The 4.0 GPA

The GPA is a controversial metric. On one hand, it is purportedly an objective way to assess an applicant’s academic performance. On the other, it is a reasonably biased summary metric as students take different courses, have different life experiences, and go to different schools. Yet, perhaps the most controversial aspect of it all is the 4.0 GPA, a number heralded as the pinnacle of academic success by many students and educators. But, as someone who has achieved a cumulative 4.0 GPA before, I can tell you that, in most cases, this number is more about vanity than genuine intellectual prowess.

Let’s start with the obvious, not all courses at an institution are taught at the same difficulty level. Thus, students who aspire to achieve a 4.0 GPA would need to resort to a “play it safe” mentality when choosing their coursework and extracurriculars. Taking risks is, well, too risky. Yet, I would make the argument that this “safety first” mentality is anti-intellectual because progress in school and in life is contingent on risk taking and learning from failure. How can you grow if you’ve never failed?

Nevertheless, academic institutions as they stand at the moment are set up to reward individuals who achieve higher GPAs. Moreover, the GPA expectations for certain racial groups in the US is different so that Asian Americans, for instance, are held to the highest standard as compared to all other ethnic groups. While I won’t comment on the fairness of these expectations as there are very legitimate socioeconomic and cultural factors at play, I will say that, as an Asian American, I feel impelled to enter this “play it safe” mentality when approaching my coursework, and I do believe that this approach has hindered opportunities for genuine intellectual growth at certain points in my education.