In his best selling book Outliers: The Story of Success, Malcolm Gladwell observes that the presence of “concerted cultivation” accounts for the success of some students. The more successful students had parents who worked hard to insure enrichment opportunities were regularly available (think summer programs, after-school activities, available books, travel, academic support and constant assurances of potential).
Gladwell’s observations offer something to the Higher Ed community, particularly for institutions like Southern Vermont College – which is working hard to insure the success for many first generation students.
“Concerted cultivation” is something that can be provided by a college (belatedly in loco parentis). The irony is that in a tough economy, the very activities that enable success are the first and easiest to cut. (Read a recent article in Change Magazine by Dr. Gross)
These enrichment opportunities are the opposite of fluff. The living and learning experience – the engagement opportunities where students connect to each other, to the community, to a faculty and staff member – are what enables success.
The recent Pell Institute study on success in progression from community colleges to four-year colleges, comes to the same conclusion, using different nomenclature. For educational progression to occur, the study notes, there needs to be academic support, confidence building opportunities, engagement, and active learning.
Sounds Gladwellian to me.
The challenge is how best to provide the needed cultivation and to make sure that it is the last, not first, thing to be jettisoned.
