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In a three-part series with The New York Times, Janet Lavin Rapelye, Princeton University’s Dean of Admissions, took questions from readers regarding the admission process at one of the nation’s most prestigious universities. The question of geographical diversity and the importance of location in a student’s application came up in one of the sessions.

Where a student lives often has a direct impact on the types of opportunities that are available, whether it be the quality and competitiveness of his or her school, the coursework offered, accessibility to internship and volunteer experience, and so on. Because where a student goes to school is often dictated purely by the city he lives in (and within that, by district lines), most people would argue, with good justification, that the geographic location ought to be given weight in an overall application. After all, these are factors outside of the student’s control. A 16-year-old from Clarence, Louisiana (Population: 500), who lacks a car and means of transportation, will not have access to the same opportunities that a 16-year-old living in New York City (Population: 8.2 million) might have. The New York teenager not only has access to work and volunteer opportunities that Ivy Leagues look so favorably on; he more importantly has use of the city’s metro system. Even if both students were equally bright and equally gifted, they are not on the same playing field by nature of the city that they happen to have been born in and raised.

These concerns were addressed in Rapelye’s response, where she noted that in looking at an individual application, “we ask ourselves whether students have taken advantage of what their setting offers … we give full consideration to any applicant who has been unable to pursue the recommended studies as long as the student’s record shows promise, initiative and intellectual curiosity.”

Specifically addressing the issue of geographic diversity and whether Princeton makes a conscious effort to accept students from a range of geographic locations, Rapelye’s response was diplomatic. While she acknowledged that the university hopes to attract students from across the country and even the globe, she warned that coming from a unique location would not, in of itself, guarantee an acceptance or even present an advantage.

The take home point from Rapelye’s answer is that geographic location, in of itself, is not a determining advantage or disadvantage in a student’s application. Instead, students are evaluated on whether they have made the most of the opportunities presented to them – whether that be limited or expansive.

While Rapelye’s response maybe have been politically correct, we question the feasibility of a university that receives thousands of applications annually to be able to intimately know every hometown and suburb of every applicant it receives. And yet, this is the kind of knowledge that would be necessary to accurately assess whether a student has taken full advantage of the opportunities presented to him of her. Even a city’s size or population may not be an across-the-board indication of a student’s access to various cultural experiences. So while Rapelye’s answer is expected – no university wants to be seen as favoring applicants based solely on zip code – there are real questions over how that principle would play out on a practical level. When it comes down to it, we’re willing to bet many admissions officers who are short on time will rely on SAT scores, grades, and the number of AP courses taken as the primary decision factors in a student’s application.

Do you feel that geographic location has impacted the opportunities available to you as a student? Do you think that universities should consciously factor in the location of a student when evaluating their application? Let us know in the comments!

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