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Socioeconomic status and academic achievement
Socioeconomic status and academic achievement
Socioeconomic status affects academic performance
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The New York Times Article The article featured by the New York Times called Are College Lectures Unfair? by Annie Murphy Paul is a about the inequality of lecturing in college classrooms. The article talks about how women, minorities, low-income and first generation families have a disadvantage in a lecture setting because they cannot connect with the material as well as others. The article talks about the lecture style classroom and the active learning style. The lecture is as it sounds the teacher talks for hours on end, boring the students half to sleep. Whereas the active learning style which has more structure and teacher-student connection. Overall the article talks about the disadvantages of lecture style classes and it would be in
Tannen points out “a greater percentage of discussion time is taken by men’s voices.” (2) She tells us why this is a disadvantage to the women in the classroom. She then continued to separate the two genders into their given stereotypes. Girls tend to separate themselves from large groups; they talk amongst
In the article written by Schaefer he points out the many flaws in society that most people do not think about and some are ones that are commonly known within society. The overall topic of the article was mainly social inequality which is when members of society are not treated the same because of the amount of money, power and the sex they are. This article was good to read and I believe that most college students should be reading things of this nature. Articles such as this one exposes the youth to the real world one they often do not know about or see. When coming into college most people think they know everything and that they have a little more to learn about the world but are pretty well informed. But in fact we are
In this society, almost every high schooler is told they need to go to college in order to be successful, but that is not necessarily true. Stephanie Owen and Isabel Sawhill questioned if everyone needs college to be successful in their article, “Should Everyone Go to College?”. In the article, Owen and Sawhill discuss that even though college is very helpful for many people, but for some the benefits of a college education do not outweigh the costs. Owen and Sawhill discuss this and show the statistics on the pricing of college and general student success throughout the article. Overall, this article does a very well job showing ethical appeals with statistics, does an average job with emotional appeal, and does a very well job showing logic
"Protecting Freedom of Expression on the Campus” by Derek Bok, published in Boston Globe in 1991, is an essay about what we should do when we are faced with expressions that are offensive to some people. The author discusses that although the First Amendment may protect our speech, but that does not mean it protects our speech if we use it immorally and inappropriately. The author claims that when people do things such as hanging the Confederate flag, “they would upset many fellow students and ignore the decent regard for the feelings of others” (70). The author discusses how this issue has approached Supreme Court and how the Supreme Court backs up the First Amendment and if it offends any groups, it does not affect the fact that everyone has his or her own freedom of speech. The author discusses how censorship may not be the way to go, because it might bring unwanted attention that would only make more devastating situations. The author believes the best solutions to these kind of situations would be to
Honestly, this weeks lecture for Senior Symposium was kind of disappointing. After a two week dearth of stimulating speeches, students piled once again into the Hall Campus Center’s Ballroom only to be told they would not be hearing a well thought speech crafted specifically for them. Instead, they were told that they would be viewing a prerecorded Ted Talk that was only tangentially relevant to the reading and only moderately relatable to life as a college student in Lynchburg. The real life professors who introduced the video and answered questions did a fantastic job but the whole exercise felt a bit cheap after four solid weeks of excellent lectures in the flesh. None of this, however, means that the topics discussed in this youtube video
Caroline Bird writes the statement in her 1975 article “The Case Against College (Bird 15-18)” that not every high school graduate is ready to attend college. It is 2010 and this article is still valid today. Some of the college students I have been around were not mature enough for obedience school let alone college. A few of the points she makes in the article are: College has never worked its magic for everyone. Does it make you a better person? Are colleges responsible for your children? Are my children living in a country club? I will use some of my own experiences as an example of college life, as well as examples from my daughter’s college experience, along with my nephews as well. All to find the answer to the big question: Are you ready for a college education?
Linda Lee, the author of “The Case against college”, uses rhetorical devices to sway the readers opinions. Most people can agree college is very important, while others have different opinions. Lee believes not everyone needs a higher education. She is forgetting the reason college is so important and why so many people receive a college education. Everyone should attend college, college graduates make more money, have more job opportunities, become more independent, and have more stability.
The Right Stuff is a great example of the writing style called "New Journalism". Author Tom Wolfe is widely known as a ground breaker in this type of writing. New Journalism has its foundation in fact but uses techniques from the world of fiction to present the information in a refreshingly realistic way.
When I first read the title of the article “The Problem with Lecturing” I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors changing the way they teach/lecture in a classroom setting(logos). Hanford also remarked that Professors have long been aware of the problem with lecturing student, but most are not sure of how to make the needed change. While others feel there is no need make changes to what is, as they believe is “working well”. This last statement however was not clear as what she was trying to convey in her article, which may leave the readers confused of what her actual point is. For example is she looking for a change or is she just expressing an issue that exists.
Louis Menand, a professor of English and American literature at Harvard University presented three different theories for higher education in an article for The New Yorker named, Live and Learn: Why We Have College. Menand (2011) claims that the reasons for college are meritocratic, democratic, and vocational. These theories are great models for the purpose of higher education in our culture, at different points in our history. As a nation, there are definite intentions behind the way that instruction is conducted in our colleges and universities. The techniques adopted by institutions of higher education are no mistake and they are designed to serve a purpose. These methods evolve with time and shape the way that generations think and reason. In our generation, the purpose of higher education in our culture is to sustain the nation atop of the worldwide economy.
In “The Case Against College” Linda Lee tells us exactly who belongs in college, they are “the high-achieving student who is interested in learning for learning’s sake…. And those who seem certain to go on to advanced degree’s in law, medicine, architecture, and the like,” (670). But just because there are certain people who belong in school does not mean that those are the people that attend. Those who are more privileged just happen to be in a position that allows them to partake in certain amenities, one of them being a higher standard of
Are large lecture hall numbers in colleges pushing incoming freshman away? It does for me and many other people I talk to about college. In colleges adds, they mainly advertise if they have small class numbers. They tell us that we will be on a first name basis with out professors if we attend that college. Never have I seen the University of Iowa brag about their 300 people lecture halls. There is a reason to that, and it is quite simple. Students do not learn as well in large class sizes. According to the article “Does Class Size Matter” in the New York Times, students were asked to comment their thoughts on the question. Out of the 220 comments left by students all around the world, 99 percent of the comments that I read said that they liked being in smaller classes for a few simple reasons. One, they can pay attention to what the teacher is teaching better. Two, there are less distractions; this is beneficial to both the teacher and students. And three, the communication with the teacher is much better in a classroom with fewer students. There is more to just the students learning that gets affected by class sizes. We must step back and look at the rock of the classroom, the teacher. It does affect how students learn if the teacher is using certain methods. There are a multitude of ways to teach and sometimes it just doesn’t click with a student the way the teacher is teaching. If we had smaller classes, educators would be able to identify the students who are struggling and figure out a way to help them
I do not agree with your statement, “Education should be free”. First of all, most of our education we can get it for free. For students attending college may be difficult for the reason that students cannot afford an education. These days, students have plenty of opportunities for scholarships and grants the government could provide. Imagine if college education is free, who is going to pay the professors. We as a students pay for our education so professors can teach us the basic tools to enhance in our educational and professional lives.
Most of the courses have us sitting and listening to instructors in traditional classrooms or uncomfortable auditoriums. Classes are typically in session for three hours and only a few utilize the brain break activities they recommend we use when we become teachers. It is a case of do as I say, not as I do. All of the courses have a syllabus that dictates what is due and when it is due. While this demonstrates organization it denies democratic flexibility. I encountered an apparent example of an authority-dependent teacher blindly following the traditional syllabus. My group is assigned to do a presentation on a paper in the syllabus. The article contains a significant amount of academic language and it was incredibly difficult to read. The entire time I was reading it I kept asking how this is relevant to becoming an elementary teacher? When we brought our concerns to the instructor we learned that the instructor had not read the article and indicated no involvement in designing the syllabus. Do not misunderstand me, this instructor knows the subject and is attempting to have us inquire, reflect and collect practical information. It is just ironic that the instructor had no involvement in the information being taught. This did not send the right
...ges face with attrition, these positive impressions may help decrease drop-out rates.” (Rethinking the Classroom:Spaces Designed for Active Learning and Engaged Learning and Teaching, 2015) The room I was in was large and cold. A college could transform this element by only holding large classes in large rooms and teaching smaller classes in smaller rooms or library rooms.