When people talk about the “value of a quality education,” they’re probably not talking about education. What does a “quality” education look like? It’s expensive. The money doesn’t really get you a better education. It gets you social capital.
Once in a while, I am approached about taking on a high school student over the summer. I always say no, for the same reason that I turn away most premeds: they want research “experience.”
Bungee jumping is an experience. Discovering that you’re allergic to seafood is an experience. Going backpacking in Europe is an experience. I don’t provide research “experiences” for students; I train scientists. I’m a scientist and a university instructor, not an unpaid private tutor.
High school students want to look awesome so that they can get into a fancy university. That has nothing to do with why I am paid to work for the State of California, so I’ll take a pass. But I don’t let the high school students off with a simple “No, thank you.”
The primary purposes of my research lab are to get research done and to train scientists. My lab doesn’t have room for tourists having an “experience,” because there is only space for researchers. I turn away high school students because they take resources (time, space, roles) away from the students who really need it and deserve the opportunity. These students that want to join my lab are the kind that end up winning science fairs because of privileged access to university resources.
I have another reason for turning away the high school students that come to me in search of a research experience.
The high school students who have sought research experiences have two common denominators: The first is that they’re wealthy. They attend either an expensive prep school, or attend public school in a district with million-dollar homes and a well-endowed foundation supplementing the inadequate funding provided by the State of California. These high school students think it’s perfectly normal – perhaps even laudable – to seek out research experiences at the local university that trains undergraduates.
The second common denominator among the high school students who ask to volunteer in my lab is they never, ever, will even consider attending my university, CSU Dominguez Hills.
When high school students ask me for a slot in my lab, the first thing I do is ask them about their college plans. They name schools with pricetags that would clean out the bulk of my salary. I then give these students some umbrage:
Do you think it’s acceptable for me to spend taxpayer dollars giving you free research training?
If getting research experience in my lab is good enough for you as a high school student, then why isn’t it good enough for you in college?
Why do you think that you might deserve a space in my lab over students who are enrolled at Dominguez Hills? Presumably you’re hard-working and smart, but how does that entitle you to special opportunities over the hard-working and smart students who have chosen to come to Dominguez Hills?
If this campus not good enough for you in two years, how is it good enough for you now? Why don’t you want to come to this university?
I have scant tolerance for people who think that prep school students can slum around my low-income university to get free research credentials, as a way to further their access to elite institutions that my students are unable to access. Moreover, these people wanting a spot in my lab expect that it’s somehow part of my job to provide this training for free to students who have already chosen to opt out of the state university system.
This particular form of entitlement is offensive to my values and to my students. Even asking for the opportunity to join my lab as a high school student, while simultaneously ruling out the possibility joining as an undergraduate, shows how little these students and their families value education as a public good. I refuse to be their tool.
While not in my lab, in labs all around the country, wealthy high school students are getting high quality research training at universities while the majority of the nation’s public school children are now living in poverty and qualify for subsidized school meals. If I were to use my lab at CSU Dominguez Hills to provide research opportunities to the 1%, I’d only worsen this tragic failure of our nation.
I’m not inherently opposed to taking on a high school student, but I’ll be damned if I take an opportunity away from an low-income student who truly needs it and transfer it to one who comes from a position of privilege.
I’m not going to be an instrument of the upper class by perpetuating the heritability of educational and economic disparities.
Of course, if some parents of a high school student pony up the $2 million for an endowed chair at my university, I’d be pleased to reopen a conversation on the topic.