Wolfson College, one of Oxford University’s 38 constituent colleges, is the largest graduate college in Oxford. Known for its egalitarian approach to education and informal, multicultural atmosphere, the college encourages students to freely engage with Fellows and welcomes a diverse body of international students.
With programs in the humanities and sciences, Wolfson offers interdisciplinary “research clusters” that allow students to draw on several areas of study. Many pursue research programs in such fields as the ancient world, quantum foundations, and South Asia research.
Close to 50 scholarships exist to help Wolfson College students, including the Charlie Perkins Scholarship, which waives tuition fees, and the Clarendon-Wolfson Scholarships, which cover up to three years of study. More information can be found at www.wolfson.ox.ac.uk.
About the Author:
A Harvard Law School graduate and an attorney for more than 35 years, Theodore H. Friedman was appointed Visiting Fellow and Scholar of Wolfson College at Oxford University in 2002. He has taught at the Hebrew Law School and has been invited to lecture at Columbia Law School.
According to a recent piece in the New York Times, exam schools such as the Bronx High School of Science and Stuyvesant High School benefit working-class students. This assertion wouldn’t come as a surprise to New York attorney Theodore H. Friedman. Friedman, whose mother worked as a union organizer in New York’s garment district, attended the Bronx High School of Science in the 1940s.
Friedman then worked his way through an undergraduate program at the University of Michigan and through law school at Harvard. Now a successful New York attorney, his experience is not unique. Most exam-school students come from middle- or working-class homes, and minorities and immigrants are overrepresented among their classes. For many, exam schools are the only possible escape from failing neighborhood schools.
In general, these schools accept only the top 1 percent of U.S. students. Many applicants fail to make it through the screening process, as space is limited. The article in the New York Times argues that this should encourage us to open more of these schools. A common counter-argument is that bright children will succeed wherever they are, but are these children really succeeding if they’re not allowed to reach their full academic potential? Or could New York see more success stories like Theodore H. Friedman?