James Bryant Conant and equality of educational opportunity

• Published in: Paedagogica historica Vol. 46; no. 1/2; pp. 193 - 205
• Main Author: Urban, Wayne J
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.02.2010; Taylor & Francis Ltd
• Subjects: 20. Jahrhundert; Academically Gifted; Access to Education; Bildung; Bildungsgeschichte; Biographies; Chancengleichheit; Citizenship Education; College Presidents; Commitments; Conant, James B; Conant, James Bryant; Educational Environment; Educational History; Educational Opportunities; Educational Philosophy; Educational Policy; Educational Practices; Equal Education; Equality; equality of educational opportunity; Geschichte (Histor); Gifted; Gifted children; Harvard-Universität; High Achievement; Higher Education; Hochschulgeschichte; Industriestaat; James Bryant Conant; Leistungsgesellschaft; Massachusetts; meritocracy; Open Enrollment; Opportunity; Policy Analysis; Politics of Education; Public Education; Public schools; Role of Education; Scholarships; Scholastic Aptitude Test; Social Justice; Socioeconomic Background; Soziale Schicht; standardised testing; Standardisierung; Standardized Tests; Stipendium; Massachusetts; United States > US
• ISSN: 1477-674X; 0030-9230; 1477-674X
• DOI: 10.1080/00309230903528611

This essay critically examines the commitment of James Bryant Conant to equality of opportunity as a guide for educational practice in his own era and in contemporary society. Noted chemist, president of Harvard University from the 1930s through the early 1950s, and noted analyst of the American high school from the time of publication of his American High School Today in the late 1950s, Conant championed a system of educational opportunity that sought to enrich society with the contribution of high academic achievers, whatever their social background. This idea was controversial during Conant's tenure at Harvard, as he tried to open admission to students deserving academically, but not possessed of the normal social and familial backgrounds of Harvard alumni. In addition to seeing equalising educational opportunity as a broadening of the college population, Conant also understood the value of a political sense of educational opportunity, one that sought effective citizenship education for all students, and thought that the public school was the best institution for such effort. In spite of his dual commitment, Conant in a variety of ways emphasised expanding opportunity for gifted students from all backgrounds over citizenship education for all students. The historically bounded character of his commitment is emphasised in the essay, as well as its inappropriateness as a guide for equalising educational opportunity in contemporary times.