IB-ism: prejudice against students not in the International Baccalaureate program

Racism, ageism, sexism are among the common forms of discrimination polluting our present society. Are today’s children being bullied due to their level of “intelligence”? Beyond the problems of skin colour, age or sex, my demographic seems to also be subjected to “IBism,” what I refer to as the prejudice against students not in the International Baccalaureate (IB) program. The IB program, offered as one of the most esteemed alternate learning programs in various high schools through out the globe, has curated a reputation to manufacture the perfect, well-rounded student. Students are encouraged to select the IB program to challenge oneself and to rapidly conclude the standard high school curriculum. As many of you may be aware, the IB program also provides university level courses and credits.

I am a non-IB student; I must absolutely refrain from using the term “regular” student due to the fact that there are students in standard high school classes who are beyond “regular.” These students present an astute passion for learning as well as the same, or even greater work ethic than the average IB-student. As a student in the standard CBE high school curriculum, I have been discriminated by what I like to call IBists, people who attain a belief that non-IB students are lacking compared to an IB student.

There have been countless times at my high school and at outer gatherings, in which I have been asked the following questions: Are you in IB? What IB courses do you have? Do you have so-and-so for this IB course? To all of these questions, my answer has been, “No, I am not in IB,” followed by an impertinent look from the turning head of the face of my inquirer. Other times, I have been asked what my marks were, once told I was not in IB, IBists have said to me that their marks were incomparable to mine. Yes, I am not an IB student. However, all of our marks have been standardized to be equitable in the education system.  One may argue, IB students have less time on their hands or are subjected to a greater work load. This is a valid point, however, there are non-IB students out there, who strive for more in the free time that is allotted to them for not being in IB. Just because the non-IB student receives a “less challenging” and a slighter amount of homework, does not mean that non-IB students are also deprived of sleep, studying and participating in a vast array of extra-curriculars. The fact is, I am not alone in the suffering of IBism.

Extra-curriculars have seemed to have become a sort of currency among IB students and high-school students in general. The IB program encourages its students to engage in extra-curricular activities with its requirement of CAS (Creativity, Action, Service) hours, thus, curating the well-rounded student. I rightfully commend the IB program for inputting CAS into the IB curriculum. However, it seems to have become exploited in this idea that volunteering or engaging with others in sports and other extra-curriculars is only being done because it is a “requirement.” There have been many times at volunteer projects or in classrooms, upon which IB students become stressed that they are far from reaching their CAS hours. Volunteering and extra-curriculars should not be done merely for a quantifiable “requirement.” As sentimental as this may sound, things like creativity, action and service should be spawned from the student’s own will. There are non-IB students who volunteer the same, even without the incentive of a requirement of hours. Of course, this does not speak for all IB students. The majority of IB students are truly genuine well-rounded youth. It is just the fact that non-IB students are not getting the reputation from parents, teachers and students that they are also well-rounded academics.

In school hallways and beyond, students are being discriminated by not only the colour of their skin or their sex, but the academic program one is in. With or without IB, students should not be segregated by what curriculum one chooses to partake in. IB is an excellent academic program. It is merely the notion of some, who believe that non-IB students are less capable than IB students. This prejudice is what raises a concern. The true measure of a “well-rounded” student should not be prejudged upon whether or not he or she is in IB. A student’s value is founded upon that individual’s hard work and the results that follow, regardless of what program they are in.