Indiana, Duke, Yik Yak, and the purpose of education

Originally posted at www.21stcenturyscholar.org

The news has been full of lamentable examples of bigotry and discrimination.

The governor of Indiana signed the Religious Freedom Restoration Act, legislation that permits businesses to discriminate on the basis of religion—a restaurant, for instance, could refuse service to a gay couple. The politician posed the law as a moral argument; and yet, any logical person recognizes how wrong the legislation is. Either he didn’t think or care about the signals such a decision sends to a gay teenager who lives in a small town in Indiana and struggles with identity issues.

At Duke University—just before the men’s basketball team won its fifth national championship—a student hung a noose from a tree. A few weeks earlier, a group of white men shouted racist chants at a black woman as she walked on campus. The examples illustrate that universities are not safe or inclusive places for many students. Would you feel safe as a black woman walking home from class at Duke? 

Sadly, the bigoted and discriminatory acts are occurring on campuses across the country. Yik Yak, a social media platform, permits users within a particular geographic range to post anonymous “Yaks.” Think about a bathroom stall or dormitory bulletin board where anyone can write anything, even the most racist, sexist, and homophobic comments. Only Yik Yak knows the identities of users. Universities have requested the names and emails of offenders; the social media company—citing a privacy policy that guarantees complete anonymity, except for cases that involve the law—has not complied.

The inappropriate uses reveal where we are as a society. Some critics argue platforms like Yik Yak should not be permitted on campuses. I’m not sure censorship addresses the real issue. Bigotry and discrimination, however masked, are insidious. Sure, cyber bullying exists, but what happens in dorms and on campuses everyday. Have you heard the language of some students as they walk to class? Even if the social media platform didn't exist, people would still find venues and ways to express hate speech and commit violent acts, whether physical or symbolic. Duke illustrates that.

What’s the purpose of education? In No Citizen Left Behind, discussing the importance of civic education, Meira Levinson writes, “Part of the beauty of democracy, when it functions effectively and inclusively, is its ability to create aggregate wisdom and good judgment from individual citizens’ necessarily limited knowledge, skills, and viewpoints. To exclude citizens from this process is to diminish the wisdom that the collectivity may create” (p. 49). Examples like Indiana, Duke, and Yik Yak illustrate uncritical and intolerant responses to deeply rooted and complex issues. They are indictments of our current educational system and one-dimensional approaches to reform.

Standards, assessments, and school choice are important issues. We need to improve graduation rates and prepare students for college and career. But, we also have an obligation to nurture young men and women to be caring, healthy, and empowered citizens. That point is too often absent from public discourse. If we are serious about allaying intricate and enduring issues like intolerance and discrimination, policymakers have to widen the scope of educational reforms. Inclusivity is a precondition—not an accidental byproduct—of successful teaching and learning. Otherwise, instances like Indiana, Duke, and Yik Yak will continue.

Tom Hanks Loves #FreeCommunityCollege and So Do I

Originally posted at www.21stcenturyscholar.org

Is it possible for Tom Hanks to be any more lovable? Apparently, yes. Last week, the actor who made such endearing classics as Big, The ‘Burbs, and Turner & Hooch published an editorial about his time at Chabot Community College. After discussing his experiences, he concluded, “That place made me what I am today.”

Hanks wrote the op-ed in response to President Obama’s plan to provide free community college. Of course, the policy warrants a critical discussion. The research is mixed about the effectiveness of two-year colleges. Scholars have long discussed the possibility of a “cooling out” that may occur; others focus on the lack of degree completion among students and poor alignment between two- and four-year colleges. For instance, less than two-thirds of students who enter community college will graduate with a degree after three years.

Others argue that Obama is wasting billions of dollars. After all, pathways to college and career begin years before community college. Why not spend the money on early education or remediation? Consider that, in a city like New York, less than half of the students from the lowest performing schools graduate. Of those who do, less than a quarter are college-ready.

Bill wrote last week about the possible externalities of the ambitious plan. Yes, it may increase college access for low-income students; privileged students may also partake. With a limited amount of resources and no such thing as pure public goods, perhaps the government ought to target the provision of services. Established policy scholars presented similarly incisive arguments when mayoral candidates during New York City’s last election waved big, bright flags for universal pre-kindergarten. Few discussed the downsides of such a simple and alluring idea. Namely, scholarship indicates that low-income children benefit the most from pre-k. In such a cash-strapped state and city, why would politicians subsidize a service for middle- and high-income children when the gains will likely be minimal?

I agree with all of the above concerns. The plan may be a colossal waste of money. It may not improve college access or address the core problems of the pre-k to college pipeline. It may never even survive the whims of the political process. And yet, I’m thrilled.

Prior examples show that sometimes politicians—rather than using the results of a cost-benefit analysis—ought to make decisions based on ideals. That’s part of being an ethical policymaker.

Postsecondary education made me a more thoughtful and compassionate person. It also prepared me for a career that I love. I was a first-generation college student. My family couldn’t afford a four-year university. I attended community college. I eventually earned a Ph.D. One wouldn’t have been possible without the other. Everyone should have the same opportunity.

My wife and I are also one of the first cohorts who have incurred so much student loan debt that—despite everyone trumpeting the value of postsecondary education—the financial burden may outweigh the benefit. The cost is even higher for first-generation students today. That’s wrong and something needs to change.

Maybe the free community college plan fails. Or, maybe it doesn’t. Maybe, it foreshadows a free four-year college plan. I’ll take the risk because the reward could be so much better.

Mentoring graduate students, part 2

Discovery is central to graduate education. Students explore new ideas and challenge old beliefs. They practice complex skills and interact with an array of scholars. But, from reading a professor’s trenchant feedback to narrowing your dissertation focus, the process is not always glamorous. Here are a few resources to ease the journey:

Purdue Owl APA Formatting and Style Guide

Let’s start with some basic facts: APA guidelines are weird, quirky, and illogical. Here’s another fact: Every paper you submit should conform to the conventions. They provide the template for social science papers. When students deviate, professors notice. If you submit a paper that looks like an e.e. cummings poem, it won’t end well. I promise.

APA publishes a style guide. However, there are plenty of free resources. Purdue’s Online Writing Lab provides the best.

Tips: First, use the search box to find topics. If you’re looking up the rules for three levels of headings, rather than navigating through menus, search for “headings.” Second, check out the sample paper. It provides examples of some of the more unique conventions, like running headers.

Education Commission of the States (ECS) and Politico Morning Education

ECS and Politico send daily emails. ECS aggregates news reports. Politico reviews policy news. Read both to stay informed and to think about possible dissertation topics.

Tip: Many schools, along with research associations and divisions, distribute updates via email. For instance, USC provides several news related updates. AERA’s Division J (edited by Pullias’ very own Dan Maxey) sends news about jobs, fellowships, and publication opportunities. Subscribe.

The Chronicle of Higher Education

The Chronicle serves two critical functions. First, the site provides a great mix of news and opinion about higher education. Second, it publishes job listings. Check the news to stay up-to-date. Read the blogs to learn from experts. And, peruse the job listings to get a sense of the current market.

Tip: The Chronicle uses paywalls. To obtain full access, login through your university’s library portal.

Twitter

Many, many years ago (like five), Bill and I incorporated Twitter into our qualitative methods class. Some students wondered about usefulness. Back then, the social networking site felt a little bit like a high school Dungeons and Dragons party. The cool kids were few and far between. Now, Twitter feels more like a college house party full of unique and diverse people. Twitter is an essential tool for graduate students. Participate in chats. Communicate with top scholars. Follow people and organizations. Receive news and updates. Conduct research. Share findings. Extend your reach.

Tips: Choose a professional name. Tweet regularly.

Tumult at the top

I taught in a district that was a punching bag for critics of underperforming schools. Scandals appeared in local newspapers and on nightly news reports. In my school, teachers then debated the issues, including cheating, sexual assaults, theft, embezzlement, bribery, racism, dropout factories, fired or defecting leaders, and on and on and on. 

At a certain point, dysfunction and scandal became integral parts of our school culture. The best teachers and students were not defined by the merit of their work; they were praised for their ability to excel in such bleak conditions. The most effective administrators were not identified for their ability as change agents; they were recognized for their skills at navigating flawed and corrupt bureaucratic systems. Worst of all, many students stopped believing in education as the great equalizer and started opting out.

Postsecondary education had largely eluded the degree of scrutiny and criticism allotted to secondary education. While politicians targeted high schools for placing the nation at risk, universities continued to be the international standard for academic rigor. As Bill pointed out in a previous blog, scrutiny—and all of the bombastic language and poorly chosen metaphors that come with it—has found higher education.

With student debt at nearly $1 trillion, college is no longer a sure bet. Scandals are only heightening the sense that something is awry. Imagine you are a student who is incurring over $100,000 in debt at USC and you regularly get racially profiled. Even more, imagine you came from a school like the one in which I taught. How would you feel?

St. John’s University, where I am employed, has endured a leadership scandal this year. I asked a few undergrads—both first-generation students from low-income households— about the president’s recent retirement. One student replied, “They talk about all these [Catholic] ideals, then a guy’s gonna take a Rolex.” His friend laughed: “I’d just be happy if my professor answered an email.”

From community outreach to applied scholarship, universities are involved in substantial and beneficial endeavors. For the most part, higher education still represents hope and opportunity. However, one injustice often overshadows one thousand good deeds.

I don’t know what higher education will like in five, ten, or fifty years. The sky isn’t falling (which may be just as worrisome as if it were). Large universities motor on and tuitions and student debts continue to increase. I do know that it’s time to reconnect with core values such as truth and justice and refocus on essential tasks like teaching, learning, and service.

The changing nature of public education

John is a mechanic who lives on the less affluent side of town. His three children all attend public schools. Last year, John Jr., his oldest child, started high school. After the first semester, his grades dropped. Normally an A or B type of student, he seemed apathetic about receiving Cs and Ds. The father, after some investigation, discovered that John Jr. had been bullied by some of his older peers. To complicate the matter, the peers were gang members and caused trouble to the teachers as well.

John went to his son's teachers. Some were responsive and helpful. Others were not. After two more months, he noticed his son becoming detached. He slept in, argued with his two younger siblings, and always wanted to be left alone. The concerned father consulted with the ninth grade administrator, who suggested John Jr. was just going through growing pains as he transitioned from middle to high school. The father left the meeting more dejected than before.

John, who was an avid supporter of traditional public education, decided it was time to explore other alternatives. The well being of his son was most important, and he needed a better educational setting. A week later, he enrolled his son in a nearby charter school. The school’s teacher to student ratio was far smaller than the traditional school and the students were more eager to learn. 

Does this scenario sound familiar? It should. It is occurring in cities across the country.

Spokespeople for educational change often reduce reform options to forced dichotomies. We are supposed to pick from a menu of either / or options: neighborhood or charter schools, democracy or capitalism, test- or student-centered learning, and on and on. As the above scenario points out, the choice for parents is often much simpler and based on finding the best possible school.

This is the last of my blogs about education as a public good. I will not belabor my point because I think the majority of readers believe, like I do, that the nature of public education as a public good is changing. The change is neither good nor bad; it is just different than before. We cannot approach education as Dewey or Thorndike did. In fact, we cannot approach education as we did even five years ago. 

Individuals who argue that neighborhood schools are inherently good and support democracy and charter schools are inherently bad and support capitalism are arguing for an ideal that has never existed. Neighborhood schools as a whole have always struggled to educate all of the students in the neighborhood whether those students have been low-income, Native American, African American, or Latino, or immigrant. Sure, we have outstanding cases of neighborhood schools helping a diverse mix of students. But, we also have those same examples in regard to charter schools.

We have innumerable opportunities to improve schools and neighborhoods and those opportunities do not easily divide between democracy or capitalism, neighborhood or charter schools, or whichever other dichotomies a few outspoken reformers tell us from which we need to choose. Parents such as John are not interested in choosing sides or getting involved in debates about ideology; they want the best possible educations for their children. The nature of public education has changed, and it is time to update the ways in which we discuss, think about, and design education as a public good.

Have Ph.D. Will travel. (Part 1)

As May approaches, Ph.D. candidates are scrambling to submit dissertation chapters to their committee chairs. At the same time, many have heard or are eagerly waiting to hear from search committees regarding potential jobs. Some even have job offers.

During a hectic time, the negotiation process only adds to the hubbub. Here’s some advice:

• Take a deep breath. 
• Talk to your advisor.
• Take another deep breath.
• Ph.D. candidates are often ambitious people. You will undoubtedly consider how each and every aspect of the offer will impact every minute of your life for the next 30 years. Don’t. 
• Identify the negotiables and non-negotiables. Maybe the university does not have a lot of wiggle room in terms of salary. However, they may be able to offer a reduced course load or extra funds for research or travel.
• Countless questions will run through your head: Why did they only offer $66,000? Glassdoor.com shows the average salary for assistant professors at So and So U is $75,000. Is the dean shortchanging me? Can I get more for moving costs? What about the teaching load? Work on getting the best package possible, but also consider the big picture. At the beginning of the process, Bill told me, “The first raise is the biggest raise.” A little later, he also said, “Do you want to be known as the new guy who is a diva?” In the long run, do you want to go to the mat for a $2,000 difference between what you would like and what they are offering? You may decide “yes.” But, understand the reasons why.
• Get the offer in writing. Some universities use a standard contract. The dean will put any negotiated items in a separate letter.
• If the job offer isn’t what you expected, the negotiations aren’t going well, and you didn’t have a great experience during the job talk, maybe you should consider other options. Don’t feel trapped.  
• Last, if you accept the offer, allow yourself to celebrate. Having a Ph.D. and a job are quite the accomplishments. 

In my next post, I will discuss what happens when you move from one place to another.

Imagining a more action-oriented tenure process

On the first day of school, two students started fighting. One student tried to escape. The two ran from the first to third floor. A crowd followed them. Just before the fight stopped, a security guard’s head slammed through a window in my classroom’s door. She never returned to school. A few days later, someone fixed the window.

From August until December, school safety worsened. Gang and neighborhood beefs played out in the classrooms and hallways. Community officers found out about a group driving from this or that area, and administrators and teachers locked down the school. In December, dozens of police in riot-gear walked the halls. A fight began. After the police used pepper spray, the principal yelled over the intercom, “I will not put my teachers in danger!” Just before winter break, she resigned. 

My first four months as a teacher have informed everything I have done since then. My daily experiences were maddening, schizophrenic, and also rewarding. In such a hectic context, I interacted with hundreds of amazing and bright students. I tried (and often failed) to be a good teacher. But, my students always supported me.

As a critical scholar, I am well aware of the importance of framing narratives. I worry that some will read the above story and think, “Oh, here we go again.” Or, even worse, others will read it and think, “Just another inner-city school.” I usually try to avoid telling sensational stories; however, my experiences as a teacher—and how I make sense of them—frame who I am as an academic. 

As a first-year assistant professor, I have spent more time than ever before thinking about the tenure process. I wonder how being part of academia fits into the overall project of increasing social justice and educational opportunities for underserved teenagers.

In The Art of Fieldwork, Harry Wolcott argues, “Best intentions notwithstanding, I think we must concede that the person who stands to gain the most from any research is the researcher” (p. 136). He talks at length about the benefits that accrue to a researcher in relation to his or her participants. A researcher receives a salary, benefits, prestige, job security, etc. Meanwhile, participants receive a $5 Starbucks gift card and / or the knowledge that they are benefiting humankind. 

I disagree with Wolcott. Research can most certainly be self-serving, but not necessarily so. Peer-reviewed journal articles need not be the only important outcome of research. However—despite the wonderful research and service by many scholars—the tenure process at many R1 universities still favors old models of basic science. In that regard, improving education and getting tenure are not always congruent goals. 

What if we imagined a new tenure process, one where tenure committees equally recognize peer-reviewed journal articles and service-based outcomes? What if academics exerted as much energy working with students, schools, and communities as preparing manuscripts?

Tips for finding a tenure-track faculty position

In July, just before my dissertation defense, I announced a new direction for my blogs, a focus on the life of an assistant professor. Since then, my wife and I—with MacDuff, our Australian Shepherd and co-navigator—drove across the country. While our stuff is not quite unpacked and our furniture not yet shipped, we made it to Brooklyn. And, as of a few days ago, I am a newly minted assistant professor at St. John’s University. 

Because the search to find a job is not always clear (or stress-free), I am writing to share my experiences. My job search began after I finished my dissertation proposal and started data collection. I set aside time at the end of each day to view postings, write cover letters, send emails, and submit applications. I kept a spreadsheet with faculty positions, links, requirements, dates, and contact information. The most postings occurred from October to January. 

To find openings, The Chronicle is a job-seekers best friend. I also subscribed to Academic Keys’ e-mails and routinely checked HigherEdJobs. Job searches begin with those websites but they certainly do not end there. Research organizations like ASHE and AERA—the Divisions, in particular—often send emails with job announcements. At the most basic level, universities and research centers advertise on their websites. Are you considering non-faculty positions? Check sites like Rand, SRI, and WestEd. Eduwonk is another good site for K-12-oriented job postings.

To apply, universities often require a cover letter, curriculum vitae, and either references or letters of reference. They may also ask for a one-page teaching philosophy, one-page statement of research interests, and/or writing samples. Before applying, you ought to have between three to five professors who have already agreed to write a letter for you. Before completing the cover letter and supplemental materials, ask colleagues for examples. Search committees receive hundreds of applications; carefully craft a cover letter that is logical, concise, and typo-free. When applying, make sure you send application materials to the correct recipient and address. It seems like an obvious statement, but information on job postings varies widely. Some search committees ask for materials to be submitted online; others require physical and digital copies; and, a few only accept physical copies.

Those are the first steps to getting a job. 

Here are a few final thoughts: First, the most important person during the job search is your advisor. From requesting letters of recommendation to preparing for a job talk, your advisor will provide invaluable guidance and feedback. Second, the supply of doctoral candidates and recent graduates exceeds the number of tenure-track faculty positions. Prepare accordingly. Apply to every opening. Apply to positions in related fields. Apply to postdocs. Accept every offer to interview—its good practice. And, create a back-up plan. Last but not least, relax. Don’t worry about the parts of the process that you have no control over; save your energy to complete the best possible dissertation.

A tenure-track professor in NYC

Nearly three years ago, Bill and I began 21stcenturyscholar.org. When we started, Bill wanted me to focus on my experiences as a Ph.D. student. How does a student make sense of the first year? What is it like to attend a conference for the first time? How does a student manage his time? 

When I answered those questions, I moved on to new questions. What are my research interests, and what are the linkages between research, practice, and policy? Since then, the blog has been a forum where I have explored issues such as neighborhood-based reforms, innovative qualitative methods, and the relationship between qualitative research and public policy. 

I am now at the end of my time as a Ph.D. student. In a few days, I will defend my dissertation. Afterwards, while my wife studies for and takes the New York State Bar, our dog and I will pack up our apartment and look for a place to stay in New York City. In September, I will begin as Assistant Professor of Administrative and Instructional Leadership at St. John’s University. 

In the fall, my blogs will return to a familiar motif: What does it mean to be new at something? In my case, what does it mean to be an assistant professor in the city that never sleeps? What is the tenure process like? What is the relationship between research, teaching, and service? How important are grants? How does an assistant professor balance the myriad demands and uphold the fundamental principles of a changing profession? And, on and on and on and on…

This is a time of exciting change. As a researcher who studies neighborhood-based reforms, I am moving to the center of the universe. As an east coaster at heart, I cannot wait for four seasons and good pizza.

Have a great summer, and stay tuned.

Interviewing for a job and asking the right questions

In my last blog, I discussed finding and applying to faculty positions. Today, I continue to the interview stages of a job search. Typically, the process includes two parts: a phone interview and a campus visit. The campus visit consists of informal and formal meetings with faculty, administrators, and students. The meetings take place in a range of locations including offices, classrooms, restaurants, conference rooms, and even elevator rides and walks from here to there.

We often think of job interviews as one-way interactions; however, each meeting provides an applicant several opportunities to ask questions. In doing so, he or she has the chance to learn about the school and make a positive impression among the faculty. Of course, asking questions is as much about impression management as answering them. Be informed. Search the web prior to the phone interview and then again before the campus visit. What is the mission and vision of the school? What types of degrees does the school or department offer? What are the degree requirements? What does the school’s website highlight? Students? Programs? Faculty research? Who are the faculty members? What are they researching? 

Below, I provide some questions to consider:

Research

•     How does the school support new faculty?
•     What sorts of university grants are available?
•     What are the major foci for tenure?
•     Where do faculty members publish?
•     On what types of projects are faculty members working?
•     What is the vision for the school in the next ten years?
•     Are graduate assistants available for research?

Teaching

•     Do new faculty members receive course reductions?
•     How many classes do faculty members teach?
•     Which classes do new faculty members teach?
•     Are the classes on the main campus, satellite campuses, or online?
•     What are the students like?
•     What sorts of technology do classrooms include?
•     Does the school provide professional development?

Service

•     What service opportunities are available?
•     How many doctoral students do faculty members advise?
•     On what types of committees do faculty members serve?
•     Does the university provide outreach to neighboring communities?

The questions will vary based on what is important to you and also what you know about the university. Each school has its own distinct culture(s). The best advice I can offer is to talk to a range of individuals. Talk to your advisor. Talk to your committee members. Talk to newly minted assistant and associate professors. 

At the end of most interviews, someone will likely ask, “Do you have any questions?” You will be surprised how much you learn about a school during the course of an interview or series of interviews. But, sometimes you don’t know until you know. That’s why one question, above the others, will be useful: “I have heard a lot of great things so far and I do have questions. But, I’m also interested in your perspective. Based on your experiences, what do you think I should ask?”

You can put a price on education

I.

I come from a working class family. I am the only one to enroll in a four-year university. To save money, my father asked me to attend community college first. I did. After two years, I transferred to the University of Maryland. A week before classes began, my family’s economic standing changed drastically. I accepted the fact that I could no longer afford college. A few days later, my mother and I sat in the financial aid office at College Park. The officer did not provide good news. As I sat with my head down, my mom leaned over and, with superhero-type strength, said, “I don’t care what we have to do. Come hell or high water, we’ll find a way.” That belief carried me through my B.A., M.S., and Ph.D. To pay tuition, my mom worked extra hours, and I commuted to school, worked a job, and received need- and merit-based aid. 

I have experienced the same sort of unyielding resolve in many of the parents of the first-generation immigrants with whom I have worked. Last year, I sat with Jose and his father in their living room, which also doubled as a bedroom. Jose’s father, who suffered from AIDS, was struggling to find a free health clinic for his toothache. Through sickness, he worked 12 hours a day for six days a week in order to earn less than minimum wage. I asked why he sacrificed so much. He pointed to Jose. “For him,” he responded, “He’s going to college. He will be successful.” This year, Jose is a freshman at UC Irvine.

Higher education provides pathways to opportunity. That is a core value of our country. It is the belief that has guided my mother and me and Jose and his father. But, higher education is becoming increasingly expensive. 

A new report states that one in five households in the United States—compared with one in ten nearly two decades ago—owe student loan debt. In households such as mine, where the heads of household are under 35 years old, the number rises to 40%, over twice the amount (17%) in 1989. Another report indicates that a staggering two-thirds (66%) of four-year college graduates in 2011 had student loan debt, averaging $26,600.

II.

After ten years of higher education and a six-month grace period, the government now wants its money back. I will spend the next ten years paying for my education. On good days, I pretend I am paying for an imaginary Land Rover. On bad days, when I think about owning a house or having a baby, I consider my student loans—along with my wife’s law school debt—and wonder what we could have done differently. The answer is “not much.” We believed in the promise of higher education, and we borrowed what we needed, not what we wanted. 

My wife and I are now members of a growing cohort of individuals with unwieldy student loan debt. That cohort ranges from those who earned graduate degrees and are now underemployed and struggle to repay their loans to others who dropped out after two semesters of undergrad because they could not afford to pay for remedial classes and are now unemployed and in debt. 

How much should students mortgage today for the potential of tomorrow? We can no longer assume the promise outweighs the cost. 

The upcoming presidential election will determine a lot about the future of higher education and our country. For a summary of the differences between the candidates, see an article published during Education Nation. In short, President Obama wants to increase regulation. Governor Romney wants to provide choice. During the first debate, Romney declared, “The private market and individual responsibility always work best.”

To maintain the integrity of hope in higher education and stay another financial crisis in our country, I ask both candidates what they plan to do to create new pathways to college and away from debt.