In contrast, at the private school I attended for the last two years of high school, my classmates thought about what they wanted to learn in college, not only what they wanted to become. Some knew medical or law school loomed in the future, but they thought about the work in a different way. My privileged classmates enjoyed money, from what I could tell. A few reveled in their cars and clothes, but most appeared to take it for granted. They didn’t talk about it. Instead, a future doctor talked about working at the CDC to fight public health epidemics. A future lawyer envisioned starting a defense firm to provide a service to the hometown community. Most of us wanted to do something special.

My students’ fantasies of the actual work they’d do in a well-paid professional capacity are vague by comparison—practicing law without knowing the difference between civil and criminal litigation or how to prepare for law school, doing business without an understanding of the nuts and bolts of entrepreneurship. While the vagueness stems from the lack of models in their communities, it also comes from the lack of imagination with which mentors have addressed their professed college plans. Students hear that being a doctor is great because doctors can make money, enjoy respect, and have a great life.They don’t hear that being a doctor is great because doctors possess the expertise to do great things.

When schools deemphasize the intellectual benefits of higher education, students become less imaginative about their futures.

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