eliteness – Globally Elite

eliteness

The Gamemakers

Deekayla Thomas / Globally Elite / elite schools, elite social class, eliteness, qualifications, rules /

April 19, 2021

When you Google the definition of “elite”, there are two interpretations that stand out. The first definition concerns itself with the superiority of a select group that exceeds “in terms of ability or qualities” (Oxford Languages). The second definition, on the other hand, is more about the perception of an elite group. An elite group is “seen as having the greatest power and influence within a society…because of their wealth and privilege” (Oxford Languages). The Urban Dictionary defines elites as those that hold disproportionate amounts of control over the lives of others (“Urban Dictionary: Elite”). In this sense, the elite group which controls those without elite status is controlled from within by key players, more distinguished elites with an even higher status. So according to these definitions, being elite is just being better than other people at whatever level and gaining notoriety and power for existing under the category.

But in practice, what does being elite truly mean? Who decides what the qualifications for being elite are in specific eras and regions? And, how has the characterization of eliteness been transformed in response to social changes through history? Well for starters, many sociologists and researchers consider there to be different types of “elites”. According to John Higley, there are two main categories: political elites and cultural elites (“Elites”). To give a quick example, Bernie Sanders is a political elite and, through the association of elite institutions, students at Colby College or Olive Grove Academy (a pseudonym) are cultural elites. As a Colby student though, it is quite difficult to see this school as an elite institution, and even more difficult to see myself as an elite individual. To me, Colby College is just an expensive college in Maine that offers extremely interesting classes. Since taking this class, however, I am beginning to see the various ways Colby falls into the elite category. This is why I ask about the qualifications and conditions of being an elite individual or other entity.

One of the main reasons I find it difficult to consider myself elite is because I am a Black woman from a low-income community in the South. In no sense of the word do I consider myself to be a person with notoriety or power. And it is nearly impossible to look back at a time in history where a Black woman with my political and economic standing would be elite. In the first civilizations, as the practice of patriarchy grew, men were the only people considered elite. After this, eliteness became connected to money, wealth, and land leading to the expansion of colonization. As colonization efforts grew and more settlements began to be concreted, status was not only tied to sex, wealth, and land but also religion and perceptions of race. Now, being elite can entail a variety of characteristics and behaviors. Still, I feel it heavily concerns race and wealth, but I feel the definition has grown so that those with high levels of education and those with other great achievements can be included. This history brings me back to my question of who exactly determines the qualifications of elite standing?

It can be assumed that the guidelines the elite population use to conduct themselves are formulated within the group by those key players mentioned before. I would think that these key players base many of the elite characteristics they seek off of the behaviors and attitudes they observe in undesired communities. By looking at these communities, they see everything they do not want in their exclusive group of powerholders. But, more important than who is actually making the rules of eliteness is finding out who gives them their power. I fully believe that the elite population is only elite because the general public allows them to be. If the non-elite population decided to no longer recognize elite people and institutions as power holders, sure there would be class conflict for a while, but eventually, there would be no choice but to enact change.

“elite.” languages.oup.com. Oxford Languages. Web. March 2021.

“Elite.” UrbanDictionary.com. Urban Dictionary, 2018 Web. March 2021.

Higley, John. “Elites”. Encyclopedia Britannica, 30 Nov. 2016, https://www.britannica.com/topic/elite-sociology. Accessed 30 March 2021.

Wow, What a Ride: An Overall Reflection of the Research Process

Thomas Barry / Globally Elite / Chile, curriculum, Elite, elite schools, eliteness, homogeneity, homogenous, privilege, research, research process, social class, values /

December 4, 2016

While I have completed a number of research projects during my time at Colby, my research partners for this project have arguably been the best ones ever. Each of us has our individual strengths, and I am very grateful to be a part of a balanced group. Collectively, we have rejoiced in moments when the research process has clicked…

… And persevered together when it hasn’t.

Early on in the research process, our group struggled to narrow our focus. In our initial research proposal, our group decided to focus on studying the impact of parental figures on the lives of Croft School students. When we realized there was not enough data on the Internet to analyze the Croft School through this lens, we decided to shift our focus to extracurricular activities. With this focus in mind, one of my group members effectively conducted three interviews with our assigned Croft School student. Shortly after finishing these interviews, my other group partner chugged along and transcribed all three interviews. Interviewing and transcribing are two of the most time consuming parts of this research project, and my partners did an amazing job.

While getting these interviews done was awesome, I was slightly disappointed to learn our student interviewee was not heavily involved in extracurricular activities. Doing a lot of research on two research topics and not having either pan out was definitely discouraging.

However, not being paired with a student who was deeply invested in extracurricular activities was actually a blessing in disguise. It forced my group to learn one of the most important rules of research– letting the data tell you what is important and what to focus on. We soon realized that one of the strongest connections between our class readings, Internet research on elite schools, and our interviews was the theme of homogeneity. Thus, we made homogeneity our research focus, and ran with it.

The Croft School is homogenous in a number of ways. First, the school provides a standardized, homogenous education to all its students; the curriculum is rigid and does not give students very many opportunities to take electives. Second, the social class standing of students at the Croft School is homogenous since most come from upper class backgrounds. Third, the Croft School fosters a particular environment, and upholds specific values, in order to develop a certain type of student — one that is well-rounded, responsible, prepared to attend university anywhere in the world, and equipped to become a trustworthy leader in the future.

mfl0305l — Definition of Homogenous – of the same kind or nature; essentially alike.

After completing our paper outline, my group felt confident in its thought progression. However, when Adam took a look at it, he saw a gap between our literature review discussion about the growth of inequalities around the world, and our claims regarding the impact of homogeneity at elite schools such as the Croft School. While making this connection was difficult, required a lot of brainpower, and required us to use a theory we had not been directly exposed to in class, my partners and I now feel confident that we can finish our paper with this new thought progression.

To be honest, I had not considered what it has meant to be part of a larger research project until Adam asked us to reflect on this question. However, after giving this question some thought, I now have some answers. Since each group in our class is analyzing the Croft School, albeit through a different lens, it has been very helpful to learn about where my classmates have gathered information on the school. Being part of this larger research project has also given me the opportunity to learn more about the elite schools Adam, his previous students, and his research team have explored and analyzed. It has been interesting not only to learn about these schools, but also to look at the similarities and differences between the Croft School and other elite institutions around the world. It feels awesome to be part of a larger research project, and I cannot wait to read more about the Croft School when Adam and his research team publishes research on it sometime in the future.

Besides learning to let the data tell me what to focus on, I have learned a number of valuable lessons during this project. The most important lessons I learned, however, were about my own Eliteness and privilege. I am now more aware of my privilege; how my social class background led me to Colby; as well as the ways I have perpetuated social inequalities — in terms of how I used to see the world, and where I go to school. This awareness has encouraged me to think more deeply about the ways I can impede the perpetuation of inequalities. While I do not have all of the answers to this question yet, I look forward to generating, learning about, and acting on some of them in the future.