Commentary: As a Low-Income HS Student, I Had to Overcome Many Barriers to College. Elite Universities Must Do More to Help Those Like Me
When you take a tour of the University of Virginia, the first thing that catches your attention is the stunning campus with its Jeffersonian architecture and the numerous opportunities it offers to the students enrolled in this prestigious research university. However, amidst the grandeur of the Rotunda and the tech-savvy classrooms, there lies a hidden aspect that often goes unnoticed – the stories of the individual students.
As you walk through the grounds, you may come across students who seem well put-together, leading to the assumption that they are all privileged. This collective generalization often leads to us being labeled as pretentious or wealthy, which unfortunately overlooks the diverse backgrounds we come from. As a blonde, white female surrounded by students who resemble me, I feel compelled to emphasize that not everyone fits this stereotype, and explain why this matters.
I attended a high school in southern Virginia that lacked sufficient resources, and I am one of the few graduates from my school who managed to attend college at all. When I moved just before my freshman year of high school, I had no idea what to expect. I was aware that I would be a racial minority for the first time in my life, but little did I know about the stark differences in the college-going culture.
The majority of students at my high school had no aspirations for college. It wasn’t surprising considering we lacked a full-time college counselor or access to crucial college-preparation coursework like dual enrollment and advanced placement, which are considered a standard in high schools nationwide and in my state. Instead, if we wanted to pursue these courses, we had to resort to online options. College was never a given for us; it was something we had to prioritize by ourselves. It doesn’t require an education expert to recognize the barriers this creates for students whose parents did not have the opportunity to attend college.
As I entered my senior year, I knew I wanted to apply to UVA, but I never believed I would be accepted. Both counselors and students at my high school would often declare that "only one student from here can get accepted to UVA per year – that has been the norm since 1995." Hearing this repeatedly, I mentally prepared myself for the reality of rejection. In fact, due to my somewhat transient status in the community, there were even suggestions for me not to apply, to increase the chances of another specific student being accepted.
Nevertheless, I disregarded the advice and applied. And when I received the acceptance letter, I couldn’t contain my excitement. I took the letter straight to my counselor, hoping to have my name announced over the school loudspeakers. It was customary at our school to applaud students who were bound for college and to share everyone’s college acceptances during the morning announcements. In my mind, I could already hear it: "Sierra Leickert – accepted to the University of Virginia." However, the response I received was not what I expected. My counselor appeared shocked and instead of congratulating me, immediately inquired about the other student who was expected to be accepted in my place.
Despite this unexpected reaction, I knew in my heart that going to UVA was the right decision. The moment I stepped foot on the campus, I was enamored. There was an indescribable quality about it – from the abundance of research and extracurricular opportunities to the rigorous academics – UVA had everything I had been searching for. As I moved into my first-year dorm, filled with anticipation for the years ahead, I quickly found myself feeling isolated. My hallmates and newfound friends would often talk about their high school companions who were now with them at UVA, and how they had already earned credits due to the opportunities provided at their respective schools. The majority of them came from affluent backgrounds, with parents who had experienced college firsthand.
On the other hand, I felt completely alone. There were only two of us from my high school, and our preparations for college were not on the same level. I couldn’t help but think, "I am already lagging behind; I’m at a disadvantage in college even before it has begun." I felt embarrassed to disclose that I was a first-generation college student relying on institutional financial aid. Despite these challenges, I didn’t give up. I juggled three part-time jobs while pursuing my undergraduate degree, dedicated myself to my studies, found my niche through extracurricular involvement, and ultimately graduated with a bachelor’s degree in education, double majoring in youth and social innovation, and psychology. I have continued my journey in Charlottesville, immediately embarking on a master’s degree which I will complete this spring.
Individuals often express their desire to tackle inequality and promote social mobility. One important aspect of achieving this is by acknowledging the intricate experiences of students, even within highly privileged educational institutions, and working towards increasing the representation of students from low-income backgrounds in prestigious schools – particularly in public elite schools.
Sierra Leickert, a University of Virginia graduate who is currently pursuing a master’s degree in public policy at UVA, intends to embark on a career in teaching starting in the upcoming fall.
