Attaining a state of tranquility can be quite difficult in our fast-paced everyday lives. While this proves to be a struggle for everyone, the challenge becomes increasingly difficult through the lens of a student enrolled at an elite institution. The research project my group is embarking on this semester aims to explore how Olive Grove in Jordan prepares its students to become democratic leaders. We have each been given a transcript to analyze which involves three different interviews with one student who we will continue to read about for the remainder of the term. Working off of this overarching research question, I have taken a specific interest here in the different ways in which these students interact with their inner selves. As an individual who is constantly inspired by those around me, through intentional conversation and daily practice, I am always quite curious about the ways in which different cultures experience that interconnected relationship with themselves. What I mean by “interconnected relationship” is that aspect of a person’s internal being that is altered and ever changing due to the environment they live in. I believe people are profoundly shaped by their environment. This is why this project has been an incredible opportunity to explore a culture very different from my own. In fact, the research conducted thus far has even gone as far as to give me a unique perspective into the world of elite, upper-class freedom and leverage that arises from certain backgrounds.
The beginning stages of this process involved getting familiar with one student from Olive Grove. Through this process I was able to get incredibly comfortable reading the dialogue while beginning to understand the relationship this student has with themselves and with the world around them. This student is an incredibly hard worker who comes from a stable background, and happens to be very close with their mother which is something I want to explore further. Though their hard work pays off tremendously, something I am curious about is the ways in which my student appears to be very hard on themself. This is a trait I picked up on while reading through numerous transcripts from my fellow group members. Interestingly enough, something I was quite interested in uncovering through this process was how the rigorous environment attached to many elite educational institutions affects the wellbeing of its students, particularly in regards to mental health. I find myself wandering down this path because I, myself, have struggled with many different emotional battles and personal agency while living within the walls of an elite institution. In order to find a symbiotic relationship between personal growth and academic success, one must live among balance, which can be quite challenging to find, especially through the lens of a growing student. This proves to be especially true after analyzing much of the data from this project.
Continuing to think about these concepts of personal agency and human flourishing, something that stuck out to me was how influential the student’s mother was in their educational decisions. Something we just read about in Bourdieu’s The State Nobility, is how elite institutions often impose such rigorous tradition and value into their students, that they maintain those traits and qualities throughout the rest of their lives. I want to explore this because while my student has not talked too much about pressures from the institution itself, they remark upon the times they changed their interests and desires from wanting to be a lawyer into a more “suitable” path that their mother has chosen for them. This is an interesting relationship to explore because it highlights how powerful the mother’s voice is amongst the inner workings of the child. I find myself thinking about why this is often the case?
The final point I want to discuss is the relationship my student has with community engagement and how this connects to inner agency. I recognized how important it was to this student to be involved in the world around them. I was hesitant at first, thinking this was perhaps based on a desire to “get ahead” institutionally, only to be proven wrong when this student mentioned the fact that they engage in community service solely for enjoyment. In fact, a quote from the transcript says it best; “if people like me don’t exist, all the stereotypes about Arabs, all the stereotypes about Muslims, they’re never going to change”. This is a beautiful trait to come across while reading data, and has got me interested in understanding these intricate relationships with inner agency and self-awareness. Going forward with this project, I am incredibly excited to see what new questions arise through more in-depth analysis and conversation with my group members.
As a well-rounded and well-educated school, they offer educational opportunities for these things in Taiwan. Takau English School is dedicated to creating the best students through cultural awareness and community engagement.. At the heart of the school’s education program, they focus on leadership, creativity, and global awareness. In our developing world, these features have become more critical than ever. Global awareness ensures they can navigate and contribute to an interconnected society. KAS provides students with hands-on learning experiences, a supportive community, and exciting programs to help them grow. No matter which project they lead, what they explore, or what they connect with the world, they are equipped with the knowledge and skills they need to succeed in today’s society.
KAS helps students become strong leaders through various programs and activities. In an interview, an alumna spoke about her experience in clubs. In one club, she was volunteering to teach young students English. From this experience with Takau English School, she says she realized the importance of community service and involvement outside the classroom. We have seen from other students that they also gain confidence in public speaking and debate clubs, where they learn to express their ideas clearly and think on their feet. By participating in these activities, students at Takau English School develop the skills, confidence, and experience needed to become future leaders.
By promoting exchange programs, embracing a multicultural curriculum, and encouraging community engagement, They equip students with the tools they need to navigate and positively impact an increasingly interconnected world. The alumni who became a student at Middlebury mentioned how being a part of the Takau English School program helped her prepare for school in Vermont. She also stated that being at Middlebury exposed her to even more cultural shocks she was unaware of before coming to America. She thought this came from all the new backgrounds of people she was exposed to, which she had not experienced in high school. This allowed her to learn many things from the new people she was around.
Takau English School goes beyond graduation. Their achievements show how the school helps students grow into well-rounded leaders. Many alumni say the leadership, creativity, and global awareness they gained at KAS helped them succeed. Whether starting businesses, making social change, or attending top universities, KAS alumni are making a difference. Their stories inspire current students to dream big, knowing that the foundation they build at KAS will help them reach their goals.
Current students at Takau English School often talk about how the school has influenced their goals. The leadership opportunities, international experiences, and exposure to different ideas have inspired many to pursue careers that make a difference. Some students feel that joining the student government helped them realize their potential as leaders, leading them to want to work in international relations and make a positive impact. Others have been inspired by mentorship programs and community service, discovering a passion for education and a desire to become teachers who help others reach their full potential. These stories show how KAS helps students dream big and take action to make those dreams happen.At Takau English School, students learn facts and build skills that help them lead, think creatively, and understand global issues. This prepares them for the challenges of the future. Being a global citizen is more important than ever. In today’s world, it’s essential to respect other cultures, work with people from different backgrounds, and solve problems that affect everyone. Takau English School helps students understand these big issues through community service, exchange programs, and discussions about the world. Going through this program, you can see the proper development of those who graduate, and their global awareness becomes second to none.
How Olive Grove Academy Prepares Students for U.S. College Life
Globally, elite schools play a significant role in preparing their students for success in international college especially in a globalized world . After reviewing the transcripts of alums who attended Olive Grove Academy in Jordan, I was intrigued by the prominent patterns that arose. The three alums transcripts I analyzed attended Olive Grove Academy before moving on to participate in prestigious colleges in the United States. The students attended Colby, Bates, and Johns Hopkins three academically rigorous schools displaying acceptance rates below 13%. While Olive Grove has an esteemed reputation, all the students discussed academic and social challenges they faced during their transition to college in the USA.
For instance, the student who attended Colby shared that his journey was particularly tough due to his prior experiences at Deerfield for high school and then returning home for a gap year at Olive Grove Academy. He shared that academic rigor was less intense at Olive Grove. Ultimately, his gap year at Olive Grove between Deerfield and Colby affected his motivation, but eventually, he regained motivation when he discovered his passion for Art History.
Conversely, an alum who attended Bates experienced a much smoother transition. She credited the smooth transition to the similarities between Olive Grove and Bates in that they both offer small class structures. The Bates alum also emphasized how Olive Grove offers Advanced Placement courses, which allowed her to be exempt from introductory classes at Bates, allowing her the freedom to focus on courses that she had a genuine interest in. The last alum who attended Johns Hopkins explained that he encountered significant challenges because Johns Hopkins focuses on self-directed learning. In order for him to thrive in this new academic environment, he had to adapt his learning style to what Johns Hopkins offered.
Throughout these interviews, I noticed themes regarding social class and mobility. Two middle- class students shared that even though Olive Grove is an elite institution, it created a space that helped bridge economic disparities among its students. One alum shared that when he attended college, his friend group was initially influenced by social class. However, over time, the class distinctions faded as college included students from a variety of backgrounds. Additionally, another student from a lower-class background got the opportunity to attend Olive Grove because of his parents’ financial sacrifices. He shared the stark cultural challenges he faced in college surrounding differences in spending habits, housing, and lifestyle.
These alumni narratives illustrate that education transcends academics. They reveal the complex interplay between education, culture, and social class in shaping the experiences of these international students in the U.S . While Olive Grove Academy laid a solid foundation, the majority of their learning occurred through the challenges they described in college, such as the different learning styles and having to navigate a different culture and adapt. These examples highlight the principle of education as a vital tool for personal and social growth.
I observed in my research that all of these students displayed ambition, adaptability, and resilience. Olive Grove can’t provide all of the tools for American elite universities in the same way that American preparatory schools can. It definitely equipped the students with a foundation. In turn, this gives them the valuable tools necessary for transitioning to elite colleges. Olive Grove’s framework encourages students to foster their sense of autonomy as well as seek out new opportunities. This connects back to our research paper, which examines how Olive Grove Academy prepares students to become democratic leaders. I believe that while Olive Grove offers a strong groundwork, it is the students’ navigation and application of the groundwork that helps shape them into democratic leaders.
Almost universally across all elite schools, the practice of community service appears to be a fundamental value. But has anyone ever really asked the question why? What exactly is the purpose of emphasizing community service in the context of an elite education? More specifically, I want to consider this idea with respect to Olive Grove Academy, an elite boarding school in Jordan.
At Olive Grove Academy, community service is undeniably more than just an extracurricular activity. Integrated into governing principles, it is embedded into their school identity. But does this commitment to service truly foster democratic leadership, or is it simply an extension of elite education, preparing students for philanthropic responsibility rather than systemic change?
Upon closer look, the answer is not simply one or the other. Based on student and alumni interviews, service at Olive Grove Academy does seem effective at exposing students to social inequalities. However, it’s not always long lasting and students’ motivation for civic engagement is often not aligned with that of democratic leaders. We will take a look at both perspectives to better understand its role, but a quick note before doing so is that while community service is highly encouraged, it is not mandatory. The school does everything in its power to enable students to participate in service initiatives, sponsoring and facilitating all sorts of opportunities, but students don’t technically have to engage if they do not want to (although most students do actively participate).
Now, as mentioned previously, community service is an effective way to expose Olive Grove Academy students to social inequalities. As an elite institution, this breaks students out of the so-called “bubble” of privilege, even if only temporarily, that the students are fully surrounded by at the school — one of the most significant ways that community service fosters democratic leadership at Olive Grove Academy. One student highlighted how it increased her awareness of economic and educational disparities while another mentioned gaining a deeper understanding of the meaning of systemic injustice. These experiences emphasize the mental push that community service gives students to think critically about their own role in the social problems they are encountering — a core part of what democratic leadership means.
Students’ experiences fundamentally shape the way in which they reflect on privilege and responsibility, and several different students note that volunteering made them more conscious of the advantages and opportunities they were offered. Additionally, the student-led community service programs that Olive Grove Academy supports gives students the chance to be able to actively take on a leadership position for a social initiative that is impactful to them. This serves to add deeper layers to students’ learning experience.
For instance, two students talk about independent service programs they initiated, which include a charity event for local causes and an online program to teach Arabic to non-native speakers. Through these experiences, Olive Grove Academy students are not only introduced to democratic values of equity and civic engagement but are also given opportunities to practice leadership in tangible ways.
Although community service at Olive Grove Academy, in many ways, does seem to encourage democratic leadership, a lot of students do also recognize it as an extension of elite education, reinforcing privilege rather than actually challenging systemic inequality. More than one student admitted that volunteering, while impactful, primarily functions for them as a resume-building tool rather than a true motivation to better a community and make social change. Similarly, a student noted that most of her classmates only participate in community service because it is expected of them, either by the school, peers, or family, highlighting the importance of community service on college applications.
With a lack of personal conviction at heart, long-term commitment to these projects is almost unheard of. Very few are invested enough to actually get involved or take direct action to address the issues they are exposed to — the bread and butter of true democratic leadership. In the big picture, students do walk away from their experiences with a sense of social responsibility. However, the student testimony makes it hard to ignore how the inherent structure of Olive Grove Academy as an elite institution reinforces philanthropic engagement over true, and genuine political action.
As a third party getting to look at this picture from a perspective that has no direct personal stake in the matter, it might be easy to make a judgement or conclusion about what you think. But, in all reality, this exists at the intersection of democratic and elite education, meaning that both perspectives don’t necessarily need to be mutually exclusive. It is very likely that every student’s experience is different, whether it be one way or the other, or even some combination of both. For this reason, it is impossible to come up with a “one size fits all” answer. However, Olive Grove Academy’s approach to service reflects a broader tension within elite education, introducing students to social responsibility but stopping short of dismantling the power structures that create inequality in the first place. Thus, it is essentially left to the students at this point. Every student is different therefore the effectiveness of community service in a school encouraging democratic leadership is entirely dependent on how deeply students choose to internalize and interact with the lessons they learn in the classroom and the world.
While going through the transcripts of the alums from Sankofa International College (SIC), a prominent theme surfaced: their mutual path toward attaining higher education in the United States, with the eventual intention of returning to Ghana after completing their studies. Both alumni conveyed a profound connection to their homeland and a sense of obligation to aid its progress. This feeling seems to be cultivated by their education at SIC. The curriculum at SIC powerfully highlights Pan-Africanism; Hakim Adi, a British historian and scholar specializing in African affairs, describes Pan-Africanism as “a belief in the unity, common history, and common purpose of the peoples of Africa and the African diaspora and the notion that their destinies are interconnected” (p. 2). This principle is not merely presented as a theoretical idea but is woven into the school’s mission, influencing students’ perspectives and goals. By promoting an understanding of African history, culture, and the socio-political challenges African nations encounter, SIC fosters a dedication to the continent’s development.
This feeling of dedication is apparent in the career goals of the alums. One alumnus linked their long-term goal to Ghana’s economic growth, stating, “… in the long term, I want to go back to Ghana and start my own oil and exploration business.” The other alumni admitted to feeling unsure about their future profession but still viewed returning home as the most practical choice, stating, “There are a lot of paths that I might take, but I am not sure. I think the feasible one would be to go back to Ghana and go to law school.” These remarks demonstrate how SIC’s Pan-African ideology and personal and family factors influence students’ ambitions—ultimately enhancing their commitment to aiding Ghana’s progress after completing their studies overseas.
The interviewees indicated that their career decisions were greatly influenced by their families’ preferences rather than their own individual ambitions. Many experienced pressure to enter fields recognized as more secure, esteemed, or financially beneficial by their parents or relatives. For example, one interviewee once wanted to be an aeronautical engineer but eventually changed their focus to petroleum engineering based on their mother’s recommendation. They mentioned, “I wanted to be an aeronautical engineer, but my mother told me to look at petroleum because it is a profitable industry, and at that time there was a lot of job security.” This advice changed their career path and influenced their broader viewpoint, as they rationalized the choice by stressing the financial advantages of petroleum engineering and its impact on Africa’s development when they returned. Similarly, family ties largely shaped another interviewee’s college choice. They mentioned that they only looked at Mount Holyoke because their cousin attended the institution, implying that family influence reached beyond career choices to decisions regarding education as well. However, they applied to other institutions but did not get into them. This trend underscores how significantly family expectations mold career and academic trajectories, occasionally restricting the pursuit of alternative paths that might better resonate with an individual’s interests and goals.
Overall, the experiences of SIC alumni demonstrate how Pan-Africanism strongly shaped their goals and sense of duty to the advancement of Ghana. Their desire to return home is motivated by their education at SIC and family expectations, which greatly influence their academic and professional decisions. While some graduates welcome these influences, others balance the demands of their families with their own goals. In the end, the difficulties of identity, education, and duty in a globalized world are reflected in their experiences.
Resources:
“Pan-Africanism.” Google Books, Google, books.google.com/books?hl=en&lr=&id=ow5kDwAAQBAJ&oi=fnd&pg=PP1&dq=what%2Bis%2Bpan%2Bafricanism&ots=FFJTHJhcBi&sig=R8AV2ujYnlaR89pP4VRlL5y6LAA#v=onepage&q=what%20is%20pan%20africanism&f=false. Accessed 5 Mar. 2025.
