By Alexandra Hudson
Wednesday, April 27, 2016
The dynamism and opportunities on offer in America’s
economy are shadowed, unfortunately, by a surprising lack of social mobility at
the lower rungs of the income ladder. Because of persistent barriers to social
mobility, often the perverse result of federal antipoverty programs, the
children of the poor tend to stay poor. The single best way to overcome those
barriers is to get a good education, and no education is complete without
social skills. Manners matter.
“Good manners will open doors that the best education
cannot,” said Supreme Court Justice Clarence Thomas, who rose from humble
beginnings to the nation’s highest court. The “fine art of getting along,” as
Dale Carnegie famously called it in How
to Win Friends and Influence People, may be the form of “capital” that is
most readily teachable. An education in social skills could be an effective way
to overcome social inequalities.
People can develop the social skills necessary to create
the network of relationships that constitute social capital. Social skills can
help students form relationships with people from all backgrounds, not just
their own. This is important, because social science demonstrates a correlation
between economic success and having relationships with people of diverse
backgrounds.
Thankfully, evidence indicates that social skills can
contribute to the economic and professional success of disadvantaged groups:
Recent research by David Deming at Harvard shows that the social skills women
generally possess have contributed to the narrowing gender gap in the labor
market since the 1980s. Everyone stands to benefit from improving his social
skills — which are often necessary to make use of the knowledge learned in
school. But Deming’s study suggests that such improvement could also be an
effective way of overcoming disadvantages many students and people experience
early in life.
Deming’s work corroborates Harvard sociologist Anthony
Abraham Jack’s study of the challenges disadvantaged students face when they
begin college. As Jack wrote in an op-ed for the New York Times last fall, such students are often unaware of the
“hidden curriculum” of “unwritten social expectations” that govern academic
environments. Their struggle to navigate new social norms in these environments
puts them at a disadvantage, especially when compared with the “privileged
poor,” as Jack calls them, or students from disadvantaged backgrounds who had
the opportunity to attend elite primary and secondary schools on vouchers or
scholarships.
Jack notes: “Elite colleges effectively hedge their bets:
They recruit those already familiar with the social and cultural norms that
pervade their own campuses.” Those that are not familiar with these norms do
adjust, “but acclimating to the social side of academic life takes time,
potentially limiting their access to institutional resources and social
networks,” he says. “Academic life is inherently social.”
Jack recommends that schools make their “hidden
curriculum” less opaque. Colleges could offer, for instance, pre-orientation
programs that helped students acclimate to campus life and taught them how to
develop relationships with peers, professors, and university administrators. In
this vein, six low-income students from Milwaukee’s St. Marcus Lutheran School
will benefit from Dartmouth College’s initiative to nurture intelligent
students who come from overlooked environments. The six students will visit to
Hanover, N.H., in May to observe college classes, meet professors, and get
advice from college students. The hope is that they will return to Milwaukee
inspired and motivated to finish high school. This excursion will help the St.
Marcus students learn what an Ivy League university expects academically, but
also what social norms and personal habits the school inculcates in its
students.
Cristo Rey High School, a network of schools that began
in Chicago in 1996 and has since grown to include 30 schools serving more than
10,000 students, is also an instructive example. Most of the students in the
network come from families of limited means (with an average household income
of $35,000 per year); each student’s cost of education is partially financed
through his job placement at a local company. The students assume entry-level
roles, and their entry-level salaries go to the school to offset the costs of
their education.
In preparation for real-world work environments, during
the summer, 14- and 15-year-old high-school freshmen undergo a four-week
intensive training in social and work skills: the Summer Bridge Program, or
“First Impressions 101,” as 60 Minutes
referred to it. In this course, students learn how to give a firm handshake,
how to introduce themselves, how to maintain eye contact and smile during a
conversation, and how to dress and present themselves for success. I spoke with
a rising sophomore from Cristo Rey, Luciana, who enthused: “I’ve never felt
more confident in myself and my ability to interact with others. Knowing that I
can and have worked with grown professionals makes me encouraged to do so in
college and beyond.”
Initiatives such as these are crucial, as national data
on college graduation rates for black and minority students demonstrate the
need for schools and colleges to do all they can to prepare their students for
success: Black students beginning college from 1997 to 2007 were about 20
percent less likely to finish within four years than were their white peers,
and Hispanic students were about 10 percent less likely.
As useful as soft skills are in navigating academic
institutions, they are indispensable to success in the working world. Whether
making deals over power lunches in the upper echelons of business or getting
jobs via the referral system on which many blue-collar tradespeople rely,
workers depend on their social networks — made possible through having good
manners — to achieve success.
Some might claim that emphasizing social skills among
ethnic-minority students is nothing more than cultural colonialism. After all,
who is anyone to assert that Western and predominately white codes of conduct
are superior to those of other cultures or minority communities? But embracing
the social skills necessary to succeed in the culture in which one lives does
not require the abandonment of previous cultural and social identities.
Teaching Spanish to a native English speaker residing in Latin America does not
imply that English is useless. Acquiring the ability to communicate in a local
tongue is simply a necessity for success. Furthermore, many characteristics
that are required to develop social skills — such as the self-restraint needed
to listen more than speak, the discipline necessary to show mutual respect, or
the selflessness required to show genuine interest in and kindness to others —
are valued across time and cultures because of their utility in fostering
harmonious human interaction in virtually any society.
In further examining this critique, Tamar Adler’s A Manners Manifesto, published last year
in the New York Times, is
instructive. Adler noted that throughout history, manners and notions of
“proper” social conduct have been exclusionary, causing many in our democratic
era to reject their utility today. But, she argued, there is good sense in
keeping rules that actually “help us to be
good rather than seem good. Whatever
unites merits keeping, and what divides can be folded and stored away with the
linen too old and ornamental to use.” She also noted that manners concern more
than social pleasantries — they preserve human dignity. The 19th-century
abolitionist William Wilberforce wrote, “God Almighty has set before me two
great objects, the suppression of the slave trade and the reformation of
manners.”
In essence, opposing slavery and promoting manners are
similar: They are fundamentally about respecting the dignity of other people
and learning to put others before oneself. In this, they help curb the impulse
to dominate. Teaching people to respect others and show interest in their
opinions and experiences, especially when they are different from their own,
begins with teaching the value inherent in each human being.
By developing manners and social skills, Americans of all
backgrounds will be better prepared to meet the expectations of the society in
which they live. This is advantageous on many levels — most significantly by
contributing to a fairer playing field for one and all.
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