Academic Exploration Is Harder for Low-Income Students. Harvard Must Fix That.

Harvard College currently offers 50 undergraduate fields of study, but for low-income students like myself, this wealth of options rarely feels accessible.

For many, the choice of what to study isn’t completely driven by passion — it’s often a matter of financial security.

While some students feel pressured to declare majors that are more “practical,” others feel scared to interact with subjects that are less familiar — or enroll in difficult courses in general — for fear of harming their grade point average.

I’ve personally felt the pressures of taking courses in practical subjects, and while I feel like I’ve still been able to take classes I find interesting, I know many of my peers have not.

Low-income students often find themselves weighing their interests against economic stability, narrowing the possibilities for academic exploration. Their decisions are influenced by the constant pressure of having no safety net.

This lack of fallback options impedes students’ ability to take full advantage of the educational opportunities that institutions like Harvard provide.

Ultimately, the unrealistic narrative surrounding college as a time for exploration and trying new things reflects deep systemic inequalities, impacting not just what students study but the entire college experience: Opportunities that do not contribute to professional success are less accessible when low-income students feel constant pressure to excel.

But the low-income experience doesn’t need to be this way: By providing low-stakes opportunities for true exploration, Harvard can improve many students’ academic experience.

For one, Harvard can begin by reintroducing shopping week. This week — which used to exist before faculty voted to remove it — allows students to sample different courses, interact with professors, and pique new academic interests before officially enrolling. This approach fosters an environment of exploration, allowing students to find their true academic interests before the pressure of assignments and grades sets in.

Another strategy is to implement a pass/fail grading system for all courses taken during the first term, similar to MIT’s approach. This system alleviates the anxiety associated with standard grading, allowing students to focus on learning without the pressure of maintaining a perfect GPA.

By easing undergraduates into college, students can experiment with a wider range of subjects, giving them the freedom to discover what truly excites them.

Departments on campus should also host targeted events for low-income students to promote transparency around different concentrations and highlight post-graduate opportunities, helping them make informed decisions about their futures.

Finally, by offering financial aid for Harvard’s summer school programs, Harvard could provide its students the opportunity to explore different concentrations or catch up on their course of study.

Attending Harvard is an undeniable privilege, but it’s crucial to recognize that this privilege presents itself differently for each student. For some, it means freedom surrounded by resources and support. For others, it involves gaining access to an education that may not align with their passions or interests, simply because they feel the pressure to choose a more secure path.

Low-income students pushed harder than anyone to get here. Harvard needs to make it easier for them to succeed — not just by solely acknowledging their backgrounds but by supporting them too.

Naftali T. Horowitz ’27, a Crimson Editorial editor, is a double concentrator in Economics and Government in Cabot house.