|Posted on November 28, 2016 at 7:25 AM|
If you share my devastation at the results of the U.S. presidential election and its implications for our country and our world, and if you are struggling to understand what has happened and wondering what you can do as a member of the higher education community, this blog post is for you. I don’t have answers, of course, but I have some ideas.
Why did Trump get so many votes? While the reasons are complex, and people will be debating them for years, there seem to be two fundamental factors. One can be summed up in that famous line from Bill Clinton’s campaign: It’s the economy, stupid. Jed Kolko at fivethirtyeight.com found that people who voted for Trump were more likely to feel under economic threat, worried about the future of their jobs.
The other reason is education. Nate Silver at fivethirtyeight.com has tweeted that Clinton won all 18 states where an above average share of the population has advanced degrees, but she lost 29 of the other 32. Education and salary are highly correlated, but Nate Silver has found signs that education appears to be a stronger predictor of who voted for Trump than salary.
Why is education such a strong predictor of how people voted? Here’s where we need more research, but I’m comfortable speculating that reasons might include any of the following:
- People without a college education have relatively few prospects for economic security. In my book Five Dimensions of Quality I noted that the Council of Foreign Relations found that, “going back to the 1970s, all net job growth has been in jobs that require at least a bachelor’s degree.” I also noted a statistic from Anthony Carnevale and his colleagues: “By 2020, 65 percent of all jobs will require postsecondary education and training, up from 28 percent in 1973.”
- Colleges do help students learn to think critically: to distinguish credible evidence from what I call “incredible” evidence, to weigh evidence carefully when making difficult decisions, and to make decisions based more on good quality evidence than on emotional response.
- College-educated citizens are more likely to have attended quality good schools from kindergarten on, learning to think critically not just in college but throughout their schooling.
- College-educated citizens are more optimistic because their liberal arts studies give them the open-mindedness and flexibility to handle changing times, including changing careers.
We do have a tremendous divide in this country—an education divide—and it is growing. While college degree holders have always earned more than those without a college degree, the income disparity has grown; college graduates now earn 80% more than high school graduates, up from 40% in the 1970s.
If we want a country that offers economic security, whose citizens feel a sense of optimism, whose citizens make evidence-informed decisions, and whose citizens are prepared for changes in their country and their lives, we need to work on closing the education divide by helping as many people as possible get a great postsecondary education.
What can we do?
- Welcome the underprepared. They are the students who really need our help in obtaining not only economic security but the thinking skills that are the hallmark of a college education and a sense of optimism about their future. The future of our country is in their hands.
- Make every student want to come back, as Ken O’Donnell has said, until they complete their degree or credential. Every student we lose hurts his or her economic future and our country.
- Encourage actively what Ernest Boyer called the scholarship of application: using research to solve real-life problems such as regional social and economic issues.
- Partner with local school systems and governments to improve local grade schools. Many regions of the country need new businesses, but new businesses usually want to locate in communities with good schools for their employees and their families.
- Create more opportunities for students to listen to and learn from others with different backgrounds and perspectives. Many colleges seek to attract international students and encourage students to study abroad. I’d like to go farther. Do we encourage our international students to share their backgrounds and experiences with our American students, both in relevant classes and in co-curricular settings? Do we encourage returning study abroad students to share what they learned with their peers? Do we encourage our students to consider not only a semester abroad but a semester at another U. S. college in a different part of the country?
- Create more opportunities for students to learn about the value of courtesy, civility, respect, compassion, and kindness and how to practice these in their lives and careers.
Categories: State of higher ed