Presidential Transition: Tested: Why Conservative Students Get The Most Out Of Liberal Education | Reimagining American Institutions | Hoover Institution

Talks from the Hoover Institution

Wednesday, February 19, 2025

Hoover Institution | Stanford University

The Hoover Institution Center for Revitalizing American Institutions webinar series features speakers who are developing innovative ideas, conducting groundbreaking research, and taking important actions to improve trust and efficacy in American institutions. Speaker expertise and topics span governmental institutions, civic organizations and practice, and the role of public opinion and culture in shaping our democracy. The webinar series builds awareness about how we can individually and collectively revitalize American institutions to ensure our country’s democracy delivers on its promise.

The fifth session discussed Tested: Why Conservative Students Get the Most out of Liberal Education with Lauren A. Wright and Brandice Canes-Wrone on Wednesday, February 19, 2025, from 10:00 - 11:00 am PT.

Recent critiques of America’s elite universities have aptly asserted that college students are being coddled and shielded from points of view they disagree with, setting them up for failure. But this depiction excludes the starkly divergent experiences of conservative students, who face extraordinary intellectual and social challenges inside and outside college classrooms. These obstacles are double edged: while they expose conservative students to adverse and sometimes hostile social environments, decades of psychology research also shows they may ironically impart educational advantages by forcing conservative students to defend their points of view. Are conservative students being better prepared than liberal students for life after college by constantly engaging in a more rigorous mode of thinking? This is the first ever ethnography of conservative college students at the best universities in the United States. Featuring hundreds of interviews with students and faculty, it fills a gap in timely conversations about intellectual diversity in higher education.