Today marks the end of #draftweek in which I finished and published the 5 posts from my draft folder one day at a time. I initially started this post in April following a particularly heated conversation in my doctoral course. I wrote the italicized portion that day, as follows:
For the last three years, I’ve been part of a doctoral cohort in Educational Administration. During that time, I’ve been fortunate to learn with a group of really funny, hard working, supportive school leaders from the greater Chicago area. Many of us are nearing the point of having less than a month of coursework and our dissertation ahead of us. (When did I ever think I’d be saying I ‘only’ had a dissertation left?!) We’ve been enrolled in a policy course this term that includes graduate students from other programs, mostly still related to education. Recently we’ve read and discussed Learning to Labor: How Working Class Kids Get Working Class Jobs, an ethnography written by Paul Willis in 1977 about working class boys in school and preparing for the factory floor.
Last Saturday afternoon, we engaged in some discussion with our peers, our professor and a guest professor with some expertise in Willis’s work. Our guest referenced the myth he believes our schools perpetuate by telling all students that they can succeed, go to college, and find a job. He further suggested there are a finite number of jobs and we simply don’t have a place for everyone.
He said we tell kids to work hard and they’ll succeed, and question the ethics of selling this to kids when he doesn’t believe it to be true. Essentially, he went on to liken this to a basketball team in which not everyone that wants a spot on the team gets a spot on the team. He said it doesn’t make sense to prepare all kids to be on the team because only the best kids will make it. This didn’t go over so well (and there is some speculation that he was just stirring the pot). Going back to the make-up of the class, it specifically included my doctoral cohort from Educational Administration, some Master’s level students working toward administrative certification, and doctoral students in other education programs. Many of my cohort members didn’t care for his stance, especially as we could all think of ‘that kid’ who didn’t exhibit the profile of someone who ‘makes the team’ who DID end up being successful with intervention and collaboration. These are students that may have had a different path if we selected it for them based on the early traits we saw.
One of my classmates is a principal at a high school with a fairly large Hispanic population, and his dissertation research relates to Hispanic student success in college. His question to the professor (which went unanswered) was simply, “What is our message then?” Should we be encouraging students and telling them that, with hard work, they can go to college and be what they want to be? As my colleague also questioned, “How is telling students to try their best not the truth?” How does hard work not pay off, even if the payoff is sometimes delayed. How could this be a myth? Your thoughts? What should our message be?