Class-Based Value Differences

taken from JZ’s work, part of the whole. She said she doesn’t want her name on it yet. (And she still said that in 2007.)

Another Cultural Diversity Issue in the Classroom

The often unspoken personal hierarchy of values drives decision-making, and student responses to education. If we are to retain students from homes with generational poverty values, we must understand conceptual barriers to success. Community college teachers must plan strategies to optimize strength and bridge differences in order to release hostility and build trust. Understanding does not connote tolerance of unacceptable behaviors, as one of our unstated missions is to help students function positively in an academic and /or business environment dominated by middle class values.

From Melvin Kohn (1969) is this gem: “the essence of higher class position is the expectation that one’s decisions and actions can be consequential; the essence of lower class position is the belief that one is at the mercy of forces and people beyond one’s control, often beyond one’s understanding.”

In other words cause and effect obvious to middle-class may not be visible to persons from generational poverty. Middle class persons may label lack of action by persons from generational poverty as a personal deficiency such as “lazy” or “unmotivated” or having “low self esteem.” Persons from generational poverty may view middle-class community college culture as hostile and untrustworthy.

Possible scenario based on value differences across classes:
Teacher: “Come and ask me if you have problems.” (Values achievement)
Student has problems but never comes. (Values politeness and conformity, feels powerless over destiny)
Teacher labels student failure to ask for help as personal deficiency (Values self direction).
Student views teacher as hostile and drops class (Values relationship over achievement).

3 ways to make information more accessible to readers

First paragraph of “Making Information Accessible to Readers” from Writing in NonAcademic Settings (Odell and Goswani).  Easiest to improve specific sentences and words.  Read through first looking for local changes.  Then read again for global changes.  Does this mean that I focus on local?  Or just focus first?  Does this happen much?

            I would really like to work on how to get nonacademic writing into the curriculum of comp courses.  I think that would be phenomenal, useful, and fun.  I don’t have the foggiest idea how you’d go about it, though.