assitant needed E
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Caroline Carter
Professor Michaelson
Composition 2
18 January 2015
Year by Gap Year
Every fall, masses of students enter college energized by the endless possibilities of their
futures. They’re a part of a generation that’s been told even the sky is no limit to their potential.
They can be rocket scientists, or movie stars, or future presidents. In individualistic cultures that
encourage young people to be anything, it seems strange that they should be pushed into the
prescribed path of a four-year college education. This makes a belief in the absence of
limitations somewhat of a fallacy. Success is still contingent upon conformity to social norms;
however, a growing number of freethinking youths are modifying their post-high school
education by adding in what has been coined a “gap year.” Rather than heading straight off to
college in the fall, these young adults take a year off from formal education to take on a new type
of learning which comes solely through first-hand experience. During this year off, “gappers”
may spend time in the work force, pursue a suppressed passion, or most popularly, volunteer in a
foreign country. Despite all the personal reflections detailing the positive impacts of taking a
gap year, many discount the benefits with a list of harms this break could impose on gappers.
The practice of taking a gap year has been traced back to what was once called “The
Grand Tour.” Beginning in the late 1600s, it was common practice for well-to-do British
aristocrats to spend some time traveling and exploring towards the end of their teen years
(O’Shea 565 – 566). This trend fell out of favor less than 200 years later, but was eventually
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replaced by an organized gap year industry. Now, instead of rounding up a few horses and
servants and traveling wherever the wind blows, gappers are likely to buy a pre-planned gap year
package through a specialized gap year agency. The oldest of such firms was established in the
UK in 1967 (O’Shea 567). All in all, 47 years is not long, but in comparison to the United
States, which only took real notice of this practice in the last decade, Britain has quite a head
start. It is estimated that each year 250,000 Brits travel to 200 countries through 800
organizations to take part in the gap year experience (O’Shea 566). In staggering comparison is
the mere 3600 estimated US gappers. This figure is according to a recent survey of 300,000 first
time freshmen at four-year colleges and universities conducted by the Higher Education
Research Institute at the University of California, Los Angeles (Shellenbarger 1-2). Stanford
University also reports small numbers; only 20-30 students defer admission to this gap-
advocating university each year (Frederick 1). Since 2009, Stanford has offered a full-ride
international volunteering gap year program helping to lead other major institutions in
developing their own formal deferment policies (O’Shea 566). Amherst College, MIT, the
University of North Carolina, and Tufts University have all created their own variation on
Princeton’s policy (Shellenbarger 2; Loftus 1; Hoder 1). It seems these modernizations have
made a real impact on bringing the gap year into mainstream awareness. From 2012-2013, the
American Gap Association saw a 27% increase in enrollment and from 2006-2010, the number
of gap year fairs held nationwide quadrupled to a current count of 30 (Loftus 1; Shellenbarger 2).
While the number of young people taking the gap year route has increased in the United States in
recent years, the ratio of students taking an interest to the students actually choosing to take a
year off is small. This begs the question of whether a gap year is really beneficial or if the
students just fear deviation from the norm. Why is a program Britain has celebrated for centuries
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and funded with $829,000 failing to catch on to the same extent across the pond (Britain)? And
why is the interest just now peaking?
A gap year can be spent in a number of ways, the most popular of which are traveling,
volunteering, and working to save up for college. Some gappers take internships, focus on a
passion in the arts, or develop their entrepreneurial skills through building or expanding a
business. This was the case for George Burges who used his year off to grow the app business
he started while in high school (Frederick 2). Also choosing to focus her time on a single effort
was Olympian Rachel Flatt who postponed her college experience to focus on figure-skating
(Frederick 2). Another option is the one taken by current Stanford student Caroline Hodges who
chose to diversify her experiences during the year. Hodges apprenticed at an organic farm in
Connecticut, interned at the Palo Alto daily news, volunteered and traveled in South America,
and finished her year off as a counselor at a summer camp for social and environmental justice
(Frederick 1). Others like Jules Arsenault of Bethel, Maine work for half the year raising funds
to pursue interests during the second half (Hoder 2). The experiences gappers pursue are
definitely unique, but what has even more variation is the reasons cited for doing so. Some take
time to satisfy their wanderlust, others want real world experience outside their sheltered homes
(Purnell 1), and still others are trying to escape from conflict at home (O’Shea 568). Some
gappers are taking time to stabilize their financial situation and/or academic goals, some are
holding out for a better college (Purnell 1), and others are just looking for a little fun (Hoder 2).
Perhaps the rarest reason cited in the US is the fulfillment of required military service. This is
only a reason for international students from countries such as Singapore or Israel (Frederick 1).
The most common, according to Karl Haigler and Rae Nelson, authors of The Gap Year
Advantage, are to find out more about oneself and to recover from academic burnout
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(Shellenbarger 2; Loftus 2). Self-discovery is a central conflict of young adult life which even
Henry David Thoreau believed should be contemplated through a break from social pressures
which distract people from their true selves. High on the list of pressures for high school seniors
is making grades in order to be accepted into a top-rate college. This pressure can
understandably cause burnout which will take away the zeal for learning. No matter the reason
or path, the choice to take a gap year is important and all sides of the issue must be considered.
Proponents of gap years unarguably present an attractive image of a gap year. They
present it as an affordable opportunity for personal development as well as the development of
skills for college and the job market. Evolution of the gap year has turned its 17th century
reputation as a rich man’s vacation into a modern reputation as a possible option for any high
school graduate regardless of their socioeconomic standing. Even some elite colleges
traditionally attended by only the wealthy offer scholarships for incoming students hoping to
take a gap year. Such schools include Princeton, the University of North Carolina, and Tufts
University (Hoder 1). At Tufts, the gap year program is called “1+4”, meaning one year off is
added before the traditional four years to make up the complete bachelor’s degree experience.
Other non-collegiate organizations also offer scholarships to gappers. AmeriCorps, City Year,
and WWOOF-USA are all volunteer organizations intended to provide opportunities for youth to
volunteer. These groups pay for room and board in exchange for volunteer service (Hoder 2).
City Year even pays a salary, and at the end of a volunteer’s period of service, provides a $5000
scholarship toward their collegiate studies (Shellenbarger 3). Other affordable options can be
found through First Abroad, a business focused on travel rather than service. This company
offers gap year packages as low as $879 (Loftus 3). Besides the upfront cost of taking a gap year
is the potential cost of not taking it. The amount of self-discovery which proponents say gap
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years facilitate can be enough to cause even the most decided students to change direction in
college. Monika Lutz of Boulder, Colorado spent time working with solar energy in India during
her gap year. Upon returning, she noted, “If I hadn’t gone on a gap year, I might have spent four
years and $200,000 on tuition to end up in that same country and find out the same thing… I’m
not ready. I can’t dedicate my life to this yet” (qtd. in Shellenbarger 1).
The personal development which gap year supporters speak of is many-faceted, but is in
essence divided into two categories: development as a citizen and development as an individual.
The first is most evident in gappers who travel internationally as they develop a sense of global
citizenship. For Caroline Hodges, this was a very humbling experience. “I would meet people
who had no idea what it meant that I was from California, or that I was going to Stanford next
year, or that I was taking a year off ,” she said (qtd. in Frederick 2). Upon returning to their home
country, people also report a greater sense of patriotism and appreciation for their own country
(O’Shea 571) as well as greater involvement in the community (O’Shea 569). This is possible
because they now have a reliable and real base to compare their “norms” to. Through objective
questioning of another culture, answers must be found to justify one’s own culture as well.
Interestingly, instead of backing one type of culture and condemning all others, proponents
maintain that gap years actually foster greater tolerance and sensitivity to other views (O’Shea
571). Even without leaving their hometown, a gapper will develop a great base for comparison
by being in the real world. This type of comparison is also the key to developing as an
individual. Many gappers report increased self-efficacy (O’Shea 569). They feel more confident
and able to make decisions. Reportedly, taking time to think about and set personal goals has
clarified personal views for many takers of gap years (O’Shea 571). According to an empirical
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analysis by Joseph O’Shea of Oxford University’s Department of Education, the most common
change in values is a decrease in materialism (570).
All of the development undergone during a gap year can be summed up as “maturing”.
This is what some educators are saying of students who deferred their enrollment in order to take
a gap year; they are more mature, engaged, and ready to move forward (Hoder 1). According to
Robert Clagett, former senior admissions officer at Harvard, there is also a general increase in
GPAs. Clagett’s findings show that gappers earn GPAs an average of .15 - .2 points higher than
their non-gap peers (Hoder 2; Loftus 2). This is likely due to higher motivation, an Australian
study of 2502 students which was published in the Journal of Educational Psychology in August
of 2010 asserts (Shellenbarger 2). Supporters believe taking time away from the classroom
renews the excitement for learning which “burnout” took away (Hoder 2). This is supported by
Ben Parker of Glencoe, Illinois. As a senior in high school, Parker quit his lacrosse team and let
his grades slip. Citing burnout as his reason, he took a gap year. Upon entering the University
of Iowa in 2009, Parker earned his best grades ever, joined the mock trial team, and even became
editor of a campus literary magazine (Shellenbarger 2). Parker is part of the 90% of gappers who
proponents say do return to college after their year off (Shellenbarger 3; Loftus 3). Failure to go
on to college after taking time off and failure to get back into the traditional academic routine are
some of the biggest concerns cited by parents, but gap year advocates say not to worry as the
majority of students can easily pick up where they left off (Purnell).
All the increased focus and maturity directed into schoolwork can later be directed into a
career. According to a recent poll by Northeastern University, 9 of 10 business leaders don’t
believe college graduates are ready to enter the job market (Selingo 1). Those championing the
gap year say it is the way to become ready. Those choosing to join the work force during their
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year off gain experience that will look good on a future resume (Purnell) and all gappers,
whether it be from working for pay, doing service work, or disciplining themselves to plan their
year off, will develop a work ethic to apply to their future careers (O’Shea 572).
But the claims of supporters are contested by a group of opponents who say most gap
years are very expensive, it is hard to get back in the college routine, and most of all that a lack
of structure in a gap year can be detrimental to students. While gap year opponents do recognize
that there are cost-effective gap year options, they also recognize that there are very expensive
ones. Some gap year programs cost more than $30,000, making it equivalent, in some cases, to
an extra year of college (Hoder 1). More than the nominal cost of the year, opponents caution
that taking a year off causes people to fall behind in the job market (Dickson). According to
admissions expert David Dickson, “… your longer term earning potential is hurt every time you
take time off from picking up the academic skills which are a pre-condition for success in the job
market.” This applies even to those in the work force during their year off.
It is also argued that picking up these academic skills is harder after taking a year off. In
the classroom, this is especially true for cumulative disciplines such as math, science, and
languages (Dickson; Shellenbarger 2). Outside the classroom, gappers may feel disheartened
watching friends from their high school graduating class continue on to college before them
(Purnell) or may later have difficulty relating to peers who did not take a gap year (O’Shea 572).
According to interviews by Joseph O’Shea, students who travelled abroad on their year off found
it harder to adjust after coming back home than after leaving (572). They are also subjectable to
losing peer support, access to guidance counselors, and certain scholarships (Purnell).
Where proponents argued that gap years foster motivation and drive to overcome any gap
year side effects, opponents say the seed must have already been planted. They say motivation
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will not be born out of a gap year if there was no motivation to start (Dickson). An unstructured
gap year undertaken by a young adult with unambitious motives will do no good. As Barmak
Nassirian, associate executive director of the American Association of Collegiate Registrars and
Admissions Officers, says, “If you’re going to loiter around the margins of life for a year, you
may be better off in the classroom” (qtd. in Shellenbarger 2).
Structure is not just lacking in individuals, though. The opposition points out that many
gap year programs are flawed as well. They may be unstructured, unlikely to be accepted into,
ineffective, or scams. Unstructured was precisely the word used by Shoshanna Silverberg to
describe her gap year experience. Silverberg volunteered as a teacher in Ghana during her year
off, but had no instructions of what to teach. Her only guidelines were to slap students with a
switch when they misbehaved. Feeling uncomfortable with this situation, she asked to be
transferred and became an administrative aid in an art school. Still, her instructions were unclear
and in a grand finale, Silverberg contracted malaria (Shellenbarger 3). This type of vague
experience would be understandably unfulfilling. Some of the more structured and more
affordable programs such as City Year and National Civilian Community Corps only accept a
certain amount of volunteers before turning the rest away (Shellenbarger 3). Other organizations
similar to these have been called out for being ineffective or, at worst, detrimental. The
detriment may be imparted on volunteers, who often build up a sense of first world superiority,
or to those being served, who could fall into a charity scam.
The goal of volunteer tourism (during a gap year or otherwise) is to serve others while
learning about culture. Unfortunately, volunteers aren’t getting the full picture of the culture
they’re supposed to be immersed in. Volunteers are likely to be more interested in and spend
more time with other volunteers from their home country than the native people they are there to
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serve (O’Shea 566). The whole trip can actually fuel a belief in American (or British)
superiority. Critic Daniela Papi speaks of a general belief held by citizens of first world
countries that they come from more developed countries, they “have the right, or obligation, to
bestow our benevolence on people,” (1). She believes it is all a ploy to fulfill selfish dreams of
heroism. Misguided intentions make many young gap year volunteers prime targets for scams.
In recent years, orphanages have created a major industry in Cambodia. Orphanage directors are
encouraged by dollar signs and donations to keep their facilities and children looking shabby and
malnourished so sympathetic donors will give more. Unicef estimates that three out of four
Cambodian “orphans” have at least one living parent (Papi 2). While most recognize the pros of
taking a gap year, opponents argue that they are too insignificant and the side effects too large to
ignore.
While there are many convincing arguments both for and against gap years, the decision
is ultimately up to the student himself. While praising the benefits of a year off, even the biggest
supporters of gap years admit not everyone is cut out for the experience. Personal motivation is
the entire reason. As Barmak Nassirian points out, some students “may be better off in the
classroom” (qtd. in Shellenbarger 2). Nevertheless, both sides agree to some guidelines which
help people determined to take a gap year. Most important is to stay motivated. Coming out of
the high school world where teachers will hound students if they don’t turn papers in on time can
be difficult because there is no longer the same type of accountability. Young adults must learn
to be accountable to themselves. Another guideline is to apply for admission before starting the
gap year, but defer enrollment (Hoder 1). Acceptance guarantees that gappers have something
productive to come back to after a year’s time. It also quiets parents’ fears that their children
won’t ever get a college education. Also, gappers should have a structured plan (Hoder 1).
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Lacking this could make the whole year a waste. Gap years are not intended to be filled with
laziness and potato chips; they are non-scholastic learning opportunities. Any opportunity
chosen should be paid for, at least in part, by the gapper (Hoder 1). Not only will this teach
discipline, but working and paying for something yourself increases the value placed on it. If the
gap year experience chosen is a package through an organization, rather than self-planned,
students should talk to people who worked or travelled with the organization in prior years
(Shellenbarger 3). No one can give a more honest review than someone with firsthand
experience. Lastly, gappers need to remember to keep their minds open (O’Shea 568). The
picture in their head of how their gap year will turn out probably won’t line up with the reality,
but that’s the case with life too.
The time between high school and college is one of rapid changes and maturation.
Choosing the next step to take, whether that be a gap year or not, is an adult-style decision that
yields many consequences. This more mature style of thinking is exactly what real world
experience is supposed to cultivate. It will develop no matter how the year is spent. Therefore,
though the most convenient time to take a break and take hold of some freedom is right after
high school, a similar opportunity may arise later, perhaps between undergraduate and graduate
school. Young adult life is all about growing up and the gap year is just one of method of doing
so.
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Works Cited
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File. Web. 2 Dec. 2014.
Dickson, David. “Getting on With College: Arguments Against a Gap Year.” Top Test Prep.Top
Test Prep, n.d. Web. 7 Dec. 2014.
Frederick, Chris. “Off the Beaten Path.” Stanford Daily. Stanford, 8 Mar. 2012. Web. 4 Dec.
2014.
Hoder, Randye. “Why Your High School Senior Should Take a Gap Year.” Time. Time, 14 May
2014. Web. 2 Dec. 2014.
Loftus, Margaret. “The Value of a Gap Year.” U.S. News Digital Weekly 6.40 (2014): 11-
11. Ebsco Periodical Index. Web. 2 Dec. 2014.
O’Shea, Joseph. “Delaying the academy: A gap year education.” Teaching in Higher Education
16.5 (2011): 565-577. Ebsco Periodical Index. Web. 2 Dec. 2014.
Papi, Daniela. “Viewpoint: Is gap year volunteering a bad thing?” BBC News Magazine. BBC,
30 April 2013. Web. 7 Dec. 2014.
Purnell, Hannah. “The Gap Year: Pros and Cons of Putting College Off.” Collegeview. Hobsons,
n.d. Web. 7 Dec. 2014.
Selingo, Jefferey. “The Overworked Bachelor’s Degree Needs a Makeover.” Chronicle of
Higher Education 60.39 (2014): A28-A29. Ebsco Periodical Index. Web. 2 Dec. 2014.
Shellenbarger, Sue. “Delaying College to Fill in the Gaps.” Wall Street Journal. Dow Jones &
Company, Inc, 29 Dec. 2010. Web. 5 Dec. 2014.