Ghanaian society often judges individuals based on the prestige of the schools they attend and the career paths they choose. This focus on labels, rather than actual abilities, shapes how respect is given and how people see themselves.
The debate heated up recently after a student called the National Science and Maths Quiz a "show-off." This opinion led to comparisons with a Harvard graduate, highlighting a trend where respect is linked to perceived elite education. This ingrained bias starts early, with teachers and parents reinforcing the idea that only "serious" students attend certain schools or take specific courses.
This hierarchy of respect is a long-standing issue in Ghana. "Category A" secondary schools and fields like medicine or law are highly admired. In contrast, less "prestigious" schools and creative or technical fields are often dismissed. This system influences how society distributes value and how individuals measure their own worth. Past events show this bias, where a student's views were judged based on their school affiliation, not the merit of their ideas.
The author shares a personal story of attending "Harvard College" in Kokomlemle, Accra, not the renowned American university. This experience highlights the societal pressure to attend well-known institutions. The author's first choice was Accra Academy, seen as a symbol of prestige. However, family circumstances led to a different educational path, illustrating how life events can disrupt carefully laid plans.
During the Basic Education Certificate Examination (BECE) school selection in 1999, a clear hierarchy existed among students. Those who chose "top" schools were considered more intelligent. Students selecting less popular schools faced ridicule, and course choices also dictated perception. General Science, Business, and General Arts were seen as for "serious" students. Visual Arts and Technical courses were unfairly labelled the domain of those considered less capable.
Financial hardship prevented the author from attending their preferred Accra Academy. After a family illness, the author's father could no longer sponsor their education. Attempts to raise funds failed, and the opportunity at the academy was lost. To avoid a lost academic year, the author's mother suggested a private school, Harvard College. The author initially resisted, seeing it as a sign of failure and fearing judgment from peers.
Internalised beliefs that private schools were for less academically inclined students also played a role. However, persuasion from family and a pastor eventually led to reluctant agreement. Years later, teaching Social Studies in an Accra junior high school revealed the same deep-seated patterns. Students continued to judge each other based on school and course choices, with those aiming for prestigious paths looking down on others.
One incident after the 2005 BECE results left a lasting impression. The author's school achieved outstanding results, particularly in Social Studies. This success demonstrated that academic excellence and high achievement were possible regardless of school reputation, challenging the prevailing notion that only certain institutions could produce top students.