily afford these superior educational resources, establishing a distinct edge in their academic journey.

Environmental Factors: Beyond the walls of educational institutions, environmental factors further magnify this disparity. Children from affluent backgrounds often have stable living conditions, access to health care, nutritious food, and environments conducive to learning. Those from lower-income families might face challenges like food insecurity, lack of a quiet space to study, or even the pressing need to juggle academics with part-time jobs can be overwhelming.

Early Childhood Education: The discrepancies don't just begin when formal schooling starts. Early childhood, a phase pivotal for laying the foundational bricks of learning, showcases this divide vividly. While children from well-off families immerse themselves in early learning programs, surrounded by books and diverse educational tools, their less privileged counterparts often miss out on these vital formative experiences.

How This Impacts the Concept of Meritocracy

Starting Line Disparity: For meritocracy to function ideally, all individuals should start at the same starting line. The ideal of meritocracy envisions a fair race, where every participant stands shoulder to shoulder at the starting line. However, the realities highlighted above paint a different picture. Many students from economically challenged backgrounds don't just start the race a few steps behind; they run on an uneven track, laden with obstacles. Hence, due to the aforementioned factors, many students from lower-income backgrounds start their educational journey at a disadvantage.

The Cycle of Privilege: As this race progresses, the cycle of privilege becomes self-reinforcing. Wealthier students, having benefited from superior educational resources, often perform better in standardized tests and school evaluations. . These academic accolades open doors to scholarships, coveted seats in prestigious institutions, and eventually, lucrative career opportunities. This cycle not only fortifies their privileged status but also widens the chasm with their less privileged peers.

Talent Waste: Many talented students from lower-income backgrounds might not get the opportunity to showcase or hone their skills due to lack of access to quality education. This results in a significant waste of potential that could have contributed to societal progress. Therefore, society pays a hidden cost. Again, Without the means to access quality education, their talents remain underdeveloped, representing a vast reservoir of untapped potential that could have been harnessed for societal advancement.

Is Our Education System Doing what it is supposed to do to help the precarious leaving the poverty trap?

Or is it doing just enough to disguise the widening process of the income inequality or wealth inequality derived from the educational inequality. This term actually encapsulates various dimension of inequality, including but not limited to

1. Resource Inequality: This includes disparities in funding, educational materials, and qualified teachers between schools in wealthy and poor districts.
2. Opportunity Gaps: This term often refers to the unequal or inequitable distribution of academic and extracurricular opportunities, including advanced courses, experienced teachers, and extracurricular activities.
3. Achievement Gap: This refers to the observed disparity in educational measures between the performance of groups of students, especially groups defined by socioeconomic status, race/ethnicity, and gender.

Educational inequality can have long-term economic implications, as it often leads to income inequality and perpetuates the cycle of poverty. When quality education is closely tied to income or social class, it perpetuates a system where the rich have access to better opportunities, leading to greater income and social inequality.

Policy measures to address educational inequality often focus on reducing resource gaps, improving school quality in disadvantaged areas, offering scholarships, or implementing affirmative action programs. Some economists and educators also advocate for systemic changes that decouple the quality of one's education from their socioeconomic status, such as more equitable funding models for public schools.

Conclusion

For all of us, the question remains: how do we individually address and rectify these disparities in our own spheres of influence? The allure of wealth and power, while enticing, should be examined critically. What is the underlying obsession with amassing wealth and status? When we place such undue emphasis on materialism, do we not inadvertently enthrone ourselves, acting less as humane individuals and more as self-centered masters? By doing so, aren't we shackling not only others but also ourselves, inhibiting true liberation for all? It's crucial that we reflect on these questions and our roles in perpetuating or challenging such paradigms.

NOTES:

*) It is a classic handbag designed by Coco Chanel in February 1955; hence the name 2.55. The Chanel 2.55 is one of the most recognizable and iconic handbags in the world, known for its signature quilted leather and chain strap. It's often associated with luxury and is a symbol of status and elegance. While it may seemingly clash with the traditional image of the "needy student," several considerations merit attention:

1. The luxury items in possession might be the culmination of personal savings or might have been received as gifts.
2. Not all that glitters is gold: these items could be pre-owned or replicas, making them more attainable than they seem at first glance.
3. An inclination towards fashion does not preclude academic dedication. It's entirely plausible for an individual to have a penchant for luxury and simultaneously harbor a robust commitment to their academic pursuits.
4. The evident "flexing" holds multifaceted motivations. It could be a candid expression of personal style, a commemoration of a significant achievement, or perhaps, a deliberate parade of affluence.

**) Government scholarship to send students to foreign universities is a merit based. The case where the recipient are not under-graduates from Indonesia, but instead graduate from universities abroad, where the recipients come from affluent family are common. Now they study in top schools where their family actually can afford. I still have question about my country spending billion of dollars for these rich students, instead of needy students, the allocation of scholarship funds, especially when it comes to government-sponsored programs and the tension between merit-based and need-based scholarships: they are still subject of ongoing discussion.

Merit-based scholarships can attract top talent and foster excellence, but they may disproportionately benefit students who already have access to quality education and resources. On the other hand, need-based scholarships aim to level the playing field and provide opportunities for those who might not otherwise be able to afford higher education.

It can be frustrating to see resources go to those who appear not to "need" them, especially when those resources are limited and come from public funds. The optics of such allocations can generate public debate and may even push for policy reconsiderations.

I understand and worth noting that the criteria for scholarships are complex and may take into account a variety of factors, including international relations, the potential for future contributions to the country, and the promotion of specific fields of study, among others.

REFERENCES

**) Passow, H., (1972). Ten Obstacles to Success in School in The Unesco Courier, June 1972, Paris