Final answer:
Students who feel like college administrators want them to fail are often those with low grades or from disadvantaged backgrounds. Changes in academic policies or grading systems that seem unfair can lead to frustration, disengagement, and a decrease in academic performance. A collective grading system may reduce incentive and lead to a decline in overall student effort and achievement.
Step-by-step explanation:
The category of student who often feels like college administrators want them to fail might arguably be students with low grades or students from disadvantaged socioeconomic backgrounds. These students might perceive the college environment as unsupportive or biased against them. Students who have received "F" grades before a change that either seeks to remediate or further stratify the grading system might feel discouraged or targeted, potentially leading them to either work harder to improve or to become disengaged from the academic process.On the other hand, students with "C" grades might have ambivalent feelings towards changes in grading policies since they are in the middle of the academic spectrum. However, they too could feel cheated if grading shifts in a way that diminishes their efforts or potential for improvement. Conversely, students with "A" grades are likely to feel the most frustration in response to changes that negate their high performance, potentially demotivating these students and potentially leading to a decrease in overall academic engagement.When college administrators or educators announce drastic changes that negatively impact students who have been performing well, students may act out or feel immense frustration. In a case where grading shifts to a collective model, we might expect high-performing students to feel a sense of injustice, while low-performing students might feel temporary relief. However, this change could undermine the drive for academic excellence and could lead to an overall decline in performance due to the removal of incentive. Educational fulfillment and student performance have complex ties to social class — students from lower socioeconomic statuses often face additional challenges, impacting their academic journey and outcomes.