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Title: Born to Win, Schooled to Lose Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be

Citation Type: Miscellaneous

Publication Year: 2019

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Abstract: T he American Dream promises that individual talent will be rewarded, regardless of where one comes from or who one’s parents are. Based on this ideal of equal opportunity, it’s tempting to believe that education and career outcomes reflect a natural sorting according to merit. But this presumption risks suggesting that those who do not thrive in school or the workforce lack talent— when, in fact, they more often lack sufficient systemic support on the journey to reach their full potential. In the United States, there is a broadly held presumption that the journey along the pipeline from kindergarten to early career success gradually reveals each child’s innate abilities.1 This presumption is widespread not only in the general public, but among students themselves, who self-identify and identify each other as either academically gifted or generally undistinguished. All too often, these beliefs about one’s talents and the talents of one’s peers become selffulfilling prophesies. The notion that talent . . .

Url: https://tacc.org/sites/default/files/documents/2019-05/born_to_win_schooled_to_lose_0.pdf

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Authors: Carnevale, Anthony P; Fasules, Megan L; Quinn, Michael C; Campbell, Kathryn Peltier

Publisher: Georgetown University

Data Collections: IPUMS USA

Topics: Education, Other

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