Conversations about how to increase higher education opportunities for lower income students, especially those designated as “minority” students, are often premised on the very logic that sustains inequality in the first place. So, for instance, there is much talk about how institutions like Harvard might do better in recruiting and graduating more students from lower income brackets. But implicit—well, actually, explicit—in this conversation is the idea that a “quality” education can only be obtained by those students if they go to elite institutions, in systems that effectively replicate the conditions of inequality that serve to keep out the populations they represent. Similarly, in reporting on the feasibility of vocational training versus college educations that, supposedly, don’t benefit students, the general analysis goes something like this: there aren’t enough jobs that require, say, silly stuff like the humanities, with all that useless knowledge about poetry, and they’re coming from institutions that don’t prepare them well for college anyway, so . . . let’s just track them into vocations! STEM!