Purpose: A lack of diversity within Elite institutions is one of the most pervasive socioeconomic disparities our youth faces both during the college decision process and influences the ability to incur wealth. Throughout time, within elite institutions which are typically small populated liberal art colleges, the minority population continues to stagnant across multiple disciplines throughout America. Few programs have been implemented to help distribute resources effectively to low income students and students of color. In June of 2023, a decision was made by the U.S. Supreme court regarding Affirmative Action, specifically addressing the legality of race-conscious affirmative action in college admissions programs in Students for Fair Admissions, Inc. and it was ultimately voted that colleges will struggle to meet goals of diversity and equal opportunity amongst their students. In this thesis, I explore the lack of a diverse student population in elite institutions and how that influences race and class intersectionality.
Methodology/approach: I employed two different methods of data collection/observation. I first sent out an email to an elite institution's entire student body which consisted of close ended questions. I then conducted in depth interviews with members of the tuition assistance programs funded both by the college and also by the state the college resides in in addition to in depth interviews with members of the entire school’s population. The interviews took place in person, at minimum 30 minutes long and were recorded for note taking purposes. Participants recounted their first hand experiences within these programs, their interactions with those within their program and outside of it, and the role their upbringing played in how they experience a lack of diversity at an Elite Institution.
Findings: Based on the research I have gathered from my in-depth interviews and survey, faculty and students need to use their status to combat these perceived levels of class bias from persisting or creating a difference in experience for students of different economic classes. It is essential in the fight for academic equality and the progression of minority populations in higher education to implement structural practices that teach education professionals how to not forget struggle in subjects where struggle has been experienced.