https://www.nationalreview.com/magazine/2024/02/campus-idleness-has-bred-extremism/?utm_source=recirc-desktop&utm_medium=homepage&utm_campaign=river&utm_content=featured-content-trending&utm_term=second
This article appears as “Idle Minds” in the February 2024 print edition of National Review.
The political consequences of campus sloth
‘Don’t these people have something better to do?” It’s a question I’ve been asked repeatedly in recent years as students and faculty at prestigious colleges have beclowned themselves.
In the wake of Hamas’s barbaric assault on Israel, the moral turpitude on campus has gotten the lion’s share of attention. But there’s something that gets far less attention than it deserves: How do these people have the energy to carry out this insanity? Where do students at Stanford, Columbia, Princeton, Cornell, MIT, and Yale find the time to tear down posters of kidnapping victims, bully fellow students, cheer calls for genocide, conduct sit-ins, and make all those pro-Hamas posterboard signs? Don’t they have classes to attend and work to do?
The surprise is that these students don’t have all that much work to do. Many are bored, and all that time on their hands may give them an appetite for mischief. Many are lonely. The surgeon general recently warned about an American “epidemic of loneliness and isolation,” particularly among those ages 15 to 24. In that age group, time spent in person with friends has plunged by 70 percent since 2003, down to an average of 40 minutes a day in 2020. College-age youth are spending five or six hours a day online, surfing videos, gaming, and scrolling social media. And few have jobs. In the 1980s, 40 percent of America’s college students worked full-time (35 hours or more); by 2020, that figure had fallen to one in ten. There’s also been a substantial decline in students working part-time. In 1995–96, 42 percent of undergrads held part-time jobs (34 hours or less). By 2018, that number was down to 30 percent.
The restlessness is less pervasive at regional institutions and community colleges, where students are far more likely to attend part-time, live at home, be older, and have kids or jobs. Among community-college students, nearly a third work more than 30 hours a week and 15 percent have two or more jobs. Students are far less likely to hang out in dorms or on a manicured quad and are more focused on transportation, work schedules, and child care. At these institutions, the vibe is more about getting down to business than gearing up for trouble: Busy students just don’t have as much leisure for performative rebellion. Tellingly, the National Association of Student Personnel Administrators’ report on “Advancing Racial Justice on Campus” quoted an official at one “commuter school” who fretted that, absent “formal outlets set up for consultation, support, or awareness of what advocacy can be,” busy students will “just go home at the end of the day.”
The nation’s 200 or 300 elite colleges and universities constitute only a small slice of American higher education, but they have an outsized impact on the nation’s culture — and serve as the pipeline to America’s executive suites, law firms, and elected offices. At Harvard and similar schools, some 98 percent of undergraduates live on campus, basting in a progressive hothouse where there’s a patina of intense busyness but not much actual work. This is a recipe for alienated, aimless students to fuel the toxicity that has seeped out from colleges and into American institutions.
