Educating Millennials – Part II

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Blog Audio: Educating Millennials P2

This post is a follow up to my original post: Educating Millennials – Why We’re Doing It Wrong

Since it was posted Part I has received nearly 22,000 views and 80+ responses. At this point in time I think it’s safe to say I hit on a major issue…one we have only just begun to dive into. I’m thrilled by the reception the post received and the opportunity I’ve had to begin dialogue on the subject. The purpose of this post is to serve as an update and to work to clarify several points. Please take it as such.

On the subject of data – I’ve reached out to several government officials and other contacts within academic circles in an effort to locate source educational data to check my hypothesis. However, before I share an update on the progress/issues I’ve had with the data I want to address some background questions.

Background Information

My original post was made as a hypothesis based on observation. I am not an academic researcher, nor is it appropriate that I include all of my research & thoughts in these blog posts.  This is not a research site or news outlet. It is a blog and as such my posts must be limited in length and cannot be as in-depth as many of us might otherwise like. Nor am I a full time academic researcher affiliated with a research institution.  Rather, I’m a curious, passionate millennial observing the world around me, the way my fellows and I interact, and looking at alternative explanations.  It is a place for sharing observations, thoughts, and interesting information. It is my sincere hope that these thoughts and ideas will be picked up by my readership and pursued further.   As mentioned in my previous post, I am more than happy to discuss any concept expressed on this site further/privately.

The Sexes

I received a number of comments accusing me of sexism or being grossly mistaken about the distribution of the sexes in online environments, particularly the realm of video games. While, in most instances, it was obvious from the reader’s comments that several of my main points were missed, or they failed to read the post to its conclusion. I want to take a moment to address this concern. First, I am very well aware of the female presence in online gaming and on the web. I founded and lead one of the oldest/longest running online gaming guilds for 8 years. I am familiar with most of the statistics cited in the comments about web demographics. In fact, I used some of the very same data in my Honors Thesis which I completed a year and a half ago. That said, the male/female demographics of the online gaming community have changed exponentially in the last 3-5 years. That’s not to say that there have not been female gamers for as long as there have been games.  Rather, that the audience who grew up utilizing these games (from an early age) has – until recently – been mostly male and that as a result these individuals will be the most heavily effected.

In addition to the issue of demographics, research has shown that males and females relate differently in social situations.  That same research shows that conventional one-way, top-down, information exchanges like that in most classroom environments is more compatible with the learning styles of women.

The combination of these two factors – as previously explained – is part of why the topic focuses on males. The other part stems from the nature of the post as a response and alternative hypothesis to the commonly accepted arguments for why young males are under represented in higher education. The conventional arguments have revolved around a difference in capability between the sexes and are largely based on notable gender bias. The proposition in Part I of this post, if anything, is far from sexist.  Further, as I’ll discuss later in this topic, one of the greatest issues I’ve had with exploring the data is the lack of unbiased, relevant source data. Many of the official tables provide female percentages and numbers while neglecting their male counterparts.

The Author

Attacking the author is a fundamental part of Internet culture, a fact I completely understand.  While I did not want to spend much time on myself in the original post as I feel it distracts from the actual subject, my credibility and background seems to be a major, relevant, component for a number of readers. Some were concerned I was someone who hadn’t made the cut and wanted to justify my failure. Others assumed it was a complaint written by a frustrated millennial unable to find a job.  Several readers even suggested that my passion and focus for virtual technologies and their impact implied a lack of reading or cultural enrichment on my part. Others suggested that I must inherently suffer from a lack of social skills and connections.  While I’ve responded to each of these concerns independently in the comment section of the previous post I will briefly respond to each of the more frequent comments.

I actually preformed quite well in University. I graduated with a 3.38 GPA from Arizona State University with degrees from the Hugh Downs School of Human Communication and the Barrett Honors College.  My honors thesis is available for review on the blog roll to the right. It focused on MMOGs and their social impact. In High School I was engaged in the We The People constitutional debate program as well as a Key Club Officer. In addition to my academics, I come from, and grew up in a family heavily involved in academics.

Professionally, I have enjoyed significant success. In the spring of 2005 (summer of my sophomore year of college) I began an internship with the #3 commercial real estate company in the world. By the end of the summer the position grew into a part time position during the school year/full time job in the summer. I was with the company in various capacities (Research, Mapping, GIS, IT) until I graduated in 2007 when I was offered a full time position which I declined.  After a 3 month trip through Europe I returned to the states and immediately accepted a position as an Analyst with one of Arizona’s premiere mid-market mergers and acquisitions groups. In addition to my current position in the M&A industry, I founded the company FusionVirtual.

Socially I have regularly been referred to as a social node.  I’m lucky to enjoy an extensive social network all developed outside of the Greek system.  To use Facebook as a social benchmark, my friends list currently has over 600 contacts virtually all of whom I’m in semi-regular contact with. In fact, I periodically prune the list to keep it up to date and relevant.  To those with doubts, I can assure you I am both socially competent and active.

Culturally I have always enjoyed reading and have tested as post college since 6th grade. I enjoy regular reading, though my recent schedule has made me cut back significantly.  In addition to classic texts I enjoy poetry and the arts. I’ve seen theater on Broadway and in London, opera in Vienna and ballet in Prague. In addition to these experiences I’ve been an avid ballroom dancer for the last 4 years and salsa dance on a weekly basis. I’ve had the wonderful opportunity to travel extensively. I’ve been to Europe three times (once for a year, once for 3 months, and once for 6.5 weeks). I’ve also spent a year traveling across the U.S. and been to Alaska, Mexico and Hawaii.

It is important to point out that despite my background and life experiences, the observations raised about the educational system in Part I of this post are every bit as relevant for me as they are for other male millennials. I drilled down and forced myself to complete the higher ed process, but make no mistake, I found myself consciously making the decision to work within the system for the social validation and professional benefit that the degree “check mark” on job applications offered. The system did not serve my needs. It could have done more to challenge on multiple levels. In fact, it also did very little to prepare me for the real world.

So, to those of you who asked, I say;  No, this is not an apology. It’s not a justification.  It’s not an excuse. This is an observation of a failure by the education system. This failure has affected me personally and has affected a large number of my acquaintances and friends.  Read through the comments, look at what the young males of the millennial generation are telling us.

The tragedy is that we are squandering the potential of hundreds of thousands of America’s best and brightest, all because of bureaucracy and outdated tradition. All in a time when we need them the most.

Data

It’s taken over a week for me to make this post in large part because I’ve been having difficulty tracking down relevant data. At this point in time, I’d love to be able to post a few graphs and several tables of data showing clear snapshots of what’s going on in our education system.  The unfortunate reality is, it doesn’t seem possible with the data available.  This would be a great graduate research project. As mentioned in my previous post, I’ve contacted the US Census Department, the US Department of Education, and IPEDS (The Integrated Postsecondary Education Data System). I’ve also worked with several other contacts in trying to find/analyze the data in a way that gives real, relevant data.

It appears that the data collected by the U.S. Education System is in such a confused state and so poorly documented that it’s nearly impossible to find standard enrollment and completion numbers broken up by sex and institution type and relative to U.S. population statistics by year.  The data has been gathered and stored in such a way that anything beyond micro analysis is nearly impossible for the casual researcher. If you have information relevant to the discussion please post it in a comment or forward it to me and I’ll add it to the post. Additionally, if you do any statistical analysis please share your results and methodology with us.

Noteworthy Data:

  1. Degrees conferred by degree-granting institutions, by level of degree and sex of student: Selected years, 1869-70 through 2016-17
  2. Total fall enrollment in degree-granting institutions, by attendance status, sex of student, and control of institution: Selected years, 1947 through 2005
  3. Historical Educational Attainment Reports from 1940 through 1998
  4. US 1990 Census: Population Figures
  5. US 2000 Census: Population Figures
  6. US 2007 Census: Population Figures

Things to note:

  • There is a major data shift in 1995.
  • Enrollment figures provide a % female, but no mention of a % male.
  • Enrollment figures fail to distinguish between the gender breakdown in full/part time categories.
  • Enrollment figures fail to distinguish between higher education programs.
  • Degrees conferred can not be accurate compared to enrollment data.
  • Degrees conferred are not broken down by type of institution, only level of education*.
  • Population figures: I was unable to locate credible year-by-year projections. Only US Census data by year was publicly available. The 2007 figures were generated through a private information vendor and forwarded to me.
  • Population figures: Should be adjusted based on generational differences in population.

*This is relevant because of the widespread success of web-based Universities like University of Phoenix. If included in the above material (which I believe they are) these web-based Universities have been extremely popular over the last 8+ years. The type of education these programs offer (web-based) is drastically different from the class method and environment utilized in major colleges and universities. As a result, I’m concerned that these may offset significant shifts in the brick and mortar institutions this article focuses on.

*EDIT* – Just saw this and feel it’s very relevant given my mention of University of Phoenix above. UofP was ranked as the #1 recipient of federal assistance/aid for FY 2008. According to the list, Arizona based University of Phoenix has received $2,810,085,079 in aid so far in this fiscal year.

Closing Thoughts

Ultimately the data is important, but may be more of a distraction. The theory discussed herein is nothing new. We’ve known since the days of Aristotle and Socrates that instructor-student interactions are the best way to learn. As humans we learn best when we can interact, exchange thoughts, and question. After all, what is a question but the search for information and clarity? When the written word was invented we transformed the way knowledge was shared from the telling of stories to a system of written words. Modern technology allows us to increase the level of interaction between student and professor.  It offers the potential to make the material more engaging, informative, and to increase students’ investment in their education. Sadly, that scares a lot of people. Luckily, the demand for multi-level delivery systems will continue to grow until educators respond.  While we can disagree on some of the details and the execution, ultimately ask yourself if a more interactive, ‘immersive’, and vibrant educational experience will be good for the students.  If your answer is yes, I urge you to stop making excuses for a system that no longer works as-is. I ask that you help work toward a modern, 21st century educational system.

Each day we wait another brilliant mind falls through the cracks.

As always, I value your feedback and will respond to all user comments. Please share your thoughts, reflections, and any additional information you might have in a comment on this post.

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*EDIT* I was just linked this amazing video by Mike Wesch which really does an amazing job hitting on/discussing some of the same issues.