Archive for the ‘students’ Category

If I Wasn’t a Rich White Kid – Ruminations on Gene Marks

December 19, 2011 1 comment

One of the greatest gifts [curses] white people have is the ability to forget or take for granted the numerous advantages they’ve had in life. I’ve certainly been guilty of this many more times than once in my life.

The same is true of the tech-savvy.  We take for granted all of the things we learned and the many teachers and lessons we had along the way.  We perform highly-sophisticated tasks as rote, and because they are rote to us – we often forget that they’re most definitely NOT rote to others.  That’s why I grind my teeth whenever my co-worker asks me something about basic HTML code.  I forget all of the lessons I’ve learned since I first typed a string of it.

This is what led to Gene Marks of Forbes writing a piece (“If I was a Poor Black Kid”) offering a well-intentioned but misguided prescription for success to the inner-city black youth readers of Forbes (doubtless there are many of them):

If I was a poor black kid I would first and most importantly work to make sure I got the best grades possible. I would make it my #1 priority to be able to read sufficiently. I wouldn’t care if I was a student at the worst public middle school in the worst inner city. Even the worst have their best. And the very best students, even at the worst schools, have more opportunities. Getting good grades is the key to having more options. With good grades you can choose different, better paths. If you do poorly in school, particularly in a lousy school, you’re severely limiting the limited opportunities you have. (“If I Was a Poor Black Kid,” 2011)

Writers far better than I have already responded (and I recommend you read their pieces over mine: Kashmir Hill, Ta-Nehisi Coates, Cord Jefferson, Baratunde Thurston) but I couldn’t let this go, because of the problems inherent in how Marks closes his essay:

Technology can help these kids.  But only if the kids want to be helped.  Yes, there is much inequality.  But the opportunity is still there in this country for those that are smart enough to go for it.

One can literally parse through each sentence of Marks column and come up with a laundry list of obstacles to the tasks he so blithely outlines (insinuating they’re relatively easy to follow).  For the sake of time, I’ll just address the first paragraph in detail.

“I would first and most importantly work to make sure I got the best grades possible.”

No you wouldn’t.  That would require that you had the luxury of time to devote to things as non-essential to survival as “grades.”  It assumes you have some place warm, safe and dry to go back to every night after school (it also mistakenly assumes the school you go to is also warm, safe and dry).  It assumes that you’re not moving every couple of months as your parents (or whomever is raising you) are kicked out of rental dwelling after rental dwelling.

Taking a step further back, it assumes you actually want to be successful at life (which requires experience with examples of success in life that plant the seeds of aspiration in us).  It also assumes you understand that there is an important series of steps that must be completed in order to achieve that success.  It also assumes that you don’t make any poor choices in between each of those steps (like commit a crime – which is basically a life sentence for a youth of color in a way it isn’t for white kids).

Taking a step forward, “good grades” don’t necessarily mean good education.  Thanks to the standardized test-driven curricula we have, it often means that you develop unimportant skills (like memorization and regurgitation – an utter absurdity in the era of Wikipedia access on our smartphones) learning relatively ineffectual information (like what a bunch of old, white academics near retirement think should be ‘common knowledge’).

I would make it my #1 priority to be able to read sufficiently.

No you wouldn’t.  That assumes you understand the importance of reading.  It assumes you can overcome the derision of peers for seeking such an absurd goal.  It assumes you have the time and resources to accomplish this end (and that humiliation doesn’t preclude you reaching out to someone to teach you how to read).  It assumes your parents know how to read and would think or have time to pass along the value of reading to you (and reinforce it at home).

What amazes me about my fellow honkeys is that they think children of color are somehow supposed to inherently have far more discipline, self-control, and patience than their own children.  By that I mean, while they can’t get their own kids to clean up their toys or keep from throwing tantrums in line at the grocery store; they expect the children of the socioeconomic underclasses to be miniature adults with fully-formed pre-frontal cortexes capable of long-term decision-making and reasoning and able to always delay short-term gain for the benefit of long-term gain.

I wouldn’t care if I was a student at the worst public middle school in the worst inner city.

Cracker, please.  Brock Lesner wouldn’t last five minutes at that school.  You would care.

Even the worst have their best. And the very best students, even at the worst schools, have more opportunities. Getting good grades is the key to having more options.

Which assumes that’s common knowledge.  It also means that these students are fluent in the language and culture of academia.  Oh yes, academia has a language and culture – and it’s distinctly white.  Here are just some of the conventions of white academic culture that are often missed:

  • Attendance is important and counts beyond the points the teacher gives.  It can also buy the credibility necessary to ask for an extension on an assignment, or overlook a minor mistake on a test question.
  • Constant communication with the teacher is important; it shows you’re paying attention, and can earn you an excused absence from class if your car breaks down.
  • Participation in class discussion is important – it shows you’re paying attention and that you read the assigned text.  It’s often something you’re also graded on either explicitly or implicitly.
  • There are conventions for every type of work you have to do in a class.  Papers have them.  Tests have them.  Presentations have them.  Knowing where to access resources to better understand these conventions is an important skill not easily developed.  Take tests as one example: it’s not built into our genes to understand that it’s important to venture a guess just in case you get credit, or to skip the hard questions and come back to them later, or to check the wording of other questions in the test for answers to others.
  • Appearance is important; understanding how prone everyone (and I mean everyone – even teachers) are to stereotyping and prejudice based on nonverbal communication is a skill some rich white people (*cough*Trump*cough) figure out – to say nothing of how hard that is for poor black kids to learn.

This also mistakenly assumes inner-city kids are aware of options for their future beyond being a musician or pro ball player.  Even white kids have trouble envisioning other options because of the limited exposure they have to career fields; some have postulated this is why education is such a popular major in college – because it’s one of the only career fields students understand well as a result of continuous exposure to teachers as role models.

With good grades you can choose different, better paths. If you do poorly in school, particularly in a lousy school, you’re severely limiting the limited opportunities you have.

Yeah but doing well in a lousy school doesn’t increase your opportunities much; you still carry that stigma to every class with you.  Not only that, but you’re completely unprepared for the workload you will encounter when you try to advance to higher education.  Just look at higher education completion rates; only 55 percent of those who go for higher ed degrees successfully finish them.

Beyond the oversimplification of the problem, inherent in this conclusion is a very ugly component of upper-crust white American sentiment toward all others: …so, uh, what about the kids who aren’t smart enough to go for it?

The answer is that the majority of White America is basically okay with those kids ending up in prison or dead (fates they would never tolerate for white children if they were happening as routinely as they do for children of other races).


How Not to do Social Media Case Study – Southern Illinois University Carbondale Facebook Page

November 9, 2011 1 comment

"The Net Interprets Censorship as Damage and Routes Around it" - John Gilmore

Right now, the Southern Illinois University Carbondale is in the middle of a contract negotiation dispute which has resulted in a strike by the tenured faculty.  As one would expect in a situation such as this, the faculty has urged its supporters to be vocal on the union’s behalf and some students took to the SIU Carbondale Facebook Fan Page to urge a resolution to the contract dispute.

Unfortunately, the SIU Carbondale administrators of the page began deleting those messages.  One report noted that they began by deleting only the messages of support for the faculty, but later began deleting all messages related to the dispute – and even went so far as to ban some users. Read more…

Three Reflections on the Tao of Business Cards

September 29, 2011 2 comments

My New Run of Business Cards From

In a recent post, I tried to compile some strategies for students to maximize their networking opportunities in the hope of gainful employment.  One of the things I advised them to do was to have their own business cards to give to people they meet.

Though it seems like a superficial practice, the act of preparing one’s own business cards can be an important opportunity for reflection and self-realization.  They’re not just for other people – they’re also for ourselves.

No, I’m not kidding.  Here’s why: Read more…

For Andrew – On Public Relations and Community Engagement

September 8, 2011 Leave a comment

This evening I received a comment on a blog post I did about the “My GR Six” contest currently going on in Grand Rapids:

“At least they’re doing something besides taking pot shots from your lazyboy. What an asshole you are. No wonder you don’t have any friends. Lol.”
– Andrew | Submitted on 2011/09/08 at 5:02 pm

Though it perhaps didn’t come through in my blog post – I think the My GR Six crew are a great bunch of people.  I like Beth Dornan and John Gonzales quite a bit and even attended a recent Grand Rapids Social Media meetup to hear about the inception of the project.

While I’d never deny I’m an asshole, I do take exception to some of what Andrew said – chiefly the idea that I’m not doing anything.  For example – after the less flattering entries were frowned upon I thought it would be great if they could find a forum. Read more…

The Case for Investing in the Mobile Web Continues to Build

August 26, 2010 Leave a comment

Students Accessing the Web

Too many resources are sucked up by the process of designing and re-designing our websites.  We’re wasting valuable time poring over navigation, color palettes and spiffy Flash animation.

None of those aesthetic flourishes matter for a great many of the people who actually visit the site, because they do it through aggregators or on mobile devices:

How Shows Up on a Blackberry Curve

How Shows Up on a Blackberry Curve

PRSA Tactics had a brief (“Survey: Blacks, Hispanics are Most Active on Mobile web” by Kyra Auffermann) in the “Diversity Dimensions” section that cited Pew Research Center numbers that reinforce the case for everyone (but especially higher ed institutions given the dramatic increase in minority enrollment during this economic downturn) to do more to invest in making information and services available to the mobile web.

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Among the findings (which continue to show that mobile phones are the primary connection of minorities to the web):

  • Rate of Cell Phone Ownership:
    • African Americans & English-Speaking Hispanics: 87%
    • Whites: 80%
  • Rate of Wireless Internet Use:
    • African Americans & English-Speaking Hispanics: 46%/51%
    • Whites: 33%

The days of establishing a hub and forcing people to make a pilgimage to it are in the past.  The new dynamic is reaching people where they are, on their terms.  Increasingly that is on social networking platforms, and increasingly that is mobile.

What the Follow-Through Will Get you

August 22, 2010 Leave a comment

*Updated with Photos Below

Rob Bliss Waterslide New York Times Article

Like I said – the Follow-Through.  Kudos to Rob Bliss.

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Boolify Makes Learning to Use Search Engines Easy

May 1, 2008 Leave a comment

One of the most important skills any student (or any professional for that matter) can have is the ability to use search engines to access the limitless potential of the Internet. In fact, it’s far less important that students learn rote facts in school than it is that they learn how to FIND those facts (and how to think critically and apply them).

Enter Boolify (named for George Boole, who discovered a system for algebraic system of logic that is widely used in computer science). Boolify uses a visual drag-and-drop interface of puzzle pieces to teach people how to think about crafting Internet searches using Boolean operators. While you build your search, below the results are pulled from Google and displayed so you can monitor how each new component modifies the results. It’s brilliant.