Insights from the Classroom of an Unexpected Adversary: Lessons Learned

Universities often get a bad rap. Some see them as villains in today’s culture wars. But let’s take a closer look at the real story behind the classroom doors.

In a course I teach at Princeton called “Schooled: Education, Opportunity, and Inequality,” we dive deep into how factors like class, race, gender, and immigration status shape education. These are the same topics that can make family dinners a bit tense, but understanding them is crucial. The aim isn’t to place blame or induce guilt; it’s to explore the realities of our education system.

Critics, like Vice President J.D. Vance and activist Christopher Rufo, often portray classes like mine as indoctrination sessions. They imagine dark rooms, incense, and students forced to confront their privilege. But that’s far from the truth. My students aren’t graded on how guilty they feel. Instead, we discuss the circumstances of our births—something none of us can control.

I remind everyone that we’re all part of a community, striving to make the world a better place. When it was time for midterms, students didn’t write manifestos. They engaged with studies on educational disparities and crafted their own policy recommendations. Their homework? Asking how we can create schools that serve all children.

Here are some insights from their work:

• One student focused on mental health for men, sharing his struggles and proposing more awareness around anonymous hotlines.
• A student of faith suggested that syllabi should include major religious holidays to better support students’ needs.
• Another explored how selective high schools could better assist immigrant students with mental health resources.
• A thought-provoking question emerged: How do we empower women without sidelining men? This doesn’t have easy answers, but asking these questions is itself crucial.

As students learn to view the world with this lens, they become advocates for inclusive education. They begin to see the flaws in existing systems and ask how we can fix them.

Yet, many people picture college classrooms as full of self-righteous professors preaching at students. This stereotype has been created by those who gain politically from undermining universities. We need to set the record straight about what teaching and learning truly look like in today’s world.

At Princeton, professors strive to create a sense of community among students from diverse backgrounds. We encourage dialogue and learning across differences, cultivating an environment where students can express their thoughts and listen to each other.

This relatable story might not trend on TikTok, but it’s one that needs more attention. It’s essential for everyone—administrators, professors, students, and alumni—to share the truth about higher education’s value. If the public understands its importance, universities can continue to thrive as a resource for all.

A recent study by the American Council on Education shows that diverse classrooms lead to better learning outcomes. This is a testament to the importance of inclusion in education. As we navigate these topics, let’s remember the power of unity in our pursuit of knowledge and understanding.

By engaging in these discussions, we can dismantle misconceptions and foster a culture that values education as a public good.

For deeper insights into how diversity in education shapes societal development, take a look at the American Council on Education report.

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