This is an article from the May 2025 Civitas Examiner (Volume 2, No. 2) and was written by one of our students, Charles G. The opinions expressed herein do not reflect those of Civitas other than respect for the value of open dialogue. To read more Civitas Examiner stories or to submit your own, click here.
In St. Louis, a seemingly simple question—”Where did you go to high school?”—holds weight that goes beyond small talk. For many, it’s a test of social acceptance, a way to gauge your socioeconomic background, and an indicator of how you might fit into the city’s tight-knit social structure. Your answer to this question can have profound effects on how people perceive you, whether they are willing to form a connection, and what your social standing might be in a city deeply divided by both geography and class.
St. Louis has an abundance of private schools, many of which are considered among the best in the region. In fact, St. Louis is one of the top 10 cities in the country with the most private high schools. Schools like John Burroughs, St. Louis University High School, Mary Institute and St. Louis Country Day School, Christian Brothers College High School, and many others are seen as elite institutions that reflect generations of old money and long standing social connections. These schools don’t just educate: they incubate society’s future leaders, professionals, and power brokers.
In a city where many private institutions are heavily favored over public schools, there is immense status that comes with attending one of these institutions. For example, John Burroughs is often considered one of the top private schools in the region; it’s a place where children from the wealthiest families in St. Louis are sent. To many, the mere opportunity to attend such a school signals a certain level of prestige, wealth, and opportunity. The social fabric of St. Louis is intricately woven into these institutions, with alumni networks stretching across decades. To many people, the schools you attend can define your place in the social hierarchy and, consequently, influence how you are perceived in the city.
St. Louis’s educational system is far from fair. Although the public school system serves a significant portion of the city, there’s a noticeable divide between those who can afford private school tuition and those who cannot.
This divide has become a key factor in determining one’s social capital. Over the years, as private school tuition has increased dramatically, many working-class families who once could comfortably send their children to these private institutions are no longer able to afford it.
A major contributing factor to this social divide is the homogeneity of many of the elite private schools. John Burroughs, SLUH, and CBC cater primarily to affluent and predominantly white families. This means that friendships, career opportunities, and social circles within the communities are often established based on shared cultural, economic, and racial backgrounds.
This dynamic isn’t just a matter of personal pride or reputation: it’s embedded in the fabric of how people interact with each other in the city.
In St. Louis, many people subconsciously (and sometimes consciously) assign a person’s value based on where they went to high school. Attending a public school like Liberty High School (the one I attend), for instance, doesn’t come with the same weight as attending a private school like John Burroughs, MICDS, SLUH, or CBC, even though the quality of education may be relatively the same.
Social circles often form around the shared institutions, and the social currency of high school becomes a crucial factor in determining whether someone will be welcomed into certain spaces, both socially and professionally.
The exclusivity of these schools, even in modern times, perpetuates the old guard of St. Louis social circles, which can be difficult for newcomers or those from less prestigious schools to break into.
This educational divide also creates cycles of inequality. As private schools often come with higher levels of funding, more advanced resources, and greater access to college preparation, their students have a significant advantage when it comes to college admissions and future career opportunities. On the other hand, students from less-resourced public schools in St. Louis may face educational inequities that hinder their ability to compete on the same level.
In St. Louis, the question “Where did you go to high school?” does more than just serve as a casual conversation starter.
It’s a powerful indicator of social capital, economic standing, and cultural belonging. For many, where you went to school can directly affect how you are perceived, who will accept you into their social circles, and what doors might open or remain closed because of it. As long as the city’s social structure continues to be deeply influenced by educational pedigrees, the conversation about high school will remain a central aspect of life in St. Louis. However, with a push for increased awareness and more initiatives to be put in place, there is hope that these divides may eventually be bridged, allowing St. Louis to create a more inclusive and equitable future.
