The Pillars of Success in Elite Institutions

At the Everdeen school, there are pillars of school culture within the institution that allow students to achieve their academic endeavors, as well as preparing them for continued success. In what ways does this prestigious school perpetuate the cycle of elitism within its presented curriculum? Are there nuances that also promote elitism that aren’t directly included in the curriculum? In what ways are students being prepared to continue their education at other elite schools post graduation? These pillars are the premier goals for the school, focusing on global involvement and influence, and most importantly, the perpetuation of elitism through education.  

Students who attend prestigious institutions are provided with opportunities in order to ensure that they continue on a cycle of elitism. In one interview with a student they stated that they were “spoon fed” the materials and opportunities to ensure success. For example, the student stated that they were given strict outlines for essays and other assignments, as well as being provided with comprehensive outlines so students were able to follow the examples. They were also taught exactly how to structure their work, implementing a curriculum that follows a teaching model that is dependent on the mastery of literacy and numeracy. The school promotes this teaching model at the junior school, which is intended to provide students with a comprehensive background before they go to the upper school. Since the school provides  extensive practice of the expectations that are prevalent within the classroom, they are preparing students to succeed in the proceeding levels of schooling that they are expected to attend. This furthers the idea that elite students are constantly being prepared for the continuation of their elite status from their prestigious institutions.

In “The Sociology of Elite Education”, the author explains the multifaceted approach of the perpetuation of elitism through methods other than the curriculum, and expresses the  “emphasis on the non-academic side of campus life, which helped students master the subtleties of the dominant status culture and accumulate contacts crucial for success”. (p. Zanten, 331). In the alumni interview, the former Everdeen student recalls having extensive opportunities for leadership within the school. They describe their experience being a “house captain” as well as the community service initiative that they were a part of. The opportunity to be a house captain is an experience that is determined by extracurricular and athletic involvement. By being involved in these school orientated activities, students are able to develop the skills needed to be in the upper social class. Furthermore, by demonstrating leadership, the students that attend Everdeen not only gain valuable skills, but they are also able to improve their resume for applying to further their education at university. In the interview, the former student described their university experience, and the process they went through in order to choose the school they were currently attending. The interviewee explained that the university they are attending was one of the most prestigious universities in the country, which is why they ended up choosing it. However, without the skills and opportunities that they received at Everdeen, they most likely would not have been able to get into a university of that caliber. It is also essential to acknowledge the name power that Everdeen has within the country which also perpetuates the cycle of elitism. Since the school has a reputation of preparing students for furthering their education at other elite schools, there is an expectation that they will thrive in other prestigious institutions.