What's To Be Done?

Matt Forney ‏@realmattforney

If you are a teacher or work in education, kill yourself. It's the only way to save your fuckin' soul.

Hey, if I thought it would help, I'd seriously consider it. But then who would teach my classes?

Learning that I taught in community college, a smart-aleck I once dated snarked, "You mean 13th grade with ashtrays?"

Yeah, in retrospect, he was "negging," wasn't he?  But it worked in this case.  And he wasn't far off the mark, although the ashtrays are in danger of disappearing thanks to a push to ban all smoking on campus.

This morning I devoted to "professional development," attending a series of informal talks and workshops designed to share "best teaching practices" as well as to acquaint faculty members and administrative staff from disparate disciplines with one another.  After a luncheon sponsored by the Foundation (burgers consumed on bleachers) there will be a variety of engaging activities, including an opportunity to roll around the floor of the gymnasium in "human hamster balls" (and yeah, the metaphor is not lost on me either). 

So very much... not me.

Actually, I get a lot out of these affairs.  I have learned more about teaching from watching other teachers (especially in the role of a student) than I ever have from classes in pedagogy.  I often admire their creative techniques, their classroom innovations.  I am always impressed by their caring and commitment, by their boundless optimism that seems to feed on thin air.  (Whatever one says about teaching as a refuge of the mediocre, most instructors care a lot -- at least the ones who show up for "professional development" sessions on a Friday.)  And since I teach remedial classes, it's helpful to be reminded what it is (and for whom), I am preparing my students.

The most interesting workshop addressed the problem of "under-prepared students."  Since the majority of my students will freely admit that they have never read a single book in their lives, and my objective is to prepare them to be successful in their college-level English classes, this hour promised to be highly relevant.  Ah, the eternal question: How do we get these students from A to B?

The session was heavy on statistics and predictably short on answers, because when it comes to education, I think we're all flummoxed -- especially the instructors, who are like soldiers sent forth to vanquish the enemy (of ignorance) by generals and a public at large who, far removed from the front lines, lounge comfortably in their barcaloungers, endlessly carping about the crap job teachers do.

Metaphorically, of course.

OK, here's a fun fact: 58% of students who enroll in community colleges in my state do not place into college-level classes.  They spend their first quarter or possibly first year struggling with the basic skills that you and I probably mastered in eighth tenth grade.  Except this time around, they are paying for the privilege (usually in the form of financial aid) to study "Fundamentals of Algebra" or "Vocabulary Development."  Because they cannot place into core college level classes until they demonstrate proficiency in high-school level math and English, they must supplement their schedules with electives like physical education or Introduction to Ceramics -- for which many must also borrow the money to pay.*

Of these under-prepared students who enroll in remedial classes, only 25% go on to earn either a certificate or a degree.  Those under-prepared students who decide to enter college part time have virtually no chance of ever graduating at all.

What accounts for such a low success rate?  We can assume that whatever roadblocks stood in their way as children continue to impede learning:  poverty, alcohol/drug abuse, chaotic families, mental disorders, or just plain PPP.**

Looking at various factors (race, age, etc.), the most salient one appeared to be gender.  Male students are significantly less likely to overcome the hurdles and wind up graduating (with either a transferable A.S. or a vocational certificate).  In other words, a single mom has a better chance of graduating than a single man with no dependents. 

We were invited to discuss why this might be so.  It was hard for me to discount the anger of certain manosphereans who claim education has become "feminized" to the point of disenfranchising the boys, but no one else was suggesting this as a possible factor, not even the several male faculty members present -- although one male math instructor interpreted the relative (modest) strides of women in obtaining degrees as "a positive sign."  

And complaints of "under-prepared" students are by no means confined to teachers in the humanities (which may be dismissed by manospherean sages such as Captain Capitalism as "feminine" or "fluff" fields).  In fact, the Construction Management and Information Technology instructors are equally vexed by students who are unable to read a manual or write a set of coherent instructions.

I have observed in my classes that the "under-prepared" women do seem to be more compliant: more willing to do what they are told they must do in order to pass my class, for example.  They exhibit a certain dogged persistence in pursuing their goals in comparison to the men, who are more likely to express impatience or "give up" (or "blow up") when faced with frustration.  

Female students, regardless of their degree of preparedness, are more likely to seek support (to approach instructors for help, to identify and consult with advisers, to figure out how to navigate the byzantine system of higher education).  Being a student, especially one with academic deficits, is humbling.  Before we can learn something, we have to admit we don't know it.  Is this something that women are socially more conditioned to accept?  In other words, is it possible that their typically "feminine" behaviors serve them?

I don't know what the solution is.  I'm not even sure what the problem is.  I've been known to piously intone that "College isn't for everyone," or that "Students deserve the opportunity to fail," but such sentiments are not only sacrilege in my circles, they seem like terrible cop-outs.   
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*For profit colleges and technical colleges often lure such students with the promise they will not have to meet these pesky prerequisites, and indeed will often push students through their programs, but their rate of success in subsequently placing graduates in jobs is abysmal.
** "piss poor protoplasm"

But What Would Paul Krugman Say?

The administration has proposed raising the federal minimum wage as a means of stimulating the economy. I happen to live in the state that boasts both the highest minimum wage and the highest job growth in the country. In fact, there is a lot of support in Seattle to push that minimum wage even higher, to $15/hour.  According to Venture Capitalist Nick Hanauer,  "A higher minimum wage is a very simple and elegant solution to the death spiral of falling demand that is the signature feature of our economy." Not to mention just, compassionate, and the all-around Right Thing To Do.

Of course, not everyone is on board.  The Manosphere's own resident economist, Captain Capitalism, proposes an even simpler and more elegant solution:  "I have said before, and I am 100% sincere about this, that if women were to lose weight in America, that would increase economic production... because hot chicks incentive [sic] men...  And men are the primary producers and innovators of society."

Aaron Clarey, is the "super awesome economic genius" behind Captain Capitalism.  His blog represents "some of the finest economic research and philosophy."  He lives in Minneapolis, which he claims is "a leftist shit hole."  I believe he attended community college at some point.