被哈佛耶鲁和普林斯顿大学录取和拒绝的秘史The Chosen 网盘下载 pdf 免费 2025 在线 epub 电子版

The emphasis in college applications on balancing grades and extracurricular activities appears benignly positive at first glance. Yet, as Karabel explains, the top Ivy League schools created this formula in the 1920s because they were uncomfortable with the number of Jewish students accepted when applicants were judged solely on their grades. The search for prospective freshmen with "character" was, with varying explicitness, an effort to maintain the slowly declining Protestant establishment. At one point, Karabel says in this stimulating study of admissions policies, Harvard codified a policy of accepting applicants with weak academic credentials who could better appreciate the school's social opportunities, while Princeton promised to accept any alumnus's son with even the faintest hope of graduation. Karabel, a sociologist who once served on UC-Berkeley's admissions committee, extensively covers the "Jewish problem" at the Big Three colleges, but also tackles the cultural shifts that lowered the barriers for African-American students and ultimately led to the admission of women. The detailed analysis of the role of university presidents and other campus administrators in first stifling, then abetting ethnic diversity in the student body is so comprehensive, however, that his final remarks on the remaining lack of socioeconomic diversity feel like tacked on. (Oct. 26)

Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. --This text refers to the Hardcover edition.

When gifted high-school students apply to the nation's most elite universities, they often have no idea just how admissions officers will determine their fate. But after poring over countless applicant files and institutional memos, one relentless Berkeley sociologist has unraveled the mystery. Focusing on America's Big Three (Harvard, Yale, and Princeton), Karabel recounts how the admissions office first emerged in the 1920s as an academic innovation designed to protect WASP privilege against the claims of the bright but socially marginal children of Jewish immigrants. By the time these anti-Semitic admissions policies ended, administrators had discovered the institutional utility of nonacademic admissions standards: Karabel shows in provocative detail how for decades the very university executives who have preached equal opportunity have extended special advantages to the offspring of wealthy alumni. He also addresses the first significant attempts to diversify student bodies in the 1960s and assesses the complex effects of affirmative-action policies. A useful overview of a still-controversial subject. Bryce Christensen.

作者简介：

JEROME KARABEL is a professor of sociology at the University of California, Berkeley, and a senior fellow of the Longview Institute, a new progressive think tank. An award-winning scholar, Karabel has appeared on Nightline, Today, and All Things Considered. He has written for the New York Review of Books, the New York Times Book Review, the Nation, the New York Times, and the Los Angeles Times.

INTRODUCTION

PART Ⅰ The Origins o{Selective Admissions,1900-1933

1．Elite Education and the Protestant Ethos

2．The Big Three Before Selective Admissions

3．Harvard and the Battle over Restriction

4．The“Jewish Problem”at Yale and Princeton

PART Ⅱ The Struggle over Meritocracy,1933——1965

5．Harvard’S Conant：The Man and His Ideals

6．The Reality of Admissions Under Conant

7 Reluctant Reform Comes to Yale

8．Princeton：The Club Expands Its Membership

9．Wilbur Bender and His Legacy

　10．Tradition and Change at Old Nassau

　11．Yale：From Insularity to Inclusion

PART Ⅲ Inclusion and the Persistence of Privilege,1965-2005

　12．Inkr Clark，Kingman Brewster，and the Revolution at Yale

　13．Racial Conflict and the Incorporation of Blacks

　14．Coeducation and the Struggle for Gender Equality

　15．The Alumni Revolt at Yale and Princeton 449

　16．Diversity,the Bakke Case，and the Defense of Autonomy

　17．Money,the Market Ethos，and the Struggle for Position

　18．The Battle over Merit

NOTES

SELECTED BIBLIOGRAPHY

ACKNOWLEDGMENTS

PHOTO CREDITS

INDEX

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《大西洋周刊》的编辑-说到：“只记得有一个男孩，是凭着卓越的品行和过人的智力成了学校公认的头，这在一个体育至上的学校是少有的”。赛制维克注意到：在这样一所“将体育运动看作是阳刚品质的体现”的学校中，“倘若有人选择凄然发展道路，导师们可能会将其看作是逃避现实的人，甚或是懦夫了”。

“阳刚的、基督的品性” 这一理念是英国的舶来品。

在格罗顿，人们也是运动为培养阳刚的基督徒品性的工具。皮博迪认为，运动中存在的竞争有助于学生发展出多重品质，例如：忠诚、勇气、合作以及男性的力量。体育运动可以让年轻人在遵守游戏规则的同时全力以赴，因此其也将有助于他们学会自制、公平竞争与正派为人。

19世纪末急剧变迁的都市环境还给上层社会在子女养育问题上代乐乐许多挑战。之前，精英们还能伊莱斯利的全日制学校和辅导教师来教育自己的后代，渐渐地，他们发现，城市已经不再利于子女的成长。解决办法之一即是将他们送到农村或者小镇，在这样的环境中，有着坚毅品性的基督教教育者才有可能确保自己的子女在道德上沿着健康的方向发展。

而格罗顿的成立，极其发展定位---“马萨诸塞的一所男孩学校”- 则可算是对上述情绪的一种回应。

格罗顿的家长对智力成就并不看重，一如亚希伯恩所注意到的那样：“家长们对学业问题不慎关心。” 实际上，这些家长中的许多人虽然地位显赫，却没有接受过高等教育。他们看中皮博迪的，是他对待品性问题的态度。皮博迪认为品性的培养要远重于智力的发展。

1904年，格罗顿20周年校庆，皮博迪亲自主持校庆典礼，西奥多. 罗斯福总统致辞，富兰克林也参加了此次店里。该校办学最成功的标志是来自哈佛和耶鲁的代表向皮博迪颁发了荣誉学位。耶鲁大学向皮博迪颁发的是文学硕士学位，他嘉奖皮博迪道“皮博迪之于学生，其重要性就如同力量之于虚弱，经验之于无知或者盲目，阳光和信仰之于黑暗和疑虑，勇气止于忧惧，精神的铸模之余可塑的品质，铁犁之于草地。这位格罗顿学校的校长诲人不倦，常伴学生左右。” 哈佛为皮博迪颁发了一个有宗教性质的沈学博士学位，他表彰皮博迪道：“皮博迪，这位英国剑桥大学的毕业生、牧师、男子学校的校长，它代表着纯洁、阳光和希望”。

“オ能”一词的定义是动态的，它倾向于反映那些有权力将自身的文化理念强加给整个社会的那些人的价值观和利益。

书籍介绍

A landmark work of social and cultural history, The Chosen vividly reveals the changing dynamics of power and privilege in America over the past century. Full of colorful characters (including Woodrow Wilson, Franklin Delano Roosevelt, James Bryant Conant, and Kingman Brewster), it shows how the ferocious battles over admissions at Harvard, Yale, and Princeton shaped the American elite and bequeathed to us the peculiar system of college admissions that we have today. From the bitter anti-Semitism of the 1920s to the rise of the “meritocracy” at midcentury to the debate over affirmative action today, Jerome Karabel sheds surprising new light on the main events and social movements of the twentieth century. No one who reads this remarkable book will ever think about college admissions -- or America -- in the same way again.