Blog Assignment #7

“Mainstream English… is an abstraction. It is an attempt to isolate from the full set of all varieties of US English those varieties which are not overtly stigmatized…” (Green 62). The English language is not nearly as universal, or even as national, as many people would like to think. It varies between different geographic locations, cultures, and ethnicities. However, certain variations of the English language are associated with social supremacy while others carry with them a negative social status connotation. One example of a widespread language variation which Rosina-Lippi Green explores is the African American Vernacular English, also known as AAVE. The role of this dialect in American society represents the social and cultural barriers constructed by language.
Although AAVE is a dialect specific to the African American race, I believe the social associations with it represent the greater issue; any variations on the generic English language are usually unacceptable in American society. As Green explains, “dominant institutions promote the notion of an overarching, homogenous standard language which is primarily white, upper middle class, and midwestern” (Green 65). Society is too quick to judge lingual variation as a fault or label it as mispronunciation, rather than simply a stylistic difference made by choice. It is important that you identify with your heritage or ethnicity so long as you do it in a way that allows you to still linguistically identify with the rest of society. “You may have dark skin, we tell them, but you must not sound Black” (Green 63). This racial and lingual double standard inhibits people from expressing themselves freely. After all, what is the point of using language as a tool to voice our opinions if you’re limited to one linguistic approach in order for your opinions to hold any credibility?
“…Language is… a flexible and constantly flexing social tool for the emblematic marking of social allegiances. We use variation in language to construct ourselves as social beings, so signal who we are, and who we are not and cannot be” (Green 63). However, if language is a means of personal expression, why does it lead to the formation of social barriers? This is because American culture often associates lingual variations with lack of education or class, therefore separating individuals merely based on the way they speak. In the United States “…power and authority in language are tied inextricably to education and literacy” but on the other hand, variations in language similar to AAVE are “…linked to a socially unacceptable set of social, economic, and racial characteristics” (Green 61, 65). The fact that language is associated so closely with these other societal issues is frightening, because in no way is a lingual difference synonymous with an economic or racial one.
It is important that our country begin to realize how truly non-homogenous language is. We need to accept this concept that linguistics are abstract rather than concrete; that a slight impurity in pronunciation may represent individuality rather than stupidity, creativity rather than inequality.

Blog Assignment #6

1. In “The Progressive Basics,” Francesco Delbanco compares the methodology of a progressive education to that of a traditional one. Delbanco investigates the teaching styles of one progressive school in particular, the Prospect School, and makes some interesting observations. The progressive method focuses on self expression and interest rather than traditional educational concepts. Delbanco compares the activities of the traditional student to a progressive one, explaining that “They conjugated verb tenses and diagrammed sentences; we learned to feed baby goats from EvenFlo bottles” (Delbanco 275). I believe my personal education was definitely traditional. I remember participating in artistic and enjoyable activities, however they still served an educational purpose. I feel that while a student’s education should provide the opportunities to nurture their personal interests, it is still important that a well-rounded education is involved. You may want to be a firefighter or a teacher as a child, but this dream will most likely change at some point. Therefore, it is important to receive an education which provides a general knowledge in a variety of areas so you are able to change your mind in the future. I think school systems should tackle this issue by providing elective courses earlier in education so students can experience a specific career or path of study and decide whether they want to pursue it.

2. Through Delbanco’s work at Seventeen magazine and her “School Zone” column, she is able to examine a variety of approaches to education. However, her visit to the Putney School presented her with a much more radical attitude than she could’ve imagined. Students at the school rejected the magazine and her role as an observer, criticizing its ability to target and diminish self esteem among readers. Delbanco expected a warm welcome to the school, but instead was greeted by protesting students clad in anti-Seventeen apparel and armed with an irritated outlook. In order to dissolve or at least reduce the uproar, the administration agreed to allow Delbanco and her crew to deliver a mission statement of the magazine and the objective of their visit to the school. I felt this was an effective way of allowing the students to receive clarification of the true ideals of the magazine, rather than those they simply assumed. However, I was shocked that the administration allowed the chaos and protest to develop so strongly before Delbanco and her crew arrived. I sympathized with Delbanco’s statement describing her reaction to the progressivism of the Putney School: “Self-professed liberal that I am, the seeds of conservatism already blossomed in my twenty-five-year-old heart; apparently I’d spent enough years calling my own teachers “Mr.” and “Mrs.” to begin to see some merit in those conventions. I feel some degree of authority and discipline is imperative to the administration of an educational institution, no matter how progressive it may be.

3. I feel Delbanco’s attitude toward progressive education is conflicted. While she appreciates some of the liberalism of this education and the benefits she herself reaped from it, she also realizes that some educational and authoritative structure is important. When she first arrived at the Putney School, the self-righteousness and pugnacity of the students shocked her. She realizes the students would never make it in the real world with the defiant attitudes they possessed, however she came to admire the courage and confidence of the students by the end of her visit. She explains that “The progressive system may at times veer too far in the opposite direction, but nurturing the individual does deliver intellectual dividends” (Delbanco 281). I feel that all American schools should nurture the individual, but in a sensible manner. If a student doesn’t wish to participate in a particular event because it conflicts with their beliefs, that should be respected. Students should also be offered occupational directed courses which provide them with an education which is not necessarily purely intellectual, but which caters to their personal interest. I don’t feel public schools lack resources to encourage “independent thinking” because that is an ideology and method of thought, which can be encouraged without any resources at all.

Blog Assignment #5 1. Richard Rodriguez experiences a great struggle throughout his life between excelling in education while still respecting his culture and family. Education functioned as a means of separating Rodriguez from the traditions of his family. It allowed him to start a new life, in which he could avoid the uneducated, Hispanic background he faced at home every day. Although being educated was something Rodriguez longed for, it created a conflict with himself because he constantly struggled with his embarrassment over his parents’ lack of education. He explains, “I intended to hurt my mother and father. I was still angry at them for having encouraged me toward classroom English. But gradually this anger was exhausted, replaced by guilt as school grew more and more attractive to me” ( Rodriguez 219). Rodriguez’s education also caused separation from his family because he would seek refuse in his books while distancing himself from family tradition and bonding. In the end, his efforts only proved to be more harmful. As he struggled to forget his home life and old culture, he only remember it more. Education may have seemed like a way out of his past, but in the end it only brought him back to it with greater remorse. 2. Repeatedly, Rodriguez referred to an analysis made by Richard Hoggart, describing the concept of a “scholarship boy.” This concept was one of the few that Rodriguez was actually able to identify with and compare to his own love/hate relationship with education. The idea of a “scholarship boy” is an individual who struggles with his sense of intelligence and eagerness to learn and its interference with his familial atmosphere. Although this individual may be extremely knowledgeable, they have a low sense of self esteem and confidence. Often their background or lack of education in their family contradicts with their own intelligence, and causes personal confusion. The “scholarship boy” learns to create boundaries between learning environments, such as the classroom, and their home. … The scholarship boy must move between environments, his home and the classroom, which are at cultural extremes, opposed. With his family, the boy has the intense pleasure of intimacy, the family’s consolation in feeling public alienation… Then, at school, the instruction bids him to trust lonely reason primarily (Rodriguez 217). A “scholarship boy” may experience academic success, but at the same time a rise in anxiety, as this intelligence sets him apart from his background. 3. While studying in London, Rodriguez seems to have an epiphany about his extensive education. He comes to realize the loneliness of intelligence and extreme ambition to learn. The trust and dependence he had placed so heavily on education as a method of escaping his roots all of a sudden seemed foolish. In one regard, Rodriguez had achieved the intellectual success he had strived for. He was highly educated and had an intelligent opinion on most situations. However, he had lost something far more important – the ability to express his personal opinions or beliefs, rather than simply educated ones. Rodriguez also acknowledged the loneliness that he and many other intellectual individuals experienced, burying themselves in books and distancing themselves from personal interactions. He also began to question himself and whether his work and the dedication he devoted to his dissertation would ever impact anyone or serve a purpose. After questioning himself and reevaluating his education, Rodriguez states “I told myself that I wanted a more passionate life. And a life less thoughtful. And above all, I wanted to be less alone” (Rodriguez 225). I found it extremely refreshing that for once, Rodriguez was able to admit that while he spent his entire life thinking and reasoning, he no longer wanted his intelligence to control his life. 4. Many factors motivate and encourage Rodriguez’s desire to learn and succeed educationally. Rodriguez’s drive for success seems to derive from his desire to avoid his culture and the lack of intelligence in his family. By succeeding in school he can steer farther away from the fate of an uneducated adulthood like that of his parents. At one point, Rodriguez explains his anger and sadness when his mother was unable to read a book that he read as a young child. “But when, several weeks later, I happened to see it next to her bead unread expcept for the first few pages, I was furious and suddenly wanted to cry” (Rodriguez 221). He is also inspired to succeed by the intelligence of his teachers. He feels that by burying himself in schooling and books, he will aspire to their level of aptitude. Rodriguez believes intelligence is synonymous with success and achievement. His parents, on the other hand seem to be proud of Rodriguez but also question his extreme passion and obsession with education. 5. As an adult, Rodriguez is finally able to analyze his struggle with and passion for education growing up. He realizes that while education was able to provide him with a sense of confidence, often this was confidence was fake. In the end, the family life he avoided was something he desired. While providing him with intelligence and self assuredness, his addiction to education also provided a great deal of loneliness. Through his fixation and strive for intelligence, Rodriguez had succeeded in separating himself from his culture and family. However, he came to realize that this may not have been something he wanted after all. He explains this when he states, “If, because of my schooling, I had grown culturally separated from my parents, my education finally had given me ways of speaking and caring about that fact” (Rodriguez 226). I feel that while Rodriguez may have missed out on a great deal of the cultural aspects and personal relationships of his family, at least he was able to recognize that as an adult. He then was able to rebuild some of these relationships when he moved back in with his family. Although it may have taken him a long time to realize, Rodriguez did finally come to terms with the importance of his family and culture.

Blog Assignment #4

1. Mann believes education is a powerful tool which is necessary to a successful democratic society. He values the importance of education and feels it has a great effect on all aspects of society. He explains that “‘Education must prepare our citizens to become municipal officers, intelligent jurors, honest witnesses, legislators, or competent judges of legislation – in fine, to fill all the manifold relations of life’” (139). Without education and knowledge, Mann feels society would suffer because citizens would not be able to contribute to or improve the wellbeing of their community and the nation as a whole. Mann also feels education contributes to social mobility. In today’s society, I feel that education is valued and gives an individual greater credibility. However, I do not feel it has the same clout and importance it once did. Today, an educated person may receive more respect or be accounted with greater integrity, but schooling doesn’t determine what an individual is capable of achieving. There are many people with little or no educational background who achieve the same, if not greater, success than highly educated individuals.

2. When Mann addresses the concept of “sanitary intelligence,” I believe he is referring to the importance of education regarding issues of personal health and wellbeing. He feels it’s important to discuss these issues because although they aren’t typical educational topics, they undeniably warrant discussion. In his own words, Mann believes it is important to discuss sanitary intelligence through education “‘… so that the healthful habits naturally growing out of their observance shall be inbred in the people, exemplified in the personal regiment of each individual…’” (143). Basically, I feel the principle of this concept is to encourage health and sanitation in all areas of life. Throughout my own education, personal health has been referred to in health and physical education courses. However, I feel that today sanitation is automatically expected by our society. Usually these concepts are learned through our families or social encounters with peers and friends, rather than in an educational setting. I think this concept of “sanitary intelligence” is something everyone should learn, but I don’t feel it’s necessarily taught through schooling.

3. Mann feels there is a strong connection between education and wealth. He believes education is the only way to establish equality between the wealthy and the impoverished. He explains that “education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, – the balance-wheel of social machinery” (145). He also refers to education as a device which can prevent poverty and create wealth. If an authoritative figure were to present this idea, it would probably be laughed at. Today, education isn’t seen as a means to ending poverty or breaking down economic class division. Although being educated may be associated with credibility or high status, it is not typically associated with prosperity. I don’t feel education has been particularly effective in addressing academic differences in American society. Often wealthier people are able to receive an extensive or private education due to the fact that they can afford it. However this doesn’t mean that wealthier people are more intelligent or that poor people are less.
4. I agree with Mann’s belief of the importance of the connection between education and government participation. Through my education thus far, I’ve been able to achieve a greater understanding of the American system of government. Although my knowledge of our government is far from extensive, I can at least understand the basics. I feel that without any understanding of our administration, the desire to participate would be difficult to achieve. I feel that the education regarding our government has been somewhat effective. The knowledge I have about our administration is limited, and I feel if I knew more about it I’d be more interested. I feel more information should be given about government to encourage participation. I think schools should place a greater emphasis on young adult participation in government, especially voting. Schools should stress the importance of young adults voting, and emphasize the impact our generation could have on elections. If this was discussed more thoroughly, I think students would be more interested in government and more likely to participate.

5. I think Mann had an effective way of addressing the relation between education and moral and religious beliefs. He described this connection in a neutral, inoffensive way while still addressing its importance. He explains that while good morals should be implied and encouraged through education, there shouldn’t be a strong correlation between religion and education. While good morals may often be associated with Christian beliefs and the bible, education cannot enforce one religion because it is unfair to enforce one specific religion. If education was coupled with a particular religion, it would transform schools into “religious institutions” (150). Mann doesn’t think this is appropriate because taxpayers are paying money to support education, not religion. Mann describes that education can serve as a “preventative means against dishonesty, against fraud, against violence...” (150). But he seems to focus more intently on education’s relation to citizen participation, and the idea that school can instill the importance of this. “The elements of a political education are not bestowed upon any school child for the purpose of making him vote with this or that political party when he becomes of age, but for the purpose of enabling him to choose for himself with which party he will vote” (150).

Blog Assignment #3

Blog #3

1. Sandra’s statement, referring to a gift her father made for her, upset Bebe for many different reasons. However it is clear that the main source of her unease is the fact that she, unlike Sandra, doesn’t have a father. Hearing these words from a girl her own age with such a different situation makes Bebe feel like an outsider. She is unable to relate because she’s never experienced what Sandra has with an adult male role model. I think it also upset Bebe because it’s unlikely that she has received a gift like this one from anyone, let alone her father. This event also exemplifies the title of the story, Envy, as it depicts the jealousy Bebe experiences toward Sandra. Bebe’s unwillingness to participate in the discussion following Sandra’s statement reflects her feelings of embarrassment and shame. The fact that Sandra makes the experience seem extremely commo, however it is something Bebe probably won’t ever experience. This frustration is evident when Bebe describes her immediate physical response to the situation, in contrast with Sandra’s perfect demeanor. “The lump under my tongue was suddenly a stone and when I swallowed the taste was bitter… I breathed deeply and slowly. Sandra sat down as demurely as a princess” (Campbell 122).

2. Bebe struggled greatly with the idea of having a matriarchal family as a child. However there were many positive effects as well as the negative. Having strong, intelligent matriarchal role models inspired Bebe to achieve those same characteristics. Although at times Bebe seems to resent the matriarchs’ determination to inspire her, it’s also clear their motivation was effective. “And what did they want from me, these Bosoms? Achievement!... Pushing little colored girls forward was in their blood… And if I didn’t climb willingly up their ladder, they’d drag me to the top” (Campbell 119). However it also seems that growing up in this environment caused Bebe to feel slightly ashamed and awkward, as exemplified by the situation in the classroom. I also believe that at times, the matriarchs’ comments make Bebe feel inferior and lower her self worth. They make it clear that as an African American, Bebe must work harder than other children to achieve the same goals. “The unspoken rule that I had sensed all my life was that a colored child had to be on her best behavior whenever she visited the white world… I had committed the unpardonable sin of embarrassing my family in front of them” (Campbell 126).

3. The determined matriarchs seem to constantly work to inspire Bebe to “become someone.” Their intensity and intelligence combined with discipline and inspiration help Bebe to follow the path of success. Although the matriarchs are extremely loving, when need be, they reprimand Bebe in an intelligent and assertive manner. After Bebe’s instance at school, her mother states, “‘Bebe, I want you to go to your room and think about what you’ve done. I don’t understand your behavior… I’m extremely disappointed in you” (Campbell 126). They teach life lessons such as valuing education, gaining respect, and keeping your dignity. These lessons are often indirect and can be identified in the matriarchs’ actions, rather than a blunt explanation of how to act. For example when Bebe’s mother wrote letters to Bebe’s principal on teacher on elegant stationary. Bebe explains, “I knew the letters were extremely dignified. My mother was very big on personal dignity. Anyone who messed with her dignity was in serious trouble” (Campbell 129). I think that while the ways in which the matriarchs disciplined and taught Bebe may have been different if a male figure had been present, I do not necessarily think they would have been better. The women exemplify the important qualities they wish Bebe would acquire in an effective way.

4. It is clear that Bebe has a great desire for a father figure in her life. She feels she is missing out on the experiences a father provides to many of her peers. A male can provide an upper hand and demonstrate the manliness and “macho” attitude the matriarchs cannot. She seems to desire the roughness and discipline that are associated with fathers rather than mothers. After being beat by a friend’s father, Bebe states“…I was thrilled when the leather grazed my hiney with the vengeance of a father’s wrath” (Campbell 127). More than her desire for punishment, Bebe seems to want a father figure simply for the sake of having him in her life. “I wanted him to come and beat my butt or shake his finger in my face, or tell me that what I did wasn’t so bad after all. Anything, I just wanted him to come” (Campbell 130). As an adult looking back on the situation, it seems Campbell values the authority she grew up with, despite the fact she longed for a father more than anything at the time. She seems to acknowledge that a father may have been able to provide a different sort of discipline and motivation, she also realizes that she was lucky to have the upbringing she did.

5. Because there is no male in the family, it seems the matriarchs assume all the roles a father would normally hold. But then again, who is to decide what the normal roles of a father are. Typically, fathers are associated with being the protector. The one who holds the authority and determines the punishment. The one who keeps the family together in times of trouble. The one who provides protection in dangerous situations. I realize these are broad generalizations which many people may not agree upon, therefore I find this a difficult question to address. However, I feel the matriarchs were extremely effective role models and “parents” to Bebe, despite the fact no father was present. They were able to effectively discipline Bebe and love her at the same time. While they may not have provided the physical aspect of a male’s family role, they were more than adequate role models emotionally.

Blog Assignment #2

1. Although America may not have as scrutinizing of a class system as many other countries, a great deal of rigidity is still present concerning the division of its social classes. For the most part, it’s easy to identify whether a person is from an upper class background, as opposed to a middle or low one. This is probably because many upper class individuals wish to be identified in just that way. Aulette describes the steps these families seem to take in order to secure their wealth and identity. An important step in achieving this is to create a positive image for your family by volunteering in the community, sending your children to private schools, and encouraging them to participate in athletics. From my experience, this desire to create a well off image seems to be an accurate depiction of many upper class families. Living in a middle class family in a primarily wealthy, upper class suburb allowed me to witness this division of classes first hand. When reading this excerpt, I also felt the description of this lifestyle was extremely reminiscent of the lives of the characters on one of my favorite TV shows, The OC. Constantly the women on the show, similar to the women Aulette describes as gatekeepers, organize charity balls and other socialite events. While these events represent volunteerism and generosity, they are often more vital to maintaining the social statuses of those planning the event than to helping the poor.

2. I feel that Aulette makes many conclusions which accurately portray the middle class, but they also come across as extremely broad generalizations. Not every middle class individual can be identified by the four main factors Aulette describes. The family of a close childhood friend is a perfect example of geographic mobility. In the time I’ve known her, her family has moved three times due to her father’s employment promotions. I, too, have experienced the mobility effects of employment changes among my parents four times. On the other friend, my best friend, who also comes from a middle class family, has lived in the same home her entire life. Due to the fact that they haven’t moved around, they also still greatly rely on kin for economic, social, and emotional support. I feel that while these characteristics may hold true among some middle class families, it is not always the case.

1. Life on TV seems to appeal to the narrator, Gary, because it offers an escape from his own reality. The families portrayed on TV seem unusually perfect and their day to day life “so uncomplicated in its routine” (p. 26). Gary also envies the wealth and social status of these families. Although the narrator’s life seems normal in the modern world, at age nine he it seems incredibly flawed to him. His family is ordinary, working class, and Hispanic rather than the ideal upper-class, exciting, and Caucasian ones depicted by the media. At school, he is categorized as a “stupid,” ants often adorn his home, and sibling arguments are inevitable. The problems in Gary’s life are far from tragic, but I can’t blame him for feeling inferior with shows like “Leave it to Beaver” illustrating the “ideal” life. And while the narrator is intent on imitating the life he witnesses on TV, his siblings don’t appear to share this desire. His brother and sister seem more comfortable and accepting of their identities. This is exemplified when Gary asks his brother to wear shoes to dinner, but instead he arrives wearing only his swim trunks.


2. There are many aspects of TV family life Gary desires; however, wealth seems to be his number one priority. He looks for work in a desperate attempt to “become wealthy, and right away!” (p. 26). Gary believes, as many do, that wealth is the solution to his problems. By the end of the story, however, his opinion of wealth appears to have changed. Although he is still attempting to find work, it seems to be more of a pass-time than a money-making venture. Since his mother encourages him to spend as much time as possible outside, he may as well do something productive. Completing a job such as weeding a flowerbed becomes a fulfilling job that will help him to “end the day right.” Understandably, the money is still appealing, but it no longer represents a step towards the “Father Knows Best” lifestyle. In my opinion, Gary seems to be slightly more accepting of his life and family situation at the end of the narrative. He may still idolize the families on TV, but I think he has come to the realization that his family will never be like them.


3. The grown up Soto seems to have an attitude toward his family that is more in keeping with the modern idea of family. No longer is the “Leave it to Beaver” family the norm. In fact, even when Gary was nine that “ideal” family wasn’t the norm, but it was depicted that way. Soto conveys a feeling of acceptance about his childhood as he is able to poke fun at the perfection of TV families of the past:
‘May I have the mashed potatoes?’ asks Beaver with a smile.
‘Sure, Beav,’ replies Wally as he taps the corners of his mouth with a starched napkin.
I think Soto believes he had “a good family,” or at least a typical one. While Soto admits his family was not perfect, at least they were, for the most part, happy. As a child, Soto was unable to differentiate between reality and television which unfortunately gave him an unrealistic idea of what a family should be like. Gary tried to identify with children whose situations were fabricated and airbrushed to perfection. “This was the summer when I spent the mornings in front of the television that showed the comfortable lives of white kids. There were no beatings, no rifts in the family” (p.28).


4. Although I didn’t realize it until I read this question, food and drink are prominent in practically ever paragraph of this story. I think the food and drink seem to symbolize two main groups. There are sort of “high class foods” which symbolize the TV family lifestyle, as well as the more practical, less expensive foods which represent the everyday life of the working class, including Gary’s family. Kool Aid, for example, is mentioned four times in the story. When I think of Kool Aid, inexpensive powder mix in an oversized container comes to mind. A mere scoop can provide an entire pitcher of juice; a staple beverage for kids on hot summer days after playing in the scorching sun. Gary also mentions foods such as beans and tortillas, which are often associated with Hispanic culture, to emphasize his ethnicity. These are all foods which I feel represent the narrator’s working class lifestyle. Then when describing the ideal family, Soto includes other foods which, although they may not seem like delicacies, represent something he didn’t experience as a child. “They hopped into bed with kisses and woke to glasses of fresh orange juice, and to a father sitting before his morning coffee while the mother buttered his toast” (p. 29).


5. I feel the supporting characters play a large role in helping Gary to accept his family life the way it is. Gary’s mother affectionately reminds him who he is when he asked to eat turtle soup like he saw on TV. Gary states, “she laughed that I was a crazy chavalo” (p.29). His sister provides a similar “reality check” when Gary proposes an idea to her that would make “white people like [them] more” (p.29). She replies by referring to him as “craphead,” explaining that “they’ll never like us” (p.29). Although this may be harsh, it shows that his sister is more accepting of her identity and isn’t obsessed with trying to change it. The same attitude is exemplified by Gary’s brother when he wears his swimsuit to dinner rather than dressing up as Gary asked. Outside his own family, Gary is also provided with different concepts of family and identity. For example, his friend Little John, who is openly abused by his mother. I think this gives Gary something to appreciate about his own family which he is so quick to find flaw with. Gary’s other friend, David King, provides the closest real life example of middle-class Gary can find. However, he isn’t perfect or kind like the middle class children who are depicted on TV. I feel this, too, gives David a better perception of reality versus fiction.