Entering the university in the current era is not a seemingly simple task, however, there are complex aspects that are often difficult for outsiders to experience. Originally, the school was supposed to be the most just and pure place.
Even at the primary and secondary school levels, the solution to the problem is not based solely on academic performance, especially once you enter university, the benefits are even more complex. Whether it is honor or actual material rewards and subsidies, they are like a "demon mirror", reflecting human nature.
On campus, class cadres wearing gold pixiu receive poverty subsidies, while low-income students are not selected. At some point, the "wall" has become a channel for college students to vent their frustrations or seek exposure. Many of the problems are not new, but the Internet has made their "exposure" more obvious.
The criteria for granting and scholarship to students living in extreme poverty have always been a topic that is easy to arouse debate among students in universities. When I was in school, the counselor especially reminded everyone before the final exam: don't try to plagiarize, and don't allow others to plagiarize you.
Because the score is directly related to the later evaluation results, a small difference may cause others to receive the subsidy that originally belonged to you, so don't complain to the teacher at that time.
I think the counselor's words are quite reasonable. Scholarships are based on merit and attendance, which is relatively easy to identify. However, there are many more elements involved in the special hardship allowance.
At present, most colleges and universities have set up a fixed quota, and it is not possible for anyone to apply with the materials to distribute the whole place. There is not only a limit to the number of subsidies, but also different levels, and the amount of money received also varies.
Theoretically, the grant should be divided into "very difficult", "moderately difficult" and "generally difficult" according to the level of hardship in which the student is in difficulty. However, in the real world, the process of determining which level a student belongs to, or whether they should receive a grant, becomes quite complicated.
A college student from Changchun exposed the situation of his college to the blogger. He pointed out that the school's counselors allocated almost all the subsidized places to the class leaders, but the low-income students in the class who really needed help were not selected.
The student said that the class cadres did not show any signs of difficulty, and some even wore pixiu made of gold to receive subsidies. This situation seems ironic, but there is nothing to be done.
Students questioned how the counselors were selected. They wonder why they can't give grants to students who are really in need, is that complicated?
Wearing a gold pixiu to receive a subsidy, imagine that it is indeed a bit laughable. But to be honest, some people may really "love money and get rich". Students had expressed their concerns to their teachers, but counselors explained that the selection criteria were based on "overall performance".
This means that the selection list is not based solely on the hardship of the family's circumstances, but on factors such as grades and usual performance. However, this explanation also failed to satisfy the subject, because several low-income students usually behave normally and rarely fail their courses. Why are all the class cadres selected? Isn't this obvious partiality?
Many students in the comment section said that a similar situation existed in their classes. Students who are labeled as "poor students" often do not face substantial hardship. They may use cell phones, cosmetics, and more fashion-conscious clothing and shoes than their average classmates.
For these students, receiving the grant money is not to relieve the pressure of survival, but to easily add a "small gift" to themselves. Many students bluntly said that they felt that this was unfair, and questioned the selection criteria of the counselors, why can't they help more students who are really facing difficulties?
It has been asked whether this is a common problem in vocational schools? The crux of the problem may be that the counselors and teachers have different management styles, or that there are differences in the construction of campus culture. Even in undergraduate colleges and even some prestigious schools, a similar situation may exist.
Some counsellors may think that their management style is very reasonable, and their reasons are as follows: the adult world cannot fully explain everything in terms of "truth". From their point of view, students from disadvantaged families should be considered first and foremost, rather than factors such as participation in class leadership and personal relationships with counselors.
If we put ourselves in the teacher's shoes, we may come to the opposite conclusion that it is more reasonable to consider "a combination of factors". Because the counselor needs to manage the college students in the department, whether the students are willing to cooperate and can help reduce her stress becomes an important dimension in evaluating "good performance".
Therefore, it is natural for teachers to think that in order to receive school subsidies, they should not only consider the level of poverty of the family. If the conditions are difficult, but there is a willingness to put effort and energy into the class, and there is no willingness to assist others, then there is less willingness to receive a grant.
In contrast, class leaders need to participate in various affairs in normal times, and devote more time and energy than ordinary students to assist teachers in completing management work and various school activities. Give them some preference when judging, and the teacher will find it reasonable.
Conclusion: Interpersonal relationships in college are more complex than in primary and secondary schools, not because people used to be more "kind", but because there are more conflicts of interest. Scholarships and grants are real money, and it is easier to expose conflicts between students.
From the selection methods and criteria, we can also get a glimpse of the fairness of teachers and schools. In general, there may be only one way to solve these problems: if you want to get them, you need to follow the "rules" of your environment. However, if the teacher gains an advantage in private, it is hoped that this improper behavior will be rectified by the superiors.
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