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Guided Responserespond To At Least Two Of Your Classmates Posts And

Respond to at least two of your classmates’ posts and point out ways that the collegiate ideal of this era is related to the collegiate ideal today. Anna Johnson In those times an undergraduate degree provided the education is to provide students with broad knowledge and prepare them to be engaged and informed citizens. For women obtaining a college degree meant you thought you were better than men. But the economical factor back then was as bad as it is now. But if you look at the price of tuition may people are going into debt just in order to get a higher education degree. back in those days tuition wasn't as much as it is now. If you choose the school that are well known many people attend Harvard because of its name and just to say I went to that school. Compared to a student who attends an HBCU is because of the color of their skin. Some people choose colleges based on what they can get from them not because they want a good education. The cultural is very closed knit at HBCU schools because of the history that they are the oldest schools in the country and they admission is easier than the high prestigious schools. Amanda Baker Summarize the concept of the “Collegiate Ideal” that arose between 1890 and 1920. Consider how the “college man” and/or “college woman” was becoming an imposing figure in American higher education at the end of the nineteenth century. How did this collegiate ideal help the undergraduate college population increase? Analyze the political, cultural, and economic factors that were beneficial and challenging to the stakeholders at higher education institutions. The concept of the "Collegiate Ideal" is one that was crafted with a very specific individual in mind. It functioned unto the belief that an academic environment is created with the purpose to bring about a change in people. Colleges are not meant to merely inform, but stir something within the student to help them find their unique path in life. The idea that education shapes a "whole person" and not strictly the intellect of an individual. The "Collegiate Ideal" moved beyond strictly focusing on intellectual, religious and moral development of students and toward the idea that a student was more than the sum of these three parts. The ideas that emerged were rooted in physical, social, emotional, spiritual, and intellectual development. Colleges desired to shape a person into a functioning, contributing member of society capable of handling whatever came their way in the real world as they achieved their fullest potential. This period of academic enlightenment was one that could have been viewed as potentially problematic or threatening to individuals or institutions that prospered under older models. Students were being taught to be a more complete person that thought independently and challenged the information placed before them. This would really alter the behavior of students from learning to experiencing. It was an ideal that people could get behind and feel proud of. Students were immersed in their educational experience and really embraced the involvement theory. With this shift, colleges were far more enticing to people from all walks of life and students were able to start anew and be the person they dreamed of. Of course, catering to the "Collegiate Ideal" and the student that it produced required institutions to really step up. Faculty and student affairs professionals were required to really become far more educated on the type of student that was now on the campus. Considerably larger sums of funding needed to be dedicated to expanding programs, allowing baseline measures and assessments. They also needed to focus funds on attracting students through expanded libraries and staff with a higher academic pedigree. All of these efforts were important factors in the student choosing an institution in this age. Institutions also found ways to try to bring in a more diverse palette of students instead of simply segregating them and turning a blind eye, seeing that diverse pools of students increased the value of the institution itself.

Paper For Above instruction

The concept of the collegiate ideal, originating between 1890 and 1920, played a significant role in shaping American higher education and continues to influence its contemporary landscape. During this period, the "college man" and "college woman" emerged as ideal figures representing the aspirations and virtues that American society desired in its educated populace. The collegiate ideal was rooted in the belief that higher education should not merely transmit knowledge but should also cultivate the moral, social, and physical development of students, creating well-rounded individuals prepared to contribute meaningfully to society.

This era marked an important transition from classical education models focused narrowly on intellectual and religious training towards a broader developmental paradigm. The rise of the "whole person" concept emphasized moral integrity, leadership, social responsibility, and physical vigor alongside academic achievement. This holistic approach served as a catalyst for increasing the undergraduate college population, as institutions advertised their commitments to shaping character and fostering personal growth, appealing to a wider demographic seeking more than just vocational training or scholarly expertise.

Several political, cultural, and economic factors contributed to the proliferation of the collegiate ideal and consequently to enrollment growth. Politically, the Progressive Era underscored ideals of social reform and civic responsibility, aligning with the notion of education as a tool for cultivating responsible citizens. Culturally, the recognition of education as a means of personal uplift and social mobility resonated deeply with American values, attracting diverse groups seeking upward mobility through schooling. Economically, the expansion of industrial capitalism and increased wealth created more resources for higher education and a burgeoning middle class eager to attend college as a pathway to prosperity.

However, the implementation of the collegiate ideal also posed challenges. For institutions, balancing the ideals of broad development with financial sustainability was complex, especially as expanding programs required more funding. Attracting a more diverse student body disrupted traditional methods of admission and risked resistance from established elites wary of change. Additionally, the push for inclusivity, although progressive, was limited and often entangled with racial and gender discrimination, which intermittently hindered the democratizing potential of higher education.

The rise of the "college man" and "college woman" reinforced societal expectations of ideal qualities—leadership, moral uprightness, and service. These archetypes served as models for student behavior and shaped recruitment strategies, influencing the growth of college populations. Consequently, colleges became more professionalized, establishing faculty and administrative structures dedicated to fostering these ideals. This professionalism, in turn, promoted the expansion of libraries, research facilities, and extracurricular programs, all meant to cultivate the complete individual.

Furthermore, as institutions endeavored to diversify their student body, they faced the complex challenge of balancing meritocratic principles with existing racial and class barriers. While efforts to recruit students from various backgrounds increased the socio-economic diversity of college populations, systemic inequities persisted, and access remained uneven for marginalized groups. Nevertheless, these efforts laid essential groundwork for the ongoing evolution of higher education toward inclusivity.

In conclusion, the collegiate ideal of 1890-1920 was instrumental in transforming American higher education into a developmental, moral, and social enterprise. Its emphasis on shaping "whole persons" contributed to increased enrollment and institutional growth, while also confronting political, cultural, and economic challenges. The enduring influence of these ideals continues to shape modern higher education, emphasizing holistic student development and the societal role of the college experience.

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